TUTORING AS A BRIDGE BETWEEN UNDERGRADUATE LAW STUDIES AND PROFESSIONAL PRACTICE: HOW TUTORING AT TASHKENT STATE UNIVERSITY OF LAW ENHANCES A STUDENT-CENTERED PATH TO CAREER READINESS

Abstract

Across legal education, “tutoring” has evolved from remedial support into a strategic bridge between theory and practice. At the Tashkent State University of Law (TSUL), this bridge is being strengthened through an ecosystem that integrates academic tutoring, skills-based coaching, clinical education, and co-curricular practice with citizen-facing legal service. Drawing on publicly available descriptions of TSUL’s Legal Clinic, student-service infrastructure, practice-oriented facilities (e.g., moot courtrooms and a forensic lab), and community programs such as Street Law, this article argues that tutoring—broadly understood as individualized, formative guidance—can power a genuinely student-centered trajectory from classroom learning to professional competence. The paper proposes a practical tutoring framework tailored to Uzbekistan’s legal-education context, distills actionable insights from TSUL’s current practices, and outlines quality indicators and assessment tools institutions can adopt to measure impact on employability, ethics, and public service. The result is a roadmap for universities seeking to translate legal knowledge into career-ready performance while honoring Uzbekistan’s justice-sector priorities.