NLSIU Bangalore

5-Year B.A., LL.B. (Hons.)

Our five-year integrated undergraduate B.A., LL.B. (Hons.) degree programme offers students training in a range of legal and non-legal subjects. NLSIU pioneered this five-year programme in India with the intention to provide a strong foundation upon which students can choose to pursue professional options or further academic opportunities. The first cohort of this programme was admitted in 1988.

Admission to the B.A., LL.B. (Hons.) degree programme is purely on the basis of merit as assessed through a Common Law Admission Test conducted for the purpose. Classes usually begin on 1st July every year.

Teaching Methodology

The teaching methods adopted for the degree programme are such as to promote multi-disciplinary inquiry and practical appreciation of problems. This involves lectures, discussions, case studies, Moot Courts and project work.

This is particularly useful for the multidisciplinary analysis of socio-legal problems. There is a high degree of interaction between the students and the teachers in the classroom. This is largely facilitated by the fact that at the commencement of the trimester, each student is given a set of reading materials containing the course outline, teaching plan, reading lists and study materials in respect of each course. Mandatory readings include case studies, judicial decisions, articles and excerpts from reports. With this material, the students are expected to come prepared for the classes and actively participate in classroom discussions.

Beyond exchanges between students and faculty in the classroom, there are more formal means of communication aimed at improving the class experience and student life. At the end of each trimester, students are expected to complete an evaluation of the courses undertaken by them in that trimester. Projects are another component of each course that requires both literature survey and field investigations. These methods are designed to improve research skills, analytical abilities as well as communication skills of students.

To view videos of our alumni, click here. 

NLSIU accepts students from the Common Law Admission Test (CLAT) for admission to its undergraduate B.A., LL.B. (Hons.) programme. Admission to this 5-year programme is purely on the basis of merit as assessed through the Common Law Admission Test (CLAT) administered by the Consortium of NLUs.

Admission Notifications for AY 2025-26

Eligibility

  • A Pass in 10+2 or an equivalent examination with a minimum of:
    (i) Forty Five percent (45%) of marks or its equivalent grade in case of candidates belonging to General/OBC/PWD categories and
    (ii) Forty percent (40%) of marks or equivalent in case of candidates belonging to SC/ST categories.
  • The candidate will have to appear for the Common Law Admission Test (CLAT) to secure admission to the programme
  • Candidates appearing for the qualifying examination in the year of admission are also permitted to take the Admission Test, but their admission to the course shall be subject to their fulfilling the conditions stipulated in the Regulations and producing supporting documentary evidence at the time of admission.
  • There is no upper age limit for the UG Programme.
  • The University reserves the right to cancel the admission of any candidate in accordance with the Rules.

International Students

Candidates can apply for the NLSAT – International Examination for “international student” category, if they are a citizen of a country other than India.

Admission notification for Academic Year 2025-26 is released! For more details, click here.
International students may apply through internationaladmissions.nls.ac.in on or before March 30, 2025.

Please note: The duration of the NLSAT International examination has been extended from 120 minutes to 150 minutes. View Corrigendum.

Intake and Reservation for AY 2025-26

The total intake capacity shall be 310 (Three Hundred and Ten) students for AY 2025-26. Seats shall be reserved as follows:

Seat Matrix

Category Percentage of seats Number of seats
Scheduled Castes 15% 45
Scheduled Tribes 7.5% 23
Other Backward Classes (NCL) 27% 81
Economically Weaker Section (EWS) 10% 30
General NA 121
Total 300
Seats for Karnataka students in addition to Clause (c) below NA 10
Revised Total 310
  1. Fifteen (15) seats comprising 5% of the total intake shall be reserved horizontally for Persons with Disabilities (PWD).
  2. Ninety (90) seats comprising 30% of the total intake shall be reserved horizontally for Women. 
  3. Seventy-five (75) seats comprising 25% of the total intake shall be reserved horizontally (compartmentalised) for Karnataka Students*. 
  4. The ten (10) seats for Karnataka Students shall be allotted as per the entrance examination merit list
  5. All required certificates and supporting documents shall have to be submitted to the University at the time of counselling. 

* Karnataka Students Category:

(i) Candidates who have studied for not less than 10 years in a recognized educational institution in Karnataka shall be eligible to be considered as ‘Karnataka Students.’

(ii) Candidates who have not completed ten years of study in Karnataka shall be eligible to apply under the Karnataka Students category if they fall under any of the below categories:

1. Children of defence personnel/ex-servicemen, who at the time of joining service, have declared their hometown to be in the State of Karnataka, and who have served or are serving outside Karnataka, corresponding to the candidate’s years of study outside Karnataka.

2. Children of employees of the Karnataka State Government who have served or are serving outside Karnataka corresponding to the candidate’s years of study outside Karnataka.

3. Children of serving or retired employees belonging to the Karnataka cadre of the All India Services (IAS/IFS/IPS), who have served or are serving outside Karnataka corresponding to the candidate’s years of study outside Karnataka.

4. Children of working or retired employees in the Central Armed Police Force service, who upon joining service declared their hometown to be in the State of Karnataka, and who have served or are serving outside Karnataka, corresponding to the candidate’s years of study outside Karnataka.

Illustration: If the candidate has studied in Karnataka for three (3) years, they must prove that their parent/s were serving outside Karnataka for at least seven (7) years corresponding to their own period of study outside Karnataka.

If the candidate has not studied in Karnataka continuously for at least one (1) year, they must prove that their parent/s were serving outside Karnataka for at least ten (10) years corresponding to their own period of study outside Karnataka.

(iii) Eligible candidates must keep their Study Certificates issued by their School/s and other relevant documents ready to be submitted at the time of counselling/admission.

For further queries related to NLSIU’s BA LLB (Hons) programme, write to

The duration of the programme shall be for a period of five academic years. Each academic year is divided into three “trimesters”. The academic terms will be announced in advance each year and will ordinarily be between July-September, November-January and March-June.

The University has revised the academic curriculum for the B.A., LL.B (Hons.) programme keeping in mind the following objectives:

  • Introduction of a dissertation allowing for advanced legal research and writing in an area of a student’s interest for 5th Year class;
  • Increase in the number of elective courses for students of 4th and 5th years;
  • Updating the curriculum in tune with the requirements of current legal practice;
  • Increasing the number of clinical courses in the programme.

Common Core

In pursuit of the University’s commitment to multidisciplinarity and building on NLSIU’s growing faculty strengths in the humanities and social sciences, all students will begin their academic journey with a Common Core curriculum consisting of six courses, to be completed over the three trimesters of the first year.

