New batch begins structured cadet pilot training across CAA’s flying training bases in Madhya Pradesh

Gurugram (Haryana) [India], September 26: Chimes Aviation Academy (CAA) has inducted 74 cadets into the CAA IndiGo Cadet Pilot Program, marking the academy’s largest-ever induction for the program.

The new batch was formally inducted at a ceremony held in Gurugram on September 17. The 74 cadets signed Letters of Intent, marking the beginning of their structured pathway to commercial pilot training at CAA under the CAA IndiGo Cadet Pilot Program.

As part of the program, the cadets will undertake ground school at CAA’s Ground Training School at Gurugram, and flying training at CAA’s bases in Madhya Pradesh. The flying phase includes 185 hours on single-engine aircraft, 15 hours on the Diamond DA42 multi-engine aircraft and 30 hours of simulator training.The latest induction also reflects the growth of CAA’s flying training operations and its capacity to train larger cohorts of aspiring pilots.

With a fleet of 33 training aircraft, CAA operates from two flying airfields in Dhana and Neemuch, both supported by in-house CAR-145 maintenance facilities. Since commencing flight-training operations in 2008, the academy has trained more than 1,000 pilots.

Speaking about the induction, Dev Punj, Vice President at CAA, said, “Seventy-four cadets is a significant number for us, but the real work begins now. Each of these students has a long training journey ahead. Our responsibility is to ensure that they receive the right foundation and develop the standards expected of a professional pilot.”

The CAA IndiGo Cadet Pilot Program is conducted by CAA in association with IndiGo and offers selected cadets a structured pathway through commercial pilot training. CAA currently operates flying training airfields at Dhana and Neemuch in Madhya Pradesh, supported by dedicated training infrastructure and a growing modern aircraft fleet.

About Chimes Aviation Academy

Chimes Aviation Academy (CAA) is a DGCA-approved Flying Training Organisation in India, offering ab initio pilot training programs for aspiring commercial pilots. Established in 2007, CAA is associated with IndiGo’s Cadet Pilot Program, providing flight training to cadets as part of their pathway to a commercial pilot career with the airline. With a focus on safety, quality and operational standards, CAA continues to strengthen its capabilities in pilot training, infrastructure, fleet and training systems, with its ground school in Gurugram and two flying airfields in Madhya Pradesh.

Media Contact
Bhavna Ahuja
Communications & Branding
Bhavna@caa.edu.in
+91 9810302692

New Delhi [India], September 26: At the meeting of the Board of Trustees of Vivekanand Education Society, Chembur, held today, a significant new initiative for community upliftment was proposed.

Shri DR Lalit Tekchandani, Trustee, proposed that on the lines of the successful model of JEETO, VES should create a dedicated support system to encourage and mentor students from our community aspiring to join the Indian Civil Services – IAS, IPS & IRS.

To give this vision a concrete start, Shri Lalit Tekchandani announced an initial seva contribution of Rs. 5,00,000/- (Rupees Five Lakhs only) towards this project.

The objective of the project is to support underprivileged boys and girls from the community from across India who have the talent and aspiration to pursue Civil Services but need guidance, coaching support and financial assistance.

The proposal was warmly appreciated and supported by Chairman Shri Rajesh Gyani, and Trustees Shri Bansi Wadhwa, Shri Dr Lulla and all other present trustees.

The Trust will now work out the detailed modalities, including selection criteria, mentoring and coaching partnerships, to launch the project at the earliest.

This initiative reaffirms VES’s commitment to education and support for Sindhi aspirants.

Vivekanand Education Society, Chembur, Mumbai: This initiative shall start from 22 nd February, on the birth anniversary of the founder, late Shri Hashu ji Advani, who was an RSS pracharak.

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New Delhi [India], September 26: At the meeting of the Board of Trustees of Vivekanand Education Society, Chembur, held today, a significant new initiative for community upliftment was proposed.

Shri DR Lalit Tekchandani, Trustee, proposed that on the lines of the successful model of JEETO, VES should create a dedicated support system to encourage and mentor students from our community aspiring to join the Indian Civil Services – IAS, IPS & IRS.

To give this vision a concrete start, Shri Lalit Tekchandani announced an initial seva contribution of Rs. 5,00,000/- (Rupees Five Lakhs only) towards this project.

The objective of the project is to support underprivileged boys and girls from the community from across India who have the talent and aspiration to pursue Civil Services but need guidance, coaching support and financial assistance.

The proposal was warmly appreciated and supported by Chairman Shri Rajesh Gyani, and Trustees Shri Bansi Wadhwa, Shri Dr Lulla, and all other present trustees.

The Trust will now work out the detailed modalities, including selection criteria, mentoring and coaching partnerships, to launch the project at the earliest.

This initiative reaffirms VES’s commitment to education and support for Sindhi aspirants.

Vivekanand Education Society, Chembur, Mumbai: This initiative shall start from 22 nd February on the birth anniversary of the founder, late Shri Hashu ji Advani, who was an RSS pracharak.

If you object to the content of this press release, please notify us at pr.error.rectification@gmail.com. We will respond and rectify the situation within 24 hours.

Vadodara (Gujarat) [India], September 26: On the occasion of World Peace Day 2026, Parul University organized “Choose Your Response”, a university-wide experiential activity by the Universal Human Values (UHV) Cell and Ekagrata – Center for Mindfulness and Behavioral Studies, which urged students to think beyond the discussion of peace and consider how conscious responses can influence everyday interactions. Based on the theme “Take a moment. Comprehend. Decide. Respond.”, the initiative immersed students in real-life situations that required reflection, emotional awareness, and thoughtful decision-making.

The first round of the classroom quiz saw the participation of nearly 5,000 students, making it a university-wide engagement across participating institutes as part of the initiative. The five-level format started with a live classroom quiz where students responded to provocative real-life scenarios using a Google Form. The elected participants moved to Group Discussions, followed by a Real-Life Reflection Video Round where they reflected on situations where they had responded impulsively or ineffectively, and thought about how they could have responded more consciously.

The journey continued with a Finale Quiz Round to test the participants’ knowledge on World Peace and their involvement in it. The Top 10 finalists then had their final panel interaction where they were presented with real-life, provoking situations on the spot and were given one minute to prepare their responses. They were evaluated by the panel on clarity of thought and thought process, emotional awareness and understanding, and practicality and appropriateness of response. The panel judging was out of 90 marks and an audience poll out of 10 marks, making a total of 100 marks.

The finale concluded with the announcement of the winner of the 1st place, Sujal Ajay Dhatrak, Faculty of Ayurveda, 3rd Year, followed by the winner of the 2nd place, Karena Janvee, Faculty of Applied Sciences, 2nd Year, and the winner of the 3rd place, Shah Divya Tejasbhai, Faculty of Homeopathy, 3rd Year. The winners were presented with medals, certificates, and books in appreciation of their performance.

The initiative was led and coordinated by Mrs. Nimisha Pancholi, Nodal Officer – Universal Human Values, Happiness Coach & Manager – Ekagrata, Ekagrata – Center for Mindfulness and Behavioral Studies, Parul University, with active support from UHV Committee members of the participating institutes. The Ekagrata team contributed in conceptualizing, planning, and executing the activities and finale.

Dr Geetika Madan Patel, Vice President and Medical Director, Parul University, on the initiative said, “Peace begins with the choices we make in everyday moments. Our students were encouraged to stop, think and respond more thoughtfully through ‘Choose Your Response.’ When students learn to understand before they react, human values become lived values, part of daily life,” she added.

Parul University, with “Choose Your Response,” brought the message of World Peace Day to the everyday realities of student life, reinforcing that peace starts not only with what we believe, but also with the choices we make in the moments that test us.

By Maneesh Singh, CEO, ExamOnline

New Delhi [India], September 26: For most of the last century, the degree was the deal. Institutions certified learning, employers trusted the certification, and the system held together well enough that there was relatively little pressure to question its foundations.

That arrangement is unwinding faster than most universities, and most assessment platforms, have registered.

Research on India’s college hiring landscape in 2026 suggests that only 21% of Indian companies have fully moved away from relying on academic scores, while 51% still allow CGPA to influence final hiring decisions. That sounds like the degree is holding its ground. But there is another way to read it: employers are increasingly supplementing academic credentials with other forms of evidence about what candidates can actually do. The credential is still part of the signal. It is simply no longer the entire signal.

The credential is not dead. But it is no longer sufficient. And that distinction changes everything about how institutions must assess students before they hand them one.

The Signal From the Market

Companies including IBM, Google, Delta Air Lines and Bank of America have removed four-year degree requirements from some roles, particularly where employers can assess candidates through skills, experience or alternative credentials. IBM’s “New Collar” approach, which focused on hiring for skills rather than conventional credentials in selected technology roles, helped bring this model into mainstream discussion.

Approximately 53% of employers eliminated degree requirements in 2025, up from around 30% in 2024, and roughly 48% of Indian Global Capability Centres now prioritise proven skills over degrees. These are not simply aspirational statements about the future of work. They are changes in actual hiring practice, made by organisations trying to identify candidates who can demonstrate the capabilities their roles require.

Two-thirds of companies operating in India see a need to tap into more diverse talent pools to fill emerging roles far above the global average of 47%, according to the World Economic Forum’s Future of Jobs Report 2025. That urgency is reshaping not just hiring criteria but the entire upstream conversation about how educational institutions measure, document, and verify what students have learned.

Where the Assessment System Falls Short

The problem with the current assessment architecture is not that universities produce bad graduates. It is that the information universities produce about their graduates is increasingly illegible to the market.

A transcript tells an employer that a student passed macroeconomics and software engineering in the same semester. It does not tell them whether that student can debug a live system under pressure, communicate a technical decision to a non-technical stakeholder, or learn a new tool in a week when the project demands it.

The World Economic Forum’s Future of Jobs report identifies analytical thinking, the ability to adapt, and familiarity with technology as more important hiring criteria than credentials. These are not qualities that a three-hour closed-book examination was designed to surface. They emerge through repeated evaluation, practical application, and longitudinal assessment none of which the conventional university examination cycle produces.

The outcome of this mismatch is a hiring process that has become essentially parallel to the education system. Enterprises run their own assessments because they cannot rely on the university’s. Assessment platforms for corporate hiring have become a large and growing industry precisely because the credential gap forced them into existence.

