Professional Legal Education in India: Challenges and the Way Forward

Kashyap, Amit Kumar

doi:10.5958/2230-7311.2016.00035.0

Cited by 3 publications

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“…; ls Íu wOHdmk{hs ka f.a j.lS ula nj hs (Tripathi, 1968;Maxwell, 1975). tfuka u mdi,a a wOHdmkh ;= < kS ;s h b.eka ùfï l% s hdldrlï ie,iq ï úh hq ;= wdldrh iïnka Ofhka Kashyap, 2016 woyia ola jd we; (Kashyap, 2016). ta wkq j fuu wOHhkfha m¾fha IK wruq K jYfhka mq oa ., whs ;s jdis lï yd wdrla Idj iïnka O oekq j;a Ndjh y÷kd.ekS u" wmrdO f.dÿrelrKh yd iïnka O iú{dks l;a jh wOHhkh ls Íu" wmrdO hq la ;s l% uh yd tys l% s hdmámdáh ms <s n| oekq j;a Ndjh y÷kd.ekS u" wmrdOuh jerÈj,g ys ñ o`vq jï ms <s n| oekq j;a Ndjfha uÜgu wOHhkh ls Íu hk ldrKd ;= <s ka bia u;= jk ffk;s l idla Ir;dj wOHhkh ls Íu yryd wmrdO md,kh yd ks jdrKfha YlH;dj wkdjrKh ls Íu yd tls oekq j;a Ndjh mq oa .," wd¾Ól yd wOHdmks l" uÜgï wkq j fjkia ùfï ;;a ;a jh wOHhkh ls Íu hka k hs ' tys § iudc wdrla IKfha .= Kd;a ulNdjh iy;s l lr.…”

Section: Introductionmentioning

confidence: 99%

A Study on the Impact of Legal Literacy on Crime Control and Prevention (With Special Reference to Selected Communities in Rathnapura Police Division in Sri Lanka)

Moorthage

Hewawasam

2022

VJHSS

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Self-empowerment and establishing a law-abiding through legal literacy have become a prominent need today. The present study investigates the impact of community awareness on crimes and the feasibility of utilizing it successfully to control and prevent crimes. The research question was Does the level of legal awareness affect the rise of crimes? and Dose the level of legal awareness contributes to Crime control and prevention? The study sample included 82 families out of 1643 families in the Grama Niladhari Divisions in and in the vicinity of the Rathnapura City area. The sample was selected using the Stratified Sampling method and Judgmental Sampling method, and questionnaires were used to collect data, which were analyzed through IBM SPSS 22 version software. The research revealed that the participants are ignorant regarding individual rights and security, crimes and legal nature of crime, and punishments, which made 65% become victims of crimes, and 90% be involved in criminal activities due to inadequate legal literacy. Unawareness of the criminal justice system and its procedure has made 85% of the participants undergo various difficulties. Therefore, the level of legal awareness does affect the control and prevention of crimes significantly. Hence, it is concluded that legal awareness empowers society, and its contribution to personality development lays the foundation for an intelligent community. Therefore, every person must be provided with equal opportunity to improve legal awareness, including law as a school subject and promoting legal awareness as a national policy among the public, victims, social groups, public servants and law-makers contribute to a legally literate society.

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Section: Introductionmentioning

confidence: 99%

A Study on the Impact of Legal Literacy on Crime Control and Prevention (With Special Reference to Selected Communities in Rathnapura Police Division in Sri Lanka)

Moorthage

Hewawasam

2022

VJHSS

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“…; ùu ;ju;a m% udo ùug fuu j.lS u ks is f,i bgq fkdùug fya ;= ù we;s w;r" tA i|yd úêu;a jev ms <s fj<l wjYH;djla mj;s k nj;a " kuq ;a weußld tla i;a ckmoh jeks rdcHhka ys úúO m% dka ;j, mdi,a ;= < kS ;s wOHdmkh ,nd §u is ÿ jk nj;a lreKq wkdjrKh fldg we; (Economides, 2015). kQ ;kh jk úg kS ;s wOHdmkh cd;Hka ;ÍlrKh ù we;s nj Bg wod< mQ ¾j iQ odku fjkq fjka m% d:ñl wOHdmkh ^mdi,a wOHdmkh& ;= < kS ;s h b.eka ùug lghq ;= iQ odkï úh hq ;= wdldrh ms <s n|j;a woyia bÈßm;a ù we; (Kashyap, 2016).…”

