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  • I am registered for this course and desire to clear the first set of examination this winter. Anyone with similar experience?

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    Amar Jain said :

    I am not enrolled but I intend to do the said course from next year since I'll be completing my third year. Can we please exchange few emails and can I have yur expert advise on it?
  • june 18, 2010



    N.R. Madhava Menon



    The challenges before legal education reform in India are many.






    At a National Consultation organised by the Law Ministry during May 1-2, 2010, Prime Minister Manmohan Singh described legal education in India as a “sea of institutionalised mediocrity with a few islands of excellence,” and stressed the need for dramatic reform in terms of its scope and quality. He wanted the legal education system to be sensitive to the needs of the marginalised sections of society, particularly in the context of globalisation and the retreat of the state from some of its traditional roles. He felt that in future, domestic legal mechanisms will increasingly interact with both international and foreign legal systems and that the law schools should prepare themselves to face consequent challenges. The reforms he suggested included multi-disciplinarity in legal studies, flexible curricula, improved service conditions for law teachers, continuing education programmes for legal professionals and placement-internship programmes for all students.

    This subject has indeed received the attention of several expert committees recently, including the National Knowledge Commission and the Committee on Renovation and Rejuvenation of Higher Education (the Yash Pal Committee). These commissions and committees found three fundamental drawbacks in the objects, structure and content of legal education as it is being imparted in nearly a thousand law colleges in India, most of them functioning in the private sector.

    First of all, the objects of legal education in the changing socio-economic context are neither clear nor prioritised. The Advocates Act and the Bar Councils seem to think that the only object of legal education is to produce lawyers to practise in courts. Today, people seek legal education for a variety of purposes: to meet the demands of trade, commerce, industry, governance and international relations. The practising profession itself is getting increasingly internationalised, warranting the study of other legal systems and practices. These multiple goals raise questions of content, structure and regulation.

    Currently, the content of legal education is considered to be a function of the regulatory bodies (read Bar Council of India) and the universities are obliged to follow it. This has adversely affected curriculum development in terms of serving the multiple objects of legal education and inhibited innovation and experimentation that are essential for academic and professional excellence. In a sense, it has alienated law schools from its essential function of legal research and development.

    Law grows when it engages with society and interacts with other branches of knowledge. Engagement with social problems and movements make legal education relevant and contextual. For this to happen, a liberal, holistic and decentralised approach to curriculum planning and development is necessary, for which each university teaching law should have the primary responsibility. This was the essence of the National Knowledge Commission's and the Yash Pal Committee's recommendations. In other words, according to the expert committees the future of legal education will depend on how the role of universities (law schools) is conceived on the one hand, and on what the goals and objects of legal education are determined to be, on the other. Whichever way one looks at the situation, one thing is clear: the existing regulatory mechanism under the Advocates Act, 1961 is far too weak and inadequate to chart the future course of legal education.

    Access and equity are important considerations in higher education, and this is particularly so in law education. The Bar Council's efforts over the last 50 years did succeed in making the so-called legal education accessible to all sections and keeping the costs low for students. But in the process, quality was neglected or allowed to be diluted. Many universities practically avoided their responsibilities, and put the entire blame on the Bar Council. An attempt was made at the instance of the Bar Council to improve quality by introducing the five-year integrated LL.B. programme, and by establishing a series of autonomous National Law Schools. But they have remained islands “in a sea of mediocrity” — as the Prime Minister described it.

    The challenge before legal educators and the regulators of higher education today is two-fold.

    First, how to promote competitive excellence in a global context in the few National Law Schools and others of its kind that are maintaining some degree of quality in education. Secondly, how to take the mediocre institutions — which are too many in number — to improve their performance towards achieving some degree of professionalism and academic excellence in the shortest possible time.

    The major problems cited in this regard are inadequacy of resources including lack of competent teachers in adequate numbers. Given that most of these institutions are privately managed and have very little investment and faculty resources, it is not possible to transform them unless the managements themselves mobilise the finances. Others that are in the government sector, including university departments, can prepare plans for development and seek funds from governments, Central and State. There exists a case to increase tuition fees and development charges while making the institutions provide better teaching and learning facilities to consumers of education.