The Infrastructure Redesign This Requires

Skills-based hiring does not just change what employers look for. It changes what institutions must be able to demonstrate, and that demands a fundamentally different assessment infrastructure.

Continuous assessment requires platforms capable of delivering frequent, varied evaluations across large student populations without administrative collapse. Competency verification requires question design that goes beyond knowledge retrieval into applied problem-solving, scenario response, and practical demonstration. Skills documentation requires digital records that are granular, auditable, and verifiable by third parties, including employers who need to make decisions quickly and accurately.

Research shows that employers who build real skills-assessment infrastructure achieve nearly 20 percentage points more in non-degree candidate conversion than those who simply remove degree language from job postings. The policy shift alone does nothing. The infrastructure behind it is what creates the actual outcome.

This is the part of the skills-based hiring conversation that institutions have been slow to confront. Announcing commitment to continuous assessment under NEP 2020 is straightforward. Building the digital examination infrastructure that makes continuous assessment operationally feasible at scale for thousands of students across dozens of programmes is an entirely different challenge.

What Happens to Institutions That Do Not Adapt

The uncomfortable reality for universities is that the skills-based hiring shift does not wait for assessment reform to catch up. A growing number of employers have already moved. Students are already choosing institutions partly on the basis of placement outcomes, not just institutional reputation.

80% of Indian employers now say they would rather consider a person with relevant experience and demonstrated skills than a conventional graduate when those two things are in conflict. As that preference becomes embedded in hiring systems, the institutions producing graduates without verifiable skill profiles will face a compounding disadvantage that no amount of campus marketing can reverse.

The future of the degree will not be decided by whether employers stop asking for it. It will be decided by whether the degree can carry credible evidence of what its holder can actually do.

India’s assessment infrastructure needs to make that proof possible.

Maneesh Singh is the CEO of ExamOnline, an AI-powered online assessment and remote proctoring platform founded in Mumbai in 2009, operating across 35-plus countries.

Tata IIS becomes the first corporate customer of the learning platform built by Gradeless AI, a Jaipuria Institute of Management company

New Delhi [India], September 25: Gradeless AI today announced a partnership with Tata Indian Institute of Skills (Tata IIS) under which students and faculty at the institute will receive exclusive access to Rehearsal, its reflective learning platform, along with hands-on coaching on the use of generative AI in learning. Tata IIS is the first corporate customer of Rehearsal.

Generative AI can produce a convincing answer in seconds. What it cannot do on its own is tell a student whether they understood that answer, or whether they could reach a similar conclusion in a situation they have never seen. Rehearsal is built for that second part. It asks students to record what they think, question what they read, defend a position and look back at their own reasoning, so that using AI becomes a way to discover an answer rather than collect one.

“For a long time, education has rewarded procedural knowledge: know the steps, reproduce the steps, get the marks. Generative AI has made procedural knowledge cheap. What it has not made cheap is the ability to reflect, to notice why you reached a conclusion and whether it still holds,” said Dr. Shiva Kakkar, Head of Business, Gradeless AI. “The primary role of universities over the next generation will be to instill a mindset of tinkering, self-learning and reflection. That is the shift Rehearsal is designed to support.”

What students get

Rehearsal is a mobile app that works with a student’s own material rather than a generic knowledge base. A student can record a voice note after a lecture, a case discussion or a viva, and the app writes it up as a structured note within a minute. Over a term this becomes a searchable record of how the student’s thinking changed. Material the student already reads can be brought in as well: PDFs, screenshots, YouTube videos and files shared on WhatsApp can be sent straight to Rehearsal, where they are summarised and saved as notes.

Students can then ask the app to explain, compare or test what is in their notes. The answers cite the student’s own material, and the app responds with follow-up questions instead of closing the conversation. A daily feed called Signals brings news from the student’s field, with each story broken into what happened, what changed, a precedent, a reality check that presents both sides, and a prompt that asks the student to take a position. The app also offers practice interviews with an AI interviewer or with friends, with feedback on delivery and a comparison against a strong answer.

Through the Rehearsal connector, students can query their own reflections from within Claude and ChatGPT, so the assistant they already use reasons from what the student actually learned rather than from a generic knowledge base.

A full suite of simulations

Alongside the app, Rehearsal offers a suite of simulations.The simulations span both personal and professional judgement. Some place the student inside years of adult life or months of everyday choices, where the decisions are small, irreversible and revealing. Others put the student in a working role: a newly promoted consulting partner triaging an inbox against the clock, a founder defending a venture pitch against an AI coach and an investor panel, an account manager negotiating a large B2B renewal across several rounds, a newspaper editor identifying manipulation in a rival’s editorials, or a retail analyst auditing a real shelf and discovering what they missed. New simulations are added as the suite grows, and institutions can pick the ones that match their programmes.

The Tata IIS collaboration

Under the partnership, the Rehearsal team will coach Tata IIS students and faculty on integrating generative AI into everyday learning, and will work with faculty to design reflective learning experiences around the institute’s industry-oriented programmes. Access to the platform and the simulation suite will be provided to participating students over the coming years.

The collaboration is intended to complement Tata IIS’s focus on employability by developing the judgement, adaptability and problem-solving ability that new roles demand.

“We see generative AI as an immensely powerful technology for self-reflection. Each time you learn something about a subject with it, you also learn something about yourself,” said Dr. Kakkar. “We are grateful to Tata IIS for being the first institution outside our own campuses to take this journey with us.”

About Rehearsal and Gradeless AI

Rehearsal is a reflective learning platform developed by Gradeless AI, a subsidiary of Jaipuria Institute of Management. It grew out of nearly two years of work by the institute’s AI, career management and faculty teams on how students prepare, what sustains adoption, and how technology and governance must work together for AI in education to have real impact. The platform is available on iOS and Android and at www.tryrehearsal.ai.

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The Book Talk was moderated by Ambassador Satish C. Mehta, Member, Board of Management, IIHMR University. Dr. Ashok Agarwal, Founder Trustee, IIHMR, and Dr. P. R. Sodani, President, IIHMR University, were also present at the event.

The book, “Swami Vivekananda for Our Times”, explores the relevance of Swami Vivekananda’s philosophy and vision in addressing the challenges of a rapidly changing world. The discussion examined how his thoughts on nation-building, individual development, social responsibility and India’s role in the world continue to offer perspectives for contemporary society.

Dr. PR Sodani, President, IIHMR University, shared, “Swami Vivekananda’s ideas continue to resonate because they speak to questions that remain central to society, how we develop our capabilities, strengthen our sense of responsibility and contribute to nation-building. At a time when India is navigating significant social, economic and global transformations, engaging with his thought offers an opportunity to reflect on the values that can guide this journey.”

The session provided students and participants with an opportunity to engage with questions around India's civilizational thought, leadership, social transformation and the country's aspirations in a changing global environment. The conversation also highlighted the importance of revisiting foundational ideas and interpreting them in the context of present-day societal and global challenges.

Ambassador Rajiv Sikri, who joined the Indian Foreign Service in 1970, drew upon his extensive diplomatic experience and scholarship in discussing the book and the continuing relevance of Swami Vivekananda's ideas. During his diplomatic career spanning more than three decades, Ambassador Sikri served in important assignments in Moscow, New York, Paris and Kathmandu, and was also the Ambassador of India to Kazakhstan. He retired as Secretary in the Ministry of External Affairs, Government of India.

Mumbai (Maharashtra) [India], September 24: ISDI Mumbai, India’s leading design school, has been at the forefront of design education, preparing students to stay ahead of the curve as the role of design continues to evolve. Building on this legacy, ISDI’s expanded 2027 undergraduate offering brings together the full spectrum of design disciplines, spanning both traditional and new-age programs. 

Design is best practised in multidisciplinary contexts, with ideas and expertise increasingly crossing traditional boundaries. ISDI’s introduction of Strategic Design Management was a defining example of this approach, bringing together design thinking and business strategy in one of India’s first such undergraduate programs. As technology reshapes the way designers work and the roles they play, ISDI aims to prepare students for careers that do not even exist today. It is extending this multidisciplinary approach into areas including Design Engineering, AI and Intelligent Product Design, Fashion and Luxury Brand Management, and Health & Care Design, to name a few. 

The ISDI UG program portfolio for 2027 includes five domains:

Product & Technology: As design and technology become increasingly intertwined, students can pursue B.Des in Product Design, B.Tech in Design Engineering, or B.Tech in AI Integrated Design & Intelligent Products, leading to roles such as Product Designer, UX Designer, Design Engineer and AI Product Designer. 

Fashion & Commerce: With India’s fashion and luxury market projected to reach $85–90 billion by 2030, students can pursue B.Des in Fashion Design & Technology, B.Des in Fashion Communication & Styling, B.Des in Fashion Brand Management, B.Des in Luxury Brand Strategy, and B.Des in Accessory Design & Craft, leading to roles across fashion design, styling, branding and luxury. 

Communication & Media: B.Des in Communication Design & New Media and B.Des in Animation, VFX & Gaming open pathways to Communication Designer, Art Director, Animator, VFX Artist and Game Designer roles, as India’s creator economy moves towards influencing $1 trillion in consumer spending by 2030. 

Space & Environment: As India’s real estate market is projected to exceed $920 billion by 2031, B.Des in Interior Design & Built Environment prepares students for roles such as Interior Designer, Spatial Designer, Exhibition Designer and Environment Designer, with hands-on exposure to contemporary tools for visualisation, rendering and spatial design. 

Business & Entrepreneurship: B.Des in Strategic Design & Innovation Management, B.Des in Service & Experience Design, and B.Des in Health & Care Design prepare students for roles including Design Strategist, Innovation Manager, Service Designer, Experience Designer and Healthcare Designer, responding to India’s emerging needs across business, services and care. 

“Our belief in what ISDI stands for has remained constant. We are building on the foundation we have created, while expanding into the disciplines and technologies that are reshaping design. With students choosing ISDI from across the country, our growing community reflects the ambition and diversity of a new generation of designers and the possibilities they see in where design can take them” said Siddharth Shahani, Co-Founder, ISDI Mumbai, ATLAS SkillTech University.

