Opinion

In 2025, India witnessed a shocking revelation of fake law schools granting fake degrees to the students making entrance exams for law courses more important than ever. By taking the right entrance exams, such as CLAT or AICLET, students can get admission into valid universities. Following is the list that will help you to choose the best private law schools after taking the entrance exam for law to build a safe legal career. 

Top Private Law Schools in India 

• Lovely Professional University, Phagwara, Punjab
• AMITY UNIVERSITY, Lucknow, Uttar Pradesh
• AMITY UNIVERSITY, Jaipur, Rajasthan
• AMITY UNIVERSITY, Mumbai
• AMITY UNIVERSITY, Gurgaon (Manesar)
• AMITY UNIVERSITY, Bangalore, Karnataka
• Chandigarh University, Mohali, Punjab
• Chandigarh group of College Jhanjeri, Mohali
• Bennett University, Greater Noida, Uttar Pradesh
• Shoolini University, Bajhol, Himachal Pradesh
• Manav Rachna University, Faridabad, Haryana
• Parul University, Vadodara, Gujarat
• Alliance University, Bangalore
• RIMT University, Mandi Gobindgarh, Punjab
• Maharishi Markandeshwar University, Mullana Ambala, Haryana
• Dayananda Sagar University, Bangalore
• Chanakya University, Bengaluru
• Sushant University, Gurgaon, Haryana
• JECRC University, Jaipur, Rajasthan
• Geeta University, Haryana
• IILM University, Gurugram, Haryana
• Apeejay Stya University, Gurgaon, Haryana
• Uttaranchal University, Dehradun, Uttarakhand
• Jaipur National University, Rajasthan
• Vivekananda Global University, Jaipur, Rajasthan
• Rayat Bahra University, Punjab
• Bahra University, Himachal Pradesh
• Invertis University, Bareilly, Uttar Pradesh
• Om Sterling Global University, Haryana
• Gokul Global University, Siddhpur, Gujarat

Why Entrance Exam’s Your Shield against Fake Law Colleges?

The Bar Council of India uncovered more than 20 unauthorised law colleges that were issuing fake degrees to thousands, costing individuals their jobs and money. True private law schools utilise national-level examinations, such as CLAT and AILET, to filter and select talent, ensuring that students enrol in the right university. These exams are aptitude-based, which test your skills and knowledge. Entrance-based admissions ensure that candidates enrol in NBA/ NAAC-recognised programs that offer actual placements, unlike unverified diplomas that the courts do not recognise.

With legal jobs booming, the legit entrance exams protect your investment and career while also helping you pocket good career prospects. So, verify NIRF and BCI status as well as examination requirements prior to admission because your future as a lawyer hinges on it. Be updated, be smart, and build a solid foundation. 

For free consultation and assistance, call on 08071296498 

FAQS

What are the best private law colleges in India 2026?

Some of the best choices from the list are Lovely Professional University (Phagwara), Amity University campuses (Lucknow, Jaipur, Mumbai, Gurgaon, Bangalore), Chandigarh University (Mohali), Bennett University (Greater Noida) and Shoolini University. These provide BA LLB/LLM with good placements through CLAT or AICLET 2026.​

How fake law degrees are affecting students in India?

Fake degrees from unauthorized colleges lead to job rejections, unenrollment by Bar Council of India (BCI), and wasted fees. Courts reject unverified diplomas, blocking legal practice.​

Why to opt for entrance exams such as CLAT or AICLET for law admissions?

These national tests ensure merit-based entry to BCI-approved schools, blocking backdoor fakes. They guarantee NBA/NAAC programmes with real placements unlike rogue colleges banned by BCI in 2025.​

Are Amity and Chandigarh University Good for Law Courses?

Yes, Amity for corporate oriented BA LLB (₹10-15 LPA placements) and Chandigarh university for its 95% placement rate makes them an ideal pick.  

How to check whether a private law school is legal?

Check BCI approval, NIRF 2025 rankings, NAAC grade, and entrance requirements on nirfindia.org or bci.org.in. Avoid debarred colleges listed in BCI notices.​

Can I join Law without CLAT in these schools?

Many like LPU (LPUNEST), Parul or JECRC accept AICLET scores making it easy for students to become eligible for these universities with just one exam. 

Nowadays, artificial intelligence is discussed everywhere around the world. Some people are afraid of it, yet others see in it a source of hope and a strong tool for future development. At the same time, there is another concern which is growing, especially in Western countries-the steadily falling birth rates. Because of overall human development, better systems of education and healthcare, democratization, strong economies, personal freedom, and gender equality, birth rates in many countries-from Japan and Italy to Mexico and Australia-continue to fall. In several nations, the death rate has already outstripped the birth rate, and the total population has begun to shrink.

