The students of the Faculty of Law, University of Ibadan were introduced to the clinical way of legal education in the year 2008. This is a new teaching method different from the traditional method of teaching law. A specialized Women's Law Clinic was also inaugurated to complement the clinical work in the faculty. This article reflects on the attitude of the students to this development, using the results of an unstructured interview of some third-and fifth-year law students, some law graduates and some nonlaw students and graduates who were exposed to the clinical legal education (CLE) method of instruction. The article discusses the new teaching method and the effects on legal and advocacy skills, teamwork and students' interest in the teaching of law courses. Results show that the attitude of students particularly is very positive towards CLE and it is preferred to the traditional method of teaching.
Built heritage has been and is being threatened by natural and man-made factors such as urbanisation, climate change, civil unrest, and activities of extractive industries among others. These factors have led to the destruction of built heritage culminating in a gap in the cultural history and identity of the people. Over the years, in every country, there have been different regimes that have regulated the preservation and sustainability of built heritage sites, ranging from the traditional pre-colonial era, the colonial era and the post-colonial era. This article from the perspective of law and history, examines the trajectory of the heritage management systems over the years in Nigeria to identify necessary areas of improvements that are needed to adequately manage and protect built heritage against the identified endangering factor of urban development. From its comprehensive analysis, this paper argues that in-order to adequately manage built heritage, it is important to adopt a holistic approach that will require the harmonisation of the various heritage management systems while taking steps to document indigenous conservation methods. On the other hand, harmonisation of all heritage laws with town planning laws is essential for sustainability.
The Council of Legal Education, which is the regulatory body for the legal profession in Nigeria, has made it clear over the years that the training of lawyers cannot be adequately carried out through correspondence or distance learning, which can be interpreted as online learning or remote learning. As a response to the COVID-19 pandemic lockdown, various online teaching and learning methods were adopted by educational institutions all over the world, to ensure the continuity of the learning process, truncated by the pandemic. This study, carried out through a multidisciplinary approach, is an assessment of the perception of students on the level of effectiveness of COVID-19-imposed online teaching and learning, especially, in comparison with the traditional classroom setting among legal education students in Nigeria. From the study, it was observed that students perceived the online learning method to be more effective than the traditional face-to-face method of delivery but were less focused during the online classes as compared to physical classes. Furthermore, many of the students opined that online classes should be discontinued after the lockdown. Despite students’ distractions during online learning, there is a need to recognize that online learning is a panacea for the crisis at hand (the COVID-19 pandemic), and for as long as it lasts, there may not be a complete return to the physical classroom setting. The study suggests ways of minimizing the challenges that students who do not find online learning effective face with its use, while also calling on the Council of Legal Education to revisit its stance towards the adoption of online learning as a suitable teaching method to be incorporated into legal education.
This research responds to the recent destruction of cultural heritage in Nigeria during the protest against police brutality meted out on the populace by a unit of the Nigerian police force known as the Special Anti-Robbery Squad. This article uncovers issues implicated in the destruction of the Iga Idunganran, a national monument. Through a survey questionnaire, the article determines the perceptions of people about African traditional religion and the knowledge of people about the value and significance of heritage loss occasioned by the recent destruction of the palace. Findings reveal that many Nigerians are unaware of the value and significance of the palace as heritage that is essential to societal development. Many Nigerians are suffering from an identity crisis because of colonization. The Nigerian government has not fulfilled its role in protecting cultural heritage. The Nigerian government needs to put structures in place to implement its commitment at the national level.
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