Admissions for the 2027 intake are now open; apply now: https://www.atlasuniversity.edu.in/applicationform/

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New Delhi [India], September 23: India is at the threshold of a new era in early childhood education. The National Education Policy 2020 and the National Curriculum Framework for the Foundational Stage are reshaping the way India approaches the earliest and most formative years of a child’s life putting play, exploration, experience and developmentally appropriate learning at the heart of education.

A new vision for how children learn demands new outlook for the educators who shape that learning.

The next leap in India’s early childhood education will depend not only on what is taught to the young minds, but on how the Educators inspire the first question from these young minds, nurture their curiosity and shape their earliest experiences of learning to lead the lifelong learning journey. This calls for a new generation of educators professionally prepared, classroom-ready, confident and future-ready who can move beyond knowing about child development to knowing how to bring it to life through meaningful experiences, purposeful interactions, play, exploration and responsive teaching.

“A well-prepared early childhood educator is not defined only by what they know, but by how thoughtfully they apply that knowledge in the classroom, says Deepa Pillai, Head of Academics, Dibber India. Through DIETP, our collaboration with MEPSC allows us to bring together strong foundations in early childhood education with structured skill development and practical application. We want educators to leave the programme not simply with a qualification, but with the confidence, professional judgement and reflective mindset to keep learning, adapting and growing throughout their careers.”

Because transforming early childhood education begins with transforming the educator.

DIBBER Global leadership convenes in India to unveil an early childhood education training program bringing Global Early Years Expertise to Educator Preparation, featuring internships and a futuristic advance curriculum.

Marking a major leap forward for early childhood education in India, Dibber India and the Management & Entrepreneurship and Professional Skills Council (MEPSC) today officially formalized their partnership to roll out the “Dibber International Educator Training Program” under the aegis of the Government of India’s Skill India mission. The program was launched in the presence of Dibber Group Founders Hans Jacob Sundby and Randi Lauvland Sundby, Chief Pedagogy and Quality Officer Trude Moen Sydtangen, the Country Head of Dibber Norway, Adam Därnemyr, Sweden, Johannes Stiigh and Anu-Elina Hintsa, Finland, Lagnajit Mohanty, CEO of Dibber India, and Col. Anil Kumar Pokhriyal (Retd.) Chief Executive Officer of MEPSC.

The ceremony brought together international and domestic leadership in education and workforce development. The program brings together Dibber’s early childhood expertise and practical industry experience with MEPSC’s expertise in structuring India’s skill development ecosystem. Drawing on more than 40 years of Dibber’s global experience in early childhood education, participants would gain exposure to international perspectives through selected sessions led by Dibber’s global team, alongside industry expert-led workshops and practical classroom experience.

The program connects learning with practice, enabling participants to develop the knowledge, competencies and professional capabilities required to work effectively in preschool and daycare settings.

The newly unveiled program directly addresses the country’s surging demand for certified, high-calibre early years educators.

Key pillars of the training model inaugurated today include:

• Future-Ready Learning & AI Integration: Practical training on utilizing artificial intelligence to streamline classroom administration, including planning documentation, communication, creative learning, and personalized learning paths.
• Leadership & Professional Development: Dedicated instruction on classroom management, institutional leadership, and effective stakeholder communication.
• Theory Combined with Practical Internships: Direct access to real classroom environments through structured internships alongside academic coursework.
• Earn-While-You-Learn Financial Support: Opportunities for enrolled candidates to receive stipends during their training tenure to drive equal opportunity access.
• Industry-Recognised Certification – Certification of NSQF Level 4 by MEPSC is aligned with Skill India workforce standards for preschool educators across early years settings
• Fostering Women’s Employability and Skilling –Central to the program’s mandate is economic enablement and women empowerment. The initiative creates direct, high-value employment avenues, transforming early childhood care and education into a professionalized career ecosystem for women entering or returning to the workforce.

Dibber Group Founder Hans Jacob Sundby said “The quality of education begins with the quality of the people who inspire children every day. By investing in our educators, we are investing in the future of every child. Through DIETP, we want to empower teachers with the knowledge, confidence and values to reach as many children as possible and create lasting difference in young lives.”

“Today marks a transformative milestone for early childhood education in India,” said Lagnajit Mohanty, CEO of Dibber India. “Signing this agreement with MEPSC under Skill India ecosystem is an important step towards strengthening the professional capabilities of the early childhood workforce and bringing well-prepared educators into Indian classrooms. Equipping aspiring educators with AI capabilities, leadership skills, hands-on internships, and stipend support ensures that we are building a cadre of confident professionals who can deliver world-class learning to our children.”

Speaking on the occasion, Col. Anil Kumar Pokhriyal, CEO, MEPSC said “The early years of a child’s life are foundational. What children experience during these formative years influences their cognitive, emotional, social and physical development. Therefore, the quality of early childhood education depends not only on infrastructure, but equally on the competence, professionalism and continuous development of the educators. This collaboration would cement the need of new-age skills amongst the Pre-School Educators”

Other dignitaries present during the signing of the MoU included Mr. Santosh Kumar Saha, AVP, MEPSC, Ms. Deepa Pillai, Head of Academics, Dibber India.

About Dibber

Founded in Norway by educators Hans Jacob Sundby and Randi Sundby, Dibber is Europe’s leading preschool provider, serving over 40,000 children across Scandinavia, Europe, the Middle East, and Asia. Rooted in Nordic values, Dibber’s mission is to make every child feel valuable through compassionate, evidence-based early learning frameworks.

About MEPSC

Management & Entrepreneurship and Professional Skills Council (MEPSC) is an industry-led, non-profit sector skill council operating under the Ministry of Skill Development and Entrepreneurship (MSDE) and the National Skill Development Corporation (NSDC) to standardise competencies, enhance skills development, and drive sustainable employment across India. MEPSC is an Awarding Body recognized by the National Council for Vocational Education & Training (NCVET), the Skills regulator in India.

Jamshedpur (Jharkhand) [India], September 24: Organisations today are preparing for a rapidly changing world of work, where transformation extends beyond technology to how people lead, organisations evolve and businesses create value. These questions will take centre stage at Metamorphose 2026, XLRI – Xavier School of Management, Jamshedpur’s annual CHRO Strategy Conclave to be held on September 25–26, 2026 at Mementos by ITC Hotels, Udaipur.

Returning for its second edition following its inaugural gathering in 2024, Metamorphose 2026, themed “Emerge, Sustain, Lead,” will bring together around 120 CHROs and people leaders from India, the Middle East and Singapore for two days of strategic dialogue and knowledge exchange. The conclave will provide an opportunity for leaders to step back from operational priorities, exchange experiences and reflect on the organisational choices that will shape the future.

As part of the Metamorphose initiative, XLRI, Jamshedpur organised a series of mini-conclaves led by CHROs on the Future of Work and Organisational Readiness, bringing together 24 CHROs representing diverse sectors. The insights emerging from these conversations were further triangulated through inputs from more than 160 HR and business leaders, creating a broader perspective on how organisations and the HR function are evolving.

A key insight emerging from these discussions is that the HR function of the future will need to move beyond managing the next generation of the workforce towards designing organisations where people can create greater value. In this evolving landscape, CHROs are increasingly being called upon to play a broader role as architects of the future organisation.

The outcomes of the mini-conclaves and the broader survey have been brought together in a Future of Work White Paper which will be officially launched at Metamorphose 2026 in Udaipur.

The 2026 edition will examine the evolving challenges facing organisations and the choices required to translate them into meaningful action. Key areas of discussion will include Agentic AI and the evolving digital workforce, organisational value and agile design, future-ready talent and succession planning.

The discussions will look beyond individual trends to examine the organisational choices required to build more adaptive, technology-enabled and people-centric organisations while continuing to create sustainable value. A key highlight of the conclave will be a keynote address by Mr. Sandeep Bakhshi, Managing Director and CEO, ICICI Bank, who will offer perspectives on leading through change and building organisations for the future.

For XLRI, Metamorphose is more than a forum for discussing emerging trends. It brings together academic perspectives, industry insights and lived leadership experience to explore how organisations can evolve while remaining grounded in people and purpose.

The journey leading to the 2026 edition reflects this approach with conversations involving CHROs and business leaders informing the research and insights that will be presented at the conclave. As leaders gather in Udaipur, Metamorphose 2026 will seek to move the dialogue beyond anticipating the future of work towards understanding the choices that will shape it.

For more information, visit: https://metamorphosebyxlri.com

The Little Listeners Club’s Sign Sleeve moves from prototype to real-world use across schools, professional settings and frontline institutions

New Delhi [India], September 23: A communication tool designed to make sign language more accessible in everyday settings is now being used in schools and institutions working with children, as its developers begin documenting its applications across different environments.

The Sign Sleeve, developed by educator and author Spardha Chaturvedi, founder of The Little Listeners Club, is a wearable communication aid that brings commonly used signs into everyday interactions. Prototypes are already in circulation, with the tool being used and reviewed by speech therapists, educators, doctors and nurses, as well as firefighters and other first responders.

More than 22 speech-therapy professionals have contributed to the development of the Sign Sleeve. Early feedback from the different settings has been encouraging, while ongoing use is helping identify practical applications and areas where the prototype can be refined.

The idea behind the initiative is to make different forms of communication more visible rather than treating sign language as something that is introduced only after a particular need has been identified.

“Some speak English, some speak Hindi, some speak sign. And no one should feel out of place for the way they communicate,” says Chaturvedi.

The project is guided by the belief that “being understood is a right” and takes a broader view of how communication environments can be designed.

Preparing the environment

A central idea behind the Sign Sleeve is to prepare the adults and environments around children rather than placing the responsibility entirely on the child.

Instead of waiting for a communication difference to be identified and then adapting the surroundings, the project introduces signs into the environment from the outset.

The approach is reflected in a question that has become central to Chaturvedi’s work: what changes when adults stop asking children to adapt and begin changing the world around them?

The Sign Sleeve is now providing an opportunity to examine that question in practice. Its use across schools and professional settings is generating different use cases, from classroom interaction to situations where quick, accessible communication may be important.

Its potential application beyond schools has also brought firefighters and first responders into the current circulation of the prototype.