In such a scenario, these countries have become seriously dependent on immigrant workers to maintain economic growth and prosperity. Incidentally, India — now the world's most populous nation — has become one of the biggest contributors to this global labor supply. The country is seeing the exodus of all kinds of workers: skilled and unskilled, old and young. Indians are working as construction laborers in countries like Qatar and Kuwait, while in Germany and Canada too, a large section of food delivery workers are Indians. Many of them get citizenship after living in those countries for a certain period and do not return to India even after their working lives are over.

However, the problem is taking another turn in the direction where the very presence of so many foreign workers can't be digested by most citizens in these countries. The reasons are locals generally show hostility towards migrant workers; there is racism, and there are several restrictions imposed by their government. Examples were given by Italy, the United States, and the Netherlands. On the other hand, the nationalist governments of countries like India and the Philippines are being reluctant to see such a massive outflow of their own workforce.

As an Indian, all this may naturally sound daunting. It is understandable, considering the fact that India accounts for 1.4 billion people, of which millions still fight to find work. How will things be with the rising machines and AI? 

 Although India has not yet achieved the level of countries like Japan or Italy-and the big population may mask this reality for now-in the future, the number of young people in India also will start to go down. Therein lies a risk that economic growth may also slow down as families get smaller. By that time, migration from India to seek employment will no longer be purely an economic issue but a political and social one, particularly when the country itself starts facing a scarcity of workers. Maybe then, human destiny would be decided by intelligence that is not human. The poet Shakti Chattopadhyay once said, “Man is terribly alone; come and stand beside him.” And, in the end, it might be artificial intelligence that becomes humanity’s closest companion.

The classroom has become a testing ground where intelligence is judged through one narrow lens. Like asking a fish and a horse to race up a tree, the system rewards only one kind of ability, while quietly dismissing all others. Achievement has overshadowed development, turning learning into a mechanical task rather than a meaningful journey.

 “The problem is not competition itself,” he explains, “but the way we have institutionalised it. When the same standards are applied to every child, regardless of talent, background, or learning style, we are essentially setting up many to feel like failures,” Educationist Prof. R.K. Mishra agrees that the system has drifted dangerously from its original purpose. 

Experts refer to it as the "new report card"; they term it a growing epidemic of stress, anxiety, and burnout characterized by sleepless nights, panic attacks before exams, fear of disappointing parents, and general self-doubt becoming common. For example, many students study for marks instead of knowledge, convinced that this type of pressure is normal. The cost is consequentially very real: declining curiosity, diminishing happiness, and a shrinking sense of self-worth.

The problem deepens the instant competition starts to feel like a cage. Every child is learning differently, but the system demands they excel in identical ways. The result is not very different from putting a fish and a horse into a race up a tree-the one least suited will be called a failure, even though he was simply never built for that race. 

 As it is, the system today rewards the ability to memorize rather than understand. Achievement has overshadowed development. Researcher Dr. Neha Kapoor, who studies academic stress among adolescents, highlights how comparison begins at home and intensifies at school. “Students tell us they fear their parents’ reactions more than their exams,” she says. Familiar questions such as “What did others score?” or “Why aren’t you at the top?”—though often well-meaning—leave deep emotional scars. Meanwhile, social media and school notice boards display only toppers and medals, never the panic attacks, burnout, or self-doubt behind them. The reality, experts argue, is that while marks may open doors to college, it is confidence, creativity, and emotional wellbeing that prepare a child for life.

“When the pressure is replaced with encouragement, we see remarkable change,” notes educator Sharmila Banerjee. “Students begin to ask questions, explore their interests, and take ownership of their learning. They grow not just academically, but as individuals.” 

This is often a comparison culture that begins at home. Students say they are more afraid, not of the exam paper, but of seeing the reactions that follow. Familiar questions—“What did Sharmaji’s son score?” “Why aren’t you in the top five?” “Your cousin is preparing for IIT—what about you?”—though they might spring from a well-intentioned place, leave emotional scars. Platforms flash medals, certificates, and toppers-not breakdowns, failures, or struggles that go behind them.

Take away the pressure, add encouragement, and the change is amazing. Pupils get confident, creative, and autonomous in their learning. Interests get developed, questions flow, problems get solved, and learning gets taken ownership of.  Marks may get a child into college, but personal growth helps them build a life. Perhaps, as India stares at the growing wave of student stress, now is a good time to redefine what success actually means.

