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The link between judicial education and an efficient judiciary is, one hopes, obvious. But in order to ensure judicial independence, contemporary wisdom has it, judicial education should also be in the hands of the judiciary. Absent such control, there is a risk that judges may be indoctrinated by interested actors and their independence compromised. Some critics, however, have been sceptical about judicial control of judicial education. Judicial control of education often justified on basis of expertise as well as need to protect independence. But judges are not pedagogues (and their view of what judging does, or should, entail are often untheorized). Nor are they particularly representative of society. In addition, a danger unmitigated by judicial control of judicial education is regulatory capture, defined as 'the result or process by which regulation, in law or application, is consistently or repeatedly directed away from the public interest and toward the interests of the regulated industry, by the intent and action of the industry itself'. Even if other voices are integrated into discussions, the danger exists that they might seek to subvert the process to privilege their interests over the general interest. Such concerns have recently been raised in England and Wales with regard to the Equal Treatment Bench Book. The paper examines the relationship between judicial education and judicial independence through the lens of this controversy. It concludes that when judicial education trespass on the independence of the individual judge is not an easy question to answer (not least because education is always about socialization) but, crucially, it is not one answered by putting judicial education in the hands of the judiciary.

The purpose of this article is to expose the need for professional justice to be delivered by judges, through socioformation in judicial education. A general documentary analysis was carried out from a socio-formative approach, based on judicial education that resulted in the shortage of vocation in the judicial service,manifested in the increasingly intense social demand for justice. The achievement of a justice that profoundly and positively impacts the social life and the perception of the reality of the citizens implies: that judicial education be given its place as the fundamental guiding axis of judicial policy, the backbone of the development of Power. Judicial; and that education is developed in measurement parameters. the margin of socioformation as a basis for the design of vocational ; El propósito de este artículo es exponer la necesidad de lograr una justicia profesional que impartan los jueces, mediante la socioformación en la educación judicial. Se realizó un análisis documental general desde un enfoque socioformativo, basándose en la educación judicial, que arrojó como resultado la escasez devocación en el servicio judicial, manifestada en la demanda social de justicia cada vez más intensa. El logro de una justicia que impacte profunda y positivamente la vida social y la percepción de la realidad de los ciudadanos, implica: que se le dé su lugar a la enseñanza judicial como eje rector fundamental de la políticajudicial, columna vertebral del desarrollo del Poder Judicial; y que la educación se desarrolle en el margen de la socioformación como base de diseño de parámetros de medición vocacional.