From storytelling to communication

The Sign Sleeve is part of a wider body of work undertaken by The Little Listeners Club, which began with storytelling and children’s books and has expanded into early childhood education, reading access, educator enrichment and communication.

According to the organisation, its programmes have reached more than 1,500 children, circulated over 2,000 books through its Book Nook initiative, and engaged with more than 24 schools and learning spaces across 10-plus cities.

Chaturvedi’s professional background spans design, education and children’s literature. She holds a Diploma in American Sign Language (ASL) and a Certificate in Indian Sign Language (ISL) and has completed Harvard’s online programme in Early Childhood Development: Global Strategies for Implementation.

Her work with The Little Listeners Club also includes educator programmes such as Nurturing the Nurturers, alongside reading and storytelling initiatives.

The progression from storytelling to communication tools reflects a broader interest in the environments in which children learn and interact.

Making different forms of communication visible

The premise behind the Sign Sleeve is not that children should communicate in one particular way. Rather, it recognises that communication can take different forms.

A child may speak English or Hindi, communicate through sign, or combine speech with gestures, expressions and visual cues.

In early childhood, communication is often discussed through developmental milestones — when a child begins speaking, how language develops and how quickly particular skills emerge. The Sign Sleeve approaches the subject from another direction: how prepared are the adults and environments around the child to recognise different forms of expression?

That question is now being explored through actual use of the prototype.

For Chaturvedi, the work extends beyond sign language itself. It is about creating environments in which children have more than one way to participate, express themselves and be understood.

The Sign Sleeve remains a prototype, but it has moved beyond the drawing board. Its circulation across schools, professional settings and frontline institutions is now generating the practical experience that will shape its next stage.

And that may be the larger idea behind the project: communication does not always arrive as words — so the environments around children cannot rely on words alone.

By Spardha Chaturvedi

Instagram: https://www.instagram.com/thelittlelistenersclub
LinkedIn: https://www.linkedin.com/in/spardhachaturvedi/

Website: https://thelittlelistenersclub.com/

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Surat (Gujarat) [India], September 21: Students and parents searching for a scholarship exam in Surat can now apply for MKAT 2026-27, the Mission Kamyab Aptitude Test. Conducted at G. D. Goenka International School, Surat, MKAT gives deserving students an opportunity to earn up to a 100 percent scholarship for school education, JEE or NEET coaching, study material, and hostel facilities.

Mission Kamyab is owned by De Mentoren Institution LLP and powered by Anand Kumar, Founder of Super 30. The programme combines school learning with competitive examination preparation, personal mentoring, weekly tests, performance analysis, doubt solving, and regular progress updates for parents.

Students currently studying in Classes VIII, IX, X and XI may apply. Class VIII students can seek admission to the Class IX Foundation Programme, while Class IX students can enter the Class X Foundation Programme. Students in Class X may apply for Class XI JEE or NEET preparation, and Class XI students may apply for Class XII JEE or NEET preparation.

The offline OMR-based scholarship test will be held on Sunday, 22 November 2026, at G. D. Goenka International School, Surat. The three-hour examination will contain 75 questions for 300 marks. The test will assess Physics, Chemistry, Mathematics, Biology and Mental Ability according to the student’s present class and selected stream.

Applications close on 15 November 2026. Shortlisted students will attend interviews between 1 and 15 December, and results will be declared on 20 December 2026. Scholarship awards will depend on written test performance, interview results, and applicable selection conditions.

Students looking for a JEE scholarship test, NEET scholarship exam, Foundation course, JEE coaching in Surat, or NEET coaching in Surat should apply early. Visit www.missionkamyab.com or call 8780251331 or 7600007597 for registration details. The programme supports focused preparation within a disciplined academic environment for students aiming to become future engineers and doctors.

Surat (Gujarat) [India], September 21: Sarvajanik University, in collaboration with Rotary District 3060 and Rotary Club of Surat West, successfully organized the Final Live Online Pitch Competition on “AI for Social Good & Peace Building” on 20 September 2026. The initiative provided a dynamic platform for students and young innovators to showcase how Artificial Intelligence can be harnessed to address pressing social challenges and contribute towards a safer, more inclusive and peaceful society.

The competition received an encouraging response, with 55 idea submissions involving 152 participants from 18 institutions across the country. The Phase-I screening evaluated the ideas on parameters including relevance to the theme, social need, innovation, AI integration, feasibility, scalability, social impact, peace-building contribution and clarity of the proposal.

The Final Round featured seven shortlisted teams, who delivered excellent and highly engaging presentations before the jury. The presentations reflected the creativity, social sensitivity and innovative thinking of the participating students. The proposed solutions addressed diverse areas such as misinformation and peacebuilding, preventive safety and mobility, healthcare and accessibility, communication for persons with disabilities, support for workers, education for the underprivileged, and access to government welfare schemes.

The event commenced with a welcome and introduction to Sarvajanik University and the Sarvajanik University Innovation and Incubation Centre (SU-IIC), followed by an introduction to Rotary, Rotary Peace and Rotary Club of Surat West. The programme was graced by Rtn. Nilesh Shah, Rotary District Governor; and Past District Governor Devendra Shashtri.

Dr. Dipali Kasat, Director, SUIIC, Sarajanik University and PP Rtn. Shilpa Shah, Club Service Project Chair and Rotary Peacebuilding Fellowships Chair, District 3060 were the jury who appreciated the quality of the ideas and the confidence with which the teams presented their solutions. The final presentations provided an opportunity to explore not only the conceptual strength of ideas but also their technical feasibility, practical implementation, scalability, sustainability, ethical considerations and potential social impact.

The successful conduct of the competition was made possible through the strong support, encouragement and guidance of Shri Ashish Vakil, President, Sarvajanik University; Dr. Kiran Pandya, Provost, Sarvajanik University; and Rtn. Dr. Vijay Shah, President, Rotary Club of Surat West; and PP Rtn. Shilpa Shah, Club Service Project Chair and Rotary Peacebuilding Fellowships Chair, District 3060. Their shared commitment to promoting innovation, youth participation, social responsibility and peacebuilding transformed the initiative into a meaningful platform for young minds to present technology-driven solutions for societal good.

The online event witnessed enthusiastic participation from 50+ attendees. The overall programme was successfully coordinated by Rtn. Dr. Hemlata Agarwal, Project Chair, Rotary Club of Surat West, and Dr. Ranjan Sabhaya, Co-Coordinator, SSIP Cell, Sarvajanik University, whose coordinated efforts contributed significantly to the smooth and successful conduct of the programme.

The event concluded on a positive note with appreciation for all the participating teams, mentors, jury members, coordinators and volunteers whose collective efforts contributed to the success of the initiative. The competition demonstrated that AI can extend beyond technological innovation to become a powerful enabler of inclusion, safety, accessibility, social harmony and sustainable societal development.

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SAI University holds September 2026 Convocation in Chennai

Chennai (Tamil Nadu) [India], September 22: Sai University held its Third Convocation on Saturday, 19 September 2026, at its campus on One Hub Road, OMR, Paiyanur, Chennai – 603105. Padma Bhushan Shri Natarajan Chandrasekaran, Chairman, Tata Sons, attended as Chief Guest and delivered the Convocation Address. Degrees were conferred on 72 graduating students, including 50 from the School of Computing and Data Science and 22 from the School of Arts and Sciences, along with three Gold, three Silver and three Bronze Medals awarded for academic distinction.

The ceremony was presided over by Founder and Chancellor Shri K. V. Ramani, with Vice-Chancellor Prof. Ajith Abraham presenting the University’s Annual Report. Guests of Honour included Dr. K. P. Krishnan, IAS, former Secretary to the Government of India; Prof. Sandeep Sancheti, Vice President, Research Relations and Academic Ambassador, Elsevier India; Shri Pradeep Udhas, former Senior Partner, KPMG India; and Shri M. K. Santhanaraman, Fellow Member of ICAI. The occasion was also attended by Padma Vibhushan Shri N. R. Narayana Murthy, Padma Vibhushan Honourable Justice Shri M. N. Venkatachaliah, Padma Shri T. V. Mohandas Pai, and other distinguished guests from academia, industry and public life.

In his Convocation Address, Mr. Chandrasekaran told graduates that India was entering a period of economic growth that could be “unparalleled in our own history and unparalleled with any part of the world,” even as AI, technology and regulatory change reshape the global economy. He urged graduates to adopt a mindset of “running dual races,” working towards long-term goals while pursuing shorter-term achievements to maintain momentum, and, citing marathon running, said that individuals should measure themselves against their own progress rather than comparing themselves with others: “You have got to measure yourself on progress, continuous improvement, push yourself towards what you want to do.”

Chancellor Ramani, in his address, spoke about the shortage of quality higher education institutions in India and outlined Sai University’s founding purpose in addressing that gap, reiterating the University’s commitment to combining global academic standards with an Indian ethos.

The University also released Pursuit: Where Research Meets Innovation, a compendium documenting research conducted at Sai University between 2020 and 2025.

Presenting the Annual Report, Vice-Chancellor Prof. Ajith Abraham reflected on the world graduates are entering: “Your degree is not the completion of your education. It is the beginning of your responsibility to remain a lifelong learner… In the age of AI, human qualities will become more valuable, not less.” He added, “The most successful among you will not compete against AI; you will learn to work with it, while ensuring that technology remains in the service of humanity.”

About Sai University

Sai University was established by the Tamil Nadu State Legislature under the Sai University Act No. 42 of 2018, and is recognised under Section 2(f) of the University Grants Commission (UGC) Act, Government of India, as well as by the Association of Indian Universities (AIU) and the Bar Council of India. It is positioned as India’s future-ready, AI-first university. Founded by Shri K. V. Ramani, co-founder of NASSCOM, who serves as Founder and Chancellor, the University is led by Vice-Chancellor Prof. Ajith Abraham, ranked among the top 0.01% most-cited scientists globally in engineering and computer science. Across its eight schools, spanning Artificial Intelligence, Computing and Data Science, Law, Media Studies, Business, Allied Health Sciences, Arts and Sciences, and Technology, artificial intelligence is integrated as a foundation rather than an add-on. The University’s 103-acre campus on OMR, Chennai, includes dedicated labs for artificial intelligence, robotics, drones, allied health sciences and psychology, a functioning Moot Court for the School of Law, and a sports complex inaugurated in March 2026.

