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5 J. Int'l & Comp. L. 43 (2018)
Navigating Troubled Seas: The Future of the Law School in the United Kingdom and the United States

handle is hein.journals/jintcl5 and id is 45 raw text is: 

                        THE UNITED STATES

                   Gemma   Davies*  and Margaret  Woo**

   Abstract: Legal education in both the United Kingdom and the United States
   has faced troubled waters in recent years. With a decrease in employment
   opportunities for lawyers, rising expenses in legal education and unceasing
   critiques from the practicing bar, law schools in both countries have worked
   to revamp their curriculum to meet these new challenges. This article outlines
   some  of the legal education reforms implemented in these two countries.
   In some areas, the reforms match in goals and methods, but in others, they
   diverge. Ultimately, these changes add insight into the nature and identity of
   the legal professional itself This article ends with comparative observations
   about the direction of legal education in both countries.

   Keywords:  legal education; Legal Education and Training Review; Solicitors
   Qualification Examination; transnational education

            I.  Qualifications   to Become a Lawyer in the
         United  Kingdom and the United States of America

The  legal education model in the United States has remained constant for over
a century.' Beginning in the 19th century, US legal education moved  from  a
clerkship/mentoring system of educating lawyers to a three-year graduate school
model in a university setting, culminating in a degree in law, the Juris Doctor (JD).
The traditional law curriculum is based on the Langdellian appellate case method,
under which  students carefully analyse previous judicial opinions that further
principles or doctrines of law. Core courses, such as property, torts, contracts,
civil procedure and criminal law, are closely tied to preparing students for the bar
exam  that is to be taken after graduation. With the exception of one school (notably
Northeastern University School of Law), this graduate professional school model
requires no work or apprenticeship experience for graduation. The reality, however,
is that most US law students would have some limited work experience prior to

*  Senior Lecturer and Director of International Development, Northumbria Law School, Northumbria
   University, United Kingdom.
** Professor of Law and Associate Dean for Research and Interdisciplinary Education, Northeastern
   University School of Law, USA.
1  Robert Stevens, Law School: Legal Education in America from the 1850s to the 1980s (Chapel Hill:
   University of North Carolina Press, 1987) p.35.

[(2018) 5:1 JICL 43-69]

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