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Legal Education In India: Navigating Political Challenges And Reforms




Dhruba Kolay, LLM, Department of Law, University of North Bengal


ABSTRACT


Legal education in India functions as more than just a pathway into the legal profession; it is an essential component for fostering social development and reinforcing democratic governance. The Law Commission of India underscores the significance of legal education in shaping professionals who possess both legal acumen and a robust sense of social responsibility. As a mechanism for social engineering, it plays a crucial role in upholding the rule of law and facilitating justice within a heterogeneous society. Grounded in the principles of English common law, India’s legal education system has developed under the auspices of regulatory bodies such as the Bar Council of India (BCI) and the University Grants Commission (UGC). The nexus between legal education and politics is particularly noteworthy, given that a considerable number of Indian political leaders emerge from legal backgrounds. This foundation equips them with the skills necessary to draft legislation, interpret constitutional provisions, and engage meaningfully in governance. Therefore, the modernization and humanization of legal education are imperative not only for the legal field but also for the broader enhancement of India’s democratic and political institutions.


Keywords: Legal education, social justice, Bar Council of India, University Grants Commission, legal profession.



Indian Journal of Law and Legal Research

Abbreviation: IJLLR

ISSN: 2582-8878

Website: www.ijllr.com

Accessibility: Open Access

License: Creative Commons 4.0

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All research articles published in The Indian Journal of Law and Legal Research are fully open access. i.e. immediately freely available to read, download and share. Articles are published under the terms of a Creative Commons license which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

 

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The opinions expressed in this publication are those of the authors. They do not purport to reflect the opinions or views of the IJLLR or its members. The designations employed in this publication and the presentation of material therein do not imply the expression of any opinion whatsoever on the part of the IJLLR.

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