    Finally, if quality is to be improved the key institutions for regulating legal education should be the universities themselves. Let there be competition among universities to deliver quality educational services. The external regulator's function should be limited to setting goals, setting minimum standards, and facilitating the exercise of academic autonomy by individual institutions. In this regard, the proposal of the Knowledge Commission for a multi-member single regulator involving all stakeholders is an excellent idea that deserves attention. The shortage of teachers can be addressed partly through a flexible approach in faculty composition: this may include more visiting and adjunct teachers, partnership arrangements, contractual engagement of professionals and so on. There could also be an organised plan to prepare teachers by selected institutions with special support from government.

    It will take a decade or more to create a research environment in the existing law schools, particularly for cutting-edge research that contribute to law reform and development. Meanwhile, the recommendation of the Knowledge Commission to set up a few advanced research centres that can attract available talent to plan and develop legal research is worthy of immediate attention. This is where the Central government should invest, as it did in the field of scientific and industrial research in the early 1960s and 1970s. They can be networked with the law schools of the region: this will be of mutual advantage.

    The initiative on Second Generation Reforms developed by the Union Law Ministry (2010) and the Task Force on Legal Education constituted by the Union Ministry of Human Resource Development should work together to develop a plan of action to push forward the agenda of legal education reforms. This should serve not only the needs of the practising profession but also the emerging demands of society and government for law trained persons. The Judicial Academies training judges should tie up with selected law schools of the region to enrich the content and process of judicial education and training, while providing opportunities to law schools to understand and inform themselves of the problems and challenges of the administration of justice. Bar Councils should set up a chain of continuing legal education centres, similarly tying up with law schools for mutual benefit. What the nation needs now is an organised movement involving legal educators, lawyers and judges, not only to learn the practice of law but to transform law and legal institutions to maximise justice in society and to put legal education at the centre for better governance under democracy and rule of law.








    (Professor N.R. Madhava Menon is founder-director of the National Law School of India in Bangalore, the National University of Juridical Sciences in Kolkata and the National Judicial Academy in Bhopal.)

    source: the hindu

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  • V.VENKATESAN
    in New Delhi


    The proposed amendment to the Copyright Act, 1957, suffers from a lack of empathy with the differently abled.





    K. RAMESH BABU

    A visually-challenged child reading the Braille version of a book.

    COPYRIGHT is an exclusive right given by law for a certain number of years to an author or creator of literary or artistic production to print, publish and sell copies of his or her original work. Publishers see it as a simple mechanism provided for the protection of rights of authors. According to this arrangement, an author owns his/her creations and therefore he/she must be free to control them.

    However, the interests of users of copyright cannot be neglected; experts have pointed out that the public interest and development of arts and science also form the rationale for the system of copyright. Indeed, the system of copyright in India is not for commercialisation of works but for achieving a balance of the interests of all stakeholders – publishers, authors and users.

    The Copyright (Amendment) Bill, 2010, which is intended to amend the Copyright Act, 1957, was introduced in the Rajya Sabha on April 19. It is an instance of legislation that is likely to favour one stakeholder disproportionately at the expense of others because of the shoddy manner in which it is drafted.

    The Statement of Objects and Reasons of the Bill says the Copyright Act, 1957, is proposed to be amended for clarity – to remove operational difficulties and also to address certain issues that have emerged in the context of digital technologies and the Internet.

    The two World Intellectual Property Organisation (WIPO) Internet Treaties, namely, the WIPO Copyright Treaty (WCT), 1996, and the WIPO Performances and Phonograms Treaty (WPPT), 1996, have set the international standards in these spheres. The WCT and the WPPT were negotiated in 1996 to address the challenges posed to the protection of copyrights and related rights by digital technology, particularly with regard to dissemination of protected material over digital networks such as the Internet.

    The member-countries of WIPO agreed on the utility of having Internet treaties in the changed global technical situation and adopted them by consensus. In order to extend the protection of copyrighted material in India over digital networks such as the Internet and other computer networks in respect of literary, dramatic, musical and artistic works, cinematograph films and sound recordings of works of performers, the government proposed to amend the Act so that it harmonises with the provisions of the two WIPO Internet treaties, to the extent considered necessary and desirable.

    The WCT deals with copyright protection for the authors of literary and artistic works such as writings, computer programs, original databases, musical works, audiovisual works, works of fine art and photographs. The WPPT protects certain “related rights” which are the rights of performers and producers of phonograms.

    Although India has not yet signed these two treaties, its voluntary decision to make its domestic laws comply with these treaty provisions is seen as a demonstration of its respect for international law and institutions. The Bill declares that amendments to the Act were necessary because in the knowledge society in which we live today, it is imperative to encourage creativity for the promotion of the culture of enterprise and innovation.

