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volume 4, issue 4, 2025
701
INTERNATIONAL STANDARDS IN LEGAL EDUCATION: A COMPARATIVE
ANALYSIS BASED ON THE EXPERIENCES OF UZBEKISTAN AND FRANCE
Abdullayev Elmurod Bozorboy ugli
Doctor of Philosophy in Philosophy,
Associate Professor 1st-year
Ibragimova Jahona Otabek kizi
Master’s Student of Andijan State Pedagogical Institute
Annotation:
This article analyzes the significance of international standards in the field of legal
education and their integration into national education systems, using the experiences of
Uzbekistan and France as a basis for comparative legal analysis. The study examines the legal
education systems, methodologies, international cooperation, curricula, and pedagogical
approaches of both countries.
Keywords:
Legal education, international standards, Uzbekistan, France, comparative analysis,
legal education system, academic mobility, legal reforms.
Introduction
International standards in legal education are a collection of global or regional norms,
recommendations, and rules that determine the quality and content of legal education. They serve
to introduce unified approaches in training legal personnel and ensuring that legal knowledge is
modern,
systematic,
and
practical.
In today's globalized environment, the legal education system requires harmonization of national
legal values with international standards. Specifically, education standards promoted by
international organizations such as the UN, UNESCO, and the European Union directly
influence the formation of national legal education policies. This article is aimed at analyzing the
implementation of international standards in the legal education field, using the examples of
Uzbekistan and France to examine differences and commonalities between their systems.
UNESCO developed the global concept 'Legal literacy and the formation of civic consciousness'
in 2012, which aims to promote freedom, equality, the rule of law, and human rights through
schooling. France has fully implemented this concept, while Uzbekistan is at a pilot stage.
Methodology
This study uses comparative legal analysis and a systematic approach. Official documents, laws,
academic curricula, and recommendations from international organizations regarding the legal
education systems of France and Uzbekistan were analyzed. Through qualitative analysis, the
current state was assessed and relevant conclusions and recommendations were developed.
In Uzbekistan, the Law 'On Education' adopted in 2020, presidential decrees, and government
resolutions serve as the basis for the national legislation in this area. In France, the legal
education system is based on the Education Code and the internal regulations of law faculties.
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Results
Since 2017, educational reforms in Uzbekistan have accelerated. Legal education programs were
modernized based on the concept of 'New Uzbekistan.' Tashkent State University of Law has
initiated international accreditation procedures and established legal clinics. Academic programs
have
been
developed
in
cooperation
with
international
organizations.
In France, legal education is conducted on classical foundations. At the master's and doctoral
levels, significant attention is given to scientific research. Legal professionals are trained through
the 'Grandes Écoles' system. Education standards are aligned under the European Union and
Bologna
process.
Legal education in France is continuous from the preschool level. The subject 'Éducation morale
et civique' in schools promotes independent civic thinking. While Uzbekistan has seen
considerable reform in recent years, the system is not yet fully continuous and lacks sufficient
interactive methodologies.
Discussion
The following chart illustrates the level of academic mobility and international cooperation
between Uzbekistan and France from 2020 to 2024:According to the OECD 2022 Education
Report, digital platforms and AI-based legal simulations (legal tech) strengthen students'
professional preparation. France has widely implemented this system, whereas Uzbekistan has
pilot
programs
in
place.
The comparative analysis shows that the French model is more systematic and stable in forming
legal consciousness. In France, students are viewed as independent civic thinkers. In Uzbekistan,
this approach is still developing. Moreover, in France, educators effectively develop legal
thinking,
especially
through
research
and
clinical
activities.
Legal
education
reforms
in
Uzbekistan
include:
-
Gradual
implementation
of
the
credit-module
system;
-
Use
of
IT
technologies
(distance
learning,
e-textbooks);
- Opportunities for student participation in international competitions and academic exchanges;
- Practice-oriented curricula through legal clinics.
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Conclusion and Recommendations
Adapting legal education to international standards will accelerate Uzbekistan's integration into
the
global
legal
community.
Based on France’s experience, Uzbekistan should strengthen efforts in the following areas:
-
Introduce
legal
education
from
preschool
level;
-
Improve
teacher
qualifications
based
on
international
standards;
-
Enrich
academic
programs
with
interactive
and
practical
approaches;
-
Promote
extracurricular
legal
literacy
activities;
- Develop national indicators to evaluate compliance with international legal education standards;
-
Systematically
support
academic
research
and
international
collaboration;
-
Expand
legal
clinics
and
practical
training
for
students;
-
Introduce
methodologies
that
foster
critical
thinking.
These efforts will help to solidify the legal foundation of civil society in Uzbekistan.
References
1. Law of the Republic of Uzbekistan 'On Education', 2020.
2. UNESCO. Global Citizenship Education: Preparing Learners for the Challenges of the 21st
Century. Paris, 2015.
3. Autin J.-L., Troper M. Droit Constitutionnel, Paris, 2020.
4. Presidential Decree of the Republic of Uzbekistan No. PQ-231, May 6, 2022.
5. Human Rights Education in the School System of Europe, Central Asia, and North America:
A Compendium of Good Practice, OSCE/ODIHR.
6. Official website of Tashkent State University of Law – www.tdiu.uz
