We need qualitative transformation in legal education
Bhushan, 17 Jan 2015

The paradigm shift in legal education in India ever since the establishment of National Law Schools has been towards excellence in this domain, and this excellence has now become a habit and not an isolated act.

 

In the coming decades the all enveloping influence of Science and Technology, which is galloping at an exponential pace ordains Law to respond to the challenges, hence the focus needs to be on Law, Science and Technology.

 

Another equally important point is that the leading institutions in legal education, like the National Law Schools, must consider it a pious obligation on their part to help the other Law colleges to come up by helping them with their expertise. Each Law School, for example, can choose the Law colleges in the state in which it is located and then help them to have the benefit of their expertise.

Prof. R. Venkata RaoLeading institutions like the National Law Schools must consider it a pious obligation on their part to help other Law colleges to come up by helping them with their expertise

As far as NLSIU is concerned, the objective with which the Law School was started was to establish a Centre of Excellence in Law and Research in India. The USP of our college is that we provide intellectually stimulating, professionally competent and socially-relevant legal education. Faculty at the Law School is very accessible. With an excellent faculty-student ratio, the Law School provides an exciting opportunity for the students to interact with their teachers.

 

The teaching methods adopted for the Degree Porgrammes are such as to promote multidisciplinary inquiry and practical appreciation of problems. The teaching method involves lectures, discussions, case studies, moot courts and project work. An innovating feature of the teaching method followed by the NLSIU is co-operative teaching where two or more teachers jointly offer a course and interact with the students in the same class. This is particularly useful for the multidisciplinary analysis of socio-legal problems.

Beyond exchanges between students and faculty in the classroom, there are formal means of communications to improve the class experience and student-life. At the end of each trimester the students are expected to complete an evaluation of their courses in that trimester. Project assignment is another component that requires both literature survey and field investigations. These methods help in improving research skills, analytical abilities and communication skills of the students.

 

Our curriculum is innovative; our reading materials are up to date and the research done by the research scholars has been considered to be pioneering and outstanding.

 

Another characteristic feature of the Law School is that it has over 210 working days each year devoted for instructional purposes. The trimester system of instruction demands maximum number of working days in each trimester for completing the course requirements. Thanks to all these initiatives we are able to provide quality lawyers.

 

Notwithstanding the fact that much needs to be done to bring about qualitative transformation in 1200 Law colleges, one can confidently say the Legal Education in India has a bright future as all the stakeholders have not only started showing increasing concern but also have been coming with concrete suggestions to further improve the quality of legal education.   

 

As told to Shilpi Sachdeva

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