Globalization Changing Indian Legal Education
By Tarunima Pandey:
“Globalization has posed multiple challenges to the future of legal education in India, but it has provided an opportunity to challenge the status quo, which is an essential condition for seeking any reform”
Globalization has been a theme of debates and discussions from several viewpoints. There is no doubt that globalization has thoughtful implications for the future of higher education worldwide. Certainly, the need for raising academic standards, generating an improved research atmosphere, emerging sound infrastructure, framing good governance models, creating healthier career prospects, and promoting specialized improvement of academics are all vital issues for expressing the necessary strategies for higher education.
Globalization has posed manifold challenges to the future of legal education in India, but it has provided an occasion to challenge the status quo, which is a crucial disorder for seeking any reform. India has enormous challenges to challenge in helping legal and judicial modifications, with a view to creating a rule-of-law society. The character of lawyers and judges will become serious for addressing future experiments of governance. In this respect, the training that is communicated to future lawyers and juries in our law schools desires to be systematically re-scrutinized to suit the public and financial revolution that is ongoing in the country.
There are some significant results for global legal education: global legal courses, global programmes, global program, global faculty, and global contact. These earn communal care. The following are selected significant matters that deserve grave consideration with an opinion to helping global legal education in India: Global prospectus and training. Few decades back, the law schools in India could do well as long as their program was focused on Indian law and issues relating to the country’s legal system.
Although there was certain limited motivation to the study of worldwide and comparative law, the superior focus was mainly on matters relating to the Indian legal system. This was really necessary and ought to have been the approach. There is certainly superior possibility for development in encouraging brilliance in teaching and research relating to Indian law and to addressing the tests facing the legal system, including the necessity for creating a society that respects the rule of law and chances the challenges of globalization.
However, new and emerging law schools cannot afford to limit their focus to teaching and research on issues relating to Indian law. In fact, the appetite of Indian law scholars for understanding international and comparative law has meaningfully enlarged over the years, given their contribution in international moot competitions that range from matters such as maritime law to humanitarian law to dispute resolution.
The most stimulating task is to attack a proper balance to ensure that students are taught a fair mixture of courses that give them information and training in Indian law, but at the same time prepare them for facing the challenges of globalization, whereby domestic legal instruments interact with both international and foreign legal systems. This interaction is going to extend in the years to come and our law schools must prepare themselves to face this challenge posed by globalisation