Edited by Linden Thomas and Nicholas Johnson
29 May 2020
234 × 156 mm
300 pp
Formats:
Paperback: 978-1-911507-16-1
PDF: 978-1-911507-17-8

Introduction

Part One

Clinic: Why, What and How?

Part Two

Clinic Regulation and Compliance

Part Three

Assessment

Part Four

Sample Precedent Documents

Part Five

Research on Clinical Legal Education

Part Six

Clinical Legal Education Networks


The Clinical Legal Education Handbook is intended to act as a good practice guide and practical resource for those engaged in the design and delivery of clinical legal education programmes at university law schools. The Handbook is primarily aimed at clinics in England and Wales, but is likely to have content that is of interest to those engaged in clinic in other jurisdictions. The Handbook will offer direction on how to establish and run student law clinics and will set out guidance on both the pedagogical and regulatory considerations involved in the delivery of clinical programmes.  It will also provide an introduction to the existing body of research and scholarship on Clinical Legal Education (CLE).

CLE has become an increasingly popular method of legal education in recent years.  By the end of 2013 at least 70% of all UK law schools were delivering some type of CLE and 25% of these offered credit-bearing CLE programmes. It is almost certain that this number will increase and that many of those law schools that are already offering CLE will look to increase the scale and scope of their activity with the advent of the forthcoming Solicitors’ Qualifying Examination, which will allow time spent volunteering in a student law clinic to count as ‘qualifying work experience’ for the purpose of qualifying as a solicitor.

Despite the popularity of CLE, there is very little information available in the UK as to how clinics ought to be set up or how clinical programmes might best be delivered. Although the regulators have a statutory duty to improve access to justice, it is as though pro bono and CLE were entirely forgotten when the current regulatory framework was drafted and there is little evidence that it has been considered in the regulators’ most recent consultations. 

The Handbook will be used by staff involved in running law clinics, both as a practical guide to establishing and running their programmes and as a teaching resource and recommended text on clinical programmes.  It will also act as a resource for clinical legal education researchers who wish to engage in regulatory, pedagogic and legal service delivery research in this area.