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confidence: 99%

“…;a úg fndfyda mdi,a <uhs ka úúO wmrdO yd wmpdr l% s hdj,g l= uk fyda uÜguls ka fhduq ùug bv we;s njhs ' th m% ;s Y;hla f,ig 100] ls ' tA wkq j fuys § ls is ÿ o;a ; odhlfhl= <uhs ka wmrdO yd wmpdr j,g fhduq ùug bv ke;s njg fyda ls is fia ;a u fhduq fkdjk njg m% ;s pdrhla ola jd fkdue;' tneúka mdi,a Ys IH Ys IHdjka g wmrdO kS ;s fha oekq u ,nd §fï wjYH;dj úuiS fï § iuia ;hla f,ig tys iq ÿiq Ndjhg mla Ij mj;s k u;hka ork ms ßfia m% ;s Y;h 98] ls ' tkï nyq ;r u;h thhs ' mdi,a <uhs ka g wmrdO kS ;s fha ffk;s l idla Ir;dj ,nd §ug úmla I jk u; orka kka 1] la ;rï jQ iq ¿ ms ßils ' tA wkq j wjika jYfhka meyeÈ,s l<yels jka fka mdi,a la fIa ;% fha ks hq ;= .= rejreka g wkq j <uhs ka nyq ;rhla úúO wjia :djka j, § wmrdO fyda wmpdr i|yd fhduq ùug bv we;s nj;a tneúka <ud mrmq r fj; mdi,a wjêfha § wmrdO kS ;s h ms <s n| oekq u yd wjfnda Oh ,nd §u ùu iq ÿiq jk nj;a h' wmrdO kS ;s h ms <s n| oekq u ,nd §u i|yd mdi,a wjêh iq ÿiq nj by; o;a ; úYa f,a IKh ;= <s ka meyeÈ,s fõ' tA wkq j fuu b.eka ùï lghq ;a ; i|yd mdi,a wjêfha lks Ia G oa ú;S hs l mdi,a wjêh fhdod.ekS u m% dfhda .s l jk njg 40] l o;a ; odhl ms ßila ola jd we;' tfia u th -m% dfhda .s l fõ˜ hk u;h ork 25] l ms ßila o" -;rula m% dfhda .s l fõ˜ hk u;h ork 35] l ms ßila o fõ' tneúka 100] la jQ o;a ; odhl ms ßfia a u;h jka fka wmrdO kS ;s fha oekq u mdi,a wOHdmkhg tl;= ls Ífï § lks Ia G oa ú;S hs l Ys IH wjêh iq ÿiq jk njhs ' rEmigyk 2. ffk;s l idla Ir;dj ,nd §fï § mdi,a is iq is iq úhka yg ,ndÿka m% uq L;d ms <s fj, úis ka is ÿl< m¾fha IKhg ;j ÿrg;a os .= jla fjñka fuu m¾fha IKfhka <ud úfha § ixj¾Okh lr.ekS ug n,dfmdfrd;a ;= jk <ud fm!reIuh ,la IK j¾Okh lr .egq ï j,s ka ñ § ks oyia iduldó iudchl Ôj;a ùfï wjYH;dj we;s m% cdjla ìys ls Íug ffk;s l idla Ir;dj jeo. ;a jk nj o fuys § meyeÈ,s úh' o;a ; odhlhka nyq ;rhlg m% udKj;a ffk;s l idla Ir;djla fkdjQ fyhs ka Tjq ka yg ta ms <s n|j bf.kS fï wjYH;djla o we;a f;a h' Kim Economides (2015) úis ka ;yjq re l< mßos u fuu m¾fha IKfhka o ;yjq re jka fka mq oa .,hd ;= < ukd jQ ffk;s l idla Ir;djla fkd mej;S u ks id wmrdO l% s hdj,g fhduq ùug yels hdjla we;s nj;a wmrdOhl úka È;hl= ùu fyda ;u whs ;s jdis lï Èkd .ekS ug fhduq fkd ùug;a fya ;= jla jk njhs ' tneúka ,dxfla h m% cdj yg wmrdO kS ;s fha oekq u ,ndÈh hq ;= nj ks .ukh fõ' Amit K. Kashyap (2016) úis ka is ÿl< m¾fha IKhg os .= jla f.kfok fuu m¾fha IKh uÕs ka j;a uka › ,xldfõ úêu;a kS ;s wOHdmkh yeoEÍug yels hdj we;a f;a iS ñ; ms ßilg…”

mentioning

confidence: 99%

A Criminological Study on the Requirement to Introduce the Criminal Law into the Junior Secondary School Syllabus (Grades 6 to 9) in Sri Lanka (Based on Mahiyanganaya Education Zone)