These courses will draw on foundational concepts and methods from disciplines such as law, politics, philosophy, history, sociology, anthropology and literature. The primary objective of the Common Core is to cultivate in students a disposition of curiosity, critical inquiry, appreciation, and wonder—enabling them to engage meaningfully with both their immediate contexts and the wider world.

The Common Core is designed to equip students—regardless of their prior high school specialisation—with a broad-based foundation of knowledge, skills, and values essential for their intellectual and professional development. It encourages interdisciplinary thinking, creative problem-solving, and research capabilities that transcend rigid disciplinary boundaries. This component of the curriculum is intended to be completed during the first year, laying the groundwork for subsequent academic work in majors.

Importantly, the six Common Core courses will be offered jointly to students enrolled in the B.A. (Hons.) and B.A., LL.B. (Hons.) programmes. This shared academic experience is intended to foster intellectual exchange and collaboration between students pursuing training in law and those specialising in the humanities and social sciences. In addition to these academic courses, all incoming undergraduate students will also take a Pass/Fail course titled Orientation to Professional Life. This course will introduce students to key aspects of campus life, norms of respectful and inclusive engagement, mental health awareness, and protocols related to safe and supportive academic spaces.

NARRATIVE (Level 100)

Effective reading and writing lie at the heart of both academic success and professional development. At NLSIU, we understand writing not merely as a skill, but as an essential component of the learning process itself. This Common Core course in writing, integral to both the B.A. (Hons.) and B.A., LL.B. (Hons.) curricula, is designed to strengthen students’ ability to read critically, think analytically, and express their ideas with clarity and precision.

Recognising the diverse educational and linguistic backgrounds of incoming students, the course fosters equitable learning by building foundational skills essential for thriving in higher education. It addresses common challenges—such as moving beyond rote learning, engaging deeply with texts, and formulating coherent arguments—through guided instruction and sustained practice. Students will gain confidence in synthesising ideas, crafting persuasive prose, and communicating effectively across contexts. The overarching aim is to enhance students’ ability to participate meaningfully in an NLSIU education while cultivating life-long writing and communication skills that will serve them in a range of professional settings.

As a first-year course, it is designed to establish a strong foundation in university-level reading and writing. Drawing on both learning to write and writing to learn approaches, the course prepares students to write across disciplines. Academic writing, in particular, demands the ability to convey complex ideas with depth and clarity—an undertaking that requires thoughtful engagement with a broad range of ideas and texts. Each session will be structured around individual and collaborative reading, classroom demonstrations, and in-class exercises. These activities emphasise reading and writing as mirrored processes, reinforcing the central idea that good writing is grounded in attentive, critical reading. Through this iterative approach, students will learn to absorb, respond to, and eventually contribute to academic debates.

By the end of the course, each student will have compiled a Student Portfolio, comprising all written work produced during the term. This portfolio will be maintained throughout their time at NLSIU, serving as a record of their progress, labour, and intellectual engagement. It also enables a trajectory of feedback, allowing students to reflect on their development, identify persistent challenges, and trace the impact of course interventions on their growth as writers and thinkers.

NUMBERS (Level 100)

Numbers shape our daily lives in multiple aspects, influencing personal finance, work, voting, policymaking, and more. The purpose of the Numbers course in the Common Core curriculum is to cultivate a problem-solving mindset among students. Socially, numbers represent quantifiable aspects of life that shape governance, policy, and decision-making. They play a key role in everyday decision-making, wage structures, inflation, and labour markets. Numbers also shape media narratives, public opinion, public health strategies, and cultural discourse, while impacting education and social mobility through metrics like test scores and academic rankings. Understanding how numbers are produced, interpreted, and used to construct social realities forms the core aspect of this course. This course is designed to introduce numerical thinking in students irrespective of whether they will go on to choose numbers-based disciplinary training later or not. This course introduces principles of statistical thinking, probabilities, descriptive statistics, sources of data, and data visualisation.

SOCIETY (Level 100)

In this interactive, activity-oriented course, we will investigate the invisible rules of social behaviour. Through experiential learning, real-world observation, and reflective journaling, we will engage with our surroundings and ask: How do we come to belong to particular social groups and distinguish ourselves from others? Why and how do permissible and forbidden formats of behaviour emerge? How do we live with each other in grades of discomfort, disagreement, and sometimes in conditions of direct conflict? Are friendships acts of political freedom? What is the state and why does it matter more for some over others? What expectations do societies have of the rich and the poor? We will engage with canonical texts and thinkers as well as contemporary popular writing, fiction, films and memoir. In this course we will critically examine social facts—such as laws, beliefs, and desires—in the personal, global, and digital realms. We will also question whether these seemingly “natural” and commonsense ideas, practices, and institutions are truly universal or culturally specific, instinctive or mediated. Finally, we will explore how social norms evolve, sometimes gradually, and at other times, suddenly.

ECONOMY (Level 100)

This course is a primer on Economics covering fundamental instruments of analysis used in Microeconomics and Macroeconomics with applications. It deals with decision making by individuals, institutions and governments, the choices they make and the tradeoffs involved. The course introduces students to the many ways in which the economy shapes our lives—and how we, in turn, shape the economy. But its application is not just limited to understanding the economy. It also provides an alternate way of understanding the world around us –inequality, crime, corruption, discrimination and also altruism, belief in fairness and why our search for nirvana is constantly ambushed, among others.

POWER (Level 100)

With the global rise of leaders often described as authoritarians or populists, concerns about the abuse of power have become increasingly prominent. Lord Acton’s well-known observation —“Power tends to corrupt, and absolute power corrupts absolutely”—suggests that power, especially political power, must be subject to limits. But what happens when large majorities in democratic societies choose to support leaders with authoritarian tendencies? Is this, too, an expression of democratic will? From ancient phrases like vox populi, vox dei (“the voice of the people is the voice of God”) to modern theories of the general will, popular sovereignty, and populism, this course explores how “the people” are imagined in relation to power. It also raises more fundamental questions: What is power? Where do we find it? Is power located solely in government institutions, or can it be found in culture, discourse, and even in texts—including this one? If 15 August 1947 marked a formal “transfer of power” from colonial to elected governance in India, this course presents a more contested and non-linear account of how power has been configured and reconfigured in postcolonial India. Influential Indian thinkers have imagined democracy as a project of distributing power, preventing its concentration in the hands of a few. The course introduces students to foundational political questions about representation, freedom, territory, and popular movements, examining how power is exercised, resisted, and reimagined. It addresses state power, political power, and social power, showing that the meaning and function of power are far from settled. Students will engage with the question of whether power is inherently coercive or whether it can also be productive or emancipatory. How is power challenged and limited through political, legal, and social mechanisms? How do we make sense of powerlessness? These questions will be explored through a mix of classical and contemporary texts, alongside examples drawn from everyday life.