    However, a close look at two proposed amendments in the Act shows that this avowed purpose is influenced by the concerns of one stakeholder only, that is, publishers. These amendments seek to allow persons with disabilities to access copyright material in specialised formats.

    Exceptions

    In particular, the Bill seeks to amend Section 52 of the Act, which provides certain exceptions which are not to be construed as infringement of copyright. Legally, the use of a copyrighted work by any person other than the owner of the copyright is an infringement. The Act recognises certain acts which, though done by a person other than the owner of copyright, would not amount to infringement. At present, there are as many as 30 specific exceptions listed under Section 52(1).

    The Act allows reproduction of a copyrighted work for “private use, including research” under Section 52(1) (a) (i). Such an exception does not make provision for printed works to be converted into accessible formats on a large scale for purposes other than research, including recreational purposes or use in the normal course of any work by print-impaired individuals on a par with persons without such impairment. A book or a novel published on a commercial scale cannot be converted into an accessible format for the use of persons with print impairment under this exception.

    Moreover, this exception does not cover a whole book and only allows the use of small portions of the book, even if it is for research or for educational purposes.

    Section 52(1)(h) allows for the reproduction of a copyrighted work by a teacher or a pupil “in the course of instruction”. The scope of the term “in the course of instruction” is ambiguous. Further, it does not allow for reproduction in all formats accessible by print-impaired pupils, including Braille, large text, e-text and talking books. It does not allow intermediary organisations, such as not-for-profit organisations working for providing access to print-impaired persons, to convert copyrighted works.

    There are other concerns as well. The Act does not provide for the import of already converted copies of copyrighted works from other countries. This adds an additional burden of converting works that have already been converted and amounts to duplication of work and unnecessary expense.

    According to an estimate, almost 7 per cent of India’s population is print-impaired. It is important that this section is able to exercise fully and freely its right to the freedom of speech and expression, right to information, right to read and write, right to education, and, most critically, right to live with dignity.

    Even as these concerns remain unaddressed, two provisions of the Bill have dismayed activist groups striving to promote the interests of differently abled persons.

    The Bill seeks to insert Section 52 (1) (zb) which reads as follows:

    “The adaptation, reproduction, issue of copies or communication to the public of any work in a format, including sign language, specially designed only for the use of persons suffering from a visual, aural or other disability that prevents their enjoyment of such work in their normal format.”

    Activists associated with the National Access Alliance, a coalition of non-governmental organisations (NGOs) representing differently abled persons, have expressed extreme dissatisfaction with the drafting of this provision. According to them, the exception only permits conversion of printed material to “specially designed” formats such as Braille and sign language and does not benefit millions of persons affected by cerebral palsy, dyslexia and low vision and the millions of visually challenged persons who do not know Braille and who require mainstream formats such as audio, reading material with large fonts and electronic texts.

    Further, even regular Braille users complement Braille with other mainstream formats. Given that audio, reading material with large fonts and electronic texts are mainstream formats and not “specially designed” formats aimed at persons with disabilities, the proposed exception excludes them.

    Activists also point out that in modern-day Braille production, the material has to be first converted into mainstream electronic formats such as Microsoft Word because Braille translation software requires input in such formats. Therefore, they say that the exception in favour of “specially designed” formats is entirely limiting and counterproductive.

    Activists have also expressed other concerns. Section 31 of the Act deals with the grant of compulsory licence to a complainant in works withheld from the public by the owner of a copyright on unreasonable grounds. Section 31A deals with grant of compulsory licence in unpublished Indian works, where the copyright owner is either dead or untraceable.

    For conversion to non-specialised formats, the Bill proposes to insert a new provision – Section 31B – for introducing a licensing system that will permit only organisations working primarily for the benefit of the disabled to undertake conversion and distribution. The activists are apprehensive that this proposed provision, if enacted, will prevent educational institutions, self-help groups, NGOs and print-disabled individuals themselves from undertaking conversion and distribution.

    The licensing system, they fear, will also require approaching the Copyright Board with regard to each work. This will be extremely time-consuming and cumbersome. They apprehend that the waiting period for obtaining permissions and subsequent conversion will result in students losing academic years and amount to a clear violation of their right to education. The Copyright Board, under this proposed provision, has to dispose of an application from such an organisation within a period of two months.

