 Formal Legal Education in India regulated by BCI &

Universities.
 Law Commission of India felt,
“Legal Education is fundamental to the very
foundation of the Indian Judicial System.”
 All India Bar Exam- 3.5 hours, open book exam,
same syllabus as LLB Course. Reflects distrust of BCI
on recognized law colleges.
 Law Commission, National Knowledge Commission
& Supreme Court call for reintroduction of Bar
Exam.
 Governmental Policy
 BCI
 UGC
 Affiliating Universities
 Private Governing Body of Law
 Colleges
 National Litigation Policy
 Developments in Legal Profession
 Developments in the Legal System
 The kind of students who enroll
 The Caliber and Commitment of the faculty
 The Infrastructure available
 Technological advancements
 The Developments in other fields of Education
 The Changes in the Society
 Part IV BCI rules on standards of Legal Education
fail to provide for qualifications, conditions of
service, selection, pay perks & promotions of law
teachers.
 Law teachers equivalent to arts, commerce and
science teachers for under graduates as if LLM
(takes 3+3+2/ 5+2 years) is equivalent to MA,
M.Com. and M.Sc. (takes 3+2 years).
 Full time teachers barred from practicing Law under
the BCI rules. Do not provide for non-practice
allowance.
 BCI should study the NET/SET process, curriculum,
evaluation & determine its desirability as a
qualification for law teachers.
 Law teachers need training (before they start
teaching) on teaching methods and sufficient
practice.
 Law teachers need proper incentives. NKC says
current UGC scales not attractive.
 Law colleges are not sanctioned enough number of
full time lecturers.
 BCI has listed 21 compulsory papers. But syllabus
is not framed by BCI, University to decide.
 BCI is silent about the vernacular medium.
 Question paper pattern, marking criteria passing
criteria, criteria for classes differ in Universities.
 No proper academic audit regarding curricular, co-
curricular and practical training activities of
colleges.
 Professional Ethics not mandatory part of
Curriculum.
 Curricular framework of no aid if examination is not
tough enough compelling
(1) study of good books, references
(2) updating
(3) regular studies and discussions in the classrooms.
 Question papers do not adequately reflect the new
topics, amendments included in the subject.
 UGC National Assessment and Accreditation Council
(NAAC) assesses & accredits universities.
 NAAC does not classify institutions and does not
apply different criteria for accreditation of different
classes of institutions.
 NKC report lamented that law institutions are far
from standards.
 BCI 2008 rules on legal education provided for an
accreditation/performance rating system judging
academics, administration and financial of past 5
years record.
 The Vision Statement of BCI recognised two issues
affecting the image of legal profession in India :
• Inadequate quality of legal education and
infrastructure, and
• Lack of relevant skills training to meet with the
ever-changing demands of the modern world
 Step to resolve issues : “Creating clear quality
standards for legal education and a common entry
level standard for entering law schools across the
country. ”
 Uniform admission procedures for all the
recognized law schools in the country.
 Establishment of the National Academy for Law
Teaching and Continuing Legal Education.
 Revised list of requirements for accreditation of law
schools.
 Benchmarking and quality evaluation of law schools.
 Standardization of the academic calendar.
 Five-year dual-degree LL.B. programmes to be made
the norm; three year LL.B. programmes to focus on
specialized areas of law.
 Balance between doctrinal and vocational
education.
 A revised curriculum.
 New technologies to be used in legal education.
 Measures to attract and retain better faculty.
 Mix of small and large class sizes for teaching.
 Medium of instruction.
 Use of contemporary teaching techniques, and
adoption of the Outcomes Model.
 Continuous education and skill upgrades for faculty.
 Standards for faculty evaluation.
 Thus,
THANK YOU.