HISTORY (Level 100)

We have learnt a fair bit from the Common Core course on Narrative, Society, and Power about how the world works and how it is organised. In this course, we are confronted with the question: how did it all come to be this way? We read our long past(s) in this course, through emotions and objects. These emotions range from faith, fear, dominance to pride. Each of these emotional histories is constructed through objects or things. Each of the thing(s) we examine, tells a distinct history of human attachment to and embeddedness in the world.

The built environment, objects, food, dresses, languages and scripts as well as our thought-world to say the least, have remnants of pasts and have been shaped by the past. In moments of rupture a particular past can dominate over the others. Why and how some past(s) become more important than others? Is it possible to retrieve all human past(s)? Is it possible to retrieve the past in totality and move beyond the past of a particular social group? Is it possible to retrieve the past of other animals and move beyond anthropos?

The course thus invites learners to understand these processes of interactions/engagements with the past and invite them to think historically. We will use a curated group of objects (archaeological artifacts, manuscripts, paintings, buildings, texts etc.) as entry points into history and try to cultivate a historical temper in understanding the world around us.

Course Curriculum | Batch of 2022-2027

Note: Please note, there may be variations in the course curriculum for some batches. The course curriculum for 2022-27 batch is available here.

Course Curriculum | Batch of 2025-2030

Year 1

I Trimester

Legal Methods
Narrative
Numbers
Society
Orientation to Professional Life

II Trimester

Law of Tort
Contracts I
Economics
Power

III Trimester

Contracts II
Criminal Law
Property Law
History

Year 2

I Trimester

Major I
Civil Procedure I
Constitutional Law I
Criminal Procedure

II Trimester

Major II
Civil Procedure II
Constitutional Law II
Law of Evidence

III Trimester

Major III
Administrative Law and Regulatory Governance
Drafting of Pleadings and Conveyancing (Clinic I)
Jurisprudence I

Year 3

I Trimester

Major IV
Corporate Law I
Family Law I
Public International Law

II Trimester

Major V
Corporate Law II
Family Law II
Alternative Dispute Resolution (Clinic II)

III Trimester

Major VI
Jurisprudence II
Intellectual Property Law
Law, Poverty and Development

Year 4

I Trimester

Labour Law I
Taxation Law
Electives (8 credits)

II Trimester

Environmental Law
Labour Law II
Electives (8 credits)

III Trimester

Legislation, Regulation and Public Policy
Professional Ethics (Clinic III)
Electives (8 credits)

Year 5

I Trimester

Lawyering Across Borders
Electives (12 credits)

II Trimester

Law and Emerging Technologies
Electives (12 credits)

III Trimester

Litigation Advocacy (Clinic IV)
Electives (12 credits)

  • Completed throughout the programme: Internship (Clinic IV) and Language (non-credit)

 

Students must register for one of the following Majors at the end of their First Year:

  • History
  • Economics
  • Politics
  • Sociology and Anthropology

Major Requirements:

  • Minimum 10 courses per major
  • 6 core courses
  • 16 credits worth of electives (usually 4 elective courses)
  • Electives must be from subjects related to the chosen major area, from a list of elective courses identified by the Academic Review Committee and the Programme Chairs.

Selection Process: Students will be asked to provide their preference towards the end of the third trimester of the First Year. Students will be selected on the basis of their performance in all the common core courses. For the Economics Major, special weightage will be given to performance in the following common core courses: Numbers and Economy.

HISTORY

The History track at the NLS BA (Hons.) programme is designed to foster expansive thinking while equipping undergraduates with strong research skills and expertise in written, oral, and digital communication. The curriculum encourages students to engage critically with historical methodologies and perspectives, offering insights into a wide range of social, cultural, and intellectual contexts. It also highlights the connections between history and law, exploring how historicism informs legal methods through its focus on the idea of evidence, the nature of sources, and interpretation. The programme enables students to develop a versatile understanding of history and acquire the skills necessary for historical inquiry that they will be able to deploy across fields.

The History major/minor track enables undergraduates to understand and analyse their everyday realities by situating them within a historical perspective, fostering the ability to think critically and historically about the present. The programme offers opportunities for in-depth exploration of the transformations that have shaped human history, from its early phases to the present, while equipping students with the analytical tools needed to address historical questions that remain relevant today.

Students are encouraged to grow into informed, critically-minded citizens, capable of engaging with the challenges of a globalising world. The programme provides rigorous training in diverse methodologies of historical research and covers areas such as legal history, urban history, science and technology studies, history of medicine, histories of religion and culture, labour histories, intellectual history, social history, and public history and museum studies. A strong emphasis is placed on building transferable skills that prepare students for a wide range of professional opportunities.

The knowledge and competencies gained through the programme prepare graduates to excel in fields such as law, education, public policy, social work, archives and heritage management, curatorship, digital communications, and journalism. The History major serves as a gateway to leadership, advocacy, and governance, equipping students to contribute meaningfully to society.

History Major Core

Course Title Year & Term
Core Course I Early India [Year I, Term 1] 
Core Course II Early Medieval and Early Modern India [Year I, Term 2] 
Core Course III The Historian’s Craft [Year I, Term 2]
Core Course IV Modern India [Year I, Term 3]
Core Course V India and the World: 20th Century to the Present [Year II, Term 1]
Core Course VI State, Institutions, and Law in History [Year II, Term 1]
Early India

This course aims to foreground Early India within the context of broader changes that happened in early phases of human history. We begin the discussion with human evolution, prehistoric hunting gathering societies and the traces they left. Diverse migratory patterns and shifts towards agriculture, complex social formations and early state structures shaped early India in specific ways. These historical processes are crucial to our present shape; our life-world as well as thought-world. By focusing on society, economy, polity and cultural spheres of human lives we discuss major changes in the region in the longue durée. We will study the Neolithic South Asia, Harappan experiment, Vedic people, changes in the sixth century Ganga Valley, Mauryan state, Gupta rule and early Tamilkam as an entry point to discuss several changes in the region. We also aim to introduce the diverse nature of sources and the many ways in which they have been read by historians.

Early Medieval and Early Modern India

In this course we introduce new ways of thinking about “medieval India” in terms of periodisation, space, and historical processes. Some of the questions we will ask include -– How do new debates enable us to write a global history of early medieval/medieval and early modern India from the perspective of maritime empires, legal pluralism, joint-stock companies and mercantile economies across the Indian Ocean littoral? How can our understanding of the global sharpen our understanding of local realities of India (and vice-versa)? In what ways have historians rethought key categories like state, region, land, caste, tradition, and transition in the new scholarship of seventh through eighteenth century South Asia? The course will provoke students to think about South Asia in alignment with transregional historical realities of connections, circulation, and change.