New Delhi [India], September 22: When Sai University conferred an honorary Doctor of Science (D.Sc.), Honoris Causa, on Padma Bhushan Shri Natarajan Chandrasekaran, Chairman of Tata Sons, at its Convocation on 19 September, the occasion brought together two themes that have shaped the University since its founding: technology-led innovation and institution-building.

Sai University counts among its Governing Council and its circle of distinguished guests several individuals who have played significant roles in shaping India’s technology and knowledge ecosystem. Padma Vibhushan N. R. Narayana Murthy, co-founder of Infosys, and Padma Shri T. V. Mohandas Pai, Chairman of Manipal Global Education and a former Infosys board member, are both closely associated with the institution, alongside figures such as Shri Ashank Desai of Mastek and Justice M. N. Venkatachaliah, former Chief Justice of India. Their association reflects the University’s efforts to bring perspectives from industry, technology, academia and public life into its institutional ecosystem.

It helps that the two people steering Sai University day to day bring together complementary perspectives from industry and research.

Founder and Chancellor Shri K. V. Ramani is one of the early architects of India’s IT services industry. He joined IBM as a graduate engineer in 1970, went on to found Future Software and co-found Hughes Software Systems, and was a founding force behind NASSCOM, serving as its Chairman in the late 1990s. NASSCOM presented him with its Founder’s Award in 2015 for his contribution to putting India on the global IT map. He continues to serve as Chairman and Managing Director of Digital Holdings Pvt. Ltd.

Vice-Chancellor Prof. Ajith Abraham brings the research dimension to the University’s leadership. He is ranked among the top 0.01% most-cited scientists globally in engineering and computer science, with more than 71,500 citations, over 1,500 publications and research funding exceeding US$110 million across projects spanning the United States, Europe and Asia. He has edited one of the oldest journals in artificial intelligence and founded a machine intelligence research lab in Seattle.

Between them, Ramani and Abraham give Sai University something fairly unusual for an institution this young: leadership that brings together experience in building technology enterprises with globally recognised academic research. That combination is reflected directly in how the University designs its degrees. Each of its eight schools, from Law and Media Studies to Allied Health Sciences, follows what the institution calls an “AI + X” approach, treating artificial intelligence as a shared foundation across disciplines rather than as a specialisation reserved only for computing students.


At the University’s Third Convocation, Shri Natarajan Chandrasekaran was conferred the degree of Doctor of Science (D.Sc.), Honoris Causa. The citation accompanying the honour described him as a “technology leader and business statesman whose career exemplifies education, innovation, perseverance and ethical leadership.” Sai University conferred the honorary degree in recognition of his outstanding contributions to industry, business, technology and innovation, education and society, and for his role in globalising India. The citation also highlighted his journey from Tata Consultancy Services to the chairmanship of Tata Sons and his leadership across digital transformation, sustainability and emerging industries.

The conferment also reflected a broader connection between the values recognised in Chandrasekaran’s career and Sai University’s emphasis on bringing technology, research, industry and education closer together. As Chief Guest, Chandrasekaran addressed the graduating class on navigating an era shaped by artificial intelligence and rapid economic and technological change, urging students to remain curious, keep learning and measure themselves against their own progress.

Seen against that backdrop, the honorary doctorate was a significant moment in Sai University’s Third Convocation, bringing together the University’s academic mission with a career recognised for contributions across technology, industry, innovation and institution-building.

About Sai University

Sai University was established by the Tamil Nadu State Legislature under the Sai University Act No. 42 of 2018 and is recognised under Section 2(f) of the University Grants Commission (UGC) Act, Government of India, as well as by the Association of Indian Universities (AIU) and the Bar Council of India.

It is positioned as India’s future-ready, AI-first university. Founded by Shri K. V. Ramani, co-founder of NASSCOM, who serves as Founder and Chancellor, the University is led by Vice-Chancellor Prof. Ajith Abraham, ranked among the top 0.01% most-cited scientists globally in engineering and computer science.

Across its eight schools, spanning Artificial Intelligence, Computing and Data Science, Law, Media Studies, Business, Allied Health Sciences, Arts and Sciences, and Technology, artificial intelligence is integrated as a foundation rather than an add-on. The University’s 103-acre campus on OMR, Chennai, includes dedicated labs for artificial intelligence, robotics, drones, allied health sciences and psychology; a functioning Moot Court for the School of Law; and a sports complex inaugurated in March 2026.

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New Delhi [India], September 22: For Indian students exploring study-abroad options, the choice is no longer limited to the traditional favourites. With globally recognised universities, industry-focused programmes and a welcoming environment for international students, New Zealand offers a compelling proposition for students and families. For applicants from India, however, choosing a destination is only the first step. Understanding university requirements, English-language proficiency and the application process is equally important.

Why Study in New Zealand?

New Zealand’s higher education system offers internationally recognised qualifications across disciplines including business, engineering, computer science, health sciences, environmental studies, law and the humanities.

One of the country’s key advantages is its emphasis on independent thinking and practical application. Students are encouraged to engage with ideas, conduct research and develop skills that extend beyond the classroom.

Globally recognised education

New Zealand’s universities maintain rigorous academic standards and offer undergraduate, postgraduate and research programmes across a wide range of fields. For Indian students, this creates opportunities to pursue specialised programmes while gaining exposure to a different academic environment.

Focus on employability

Career outcomes are an increasingly important consideration when choosing an international university. New Zealand institutions place emphasis on practical learning, industry engagement and transferable skills.

Depending on the programme, students may have opportunities to participate in internships, research projects, work-integrated learning and other forms of industry exposure.

International student experience

New Zealand attracts students from across the world, creating a multicultural campus environment. Indian students can gain international exposure while studying in a country known for its relatively smaller cities and outdoor lifestyle.

What Can Indian Students Study?

New Zealand offers programmes across a broad range of disciplines. Some popular areas among international students include:

• Business and management
• Computer science and information technology
• Engineering
• Data science and analytics
• Health sciences
• Hospitality and tourism
• Environmental sciences
• Agriculture and food technology
• Architecture and design
• Social sciences

Course selection should go beyond the programme title. Curriculum, specialisations, internship opportunities, graduate outcomes, location and total cost of study are all worth considering before making a decision.

IELTS and New Zealand University Admissions

English-language proficiency is an important part of the application process for international students. IELTS, or the International English Language Testing System, is widely accepted by universities and other education providers in New Zealand.

The test evaluates four areas:

• Listening
• Reading
• Writing
• Speaking

Students receive an individual band score for each component as well as an overall band score.

There is no single IELTS requirement for every New Zealand university. Requirements can vary depending on the institution, level of study and programme. Many undergraduate and postgraduate courses commonly look for an overall score around 6.0 to 6.5, although some programmes may require a higher score or specify minimum scores in individual sections.

Students should therefore check the requirements of their specific course rather than preparing around a generic target.

How Should Students Prepare for IELTS?

A good IELTS strategy begins with understanding your current level. Taking a diagnostic test can help identify whether you need to work on reading speed, vocabulary, grammar, listening comprehension, writing structure or speaking fluency.

For Reading, regular exposure to newspapers, essays and long-form articles can improve comprehension and familiarity with different writing styles.

For Writing, practise organising ideas clearly before worrying about using sophisticated vocabulary. A well-structured response with a logical argument is more effective than complicated language used incorrectly.

Speaking requires consistent practice. Recording yourself and reviewing your responses can help improve fluency, pronunciation and clarity.

For Listening, practise following different accents and identifying specific information without trying to write down every word.

Planning Your New Zealand Application

IELTS preparation should form part of a wider application strategy. Indian students should begin by identifying their preferred field and then shortlist universities based on academic requirements, programme structure, English-language requirements, tuition fees, living costs and career opportunities.

Financial planning is particularly important. Students should consider the complete cost of studying in New Zealand, including accommodation, food, transport, insurance and other living expenses, rather than looking only at tuition fees.

Scholarships and university-specific funding opportunities can also play a role in making an international education more manageable.

Starting early gives students time to address academic or English-language gaps, prepare documentation and make informed decisions rather than rushing to meet an application deadline.

New Zealand as the Next Step

For Indian students looking beyond the most established study-abroad destinations, New Zealand offers a combination of academic quality, practical learning and international exposure.

IELTS can be an important part of the journey, but it is only one element of the application. The strongest approach is to begin with the right course, understand its requirements and build the rest of the application around it.

With careful research and early preparation, studying in New Zealand can offer Indian students an opportunity to gain an internationally recognised education while developing the academic, professional and personal skills needed to build a global career.

On-Ground Support in New Zealand for Indian Students

Jamboree Education has recently launched an office in New Zealand to welcome students admitted to universities in the country. The move is aimed at providing ground support to students so that they can navigate the process and any challenges with ease and appropriate guidance.

Visit the office: Jamboree Education C/O Panama Square, 14 Garden Place, Hamilton 3204, New Zealand.

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New Delhi [India], September 19: The International Institute of Culinary Arts (IICA), New Delhi, one of India’s established institutions for professional culinary and patisserie education, celebrated its 41st Convocation, marking the graduation of students from its Culinary and Bakery programmes. Over the past 21 years, IICA has trained and prepared aspiring culinary professionals for careers across the hospitality industry, with more than 4,000 students graduating from the institute to date.

Through its industry-led approach to education, IICA aims to equip students with the technical knowledge, practical experience and professional discipline required to build successful careers in India and overseas. The ceremony brought together hospitality professionals, chefs, and educators to celebrate the graduating batch’s achievements and discuss the opportunities and challenges shaping the culinary profession.

The convocation marked another chapter in IICA’s 21-year journey in culinary and pastry education. The programme included diploma distribution, awards recognising culinary and professional achievement, addresses by industry leaders, a conversation between hospitality commentators and a panel discussion on the professional realities facing the next generation of chefs.

The ceremony commenced with a welcome address by Chef Rupreet Jassi, Executive Director, IICA, followed by the Chief Guest and Keynote Address delivered by Mr. Kulbhushan Kachru, Chairman, Radisson Hotel Group, Southeast Asia, and President, Hotel Association of India. The programme also included a conversation about the evolution of the hospitality industry, the changing expectations from culinary professionals, and the importance of industry-ready education between Mr. Sourish Bhattacharyya and Mr. Virender S. Datta, Founder & Chairman, IICA, culminating in the launch of the 8th edition of IICA’s magazine, IICAonics.