Madhusanka

Hewawasam

2022

VJHSS

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In light of the present society infested with crimes, it is a timely need that the community be empowered with legal literacy to succeed in controlling and preventing crimes. Hence, while investigating its practicality, this study intends to identify the need for criminal law to be included in Sri Lanka’s junior secondary school syllabus (Grades 6 to 9: 11 to 14-year age group). Twelve out of eighty-one schools in Mahiyanganaya Educational Zone have been selected using the stratified sampling method for the study. Sixty responders were chosen to represent every school in the sample, and data were collected through a questionnaire, which was analysed using SPSS software. The study revealed that in controlling and preventing crimes, improving the legal literacy of the whole community plays a crucial role. It was established that school-level education should be prioritized to enhance legal literacy, build childhood personality, and overcome legal illiteracy. In this regard, 95% of the participants agreed that the junior secondary school syllabuses should be updated so that criminal law is integrated into the school syllabus as a subject. The study recommends properly identifying junior secondary school syllabuses and upgrading their expected learning outcomes through a committee of specialists. Psychological and technical aspects must be incorporated in reforming the syllabuses. It is recommended that for the subject content to be delivered practically, highly qualified personnel should be recruited as teachers to make this effort more productive.

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Legal Education in the Brics Countries in the Context of Globalization: A Comparative Analysis

Vinnichenko

Gladun

2018

BRICS law journal

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Legal education in the contemporary world is changing. The main influences are linked to developments in transportation and communication and the enmeshing of diverse economies embraced by globalization. Law schools confront more mobile and more ambitious students who wish to experience different jurisdictional practices, to serve the increasingly global business community and to be more competitive. This research examines the modifications required in legal education as a result of globalization with specific reference to law schools in the BRICS countries of Brazil, Russia, India and China.Research on higher education, and legal education in particular, has been growing in recent years, yet there is still a gap in the study and comparison of the specifics of legal education within the BRICS countries. This research makes an attempt to analyze and contrast the current goals, objectives, structure and quality of higher legal education in Brazil, Russia, India and China. The specifics of law schools have been studied over the past twenty years in correlation with economic, cultural and education trends in BRICS and globally.Based on research literature, practitioner literature and legislative sources, this paper outlines common and special features of lawyer training in BRICS. The prime similarity of the legal education systems in BRICS are global education trends and the influence of the U.S. and UK education systems. Each BRICS country experienced an “explosion” in the popularity of legal education and, consequently, the urgent need to reform the education process in order to attain better quality and affordability. The result of these reforms, taking place in each country from 1950 to today, has become the growing differentiator of the educational institutions, turning them into “elite” and “mass” law schools.The facets of legal education in Brazil, Russia, India and China are attributed to their national policies as well as the historical development of the educational institutions and their perception of what specific lawyer skills and competencies are demanded by the legal market and national population. We conclude that the structure and quality of legal education as well as the requirements and monitoring tools vary in each country. These are dependent on several factors: the specific country’s ideology, its economic development, its proximity to an “Eastern” or “Western” model, its ability to learn from foreign education systems and its attempts at self-identification in the global educational space.

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Professional Legal Education in India: Challenges and the Way Forward

Cited by 3 publications

References 0 publications

A Study on the Impact of Legal Literacy on Crime Control and Prevention (With Special Reference to Selected Communities in Rathnapura Police Division in Sri Lanka)

A Study on the Impact of Legal Literacy on Crime Control and Prevention (With Special Reference to Selected Communities in Rathnapura Police Division in Sri Lanka)

A Criminological Study on the Requirement to Introduce the Criminal Law into the Junior Secondary School Syllabus (Grades 6 to 9) in Sri Lanka (Based on Mahiyanganaya Education Zone)

Legal Education in the Brics Countries in the Context of Globalization: A Comparative Analysis

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