Shiv Nadar University, Delhi NCR, is expanding its interdisciplinarity with the launch of the BA in Interdisciplinary Humanities and Social Sciences.

Prof Ananya Mukherjee, vice-chancellor of SNU, told FE the unique features of the new programme and why it was needed.

Building on success

When asked about the need for a new interdisciplinary programme when a BSc already exists in Economics and Finance, Prof Mukherjee said SNU is building on the success of the existing programme. “We are keen to replicate this success in areas where young professionals are required. The new programme in IHS is one such endeavour,” she said.

Its success can be seen in the career outcomes of the Class of 2025 from the BSc (Research) in Economics and Finance, with an average of Rs 13.29 lakh per annum and the highest being Rs 24.3 LPA. Further, a large number of graduates have opted for higher education, securing admissions at globally acclaimed institutions such as Duke University, the University of Chicago, Columbia University, and the Stockholm School of Economics.

A first-of-its-kind degree

The BA (Research) in IHS is being championed as a first-of-its-kind in India. "There are currently no programmes in India offering a BA (Research) in IHS," Prof Mukherjee affirmed. "Its structure is robustly multidisciplinary, starting with a core foundation that includes courses in humanities, natural and social sciences, as well as modern skills like data and quantitative skills, AI, environment, business fundamentals, and writing and communication."

From the second year, students can specialise in one of the three Majors: Sustainability Studies; Archaeology, Heritage and Historical Studies; and Society, Culture and Technology.

Focus on responsible AI Another differentiator of the new BA (Research) is its commitment to technology, especially responsible AI. “All students will take a dedicated AI companion module designed to cover core fundamentals and build capacity for real-world application,” she said. “SNU has instituted an award for the project demonstrating the ‘Best Responsible Use of AI’, ensuring the curriculum remains at the cutting edge by drawing upon AI leaders across domains.”

 Prof Mukherjee also defended the decision to include the word ‘Research’ at the undergraduate level, dismissing the notion that it should be restricted to postgraduate studies. “We believe research begins from day zero of an undergraduate programme – if not earlier. Research is a habit of mind, not merely a sequence of activities with outcomes,” she explained, underlining that the entire undergraduate curriculum is research-informed. 

 Finally, the programme epitomizes a larger vision regarding what education should be at SNU. Prof Mukherjee summed up with an emphasis on the requirement of rendering students capable not only of responding to change but leading it. “To achieve this, we need holistic education-experiential in character, built upon an understanding of the world, and able to make links across disciplines in order to solve real problems in our communities and society,” she said. “The BA (Research) in IHS is designed to align with this commitment to holistic learning, as well as with the national priorities articulated in the NEP and India’s Vision 2047.”

The controversy snowballed on November 10, when the blast in Delhi turned the investigative spotlight onto Al-Falah University in Faridabad. No longer was it strictly a security issue; rather, it wore the trappings of an indictment on India's flawed system of university accreditation. Whispers of academic fraud and expired NAAC accreditation highlighted a harsh reality-the system of higher education accreditation in India is in crisis.

Al-Falah's School of Engineering and Technology was accredited "Grade A" only from 2013 to 2018, and the School of Education was accredited from 2011 to 2016. All the same, for almost ten continuous years, both have functioned without valid accreditation but claimed the prestigious "Grade A" status publicly. The official show-cause notice by NAAC rightly called this misleading practice, saying such claims "deceive students and the public."

According to the University Grants Commission, India has 1,074 universities, but only 561 currently have valid NAAC accreditation. That means more than half of the universities in India function without standardized quality checks. This is not just a number; it's a wake-up call that questions the credibility of India's entire higher education model.

When questioned why so many universities lack accreditation, Anil Sahasrabuddhe, Chairman of NAAC's Executive Committee, pointed to a fundamental flaw: the accreditation process is voluntary. If an institution doesn't apply, NAAC can't act. This places a huge responsibility on the government regulators-UGC, AICTE, and state authorities-to enforce stricter rules. Yet, the current system offers incentives for accreditation rather than mandatory compliance.

While this is a well-meaning voluntary accreditation system, it spectacularly fails when institutions prioritize covering up their shortcomings rather than genuine improvement. The brazen display of expired accreditation at Al-Falah University reflects not a mere technical slip-up but a systemic problem which is an evident betrayal of student trust.

