May 14, 2025
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Over the past few decades, legal education in India has come a long way. With the rise of global legal services and the increasing need for practical skills, Clinical Legal Education (CLE) has become an important part of how we train future lawyers. But even with growing awareness, CLE still faces many challenges in India. Most law students still graduate without real exposure to the practice of law, especially when it comes to helping the underprivileged. So what's holding clinical legal education back? Let's take a closer look.
In simple terms, Clinical Legal Education is hands-on legal training. It allows law students to learn by doing—through activities like:
The idea is to bridge the gap between theory and practice and help students develop essential lawyering skills while also promoting access to justice.
India's legal system is vast and complex, and millions still lack proper legal representation or awareness of their rights. CLE has the potential to not only make students better lawyers but also empower them to serve society more meaningfully. The Bar Council of India (BCI) has made legal aid clinics mandatory in law schools. Even the National Education Policy 2020 emphasizes practical learning. Despite this, implementation has been inconsistent and ineffective in many places.
Many law colleges set up legal aid clinics just to meet formal requirements. These clinics often don't have full-time staff, dedicated faculty, or even a separate space. Without proper infrastructure, they end up doing very little.
Most law teachers in India come from academic backgrounds and aren't trained in clinical methods like supervision, live case handling, or reflective learning. Without trained mentors, students don't get the support they need in real-world settings.
CLE needs time, flexibility, and space to work. But most law schools follow a packed, exam-focused syllabus. There's hardly room for long-term projects or fieldwork. Plus, traditional exams aren't ideal for evaluating practical skills like advocacy or counseling.
Unfortunately, many students see CLE as unimportant. Since it doesn't usually carry credits or lead to corporate jobs, students don't take it seriously. The focus on high-paying law firm placements overshadows the social value of public interest law.
In many urban law schools, clinics struggle to connect with actual communities. When students do go out to conduct legal awareness camps, there's often no follow-up or meaningful engagement. Bureaucratic red tape and lack of cooperation from local authorities also make things difficult.
COVID-19 showed us how important digital tools are. But many law colleges, especially in rural areas, still lack the tech needed for virtual clinics or remote legal aid. And people in need often don't have access to smartphones or the internet, making online services difficult to deliver.
Very few law schools track the impact of their CLE activities. Without data, it's hard to see what's working and what isn't. This also makes it difficult to ask for funding or policy support to improve the system.
To address these systemic challenges, coordinated efforts are required from law schools, regulatory bodies, and the legal fraternity. Key recommendations include:
CLE must be embedded into the core curriculum with assigned credits and structured evaluation methods. This will encourage greater student engagement and institutional accountability.
Regular training programs, workshops, and international collaborations should be organized to familiarize faculty with clinical methods. Faculty mentoring and exposure to best practices in CLE can significantly enhance program delivery.
Introducing academic credits, stipends, internships, and public service fellowships for clinic participation can motivate students and demonstrate the career value of public interest lawyering.
Collaborations with legal services authorities, panchayats, non-governmental organizations (NGOs), and district courts can facilitate access to real-world cases and help clinics address genuine legal issues.
Institutions must invest in digital platforms that support online consultations, case management, and virtual legal literacy campaigns. Technology can expand the reach of legal aid services and improve learning outcomes.
Dedicated research cells should be established within law schools to document, evaluate, and publish the outcomes of clinical activities. Such efforts can guide policy reforms and secure funding for program expansion.
Clinical Legal Education has the power to shape a generation of lawyers who are skilled, ethical, and socially conscious. But right now, the system needs a serious push—both from within academic institutions and from regulators like the BCI and UGC.
If we want law graduates who can truly make a difference, we need to move beyond textbooks and court visits. It's time to rethink legal education in India and place real-world learning and social justice at its heart.
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