Modern India

Does the ‘modern’ period of India’s history begin with the onset of British colonialism? How did ‘nation’ as a political entity emerge in the region? Was it the only political imaginary through which ‘freedom’ was envisioned? In this course, we will examine such questions by charting the complex histories of colonialism, nationalism, and the subsequent making of ‘Modern India’. We begin in the mid-18th century with the Company state to consider whether these early transitions determine the nature of imperial rule. The course progresses to the 19th and 20th centuries to examine how colonial regimes restructured the milieu of South Asia, engendering radical economic and political changes, and making it a site of complex interaction between caste, gender, and religion. Further, the readings analyse the emergence of nationalism amidst these changes and the contested meanings it acquired. We conclude by focusing on the history of the ‘Partition’ – which marked the end of the British Empire and the creation of two political sovereign states India and Pakistan. Readings for this course will weave together regional politics and histories of South Asia with larger global political forces at play. The course provides a comprehensive understanding of the history of modern India and prompts students to reflect on the broader legacies of colonialism in the present – the many ways in which the Indian nation state continues to be shaped by its colonial past, while also departing from it.

The Historian’s Craft

What do we mean by historicising present day experiences? Are all narratives of the past histories? Is doing history a different mode of thinking (if not unique) about the past? What is the place of traces/sources from the past in history writing? Are traces/sources found only in archives, or do they reside in everyday objects, songs, and memories? In this course, we examine how historians construct accounts of the past by working with time, space, and sources in distinct ways. We will draw on a range of primary sources to learn how to read these materials as constructs of the past, shaped by the context, historical perspective and discourses of their time. The course invites students to critically study the imaginative and interpretive aspects of historical writing, understanding how narratives are constructed and how historical reasoning influences our understanding of the present.

India and the World: 20th Century to the Present

This course deploys historical thinking to events from the 1950s onwards, putting India’s post-independent history in conversation with contemporaneous world history. Students will learn about Nehruvian state-building in the 1950s, the successes and failures of Indian democracy, and the social and ideological currents that shaped India during these decades. They will weave connections with critical global events and processes that marked the Post Second World War world, including decolonisation and the rise of varying sovereignties in Asia, Africa, and Latin America; the establishment of the post-1945 international world order; the Cold War, collapse of Soviet socialism and victory of global capitalism; and the rise of religious fundamentalism worldwide.

State, Institutions, and Law in History

This course builds upon conversations on the histories of state from previous period courses and asks what essentially constitutes the modern state in South Asia, specifically India? It focuses on the making of the colonial state and its gradual transition towards the postcolonial nation-state. Specifically, we will study the relationship between law, sovereignty, and justice by analysing the making of colonial legal regimes in the eighteenth and nineteenth centuries— their interactions with pre-existing South Asian legal cultures and institutions, and the subsequent consolidation of the modern bureaucratic state. Further, the course unpacks the early 20th century as a period marked by multiple claims of political representation, with a special focus on the Constituent Assembly Debates. It will conclude by reflecting upon the career of the postcolonial nation-state and the many ways in which it engaged with its colonial pasts. Over all, this course explores the fraught transition from colony to nation-state, where questions of citizenship, rights, and obligations were continuously reimagined and contested.

ECONOMICS

Economics provides a view to understand the decision-making process of individuals, firms, markets, households, government and the overall economy. It is widely used to understand the interactions and outcomes in micro and macro social settings. Building on the theme of efficiency and equity, the objective of the Economics major/minor courses is to develop a strong foundation towards rational thinking and optimisation of the behaviour of economic agents.

Core courses provide the basic theoretical and quantitative skills necessary for analysis in different realms of economic thought starting from individual units and moving on to economy as a whole including transformation of economies along with the roles played by the State. These courses are preceded by quantitative tools which equip the students in developing mathematical and statistical concepts required to comprehend the core courses. Economics majors provide a rigorous exposure to the foundations, theory, and instruments of economics. Economics minors provide a window to understand individual, social, institutional behaviour and develop a perspective towards issues of inequity, environment, development with the rationale of ‘efficiency’.

The intended learning outcomes for this major/minor track are:

  1. To build a sound understanding of optimisation behaviour as a ‘rational economic agent’ and understand how the rational decisions are undertaken by individuals (producers/consumers), economy as a whole focusing on the role of the State, spread over different core courses.
  2. To provide a foundation for inter and multidisciplinary approaches to research and analysis, and equip the students with appropriate skills, not only to enable them to understand the concepts of the courses, but also to apply the same to decision making in the world around us.

Economics Major Core

Course Title Year & Term
Major Core I History of Economic Thought Year I, Term 1
Major Core II Microeconomics Year I, Term 2
Major Core III Mathematical Methods for Economics  Year I, Term 2
Major Core IV Macroeconomics Year I, Term 3
Major Core V Development Economics Year II, Term 1
Major Core VI Econometrics Year II, Term 1
History of Economic Thought

This course explores the origins and evolution of modern economic theories. It examines where these theories come from, identifying their historical beginnings and the schools of thought from which they emerged. The course also investigates alternative or dissenting perspectives that coexisted with mainstream economics throughout the twentieth century—tracing their roots and development. In particular, it provides a comprehensive overview of key economic ideas from the seventeenth to the twentieth century, with a focus on theories of value and distribution, as well as output and economic growth. The course provides a comprehensive understanding of economic thought covering historical development of economic systems, institutions, policies, and societal structures. The discussions combine both economics and history, allowing students to analyse how past economic events have shaped current economic realities.

Mathematical Methods for Economics

This course covers the mathematical instruments needed for economic analysis at an intermediate level. The course starts at a basic level and advances to an intermediate level required for rigorous economic analysis. The course will cover key concepts such as algebra, calculus and optimisation techniques for analysis of economic situations. This will enable students to formulate theories in a precise manner and enable forecasting outcomes. There will be extensive use of real world cases and applications to ground concepts and facilitate an applied understanding of the economic world.

Microeconomics

A foundational course for understanding the behaviour of individuals and firms in economic decision-making and resource allocation. It enables understanding fundamental microeconomic theories, analysing consumer choices and firm behaviour using microeconomic principles, and applying microeconomic concepts to real-world policy issues, such as market regulation and economic welfare.

Macroeconomics

A crucial branch of economics that focuses on the behaviour and performance of an economy as a whole. The course involves discussions and lectures on the interrelationships between different sectors of the economy and economic issues such as inflation, unemployment, and economic growth. This course is essential for understanding how countries interact economically and the implications of these interactions on a global scale.

Development Economics

The course focuses on the economic aspects of the development process in developing countries. The objective of the course is to understand the complexities of economic growth, poverty alleviation, and the various factors that influence the economic development of nations. The discussions help in understanding how economies grow and develop over time, emphasising the importance of both economic theory and practical application in addressing global challenges. The discussions include the impact of gender and social structure differences on markets in analysing economic issues effectively.

