The problem of the crowded curriculum in legal education is a concern for law schools worldwide. Accrediting bodies mandate that law programs must cover a complex array of prescribed knowledge areas. Additional demands are also placed on legal education by the legal profession, which demands that graduates be proficient in not only substantive legal knowledge, but also a range of “job ready” skills. Upon entry into the profession, law graduates are expected to possess a range of intrapersonal and interpersonal skills, including communication, negotiation, and teamwork skills. They are also expected to be proficient in emerging technologies that are becoming increasingly integral to legal practice. As a result, law schools face the challenge of integrating the teaching of these diverse elements into an already over-crowded curriculum without sacrificing the depth or quality of legal education.
Navigating this landscape requires careful balancing, ongoing curriculum reform, and the adoption of creative teaching methodologies to ensure that future legal professionals are both well-informed and equipped with the necessary skills to thrive in their careers.
PANELISTS
- Ana Zorrilla (ITAM): https://facultad.itam.mx/facultad/ana-maria-zorrilla-noriega
- Helen Gibbon (UNSW Sydney): https://www.unsw.edu.au/staff/helen-gibbon
- Marina Feferbaum (FGV-SP): https://direitosp.fgv.br/en/node/1383
- Alex Steel (UNSW Sydney): https://www.unsw.edu.au/staff/alex-steel