Indian legal education should switch to the American Bar Association output-based model, thereby creating a clear goal but flexible pathways.
Authors
Suvrajyoti Gupta, Associate Professor, Jindal Global Law School, O.P. Jindal Global University, Sonipat, Haryana, India.
Shireen Moti, Assistant Professor, Jindal Global Law School, O.P. Jindal Global University, Sonipat, Haryana, India.
Summary
In this work, we compare the Indian and American legal education systems, to argue that the former lacks the toolkit to impart professionalism among its graduates. ‘Professionalism’ in American literature means the internalization of legal skills along with values of public service.
The formation of these cognitive attributes through law school and formative years is known as ‘professional identity formation’. We refer to the American discourse of professionalism and argue that Indian legal education should switch to the American Bar Association output-based model, thereby creating a clear goal but flexible pathways, allowing for faculty-led innovation in courses, curricula and pedagogy.
We also underline other aspects of Indian legal education like faculty shortages and barriers between academia and profession as causative factors preventing the growth of professionalism in law graduates, which may eventually disadvantage them in the global workplace. We call for reform and discourse of the basic attitudes of the Bar Council of India and the legal educators.
Published in: Asian Journal of Legal Education
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