Econometrics

Econometrics is a vital instrument in an economist’s toolkit that helps bridge the gap between economic theory and real-world data. It involves use of statistical and mathematical techniques to study the relationship between variables, test hypotheses or theories and forecast micro and macroeconomic outcomes. Econometrics backed by theory provides a sound basis for decision making, whether it is a firm taking a strategic decision with respect to product price or the government deciding on taxes. Quantified estimates of decision or policy outcomes help to arrive at appropriate decisions and avoid costly errors. Econometrics provides the foundation skills for such data analysis.

POLITICS

The politics major/minor track is concerned with how power and conflict shape society. Political power and its organisations work through institutions and contestations. For example, elections are the most obvious way in which political contestation in India takes place. The poorest and the weakest in the country get the power to choose who they want to vote for. Universal adult franchise was brought in to make the government accountable to its people. Yet, why is it that the biggest democracy in the world fails to change the living conditions of the people? And yet why do the poorest continue to vote with so much enthusiasm? How do they imagine themselves as members of this society? How do we all see ourselves as members of society? What is our relationship to the State and its institutions?

The answers to these questions will always be twofold. One is in the realm of ideas. What does democracy mean? How and why did we historically arrive at the idea that democracy is indeed the best form of government despite its limitations? What could be other competing ideas? The second is in the realm of empirics. What has been the trajectory of democracy in India? Has the Indian experiment been successful? What explains the wide disparity between States like Tamil Nadu and Uttar Pradesh?

This brings us to questions about the nature and form of our collective political life and about the kind of conflicts and fissures (along lines of caste and gender, for instance) that can emerge there. The question of marginality assumes importance in the context of such conflicts. The State is at the centre of most of these conflicts. States also do not exist in a vacuum. The market is an equally important player, increasingly since the 1990s when the Indian welfare State rolled itself back. Further, States exist in extremely volatile global contexts which both define their limits and opportunities. The politics major will take these issues seriously and make sense of why politics matters.

The following are the goals of this track:

  • To understand the State, institutions and the complex ways in which they interact with society;
  • To understand how power and conflict shape up in our society and also how they are negotiated with;
  • To examine how different ideologies understand political problems;
  • To equip students with both theoretical as well as empirical ways of understanding politics, in   addition to different methods of study;
  • To equip students with both western as well as Indian perspectives on politics;
  • To equip students to studies of politics at national, regional and global levels.

Politics Major Core

Course Title Year and Term
Major Core I Democratic Theory  Year I, Term 1
Major Core II Introduction to Indian Politics Year I, Term 2
Major Core III Political Processes in India Year I, Term 2
Major Core IV Research Methods in Politics Year I, Term 3
Major Core V Comparative Politics Year II, Term 1
Major Core VI Global Politics Year II, Term 1
Democratic Theory

In the past and in the present, democratic order, and its prioritisation of values such as equality, political participation and an orientation to the common, is much discussed both by its proponents and critics. But what is democracy? Does equality, one of democracy’s constitutive values, lie in tension with the value of liberty, and can that tension pose a challenge to the sustenance of democracy? What are the kinds of challenge, internal and external, that can afflict democratic orders? Keeping in mind the aforementioned, this course will interrogate how the values of a democratic order relate to other themes that are significant for discussions of political community — namely, justice, freedom, diversity, conflict, and coercion. This will be done by focusing on concepts like political membership, deliberation and representation, and via consideration of the place of associational as well as electoral activities for sustaining democratic political community. The course materials will engage these issues from diverse methodological perspectives with a view to reckoning with the complexities of democracy.

Introduction to Indian Politics

This course will introduce students to Indian politics since the time of Independence till the contemporary moment. India has had a unique and tumultuous journey into democracy in the last 75 odd years which deserve to be looked into. Following India’s independence, the adoption of universal suffrage and a democratic Constitution was seen as a bold experiment. Despite enduring challenges, including social and economic inequalities, Indian democracy has managed to persist, adapt, and evolve, but has also faced new and recurring pressures. While this course would be chronologically ordered, it would also focus on a few core constituent assembly debates, institution building, party systems and electoral processes and how they have evolved over time.Secondly, the course provides a detailed understanding of the formal institutional structure of the Indian state and democracy-legislature, executive, and judiciary. The course will examine how these institutions function, with a focus on judicial power and rule of law, executive and political leadership, legislatures and representation, federal institutions, and new institutions and governance. The course will enable students to understand the historical and institutional dynamics that have structured and transformed Indian politics since Independence.

Political Processes in India

This course builds on the previous course— Introduction to Indian Politics to expand students’ ability to analyse Indian politics using different analytical framings. How does regionalism affect the workings of Indian politics? What are the long standing issues with federalism in India? How has identity politics and rising communalism changed the contours of Indian politics since the 1990s? Why are ethnic conflicts on a rise in North Eastern India? How have social movements of caste, gender and even environment transformed the nature of Indian politics? How have economic reforms since the 1990s influenced political processes and the relationship between the state and society? This course will seek to introduce students to some of these complex and dynamic political phenomena and offer students a nuanced and historicised perspective in trying to understand and explain them.

Research Methods in Politics

The discipline of politics uses a range of methods to make descriptive, constitutive and causal inferences to understand and explain phenomena and practices we call political. This is only to indicate that each of these sub fields also deploy a range of methods drawing on from quantitative to qualitative traditions – to address specific questions. The course will familiarise students on the one hand with survey based and multivariate quantitative analysis and on the other, discursive methods like interviews, participant observation and ways of doing field-based methods of interpretation. On one hand, they will build dexterity to work with data and numbers and on the other, they will also be taught how to work with discourse analysis, content analysis and how both could contribute to interpreting and explaining the world of politics.

Comparative Politics

Why should politics within and between countries be compared? We compare because we get a better understanding of who we are in relation to the rest of the world. Are the paths being followed by countries around the globe leading them to a more humane and fairer place to live? Asking similar questions and comparing experiences within and beyond India provides us with a richer understanding of where India stands today. Political modernisation, which is central to this comparative inquiry, revolves around the evolution of the idea of democracy and what it entails, and the redistribution of resources. This course is crafted to reflect primarily upon the democratic and developmental evolution in post-colonial contexts, with India as a reference point. How do the state and market intersect in post-colonial contexts? How are state-led modernisation responded to by the social movements (e.g. feminist movements, anti-globalisation/anti-development movements, Islamic movements) across various contexts? Dwelling on these questions, the course gauges the success and failure of democratic institutions in disparate contexts, both within and beyond India.

