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If one compares Education system with developed nations , there may be apparent deviations .Education in India is in the concurrent list .The Act and rules are frammed at the center and State Govt adopts addtional rules and procedures.The curriculum is frammed centrally as broad guidelines.What are the issues India facing with reference to Developed nations.Students to Teacher ratio is a critical parameter.In India minimum 30–40 students per class/section in majority of the school. Developed nations 20–25 students per section .Lower classes managed by two teachersPlay ground is always integral in developing PQ ( Physical Quotient)In Indian School , the play ground is not available in many urban schoolsWhere available , they are not well developed and equippedQualified Physical instructors are always short supplyPedogogy ( teaching and learning) in India ,is approached differently.It is focused on Syllabus completionMemorising than application driven learningParents interference with teachersSlow learners are not taken care of of in improving their learning process.Cocurricular activities given weight age in the college admissions in Developed nationsIn India no such provisions exists ( sports quota is for few tallented sports competent students) .Emoitional Quotient ( EQ) Development is never structured in Education system as compared to Developed nations methodsContinuous professional development of teachers is absent in Indian Education system ( teachers).The Digital learning is very slow due to different levels of school, different locations etcComputer literacy is not current in the pedogogy devepment.Holistic child development process and Child centric education that are getting effectively in Developed nationsIn Indian Education system both holistic development and child centric Education are not understand well by the policy makers , implmeters , and school principal and teachers.In India few Schools ( like Rishi valley School ) make children as “ searchers and seekers of knowledgeIn Developed nations , majority of schools have adopted the Teaching and Learning approch of students as “Searchers and seekers “.Other Indian Schools do not understand the concept itself.India is having multi lingual states. Each state have their own local emoitional priorities with respect to Education system .The sufferers are always students.The policy makers can alone make structured interventions to make our Educational system to run parallel to Developed nations systemCurrently no one is bench marking the Global Education systems.People like us only share our view points.What can be made to make it better ? - has to be undertaken by nodal points of Policy makers.Our views areEmoitional longing to make our Educational system globally comparable.We can only express.Improvement in Education system , I am reminded of the following lines ofRobert Frost:Stopping by Woods on a Snowy EveningThe woods are lovely, dark and deep,But I have promises to keep,And miles to go before I sleep,And miles to go before I sleep.Education system improvement similar to the “woods” refered above.Education systems are lovely and deepBut each one of us have a promise to keepWe have to travel miles to achieve before we sleepLet us share views to reach the ears of policy makers.Blessings and best wishes

Kinda, sorta, not really. It depends on what you mean by "beneficial."For admissions purposes, there's no advantage.The primary effect of UG major is that, when it comes to weighing UG GPA, applicants from rigorous majors (e.g., the traditional STEM degrees; Finance; Economics)[1] have an advantage over applicants with softer degrees (i.e., Legal Studies, Criminal Justice, and Criminology). Schools also prefer a measure of intellectual diversity, all else being equal, and I suspect the majority of applicants have "complementary degrees" (in PPE fields).The same is true when it comes to 1L and core courses.Torts, Civ Pro, Criminal Law and Procedure, Evidence, Fed. Courts, Property, Conflicts, Tax, etc. will be sufficiently different from your undergraduate experience that no one UG degree will be notably more beneficial than the others (other than more rigorous programs will better prepare you for law school).[2] In small part because almost any UG degree will bring something to the table. Students of formal logic, or linguistics, or even poetry may finding parsing statues easier. A UG degree in business or accounting or finance will help with Corporations, Accounting for Lawyers, etc. Writing-intensive courses will be of some help in LWR, for student notes, etc. Economics will be helpful in theory courses, and the fuzzy bits of torts. And so forth.The exception is concurrent/joint degrees.Business, Economics, Financial Sciences, Accounting, Linguistics, and Forensic Sciences, are a few of the fields you can combine with a JD to get a Master's or PhD in less time than it would take to earn each degree separately. There are other combinations (i.e., Public Health, Public Policy, Criminology National Security Studies, Foreign Service, etc.); but, unlike the former, those generally require so little undergraduate work in their respective disciplines it seems wasteful to major in them. Why have not have degrees in three areas rather than just two? And why pay double to learn the same subject?Professionally speaking….Any major that teaches hard skills (STEM, Finance, Accounting, etc.) will open doors not otherwise available to other students. Outside an expertise in tax, finance, accounting, or (maybe) economics, however, joint degrees (or UG degrees) won't do much to help you get a BigLaw job (though they will help with government work, academia/think tanks, and a few other fields), other than the usual signaling that “Hey, I have a Master’s, too” accomplishes.