Legal Education Case Study

During the king period the king either used to dispense justice own its own or appoint judges and assessors to administer justice but they are not necessarily trained in law but they were known to have knowledge of righteousness and justness and they had the reputation of bring fair and impartial. . It was in the year 1857, that a step was taken in the imparting formal legal education in the country . Three universities, set up in the cities of Calcutta, Madras and Bombay, formally introduced legal education as a subject for teaching. This was in a way the beginning of the era of legal education in India. At the initial stages, students were free to undertake instructions in other disciplines such as history, geography, science etc. along

It is an institution not dependent on any State or Central funding for its maintenance; an institution which is academically completely free to design its course, test the product and maintain a strict quality control. It is an institution using multi-disciplinary knowledge to understand the intricacy of law in operation and emphasizing research skill, and applicational ability. If market condition has any significance National Law School students have, broadly speaking, an assured professional career. If national focus is any relevance, the decision of the Law Ministers of the country about replicating such an institution in each of their States is an indicator of success and if the opinion of the international teaching community and professionals is required they are the people eloquently speaking in favour of the National Law School experiment in legal education. It is perhaps the best experiment in the country in the field of legal education after the experiment in technology education in IITs and management education in IIMs. It is desirable that we reap the benefit of this successful experiment. I must, however, hasten to add that the profession is not the true beneficiary of the products of the National Law

and M.Sc. This is wholly unfair considering the fact the LLM is 3 + 3 + 2 / 5 + 2 years of study after 10 + 2 whereas MA/M.Com/M/Sc. is only 3 + 2 years after 10 + 2. No weight-age nor benefits accrue to law teachers on the following - completing LLM in first attempt, having university ranks, taking up post graduate studies in allied subjects like politics, economics, human rights etc. It appears that an Arts teacher may get a benefit for completing LLM.

NET/SET have become proud qualifications to be put after one's name along with university degrees acquired. Unfortunately NET/SET is not able to guarantee communication skills and a passion for teaching. It is the students who suffer when good teachers cannot be appointed only because they have not cleared NET/SET. BCI should study the NET/SET process, curriculum and evaluation and determine its desirability as a qualification for law teachers. It is pertinent to note that AICTE, MCI, Architects’ Council of India and Nursing Council of India do not require NET/SET for teachers of their