Global Politics

In a world fraught with wars and conflicts, how do we map the ‘political’? Who are the actors in international politics? What role does the international community play? This course on Global Politics provides avenues to explore answers to these questions. In this course, the foundational concepts of international relations are introduced and addressed through debates that mirror contemporary world concerns. The course broadly covers three themes: 1. history and narrative of international politics; 2. the politics of international organisations; 3. challenges of a globalised world. Reflecting on these themes, the course critically evaluates the state-centricity and centrality of power politics. Alongside nation-states and their relations, the course delves into race and gender dynamics and highlights the importance of morality, emotions, and aesthetics, among other reflective perspectives. These themes are theoretically and empirically addressed in modules along the key conceptual anchors of the discipline— power politics, state and market, international institutions, war and conflict, and peace and security.

SOCIOLOGY & ANTHROPOLOGY

How and why do people live together? Does the word ‘culture’ have any relevance in the globalised world? Why do the concepts of ‘difference’ and ‘culture’ persist in a world that strongly displays tendencies of homogenisation? Why and how did the contemporary world come to be shaped as it is? How did we come to be this way as patterns of modern humans? How do modern domains of life such as biomedicine, speculative capitalism, artificial intelligence, ethnic and religious violence, and anxieties about the collective human future lend themselves to scrutiny through the basket of tools that come from the disciplines of sociology and sociocultural anthropology? These questions enliven the Sociology and Anthropology major/minor track of the NLS BA programme.

The major will build on insights from the internship experiences and related windows into the ‘real world’ of students to help them theorise from practice, and translate theoretical insights to inform their engagement with the world. Lectures and assignments in the Sociology & Anthropology major emphasises a problem-solving sociology which draws on global traditions of sociological theory, not just to describe contemporary social problems, but to develop new understandings of social conflict and build pathways for change, in both thought and action.

Foundational Ideas and Pedagogic Philosophy

While the disciplines of sociology and sociocultural anthropology share overlapping concerns such as — society and culture, the individual and the collective, continuities and ruptures, conflicts and solidarities—which have been explored since the 19th century, significant differences persist in how the two disciplines are practised today. These differences lie not so much in the themes or questions they address, but in the methods they adopt in scholarly inquiry.

Sociology has increasingly embraced a diverse range of methodological approaches, including focus group discussions, quantitative analysis, ethnographic fieldwork, oral histories, and archival research. Anthropology, by contrast, has deepened its commitment to ethnographic methods, while also expanding into visual techniques, object-oriented approaches, and experiments with multimodal ethnography. As Tim Ingold (2017) notes, anthropology is not merely ethnography and narrative rendered in books and articles using specific methods; it is, fundamentally, a way of seeing the world, one that underscores the “speculative nature of anthropological inquiry.” This approach is often described metaphorically as “finding the world in a grain of sand.”

Attentive to this overlap and divide, we have built our major/minor curriculum to combine both methods and perspectives, while also borrowing from allied disciplines like geography, development studies, history, science and technology studies. This curriculum is designed with attention to both canonical and contemporary concerns within the fields of sociology and anthropology. It engages with both theoretical and speculative texts, as well as demonstrative ones such as ethnographic monographs and case studies, to provide students with a rich and varied reading experience.

The Sociology and Anthropology major introduces students to both qualitative and quantitative methods of inquiry. This includes a diverse methodological toolkit, ranging from small-N comparisons and case studies to large-N datasets, geographic information systems, and spatial analysis. Through the application of these methods to real-world scenarios, students will develop a grounded understanding of data collection and analysis strategies—skills essential across a wide range of professions today. Importantly, methods are taught not as a fixed set of rules to be mechanically applied, but as a flexible and reflective toolkit—to be used thoughtfully, experimented with, and carried with a sense of ethical responsibility in engagement with the world.

The Sociology and Anthropology major/minor track equips students with a reflective and analytical approach to understanding the complexities and contradictions of the social world. It prepares them for diverse career pathways in government, civil society, the development sector, international organisations, and the media. Our pedagogy encourages students to examine how knowledge is produced and applied, fostering the ability to respond thoughtfully and rigorously to complex social issues beyond commonsense assumptions. The programme emphasises experiential learning, comparative perspectives, and a balanced engagement with real-world problems.

Students choosing the sociology and anthropology major are required to complete the six core courses listed below.

Sociology & Anthropology Major Core

Course Title Year & Term
Major Core I Social Forces: The Strange and the Familiar [Year I, Term 1]
Major Core II Identity, Difference and Inequality [Year I, Term 2]
Major Core III Methods in Sociology & Anthropology [Year I, Term 2]
Major Core IV Work, Labour, and Capital [Year I, Term 3]
Major Core V Religion and Society [Year II, Term 1]
Major Core VI Law, State, and Organisations [Year II, Term 1]
Social Forces

Social Forces is the first major course in the Sociology and Anthropology stream, designed to introduce students to the disciplines and key thinkers through accessible texts, ethnographic narratives, and India-centred case studies. The course orients them toward key commitments: understanding sociocultural diversity, how societies hold together, and the interdependence of humans and nature. Across ten weeks, students engage with topics such as cross-cultural thinking, caste, class, gender, religion, indigeneity, and postcolonial transformation. The readings—from field-based case studies to graphic guides and feminist reflections—demonstrate how the “normal” can be made strange and how the everyday is shaped by social structures. Through discussion, reflection, and contrapuntal readings, students develop the tools to recognise and critically analyse the patterned ways in which people live, relate, and contest power, ultimately learning to see both themselves and the world through a sociological and anthropological lens. The course follows three modules: (1) social order and constraint, 2) social structure and hierarchy, 3) social transformation.

Central Commitment #1: Exploring Sociocultural Diversity
Central Commitment #2: Understanding How Societies Hold Together
Central Commitment#3: Examining the Interdependence of Humans and Nature

Identity, Difference and Inequality

This course introduces key concepts and frameworks through which sociologists examine questions of belonging and inequalities in different human societies. It begins with the much-used concept of identity and situates it in relation to questions of individual and collective belonging and of social and political action. The readings will range on caste, race, tribal, gender, sexuality and ethnic identities. The course will then survey the debates on difference and inequality. It introduces the basic distinction that is often made, in social stratification studies, between difference and inequality and between ‘natural’ and ‘social’ inequalities. Students will be familiarised with the processes, institutions, and structures through which inequalities are produced and reproduced.

Methods in Sociology and Anthropology

This course introduces students to the fundamentals of methods employed in sociological and anthropological inquiry. It begins with an introduction to social statistics, progresses with training in qualitative and ethnographic tools, and concludes with an orientation to mixed methods. Students will learn the fundamentals of descriptive statistics, design quantitative surveys and draw sociological insights. They will be introduced to probability and non-probability sampling methods and sampling errors. Students will be introduced to key data sources for the Indian social context such as the NSSO sample surveys, the National Family Health Survey (NFHS), the Indian Human Development Survey, the population census, agricultural censuses and the recent caste censuses.

