ABSTRACT
This chapter seeks to draw a number of lessons about the process of legal education reform from key projects that have taken place internationally over the last three decades. The chapter focuses on the limitations of such processes, including their narrow frames of reference, methodological and data limitations, and under-theorised approach to the policy and regulatory process. It reflects particularly on the ways in which the Legal Education and Training Review in England sought to overcome some of these challenges by reconstructing reform as a process of creating ‘socially robust’ solutions to complex problems. It concludes by discussing, in the context of continuing debates over Australian legal education system, how a more systematic deployment of principles of ‘design thinking’ might potentially enhance the legal education and training sector’s future capacity for better regulation and policy-making.