    These two provisions, the activists claim, violate the constitutional guarantee of equality under Article 14 since it discriminates between those visually challenged persons who know Braille and those print-disabled persons who do not. Even otherwise, by failing to institute a meaningful copyright exception that would enable access to educational material by the print-disabled, the state has failed in its duty to guarantee a meaningful right to life guaranteed under Article 21 of the Constitution, they allege.

    A study by the National Access Alliance (NAA) has found that over 50 countries around the world have copyright exceptions for the benefit of persons with disabilities. In about half these countries, there are no limitations on who may undertake the permitted activity and about 20 countries, including Australia, France and Germany, permit conversion to non-specialised formats.

    The NAA has suggested that amendment to Section 52 should be format neutral. Every day new formats are created and specifying the format will mean that persons with disability will not be able to use emerging technologies for their benefit, says Rahul Cherian of Inclusive Planet, Chennai, one of the NGOs that constitute the NAA.

    The activists say they met Human Resource Development Minister Kapil Sibal in November last year and conveyed their concerns over the draft Bill. Sibal, according to them, assured them that their concerns would be taken care of. However, the activists found to their dismay that the HRD Minister chose to keep not only Section 52(1) (zb) as it was drafted, but inserted Section 31B into the draft when he introduced it as a Bill in the Rajya Sabha.

    Publishers’ lobby

    The activists allege that the HRD Ministry is reluctant to withdraw these amendments, under pressure from the publishers’ lobby. The publishers, the activists claim, are opposed to widening exceptions under Section 52 because they believe that the Ministry might come under pressure to include exceptions for educational purposes at a later point of time. Many domestic intellectual property rights regimes create exceptions and limitations on copyright used in the educational sector.

    The controversial drafting of the Bill has given rise to misgivings that the HRD Ministry perhaps subscribes to the publishers’ perspective on copyright, ignoring the interests of copyright users. An exception to the reproduction right of a copyright owner for the benefit of print-impaired persons is undoubtedly in the public interest and in furtherance of the cause of dissemination of information. It is important that such an exception satisfies its beneficiaries.

    India ratified the United Nations Convention on Rights of Persons with Disabilities on October 1, 2007. Article 30(3) of this Convention says, “State parties shall take all appropriate steps, in accordance with international law, to ensure that laws protecting intellectual property rights do not constitute an unreasonable or discriminatory barrier to access by persons with disabilities to cultural materials.” Indian courts have held that international conventions that India has ratified can be read into Indian law even without express legislation. With the controversial Bill having been referred to a Standing Committee of Parliament for its consideration, the HRD Ministry should use this opportunity to review the Bill in the light of concerns expressed by the activists.


    source: frontline magazine Issue 10:: 08-21, 2010.

    Planeteers say

    avinash said :

    proposed amendment in copyright act 1957, is purely based against the notion of equality. as article clearly estates that 7% of india's population is suffering from print impairment, is a matter of concern. and then government has introduced a bill to prevent us to excersise our right to read; is again the vilation of the gross human rights. how many our brothers and sisters use computers and digital technology. by heart very few! so in spite of facilitating such essential modern technologies, government is building hurdles for us to compete in the mainstream society. actually, these officials are mentally corrupted, they are unable to digest the progress of differently abled in all spheres of lives. now what we have to do is, to organize a massive protest not only on forums and sites; but before the parliament and the PMO. this is a serious issue, time has come to show our unity and strength .
  • Dear All,
    My problem with IP remains the same, therefore I have uploaded the dictionary on sendspace. Please if someone could upload it here for others then I shall be grateful.
    Grab the file from:
    http://www.sendspace.com/file/mxbt0d

    The file will be available for limited period. So, hurry up!
    Regards,
    Amar Jain.
    Website: www.amarjain.com

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  • Hi friends:

    I would like to know if there are some lawyers in this group and how do you read your cases.

    Planeteers say

    Rahul C said :

    Some lawyers use online case libraries to read cases, while some lawyers with access to physical libraries only have scanners to scan and convert cases into e-text. Some lawyers with assistants have case read out to them. I hope this is useful

    moiztundawala said :

    Hi Well I am a student of law and we do have databases which give us the cases- some free of charge, some on subscription basis. And we can get JAWS to read them out to us.
  • The latest issue of the NUJS Law Review, a flagship journal of the West Bengal National University of Juridical Sciences is dedicated to the NAZ Foundation judgment of the Delhi High Court on section 377 of the Indian Penal Code and can be accessed here: http://www.nujslawreview.org The paper by Professor M.P. Singh is recommended reading for all students of the Indian Constitution.

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