The course will then train students in qualitative and ethnographic research methods. Highlighting the value of the ethnographic lens, students will be introduced to the history of the method as it evolved globally as well as in India. In the latter case, students will be introduced to work in the ‘village studies’ tradition that animated sociology and anthropology in India during its formative years. Students will learn about troubled histories of ethnography as well as the efforts in methodology from feminist and indigenous methodologies. They will be introduced to positionality, reflexivity and a range of ethical dilemmas that have kept ethnographers troubled. These conceptual discussions will be complemented with training in a number of fieldwork tools: participant observation, interviews, archival studies, critical discourse analysis, photovoice, oral histories and life stories, participatory methods (including action research), writing field diaries, coding and theorising from ethnography.

The latter part of the course will try to train students in the creative use of mixed methods, alerting students to the idea that emerging global challenges demand the use of new combinations of methods.

Work, Labour and Capital

Work is central to the sustenance and reproduction of human societies on the one hand and to notions of what it means to be human on the other. Notwithstanding this transhistorical centrality, sociology recognizes that the nature of work underwent significant transformation with the emergence of capitalism and industrialization. This course introduces students to the key frameworks and concepts through which work and labour have been understood by sociologists and anthropologists. These include issues of production and reproduction; the intersections between class and other kinds of social relations such as caste, gender, and ethnicity; the distinction between ‘formal’ and ‘informal’ economies; uneven development; work in ‘postindustrial’ societies; technological advancements and the changing nature and future of work. These issues will be approached through attention to their historical and social specificities.

Religion and Society

Gods play multifarious roles in social life. They crucially interact with kings, rulers, political parties – in transmitting their power to earthly subjects. They are carried into social life through institutions of organised religion that tune social life towards paying keen attention to gods, spirits, and supernatural forces. Religion, here, is broadly understood as institutions and practices that shape the relations between earthly world and other worlds, especially the ones that are not easily perceptible via the human senses. Religion, in controlling the dominant social imagination of what is sacred and what is profane, is crucially, a source of social and political power. For instance, ritual power is bestowed on the upper castes – the Brahmins – among Hindus in India, who use that power to control the lives of lower caste men and women. This power, throughout the longue duree history of religious institutions, has been harnessed by certain sections of society (upper caste communities being a good example) to dominate others, and generate a vulnerability of the latter to the diktats and rules and regulations provided by the former, using the institutions of religion. Religion has also, historically, been the source and arbiter of sovereign law. The king-god amalgamation is a very old one. But invocation of the power of gods continues to be a good source of political power even in the milieu of democracy. Thus, this course will take us through topics and questions of what religion means in India and the contemporary world, how it relates to social and political power, how it argues with and/or incorporates modernity, social hierarchies and violence that carry religious sanction.

Law, State, and Organisations

This course investigates how social structures and everyday social interactions are shaped by the law, state, and organisations. Conversely, this course will also focus on how societies maintain and shape the law, state, and organisations. Students will be introduced to the sociology of law, key debates and perspectives on the modern state and the organisational norms that govern social behaviour and civic life. To be able to identify how law, state and organisational norms and values shape social reality and vary across social groups, the course will be designed around case studies drawn from a wide range of institutional settings in India and globally – corporations, the UN, International NGOs, political parties, courts and government offices, specialised tribunals like the International Criminal Court, welfare bureaucracies, the police, financial markets, professional and voluntary/civic associations. Some of the key objectives of the course are to understand the fulcrum of cooperative life, democratising principles, and notion of rights and dignity. Organisations have played an increasingly important role in shaping contemporary social life- in different domains – science, commerce, education, health, the arts, politics, criminal justice, development. They are often the source and the potential solution to some of the most vexing social problems of our times. Law plays a similar role in weaving social life together and resolving conflict. However, how the law is applied, interpreted, adhered to varies. This course will examine the processes, structures and effects of the State, law and organisational structures in society and how society constructs, attaches meaning to and restrains them.

 

 

Academic Calendar for A.Y. 2025-26 | Trimester I (July – September 2025)

Date Day Particulars
01-Jul-25 Tuesday Commencement of AY 2025-26 Trimester I classes [Core and Elective]
26-July-2025 to 03-Aug-2025 Saturday, Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday 1st Assessment Window
15-Aug-25 Friday Holiday Independence Day*
27-Aug-25 Wednesday Holiday Varasiddhi Vinayaka Vrata*
23-Aug-2025 to 01-Sep-2025 Saturday, Sunday, Monday, Tuesday, Thursday, Saturday, Sunday, Monday 2nd Assessment Window
05-Sep-25 Friday Holiday Eid-Milad*
09-Sep-25 Friday Deadline for Elective Term / Seminar paper submission
15-Sep-25 Monday Last day of Classes [Core and Elective]
16-Sep-25 Tuesday Last date for Oral Presentations [Elective Courses]
17-Sep-2025 to 23-Sep-2025 Wednesday, Thursday, Friday, Saturday, Monday, Tuesday End Term Examinations
03-Nov-2025 Monday Commencement of AY 2025-26 Trimester II classes [Core and Elective]

*These date is subject to change depending on final holiday list from the University.

 

Fee Structure for the Academic Year 2025-26 (First Year Students)

Admission fee (one time) – Rs. 13,000/-
Tuition and Facilities fee – Rs. 2,96,000/- p.a.
Housing fee – Rs. 1,23,500/- p.a.
Total fee per annum – Rs. 4,32,500/-

One Time Refundable Deposit:
Refundable deposit for SC/ST category students – Rs. 17,500/-
Refundable deposit for other students – Rs. 22,000/-

The total amount payable by SC/ST category students is Rs. 4,50,000.
The total amount payable by other students is Rs. 4,54,500.

View the official fee notification.

NOTE:

  • Housing Fee includes meal plan for breakfast, lunch, dinner and an evening snack.
  • All students are required to reside in on on-campus housing provided by the university.
  • Refundable deposit will be refunded either upon graduation or admission withdrawal. The refund will be subject to the deduction of applicable convocation fees, fees for issue of certificates, and other outstanding dues, if any.

View the official fee notification for existing students for AY 2025-26:

Financial Aid

The University offers means-based scholarships. To know more about NLSIU’s financial aid options for students, click here

Fee Structure for International Students for the Academic Year 2025-26

Admission fee (one time) – Rs. 39,000/-
Tuition and facilities fee – Rs. 8,88,000/- p.a.
Housing fee – Rs. 1,23,500/- p.a.
Total fee per annum – Rs. 10,50,500/-

One Time Refundable Deposit
Refundable deposits – Rs. 66,000/-
The total amount payable at the time of admission, by international students is Rs. 11,16,500/-

View the official fee notification.

