The Legal Education - Law Commission of India

414.7 It must be noted that standards of legal education relate to variousaspects of legal education. They are known to the Bar as well as to theFaculty. Hence, they must be arrived after a thorough study and after aneffective interaction between the Bar Council and the Faculty. BarCouncillors and Judges and faculty members of the Legal EducationCommittee must make an in-depth study of the subject of ‘LegalEducation’ which is a specialized branch by itself. It is not sufficient eitherfor the Bar or Faculty to have a general or vague idea about LegalEducation. There is voluminous literature both Indian and foreign on thesubject. If one reads the Report of the Curriculum Development Centre ofthe UGC 1988-1990, one will notice that it is very elaborate and consists ofvarious aspects of Legal Education and runs into 800 pages and thesubsequent Report of 2001 consists of 500 pages. There are several earlierreports. (See also the articles in the Journal on Legal Education availablein the Indian Law Institute). The recent curriculum prepared in 2001 by theNational Law School University, Bangalore is said to be on the basis ofthe Mac Crate Report and Harvard models. Of course, whatever is adoptedmust suit Indian conditions. New courses are necessary in the light ofliberalization, privatization and globalisation. The standards of legaleducation concern the entry to the college, the curriculum, as also themethod of examination at the time of entering the college and leaving it orentering the profession and the qualification of teachers etc. There must befull coordination between the Bar Council and the Faculty on these matters.4.8 There is one other aspect here which concerns the implementation ofthe recommendations of the Legal Education Committee of the Bar Councilof India by the Bar Council of India. The earlier Working Paper of the Law