Prior to independence, legal education was all but non-existent in Singapore and many other colonies. This essay briefly discusses that colonial context before going on to describe how the National University of Singapore Faculty of Law came to play an important part in Singapore's rule of law story as Singapore's national law school, a global law school, and an Asian law school. A third section considers challenges for the future, including the impact of technology on legal practice and the changing market for legal services. These transformations require us to rethink the purpose of law school, even as they are matched by changes in the students and faculty who enter our classrooms and our offices.

The first decade of the new millennium was a challenging and transformative period for the NUS law school even as she was confronted with a testing financial position. Both the curriculum and teaching pedagogy underwent significant change. Research assumed far greater importance and the period saw important strides being made in the quantity and quality of faculty publications. The school also saw herself become an important voice in the global conversation about law and legal institutions. In addition to being Singapore's national law school, she developed an identity as Asia's Global Law School, a law school that continues to contribute significantly to Singapore while at the same time playing a role intended to advance the interests of people everywhere, particularly in Asia.

This essay engages pedagogy and teaching philosophy in reviewing how constitutional and administrative law ("CAAL") has been taught at NUS over the past 60 years, engaging the themes of mission, method and materials. Gone is the time when foreign academics disinterested in local law thoughtlessly issued readings on Bickel and irrelevant foreign cases; today, most CAAL teachers are active researchers who appreciate the autochthonous, experimental nature of the constitutional order and the changing political context, while staying abreast of comparative and international developments. While the dominant party state remains, the governance style has shifted from authoritarianism to a more consultative, participatory approach, befitting of a post-deferential era. Government-driven constitutional amendments continue, constitutional litigation is proceeding apace and public interest in public law is in ascendancy.

Like Baloo of The Jungle Book, I have been involved in the teaching of law (and more specifically, Company Law) for a long time. Company Law is considered to be an essential subject for all lawyers in Singapore. This is borne out by its inclusion as a compulsory paper in Part A of the Bar Examination conducted by the Singapore Institute of Legal Education ("SILE") for graduates of foreign universities intending to be called to the Bar, even though it is not mandatory in many LLB courses abroad. This short piece is a distillation of my experiences not only as a teacher of law but also as a legal practitioner in both the public and private sector over a period of more than thirty years, as well as a member of the board of directors of several listed and non-listed companies. On the basis of that experience, may I proffer the following thoughts on the teaching of Company Law specifically and on legal teaching generally, in the hope of provoking some reflection and discussion.

In the 60 years of the Law School's existence, the value of teaching the distinction between law and equity has sometimes been questioned but never marginalised. Different emphases are discernible. In the foundational years, equity and trusts was presented as a kind of flexible real property or as land management rights. The land context was the institutional focus. Little by little that has given way to more varied contractarian and commercial contexts and applications of equity. This short note traces the shifts in institutional focus in both teaching and research in equity and trusts. Observing that there was little concerted planning in ensuring that the teaching and research in equity and trusts would remain responsive and relevant to the needs of the legal profession, it concludes with the proposition that equity and trusts is still relevantly taught as a distinct and separate subject.

The paper begins with the recognition that land is scarce in Singapore and looks at how Singapore responds to the situation. The property law course in NUS which has evolved over the years is then considered and is assessed to be what it is today as a result of careful and meticulous planning. The students' experience in the learning of property law has been enhanced and enriched by the Faculty's teaching and research in the subject. Going forward, property law legal education in NUS will continue to develop to meet the future needs of the legal community and Singapore.

Tan Keng Feng, who died in December 2016, was a member of NUS Faculty of Law for over 30 years until his retirement in 2005. Professor Tan introduced generations of students to Tort Law. This compilation of papers to mark the 60th anniversary of the Law Faculty provides a timely opportunity to pay tribute to our colleague by examining the Faculty's influence (both direct and indirect) on the development of Tort Law in this jurisdiction.

The narrative of this piece is a simple one: the IP journey of NUS Law closely mirrors the IP journey of Singapore. If IP teaching barely featured at NUS Law for almost the first half of its history, this was when IP was unimportant in the old economy of Singapore and in fact the political leaders were even suspicious about IP rights. If IP teaching started at NUS Law in 1985, this coincided with Singapore shifting gears in the 1980s to move up the value chain into higher-technology sectors where IP rights matter. If NUS Law broadened and deepened its IP curriculum over the next three decades, this was in tandem with Singapore's construction of an increasingly sophisticated IP infrastructure that is needed for a new knowledge-based economy. This narrative is a tale of how a national law school played a supportive role in nation building.

The Faculty of Law, National University of Singapore has been deeply involved in the teaching, research and practice of criminal law in Singapore since its early days. Pioneer members of the faculty developed teaching and resource materials which subsequent generations of scholars have built on. This paper charts the evolution of teaching at the law school and highlights the centrality of criminal law to the teaching and practice of law as well as our conceptions of justice. Criminal law has a profound impact on law students, and at NUS Law, it is a matter of pride that its students have an equally profound impact on criminal law in Singapore—as students, practitioners and leaders.

Pro bono has changed radically in Singapore over the past 60 years, emerging from relative obscurity to become an important regulatory and educational issue. NUS Law has contributed to the growth of pro bono in Singapore through student pro bono. Currently these student activities are not limited to supporting the pro bono of lawyers and organisations, and they contribute directly to access to justice by providing the public and litigants in person with legal information. The character of student pro bono at NUS Law therefore suggests a shift in focus, from pro bono to the primary goal of access to justice.