The diploma distribution was followed by the presentation of the awards. The Culinary Legend Award was presented to Chef Davinder Kumar, while the Divyajyoti Academy Excellence Award was presented to Tarun from the January 2025 batch of Pastry & Hospitality Management (PHM) and Nikhil Sharma from the July 2025 batch of PHM. The Vivek Singh Datta Academy Excellence Award was presented to Bhaya Chopra from the January 2024 batch of Culinary & Hospitality Management (CHM) and Akashdeep Nandi from the July 2024 batch of CHM. The Mr. Tikku Outstanding Alumni Achiever of the Year Award was presented to Chef Ved Gautam, a Culinary alumnus, Batch of 2015, and currently Brand Chef at FES, and Chef Yashasvi A. Gambhir, a Bakery alumnus, Batch of 2015, and currently Head of R&D at Burma Burma. Mr. Rishabh Jain of Hospitable Couch was also honoured for his contribution to the hospitality industry through podcast conversations with leading chefs and hospitality professionals, creating a platform for industry insights, professional experiences and knowledge exchange.

Mr. Kulbhushan Kachru, Chairman, Radisson Hotel Group, Southeast Asia, and President, Hotel Association of India, said, “Talent may get you noticed, but your character, attitude and consistency will take you forward. IICA has built a strong reputation in the industry, with its graduates being among the top choices for hospitality employers. India currently has around 225,000 branded hotel rooms, and the industry is working towards one million rooms by 2030. This growth will require not just skilled professionals, but future leaders and entrepreneurs. My advice to the graduating students is to stay curious, remain humble, focus on gaining experience rather than chasing titles, and never be afraid to start from the bottom. Remember, we don’t simply prepare food; we create experiences, memories, and connections.”

Speaking at the ceremony, Chef Virender S. Datta, Founder & Chairman, IICA, said, “Every convocation is a reminder of why we began this journey and the responsibility we carry towards the students who place their trust in us. The culinary profession demands much more than technical skill. It calls for discipline, resilience, curiosity, and the ability to keep learning. As our students graduate today, we hope they carry these values into their professional lives and continue to grow through every experience.”

Padma Shri Dr. Pushpesh Pant, Indian Academician, Food Historian & Critic, said, “A chef is not just a chef; someone like VS Datta is a magician who can conjure up things and realise your dreams. What I have learnt from his life, without being either an aspiring chef or a hotelier, is that there are lessons for life. His journey makes you realise that you set your own goals and raise your plans higher. As you go around in life and face challenges, there will always be moments when life treats you differently, and what matters is how you cope with misfortune and draw your own lessons from it.”

The ceremony included an address by Mr. Varun Khosla, Managing Director, DSS Group, a hospitality organisation with international operations that creates professional opportunities for chefs across global markets. The programme also included addresses by Padma Shri Dr. Pushpesh Pant, Indian Academician, Food Historian & Critic; Chef Davinder Kumar, President, Indian Culinary Forum, Vice President, Food & Beverage, and Executive Chef, Le Méridien, New Delhi; and Dr. Rajesh Pankaj, Senior Director – Education & Skills, FICCI.

Distinguished embassy representatives in attendance included Ms. Basak Onsal Demir, Counsellor for Culture and Tourism, Embassy of Turkey; Mr. Roy Positigo, Trade Specialist, Peru in India; and Mr. Jose Galvez Agurto, Senior Trade, Tourism & Investment Commissioner, Embassy of Peru. Faraz Hassan, COO, Origami, was also present at the ceremony.

A key highlight of the convocation was the panel discussion titled “Tempering the Future: Cultivating Resilience and Realism in India’s Next-Gen Chefs.” Moderated by Mr. Arjun Singh Datta, the discussion brought together Chef Sachin Kaushal, Chef de Cuisine, The Claridges, New Delhi; Chef Depinder Tiwari, Director – Culinary & Dining, QLA; Chef Gokhan Kesen, 8th Generation Ottoman Empire Chef and Consultant – Turkish Cuisine; and Chef Yashasvi A. Gambhir, Head of R&D, Burma Burma.

The panel examined the qualities required to build a lasting career in the culinary profession, including resilience, discipline, adaptability and an understanding of the realities of professional kitchens. Drawing from their experience in hotel operations, restaurant entrepreneurship and culinary research, the panellists discussed how young chefs can approach the industry with ambition while developing a realistic understanding of its demands.

IICA also highlighted its recently signed Memorandum of Understanding with DSS Group, under which the institute will provide culinary training to chefs associated with the group. The partnership will focus on preparing chefs for professional opportunities overseas and strengthening the connection between culinary education, international hospitality operations and industry requirements.

The event was supported by KAI India and Livpure as the Gifting Partners, and Mister Tikku as the Rewarding Excellence Partner. Their support reflected IICA’s continued engagement with industry stakeholders and its efforts to support excellence in culinary education.

Under the leadership of Chef Virender S. Datta, a hospitality veteran with over five decades of experience, and Mr. Arjun S. Datta, who has been instrumental in driving IICA’s international growth and strategic expansion, the institute has continued to develop its professional culinary education offering.

Founded in 2005, IICA offers programmes in Culinary and Patisserie Arts that combine international culinary standards with India’s diverse food traditions. Recognised by the Tourism & Hospitality Skill Council of India, the institute’s affiliations with City & Guilds, UK; the World Association of Chefs’ Societies (WACS), Paris; and BSI Learning Australia support international learning and career pathways for students.

In 2025, IICA was honoured with the FICCI Higher Education Excellence Award for “Excellence in Creating Employment & Entrepreneurship (Private)” and was named Best Culinary Institute in India at the Food Connoisseurs India Awards.

Hazira/Surat (Gujarat) [India], September 19: Somnath Mukherjee, PGT – Geography from AM/NS International School was selected among the Top 5 national finalists in the Geography category at the inaugural India’s Best Teachers’ Awards 2026, jointly presented by the Shiv Nadar Foundation and Saïd Business School, University of Oxford.

The awards recognise educators of Grades 9–12 for innovative pedagogy and impactful classroom practice. From over 10,000 registrations across 32 States and Union Territories, 79 educators progressed to the national finalist stage. Somnath Mukherjee was the only teacher from Surat city among the five Geography finalists.

His pedagogical portfolio included field-based learning through the Tapi Estuary, Hazira industrial corridor, and mobile GIS cartography, which led to an invitation to publish a research paper with the Royal Geographical Society, London.

At the Grand Finale held at Shiv Nadar University, Delhi NCR, recently, Somnath Mukherjee received institutional memorabilia and an Oxford–Saïd fellowship kit.

This distinction highlights the school’s commitment to academic excellence and reflects AM/NS International School’s environment that promotes innovative and field-based approaches to learning.

Sunita Matoo, Principal, AM/NS International School, Surat, stated: “This recognition reflects the dedication and excellence of our faculty and reinforces our commitment to delivering the highest standards of education.”

New Delhi [India], September 17: For students who want to study Vedic Astrology professionally, completing a course and receiving a certificate is just one aspect. Practical kundali reading, consultation experience, guidance from experienced mentors and support while entering professional practice can make an equally important difference.

Established by Gurudev Shrie Kashyap in 2004, All India Institute of Occult Science takes great pride in preparing its students for a professional career in the field of Vedic Astrology, in addition to teaching Vastu, Numerology, Palmistry, Graphology, Card Reading, Akashic Records, Reiki and more.

What Makes All India Institute of Occult Science an Established Vedic Astrology Institute?

All India Institute of Occult Science has trained over 97,000+ students, conducted 10,374+ classes, has 21+ mentors and has over 22 years of experience in occult education. The institute’s 21st Convocation Ceremony was held recently to honour over 1,200 students specializing in diverse branches of occult science.

In addition to being ISO-certified and government-registered, All India Institute of Occult Science also provides globally recognized certification in the field of Vedic Astrology and other occult sciences.

These stats speak volumes about the scale of operations, while practical training and post-course support remain a specialty of the institute.

How Are Students Prepared for Professional Astrology Consultation?

The Vedic Astrology curriculum begins with an introduction to the basics of planets, houses, zodiac signs and Kundli reading followed by Dasha, Yogas, divisional charts, Ashtakvarga, planetary transits, Muhurat and advanced prediction techniques, and many more advanced astrology concepts which is mentioned in their syllabus in detail.

It includes:

• Live–interactive classes
• Small batches (10–15 students)
• Study notes developed from 24 years of research by Gurudev Shrie Kashyap
• Practical Kundli discussions
• Case-based learning modules
• Lifetime access to class recordings
• Doubt-solving sessions
• Mentor support throughout the academic journey
• Placement support for eligible students after successful course completion

The institute’s Vedic Astrology program consists of Certificate, Diploma and Master level certification courses that enable students to train themselves from scratch to advanced-level prediction and consultancy skills.

Instead of just learning individual Dasha and planetary combinations, students learn to connect the dots and draw correlations while studying Kundli reading.

What Happens After Vedic Astrology Certification?

For a lot of students, Vedic Astrology certification is just the beginning of their journey with All India Institute of Occult Science. As Gurudev Shrie Kashyap often mentions, “The real journey of a student begins after course completion.”

Students who wish to explore professional consultations can apply to participate in a structured post-course program:

• Skill-Gap Interview: Students attend an interview to find out which consultation skills they still need to improve. These areas are then covered during the training.
• Platform Onboarding: Eligible certified students are added to the consultation platform as part of the placement process.
• Client-Handling Videos: After joining the platform, students get training videos on consultation and client handling. These videos help them prepare for real customer interactions.
• Live Practical Sessions: After completing the videos, students attend live group training sessions. These sessions cover common consultation problems, practical situations and ways to handle different clients.
• Live Consultations: Once students are ready for consultation, they start getting real customers on the platform and begin giving consultations.
• Performance Monitoring & Mentorship: Student performance is regularly checked. If a student needs improvement or extra help, one-to-one guidance and mentoring are provided.
• Professional Development: Students are trained to explain their predictions clearly and professionally. They also receive guidance on personal branding to help them build their professional image.
• Lifetime Alumni Support: Once students become alumni of All India Institute of Occult Science, they continue to receive lifetime doubt-clearing support for the courses they have completed. Even while giving consultations on Vedic Meet, another platform or through their own practice, they can approach the institute if they face any course-related doubt or need guidance related to consultations or their professional career. A dedicated team is available to guide and assist alumni on priority. This continued support, even after course completion, is one of the key features that makes All India Institute of Occult Science different from many other institutes.

