Commenting on the lesser importance of legal competence in American legal education, Leonard J. Long, Professor of Law at Quinnipiac University School of Law, said: “Law students, law firms, consumers of legal services and society as a whole would benefit from a legal profession composed of and dominated by people who are proficient in American law, its history and jurisprudence. However, legal competence is not encouraged primarily because it is not considered necessary for the exercise of the right. This is part of the anti-intellectual tradition of American law in general and American legal education in particular.   Depending on the objectives, there may be a number of objectives for legal literacy programs.  Anoop Kumar, a researcher at the Legal Literacy Mission, states in his study: “The state legislature and parliament take this into account when passing a law. Some laws establish the substantive rights of the masses, and others touch on the procedural aspect of certain laws. But it is due to a lack of awareness on the part of beneficiaries that most laws are ineffective at the implementation stage.   According to Hasl-Kelchner, the legal literacy of companies focuses on the legal risk profiles of companies, both at the employee level and at the organizational level.
It is necessary to identify the necessary infrastructure to support legal competence and promote effective communication throughout the organization.  Between March 20 and April 5, Australia holds annual law awareness celebrations.  Australian Employee Legal Awareness Day is held annually on February 13.  In India, National Legal Literacy Day takes place on November 9.  The term “public legal education” (PEL) refers to and may include several similar terms.  The terms “public legal information” and “public legal education and information” (PLEI) highlight a difference between education and the provision of information.  The term “community legal education” is common in Australia and the United States, where it often refers to community-based public legal education activities conducted by mutual legal assistance organizations. The term “law-based education” (LRE) generally refers to public legal education in primary and secondary schools (and sometimes in higher education), as opposed to PLE for adults and outside of school.  With few changes to the definition of the Multiple Action Research Group (MARG, an NGO committed to promoting legal awareness), legal awareness can be defined as “critical knowledge of legal regulations and processes, coupled with the skills needed to use that knowledge to respect and realize rights and rights.”   Legal awareness is also gained through camps, interactive conferences and workshops or intensive programmes on essential and elementary legal laws. In public, many want to spend time listening to scientists on current issues that have a significant impact on the rights and livelihoods of ordinary people.  Other methods include tours, radio lectures, street and theatre plays, as well as the publication of relevant books, magazines, posters and diagrams dealing with specific laws, the distribution of brochures, brochures and stickers, the exhibition of paintings, illustrations in comics, and other means of publicizing various legal mobilization activities.  The objectives of legal competence programs can be broadly divided into three types.
Namely pedagogically, competently and critically.  In India, the National Council of Teacher Education (NCTE) has published the National Curricular Framework for Teacher Education, 2010 (NCFTE), which aims to address many of the ills of teacher education in India. It calls for the preparation of a “human and thoughtful practitioner” and the promotion of the teacher`s capacity for action and autonomy, who can meaningfully interpret the curriculum according to the contextual needs of the learners, rather than focusing solely on “textbook teaching”. Just as teaching is no longer seen as a mere transfer of factual information, teacher training also requires a more sophisticated approach based on conscientiousness stemming from reflective practice.  For Loughran, a professional teacher trainer must “really reflect and respond to the needs, demands and expectations of teaching within the Academy.” In the field of law, a large number of users worldwide need to exchange legal information and carry out activities in a context where a common understanding of the law beyond language is highly desirable. This approach was adopted by legal scholar White, who viewed legal literacy as “the level of competence in legal discourse required for meaningful and active living in our increasingly legalistic and contentious culture.”  In Reading the Legal World, author Laird Hunter expects legal jurisdiction to achieve the following objectives: “People who use the legal system must be able to guide themselves through a process they understand […].