The university explained this by saying that the claims of outdated accreditation remained on their website because there had been "website design errors" and that they had subsequently been removed. But such an excuse raises red flags: is it believable that an academic institution would carelessly flaunt nearly decade-old accreditation, or does this speak to deeper pressures to uphold a false image of credibility?

The case of Al-Falah is not an isolated failure but a symptom of a greater crisis that haunts India's higher education landscape: lax regulations, voluntary and inconsistent accreditation, and uncertainty that puts student futures at risk. It is the most vulnerable who suffer-the students who make career decisions in good faith based on valid accreditations.

India urgently needs to move beyond the voluntary model and adopt a mandatory, transparent accreditation system. Otherwise, headlines about "another Al-Falah" will keep emerging, and thousands of students' futures will remain hostage to misinformation and governance gaps. Reform is not optional-it's imperative.

Reflecting on this, the Al-Falah episode underlines broader lessons that need to be driven home in the education sector: Accreditation has to be stringent, in real time, and enforced with accountability. Universities must be bound by law to display only valid status, and false claims should attract penalties. Transparency cannot be an afterthought; it has to be a cornerstone, available to parents, students, and employers.

As a society, we owe our students an education system worthy of their ambitions, a system founded on integrity and trust. The Al-Falah controversy is a clarion call-it's time to end the era of convenient ignorance and progressive decay in university accreditation. Without drastic reforms, India faces the prospect of perpetuating a cycle that does incalculable harm not just to institutions but to the very dreams of millions of Indian youth.

By adopting a zero-compromise policy on accreditation, accompanied by stringent government enforcement and public scrutiny, India can restore faith in its universities and provide globally competitive education. Students deserve nothing less than clarity, honesty, and quality in the institutions shaping their futures. 

This is not just Rais Ahmed 'Lali's opinion; it is an expression of the emergencies of our times. Will regulators and universities rise to this challenge, or will another crisis wait in the wings? Only time will tell, but yes, never has the stakes been higher than now. What are your thoughts on this? Share with us via mail at This email address is being protected from spambots. You need JavaScript enabled to view it. and get a chance to be featured on our education news portal.

The latest Chinese effort to question the status of Arunachal Pradesh-this time through quibbling over an Indian woman's birthplace on her passport-says more about Beijing's insecurity than its diplomacy. The Shanghai airport episode, in which UK-based Indian citizen Pema Wangjom Thongdok was subjected to an inexplicable claim of passport "invalidity", is not an isolated incident. This is part of a bigger, decades-long playbook in which China deploys bureaucratic harassment, renaming exercises, and provocative statements to keep the border alive as a pressure point.

As always, India's response was firm and unambiguous. The Ministry of External Affairs reiterated what history, geography, and democratic mandate had established long ago: Arunachal Pradesh is an integral and inalienable part of India. The state has sent elected representatives to the Indian Parliament since 1978. It has over 13 lakh Indian citizens, 2,000 plus polling stations, and a fully functional democratic system-none of which fits Beijing's rhetoric of "Zangnan".

What makes the Shanghai incident more distressing is the breach of international travel protocol. China provides 24-hour visa-free transit for all nationalities. Yet Thongdok’s three-hour transit became a humiliating experience just because her birthplace contested China’s territorial revisionism. The MEA was right to issue a robust demarche, condemning the breach of conventions governing international air travel.

Beijing's response was entirely predictable. The Foreign Ministry spokesperson Mao Ning rejected the charges and reprised China's standard refrain: that Arunachal Pradesh is "illegally established by India". But Beijing's claims fall apart under scrutiny of data and history. The McMahon Line, drawn up in 1914, has been India's acknowledged frontier. China started seriously disputing it only after the 1950s as part of its general expansionist stance in Tibet and the Himalayas.

China's own aggressive moves betray its anxiety. Over the last three years, for example, Beijing renamed over 30 locations in Arunachal Pradesh. It was an act symbolic at best, legally irrelevant at worst. Quite simply, no amount of digital cartography and semantic warfare can replace ground realities: Indian troops patrol the border, Indian infrastructure exists on the ground, and Indian citizens live their daily lives there.

The Shanghai incident is only the most recent reminder that China uses each and every opportunity—diplomatic, bureaucratic, even personal—to push territorial claims that the world does not recognize. India’s message is clear: our borders are not negotiable, our citizens are not disposable, and Arunachal Pradesh is not a bargaining chip. Beijing can continue to deny, rename, or dramatise. But it changes nothing. Facts, democracy, and the people of Arunachal Pradesh stand firmly with India—and no airport counter or foreign ministry press briefing can alter that truth.