This way, students are not left on their own after completing the course. From building consultation skills to handling real client situations and clearing doubts even years later, the institute continues to support its alumni throughout their professional journey.

How Does All India Institute of Occult Science Placement Support and Ecosystem Work?

All India Institute of Occult Science facilitates the placement of eligible students through its platform, Vedic Meet and other professional networks. According to the institute’s placement reports, dated September 2026, its 2,387+ trained consultants have crossed ₹1 lakh in monthly earnings from consultations on various platforms. Of these, 385+ consultants have crossed ₹1 lakh per month through institute’s own consultation platform.

In addition, a number of trained consultants have launched their practice or are providing services to external Astrology platforms both in India and abroad.

What Can an All India Institute of Occult Science-Trained Astrologer Earn?

Viewed from an income perspective, trained consultants who build a consistent client base may earn around ₹50,000–₹70,000 per month during the early stages of their professional practice. With stronger consultation skills, recurring clients, experience and reputation, some consultants may progress to ₹1 lakh–₹2 lakh+/month or more.

These figures are indicative and are not guaranteed. Actual earnings vary based on consultation hours, experience, client demand, ratings, platform participation and individual performance.

Why Could All India Institute of Occult Science Be a Stronger Choice for Career-Focused Learners?

While examining the best Astrology course in India, students should understand that beyond the curriculum and certification, a good course focuses on practical Kundli reading, faculty support, preparing students for consultations and mentoring them post-certification.

With over 22 years of experience, 97,000+ students trained, 10,374+ classes conducted, a strong faculty and a clear pathway from class to consultations, All India Institute of Occult Science covers all bases for a successful professional practice. For serious students that view Astrology as a profession, these combined advantages make the institute stand out.

Data Source: Student, class, faculty, placement and consultant-earning figures mentioned in this article are based on All India Institute of Occult Science’s internal records updated through September 2026.

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Tapah [Malaysia] : The Sai Baba Peace Torch brought a powerful message of peace, unity and humanity to Tapah, Malaysia, as more than 500 Sai devotees gathered for a special ceremony dedicated to promoting harmony across communities and nations.

The ceremony was attended by Hitesh Rajpal, Deputy High Commissioner of India to Malaysia, and Malaysian Minister Dato’ Sivakrishnan Sivaram. The event was led by Aushim Khetarpal (Aushimji), Head of the Shirdi Sai Baba Peace Foundation, who was invited by Datuk SP Kannan (Kannan Baba) and the South Malaysian Sai Baba organisation to bring the Peace Torch to the gathering.

The ceremony witnessed an emotional response from devotees as the Peace Torch was carried through the gathering. Several devotees came forward to touch and hold the torch, while others stood with folded hands. The deeply emotional atmosphere reflected the significance attached to the torch as a symbol of peace, compassion, and universal brotherhood.

Speaking on the occasion, Aushimji reiterated the Foundation’s core philosophy, “Spirituality is Humanity.”

“This torch is not about one religion or one nation. It belongs to humanity. Whether Christian, Tamil, Parsi, Muslim or Hindu, before anything else, we are human beings,” said Aushimji.

He further highlighted the emotional connection witnessed during the ceremony, saying, “When people from different backgrounds come together, and tears flow simply by touching a symbol of peace, you realise that peace is not merely an idea. Peace is an emotion. Humanity does not need a passport, a religion or a language.”

The participation of Hitesh Rajpal, Deputy High Commissioner of India to Malaysia, underlined the longstanding cultural and spiritual ties between India and Malaysia. The presence of Dato’ Sivakrishnan Sivaram further added to the significance of the gathering, bringing together representatives of India and Malaysia alongside devotees in a shared expression of peace and harmony.

The Sai Baba Peace Torch is part of the Shirdi Sai Baba Peace Foundation’s international peace initiative and has travelled across borders carrying its message of peace, service and compassion. Its journey has included associations with institutions and humanitarian landmarks such as the United Nations, South Africa, the Mahatma Gandhi Foundation, the Mother Teresa Foundation, the Vatican and Amma.

Following its Malaysia chapter, the Peace Torch is scheduled to continue its international journey towards the World Peace Palace in The Hague, Baba Mundi and the Vatican, before travelling onward to South Africa. The torch is subsequently expected to return to India for the grand finale of the Foundation’s international peace initiative, planned for April next year.

The Tapah gathering marked another significant chapter in the journey of the Peace Torch, bringing together people from different backgrounds around a common message of peace and humanity.

The Shirdi Sai Baba Peace Foundation continues to promote the belief that spirituality is not confined by religion, nationality or geographical boundaries, but is ultimately rooted in humanity and the shared aspiration for a peaceful world.

“Spirituality is Humanity.”

About Shirdi Sai Baba Peace Foundation

The Shirdi Sai Baba Peace Foundation is dedicated to promoting peace, harmony, compassion and humanity through spiritual and humanitarian initiatives.

New Delhi [India], September 15:  More than 1,000 student delegates from over 100 schools across 25 Indian cities and the UAE gathered in the national capital for the 24th edition of the Indian Model United Nations (INMUN), hosted by the Ryan Group of Schools. Over three days, students took on the roles of diplomats and country representatives, debating global issues, negotiating positions and working towards resolutions.

The conference culminated in the Ryan Leadership Summit at the Kedarnath Sahni Auditorium. Held under the theme “Dialogue on Democracy,” the Summit brought together the Ambassadors of Lithuania and Finland to India, along with the National Spokesperson of the Bharatiya Janata Party (BJP).

The Lithuanian Ambassador shared her own professional journey and encouraged young women to consider careers in diplomacy. The Finnish Ambassador spoke on Finland’s standing as the world’s happiest country and underscored the importance of dialogue in a democracy. The BJP spokesperson addressed India’s civilisational heritage, its democratic strength and its growing economic power.

For the participating students, the conference offered an opportunity to debate pressing issues, engage with diverse perspectives, forge new friendships and build confidence.

Reflecting on the conference’s legacy, Dr Grace Pinto, Managing Director, Ryan Group of Schools, said: “We are grateful to Lord Jesus Christ for enabling us to host this edition of INMUN 2026. As India takes its place as a global power, preparing young Indians to understand the world has never mattered more — and that preparation begins here. The students who represent nations at INMUN today will represent India tomorrow. Across twenty-four editions, this conference has been their proving ground, and its alumni today serve the nation as judges, diplomats, and IAS and IPS officers. Nothing makes us prouder.”

The Summit concluded with the felicitation of the winning delegations, bringing the 24th edition of INMUN to a close — and its young delegates a step closer to the world stage.

About Ryan Group of Schools

Celebrating 50 years of educational excellence, the Ryan Group of Institutions is one of India’s leading K–12 education networks, with over 150 schools across India and abroad. Renowned for its holistic approach to education, the Group integrates academics with sports, performing arts, leadership, innovation, and community service, empowering students to become confident, compassionate, and future-ready global citizens.

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Vadodara (Gujarat) [India], September 15: Journalism and mass communication students from Parul University, Vadodara, have completed a six-day Delhi media leadership tour, going behind the scenes at the Press Trust of India, Hindustan Times, India TV, News18, TV9, Republic and the India Today Network, and meeting several of the country’s most influential editors and anchors.

What the Delhi Media Leadership Tour Covered

The tour was built as a working education rather than a set of guided visits. Over six days, Parul University students moved through the full length of the news industry, from a national wire agency and a newspaper printing press to television production floors and one of the country’s largest integrated broadcast newsrooms. The full itinerary is documented in Parul University’s report on the Delhi media leadership tour.

How News Is Verified at India’s National News Agency
At the Press Trust of India, students learned the agency’s three-source rule: any story affecting public interest is confirmed by three independent sources before it is released. Editor Shuja ul Haq set out the agency’s scale, roughly 90 percent of the country’s newspaper market, more than 1,000 text stories and close to 400 live feeds a day, and stressed that accuracy matters more than being first. “You will be a good journalist if you make sure your stories are accurate,” he told the group.

How a Newspaper Is Printed, From Page to Press

At Hindustan Times, students traced a finished page through pre-press, press and mailroom. They learned how a colour page is separated into cyan, magenta, yellow and black plates and printed at up to 90,000 copies an hour. On the first day, at India Gate, each group had ten minutes to prepare and then delivered a live 60-second piece to camera, a compressed version of the calls a reporter makes on deadline.

How a Television Newsroom Puts a Bulletin on Air

Across News18, TV9 and Republic, students followed a story from the assignment desk through the production and master control rooms to broadcast, and saw how graphic designers, sound engineers and directors work in parallel with reporters. At Republic’s Noida campus, described by the network as Asia’s largest integrated newsroom, students were shown anchors placed inside three-dimensional environments in a chroma studio.

What India’s Leading Journalists Advised the Students

India TV Chairman Rajat Sharma spent two hours with the group and told them journalism must remain free, fair and fearless, and that credibility is earned over time rather than through instant fame. NDTV Managing Editor Padmaja Joshi advised students to begin their careers in reporting, and the India Today Network’s Rajdeep Sardesai urged them to look beyond a Delhi-centric view of news. The advice converged across very different journalists: specialise before generalising, read newspapers cover to cover, and become a strong reporter before an anchor.

Dhruvil Shah, Chief Executive Officer at Parul University, said: “Exposure like this turns classroom theory into instinct. Our students did not just visit newsrooms, they saw how verification, ethics and live reporting actually work under pressure, and that is what prepares them for the field.”

Why Newsroom Exposure Matters for Journalism Students

Employers in media hire for verification discipline, on-camera composure and news judgement, each of which the tour put students in front of directly. By practising a live piece to camera, learning a national agency’s verification standard and watching bulletins go to air, students build the practical instincts that classroom study alone cannot provide, and enter the field prepared rather than only credentialed.