Note:

  • Housing fee includes meal plan for breakfast, lunch, dinner and an evening snack.
  • All students are required to reside in on on-campus housing provided by the university.
  • Refundable deposit will be refunded either upon graduation or admission withdrawal. The refund will be subject to the deduction of applicable convocation fees, fees for the issue of certificates, and other outstanding dues, if any.

The fee refund policy for the Academic Year 2025-26 is available here.

How do I apply for the BA LLB (Hons) programme?

Admission to the 5-Year B.A., LL.B. (Hons.) and the 1 Year LL.M. degree programmes, is through the Common Law Admission Test (CLAT). Queries related to these programmes at NLSIU should be sent to 
For further details regarding CLAT, please visit https://consortiumofnlus.ac.in/

Does NLSIU give additional time for students, including International Baccalaureate (IB) and IGCSE students to submit their Grade 12 final transcripts?

All the selected candidates writing their Class XII Examination or equivalent examination, including International Baccalaureate (IB) and IGCSE, in the year of admission to the BA-LLB (Hons) are provided time until September 30 of that year for submission of their final transcripts of Grade 12 or the equivalent grade. Their admission remains provisional until submission of their final transcripts.

Can provisional admission be granted if qualifying exam results are delayed?

Candidates who have written their qualifying examination in 2025 may submit their marksheet/certificate by September 30 2025.

Provisional admission may be granted with submission of an undertaking during counselling. At the time of submission of documents, the candidates shall be required to submit an undertaking in a format that shall be shared with them.

The final results must be submitted by September 30, 2025. Admission will be rescinded if the required documents or results are not submitted in time or if the candidate fails to obtain the minimum percentage for eligibility as specified by the CLAT Consortium of NLUs.

Is there any age limit to apply for the programme?

No, there is no age limit to apply for the programme.

Does NLSIU offer BA LLB through distance mode?

No, the 5-year integrated BA LLB course is only offered on campus.

Can I pursue BA LLB (Hons) as a part-time programme at NLSIU?

No, we do not offer a part-time BA LLB programme.

Does NLSIU accept students who wish to transfer from other law schools for the BA LLB (Hons) programme?

We do not accept transfer students.

Are lateral entry options available?

There is no provision for lateral admission.

What kind of reservations are applicable for NLSIU's programmes?

NLSIU prescribes reservations for candidates belonging to SC, ST, OBC (Non-creamy layer) and EWS students in its full-time on campus programmes. Additionally, seats are reserved horizontally for Persons with Disabilities, Women, and Karnataka Students.

For a detailed breakdown of the intake and reservations, refer to the admission tab of the programme page.

What documents have to be furnished by candidates if the reservation is applicable?
  • If you belong to SC/ST/OBC (non-creamy layer) category, you are required to provide your valid caste category certificate issued by the Competent Authority at the time of counselling/admission.
  • If you belong to the EWS category, you are required to provide valid EWS Certificate issued by the Competent Authority at the time of counselling/admission.
  • If you belong to the PWD category, you are required to provide your Disability Certificate indicating benchmark disability issued by the competent authority at the time of counselling/admission.
  • If you belong to the Karnataka Student category, you are required to provide study certificates issued by recognized educational institutions in Karnataka at the time of counselling/admission.
  • If you are the child of a government servant or defence personnel from Karnataka, relevant proof of service needs to be produced at the time of counselling/admission.

Please note, candidates unable to provide valid proof of belonging to SC/ST/OBC/EWS/PWD/Karnataka Student categories at the time of admission shall not be eligible for admission to the University under the respective quota.

Which authority can issue Caste/OBC (Non-Creamy Layer)/EWS Certificates?

Please note that only the following authorities are competent to issue Caste Certificates, OBC-Non-Creamy Layer Certificates, and Economically Weaker Section (EWS) Certificates:

  • District Magistrate/ Additional Magistrate/ Collector/ Deputy Commissioner/ Additional Deputy Commissioner/ Deputy Collector/ Ist Class Stipendiary Magistrate/ Sub-Divisional magistrate/ Taluka Magistrate/ Executive Magistrate/ Extra Assistant Commissioner (not below the rank of Ist Class Stipendiary Magistrate).
  • Chief Presidency Magistrate / Additional Chief Presidency Magistrate / Presidency Magistrate.
  • Revenue Officer not below the rank of Tehsildar and Sub-Divisional Officer of the area where the candidate and/or his family resides
  • For Karnataka Students Category seats, only study certificates issued by duly recognised and affiliated educational institutions, which attest that the candidate has completed at least 10 years of education in Karnataka, shall be accepted.
Can an Income and Caste certificate be used instead of an Income and Asset certificate for EWS?

No, a valid EWS certificate is required. Income and Caste certificates are not sufficient to meet the EWS category eligibility.

What documents are needed for Karnataka category seats?

For candidates to the LLM Programme, study certificates indicating a minimum of 10 years of education in Karnataka from recognised and affiliated educational institutions are required for applicants seeking Karnataka category seats.

Domicile certificates are not accepted.

Is a study certificate in Kannada acceptable?

Yes, study certificates issued in Kannada by recognized schools/educational institutions will be accepted.

I've lived and studied in Karnataka for more than 15 years, but I am an OCI card holder. Is the Karnataka student reservation still applicable to me?

If a OCI Card Holder student shows (through Study Certificates issued by their School/s) that they were students in a registered educational institution in Karnataka for at least 10 years, they are eligible under the Karnataka student quota.

Is the admission procedure different for foreign nationals/international students? Do applicants outside India have to appear for CLAT?

From Academic Year 2024-25, we have recommenced admitting international students to academic programmes of the University using a new admission process. Admissions will be through a separate admissions test administered by NLSIU. Details about the test will be notified on our website when the Admission Notification is issued. Seats under the “international student” category will be open to students from all countries.

Foreign Nationals who possess a PIO (Person of Indian Origin) or OCI (Overseas Citizen of India) card may be eligible to appear for the CLAT examination as per the rules and eligibility notified by the consortium website.

Who qualifies as an international student?

To be eligible for admission under the “international student” category, the candidate should be a citizen of a country other than India, and should have completed at least 10 years of their education in a school/college/University outside India.

Are NRI seats available?

NLSIU does not offer any NRI seats in any of its programmes. Indian nationals who have studied abroad can apply through CLAT as any other Indian national. However, we do offer a separate admission process through the NLSAT-International exam, which is open only to foreign nationals who have studied outside India for at least 10 years.

Are gap-year students eligible for admission?

Yes, gap-year students are eligible as long as they meet the eligibility criteria and provide the required documents.