Whither Legal Education in Bangladesh*

Dr. Uttam Kumar Das

Like many others, I am concerned with the standard of the legal education in Bangladesh. The low standard of this education is contributing to having graduates with skills below the expected and desired standard. The legal profession, judiciary and other services suffer when such people join the profession.

Then how can we compete in the global context?

However, this is not the reality for legal education only. The same also goes for other disciplines as well (with few exceptions). But our concentration here is on legal education.

According to renowned Indian legal academic, Professor N. R. Madhava Menon, ‘law as a discipline is to play multiple tasks in a society and lawyers are expected to act as change agents and social engineers in governance and development of the nation.

In a recent discussion, a former Judge of the High Court Division, wondered about the initiative from the Bar Council or the Bar Association which has produced lawyers like Dr. Kamal Hossain, Barrister Amir-ul Islam …with regard to our legal education and future of the legal profession. According to him, the legal profession should not be open for all but for those law graduates who have adequate legal knowledge, have sufficient skills and are conversant with the norms and ethics of the profession.

Again, Professor Menon who pioneered the global-standard legal education through establishing National Law School of India University in Bangalore, observes that the goal of the legal education is to provide: (i) competent lawyers, prosecutors, and judges to administer the judiciary, (ii) well-trained law personnel for providing legal services to the government departments and corporate institutions, (iii) legal researchers and academics for legal education, legal reform, good governance, and (iv) disseminate legal knowledge and culture conducive to the Constitution, rule of law, good governance, human rights, and democracy.

Therefore, what is the existing status of legal education here?

We all are talking about bringing culture of respect for human rights, rule of law, and democracy; however, we are not paying attention to the basic - the legal and human rights education.

The donor agencies, which have been partnering for awareness and training programmes are not paying attention to the root of the issue- the legal and human rights education. With regard to training, NGO initiatives are also not sufficient due to deficiency in their own capacity and expertise, lack of continuity and corruption.

The desired legal education, as visioned by Professor Menon, should be problem solving which would give opportunities to students for legal analysis and reasoning, research and writing, investigation and marshalling facts, communication, negotiating, counseling, alternative dispute resolution (ADR), and litigation. The graduates are expected to manage efficiently the legal work and will have right attitudes to the dignity of the profession of law and justice. They would nourish and fight to protect the professional values and integrity, and to promote and practice fairness and freedom from bias. How close or far away are we from those?

Recently, I was attending a seminar on the Alternative Dispute Resolution jointly organised by the Law Commission and the South Asian Institute of Advanced Legal and Human Rights Studies (SAILS) in Chittagong. The issue of the condition of legal education came up in the discussion. The Chairman of the Law Commission, Justice Abdur Rashid warned all of us that if we did not pay immediate attention then we shall have to pay heavily in future.

The existing scenario of the legal education has been documented by Professor Menon in a study almost a decade ago commissioned by a donor agency. He also come up with a comprehensive set of recommendations and plan for streamlining our legal education. However, there is no headway since then.

Professor Menon piloted the plan of Indian Bar Council for a world-class legal education through establishment of the National Law School of India University in Bangalore. The same model has been replicated all over India over the years; there are now more than 15 Law Universities in India. Even, Kathmandu Law School in Nepal has earned fame for its quality curriculum, teaching methods, research and publications. Unfortunately, we are far behind still now.

In our country, we have four streams of legal education. There are law departments in four public universities. Around 35 private universities have law departments or schools. There are 70 law colleges under the National University all over the country. There are external programmes of a few British universities as well.

The curriculum and teaching methods are mostly outdated (with exceptions for few courses in few public/private universities). Very few institutions have schemes to engage students so that they could learn legal research and writing skills with regard to a social problem.

The law schools also follow a faulty selection process for teachers. There is no faculty tenure, service conditions, evaluation processes etc.

Professor Menon rightly observed, years of experience do not make a good law teacher unless the experience is grounded on experimentation, endeavour, and creativity.

In the United States, law schools provide extra credits in selecting faculty members to those who have experiences in research works, publications, advocacy and pro bono works, and working experience for international and national legal or human rights organisations alongside the academic excellence.

Here in Bangladesh, though the law schools/departments have their “journals” (not regular in publication), those follow the rule of “limiting the knowledge.” In case of public university, only the respective faculty members could contribute articles (but no question about independent review and competitive selection process). Those publications are also not available for public, even with payment. (At least I have that experience on a couple of occasions).

Bangladesh Bar Council, the statutory body to look after the standard of legal education and ethics in legal profession has also been failing to play its due role. It has reportedly no activity with regard to research and experiment on legal education, curriculum and related professional issues. According to some observers, the Council has turned into a place of “clerical activity” for issuing licenses to advocates and a “political platform for a section of lawyers” to compete with each other. But it should be above and beyond political divisions. The agency has no innovation and creativity with regard to academic and research activities for quality legal education and related matters for legal profession. It has no regular research projects and publications as well.

Given my recent experience in the United States, I found out how an NGO like the American Bar Association (ABA) is serious with regard to development of the quality of legal education, research, publication and above all quality of the graduates coming out of law schools. There, the Bar Examination Board and respective State Supreme Courts are the authority to take examinations for fresh law graduates and to issuing license as an Attorney (Advocate in Bangladesh). However, the law schools have to have accreditation from the ABA who inspects law schools on a cyclic order. State and County Bar Associations also have lot of activities for the professional development.

Recently, I had had a discussion with M. Professor Shah Alam, Member of the Law Commission. He had been my teacher at the University of Rajshahi (before he had moved to establish the Department of Law at the University of Chittagong). I find the same concerns as of mine in Professor Alam. He is also worried about the quality of legal education and absence of initiative for improvement. This seasoned legal academic expressed his anguish regarding no help from the related ministry and others concerned in this regard.

I came to know from Professor Alam that he and Professor Mizanur Rahman (presently the Chairman of National Human Rights Commission) was commissioned by the World Bank almost a decade ago for conducting two studies on the legal education and clinical legal education in the country. Following that the Law Commission (Professor Alam was a Member earlier as well) has submitted a completed proposal for streamlining the legal education to the Ministry of Law, Justice and Parliamentary Affairs. However, there is no progress in this regard so far. There is no vision and direction on legal education in the newly adopted Education Policy as well.

Then, how we would get skilled personnel to compete and negotiate in a globalised world in government dealings, trades and business.

I wonder, given a good number of our policy makers having background in law and being in legal profession, how come the matter is getting ignored for years. This is high time for us to move on and take up the issue immediately. Otherwise, our dream for a pro-active and pro-people legal and judicial system would remain a distant dream. We should aim to make the “legal studies intellectually stimulating, socially relevant and professionally significant,” as Professor Menon observes.

Writer is an Advocate (Attorney) in the Supreme Court of Bangladesh. He is also a researcher and analyst on legal and human rights issues.

* Originally appeared in the Daily Sun, Dhaka, 14 December 2010; link: http://www.daily-sun.com/index.php?view=details&type=daily_sun_news&pub_no=67&cat_id=&menu_ id=17&news_ type_id=1&index=0&archiev=yes&arch_date=14-12-2010