____________________________________________________________________________________________________________[1] A simple test: If your major didn't have at least one weed-out course and/or selective admitting criteria, it ain't hard.[2] I browsed the curricula for various legal studies and like programs. Universally, the programs said they weren't designed to prepare you for law school, but rather to impart those important “critical thinking skills,” a process that presumably works thusly:The professor opens her mouth and talks about the externalities of penal policy or what have you.Students learn the material.⭐️MAGIC HAPPENS!⭐️The students will now be better able to apply the Rule Against Perpetuities, know when co-conspirator statements are admissible, or generally work in a vast array of jobs the professor doesn't know how to do herself.I leave it to you whether "we teach you how to think, not what to think" is believable, rather than poppycock designed to convince students to plunk down $100k+ for a degree where a near majority of graduates will end-up in a job that requires no degree to work in the first place.

I have been wondering about the answer to this question myself just recently. My 17 year old son (who will be 18 next month) is currently in the middle of taking his A level examinations (in mathematics, further mathematics and physics) which he seems to be taking in his stride. I am pleased that he is showing no signs of stress, because a few months ago he was stressed, not by these exams but by having to write a personal statement about himself and submit it along with his applications to five different universities. To be honest, he found it somewhat daunting to have to fill two pages of A4 paper describing all of his abilities, aptitudes, accomplishments and achievements, which seemed to be what was required in a personal statement. He had not been in any part time employment (apart from week long periods of work experience), done any charity or community work, or won any awards such as the Duke of Edinburgh's award for young people.I therefore questioned him about what he had been doing in school, and it certainly seemed to me that despite being lazy at home and outside school, he had done quite a lot in school during the previous 18 months or so - such as National Citizen Service immediately after his GCSEs, an Extended Project Qualification concurrent with his A levels, and an extra curricular activity known as "Enterprise" which introduced him and his classmates to business, and other bits and pieces. I told him to write a personal statement referring to all of these, as well as including plenty of information about his family and background etc. After he had written it, I had a look at it, and it seemed in parts to have something of a pretentious tone, so I told him to try and rewrite it in a much more colloquial style, which he did.He then submitted the same personal statement, along with applications to five different universities, having told me that this is the correct procedure for university applications now. This somewhat surprised me, because I would have thought that applicants would need to indicate why they were attracted to a particular university or a particular course at that university, but apparently not.Although one of the four universities never replied, he received from the other four conditional offers in respect of his A level results - two of them requiring one grade A and two grade B passes, and the other two requiring just three grade B passes, all of which I think are generous offers from well regarded “Russell Group” universities. He told me that one of his classmates had also applied to one of these universities to enrol on a similar course, but had unfortunately received a rejection in reply. Then when I and my son visited one of these universities on an open day, we got talking to other applicants and their parents and when the subject of offers came up, it seemed that my son had received a much better offer (three grade B passes) from this university than the other people who told me about their offers, which were conditional on grade A or even A* passes in some cases.Although I do not know whether this is true or not, it seemed that my son's personal statement had given him a distinct advantage here, because nowadays universities generally do not interview applicants but just rely on personal statements. Maybe if the applicant submits a mediocre personal statement then the university replies with a somewhat unenthusiastic "I suppose so" reply, which will be in the form of a demanding offer (such as grade A passes at A level). On the other hand if a personal statement shows that the applicant ticks all of the boxes, then the university will almost "head hunt" him by giving a more generous offer in the form of grade B passes at A level. Although I really said this just to offer some encouragement to my son, I am wondering if there is some truth in this. Maybe some people here on Quora who have experience of giving advice on personal statements or even read them as part of their job can comment on this in reply.