Frequently Asked Questions

Which newsrooms did Parul University students visit on the Delhi media leadership tour?
Parul University journalism students visited the Press Trust of India, Hindustan Times, India TV, News18, TV9, Republic Media Network and the India Today Network over six days in August 2026, and also met NDTV Managing Editor Padmaja Joshi.

What is the three-source rule the students learned at PTI?
The three-source rule, explained by PTI Editor Shuja ul Haq, requires any story affecting public interest to be confirmed by three independent sources before it is released, with accuracy prioritised over speed.

What is a piece to camera, and what did students do at India Gate?
A piece to camera is a reporter’s live on-location stand-up. At India Gate, each group of Parul University students had ten minutes to prepare and then delivered a live 60-second piece to camera, most with no second take.

What journalism programmes does Parul University offer?
Parul University offers a Bachelor of Arts and a Master of Arts in Journalism and Mass Communication, pairing academic study with studios, media labs and continuous industry exposure of the kind seen on the Delhi tour.

Chanakya Convergence Forum: Mohandas Pai; MP Kumar,Pro-Chancellor; Prashanth Prakash, Partner-Accel; Dr S Somanath, Chancellor-Chanakya University & fmr Chairman of ISRO; & others

New Delhi [India], September 14: Chanakya University hosted the Chanakya Convergence Forum (CCF), an academia-industry engagement series, on September 10, 2026 at Accel LaunchPad, Koramangala.

The inaugural edition brought together leaders and practitioners from India’s space technology ecosystem for an evening of knowledge sharing and networking around the future of India’s space economy.

Themed “India’s Space Economy & The Next Decade,” the Forum opened with a keynote address from Dr. S. Somanath, Chancellor, Chanakya University and Former Chairman, ISRO, who spoke on the need for sustained investment in space research and allied sectors for national development. He urged industry partners to collaborate with Chanakya on R&D so that future innovators in the field get hands-on training.

This was followed by a panel discussion, “Who Will Build India’s Space-Tech Future?”, featuring Sri Prashanth Prakash, Partner at Accel India, Sri Suyash Singh, Co-founder of GalaxEye Space, and Prof. Duvvuri Subrahmanyam, IISc. Sri Prashanth Prakash noted that India’s private space-tech sector is still in its early days and has exciting days ahead, Sri Suyash Singh spoke on the need for greater innovation and policy support, and Prof. Duvvuri Subrahmanyam expressed confidence in closer academia-industry alignment for space research.

The Forum felicitated Prof. P.A. Ramakrishna from IIT Madras, Dr. V. R. Lalithambika from ISRO, Sri Suyash Singh from GalaxEye Space, and Prof. Duvvuri Subrahmanyam from IISc for their outstanding contributions to the growth of the space sector in India.

Sri Mohandas Pai, Chairman, Aarin Capital, also addressed the gathering, speaking on the need to invest further in infrastructure and RCD for India’s economy. He urged young people in the audience to dream big, build startups and create jobs, and while being candid about gaps in policy, reform and governance, closed on an optimistic note about India’s path to becoming a developed nation.

At the event, Prof. S. Sadagopan, Founding Director, IIIT-B launched the Centre for Technology Development and Consultancy (CTDC), through which the University will work directly with industry and startups to develop, test and deploy technology solutions. CTDC’s mandate spans technology co-development, IP and research commercialisation, industry consultancy, executive education and incubation support for young innovators.

The University also launched the Chanakya SpaceTech Fellowship (2026–27), an industry-academia initiative placing young researchers on industry problems sponsored by industry partners. Fellows will work across domains including satellite communications, earth observation, space robotics, radar signal processing, hyperspectral imaging and space debris tracking. Prof. H. S. Subramanya, Pro-Vice Chancellor of Chanakya University invited companies to join Chanakya through the fellowship along with research collaboration on other high-tech sectors such as mobility, pharma and devices, and artificial intelligence.

The Forum saw participation from space-tech companies including Nibe Industries, Collins Aerospace, GalaxEye Space and EtherealIX, alongside venture capital firms such as 3One4 Capital, Momentum Capital, Pratithi and the Kris Gopalakrishnan Family Office, offering a platform for founders, investors and researchers to connect. Other prominent guests included entrepreneur Sri Madan Padaki, Sri Umakant Soni from Bharat1.AI, Smt. Malini Goyal from UnboxingBlr, Prof. Aloke Kumar from IISc, and many more.

Pro-Chancellor Sri M.P. Kumar delivered the closing remarks, describing the CCF as the institution’s step toward integrating industry with academia and reaffirming Chanakya’s commitment to building a culture of industry-aligned research and curriculum.

The Chanakya Convergence Forum is a flagship platform bringing together leaders and thinkers to engage with questions that matter and ideas that can shape the future, with each edition centred on a theme at the intersection of industry, research, entrepreneurship and institutions.

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Surat (Gujarat) [India], September 12: Sungrace School, Sunlight School, and Sunrise School—along with five teachers from the Leo Group—were honored by the Divya Bhaskar daily newspaper in the presence of Collector Mr. Tejas Parmar, Police Commissioner Mr. Wabang Jamir, and DEO Mr. Bhagirathsinh Parmar.

Surat: Individuals honored included Sunlight School’s PT teacher Hirabhai Chavda and dance teacher Vikkibhai; Akhada instructors Hirenbhai Hinglajiya and Pravinbhai Desai; and Sunrise School’s Ankitaben Bhajikhau.

Leo Group trustees Jaysukhbhai and Jigarbhai were present at the event. Jaysukhbhai remarked that PT and dance teachers are just as important as mathematics and science teachers.

Consequently, dance and PT teachers from the Leo Group were among those selected for recognition by Divya Bhaskar today. In his address, Jaysukhbhai stated that the nation’s development lies in the hands of its teachers.

In his speech, Collector Tejas Parmar noted that while children may acquire knowledge and information through AI, qualities such as emotions, culture, love, respect, and care—as well as the building of society—can only be fostered by teachers.

Police Commissioner Wabang Jamir stated that society and the nation can only be built through character building and discipline. He emphasized that academic percentages are not what matter most; rather, true success in life is defined by one’s ability to face challenges and lead a happy life.

The 8-month live-online executive education programme equips professionals with contemporary leadership frameworks, change strategy tools, and stakeholder management capabilities to lead transformations.

Indore (Madhya Pradesh) [India], September 10: The Indian Institute of Management Indore has announced admissions to the 10th batch of its Certificate Programme in Leadership and Change Management, designed to help professionals strengthen their ability to lead change, unlock organisational potential and manage complex transformations while balancing the expectations of diverse stakeholders.

Ranked #62 globally and #2 in India for its Executive Education Programmes (Open) in the Financial Times Executive Education Rankings 2026, IIM Indore is among India’s select Triple Crown-accredited business schools, holding accreditations from EQUIS, AACSB, and AMBA. These globally recognised distinctions reflect the institute’s academic excellence and international standing, enhancing the value and recognition of its programmes.

The 8-month programme is delivered in collaboration with TimesPro, has been contextually designed for professionals who must strategise, lead and respond effectively amid rapid disruption. It enables learners to understand organisational cultures, assess their influence on change initiatives and apply leadership strategies that address the complexities of transformation. The programme is highly suited for mid-to-senior professionals who lead teams and drive change mandates within their organisations. Through its live-online format, the programme equips learners to lead with clarity, manage resistance and build meaningful progress across teams and enterprises.

As organisations navigate multiple transformations simultaneously, leaders increasingly require new tools, skills and methods to manage reinvention by adapting processes, structures and organisational mindsets. Leading global consulting perspectives indicate that successful change requires a focus on execution, mobilisation and transformation to improve performance as well as organisational health. They also highlight the need for leaders to move beyond conventional change management and adopt a more deliberate change strategy, one that aligns with the organisation’s structure, people, scale of change and expected business impact.

Speaking at the announcement of the second batch, Prof. Himanshu Rai, Director, IIM Indore said, “Change today demands leaders who can read contexts, mobilise people and sustain momentum with judgement. This programme brings together rigorous academic thinking and practical frameworks to help professionals diagnose cultures, address resistance and lead transformation with confidence, integrity and measurable impact across functions, teams and organisations in complex business environments.”

Sridhar Nagarajachar, Business Head – Executive Education, TimesPro said, “Organisations need leaders who can convert disruption into disciplined action. Through TimesPro’s technology-enabled learning experience, this programme offers professionals access to IIM Indore’s academic depth, contemporary tools and peer learning, enabling them to strengthen decision-making, influence stakeholders and deliver change that creates lasting business value across dynamic and competitive markets.”

The 8-month programme comprises 28 topics, including change management, data analytics, leadership frameworks, strategy, organisational structure and design, culture, decision-making, conflict management and negotiation, financial management, artificial intelligence and workforce management, among others. The pedagogy will include a judicious mix of lectures, case discussions, project work, term papers and assignments. The programme will be delivered through TimesPro’s Interactive Learning platform in Direct-to-Device mode and will include a three-day campus immersion at IIM Indore. Learners will also receive complimentary access to TimesPro’s Certificate Programme in Generative AI Tools and Business Applications to further enhance their AI capabilities.

Applicants with a diploma, graduate or postgraduate degree in any discipline recognised by AIU, with a minimum of 50 per cent marks at either the diploma or postgraduate level, will be eligible to apply. Working professionals and entrepreneurs with a minimum of three years of postgraduate work experience may enrol for the programme.

Upon successful completion, learners will be eligible for the prestigious Executive Education Alumni status of IIM Indore, one of India’s exclusive ‘Triple-Crown’ business schools accredited by AACSB, EQUIS and AMBA. This distinction will further enhance their professional stature across global markets.

About IIM Indore

IIM Indore is among the 100 global business schools (and the second IIM in the country) to receive the prestigious Triple Crown in the form of accreditations from EQUIS, AACSB, and AMBA. IIM Indore has been consistently ranked in the top by various National and International ranking agencies, including NIRF, QS, and the FT-100 rankings. The institute offers a diverse set of executive education opportunities, spanning several long-term and short-term courses. With a robust offering of 200+ executive programmes, including specialized courses tailored for the UAE, GCC, and the Middle East, IIM Indore empowers professionals with globally relevant skills and expertise. The institute’s 193-acre campus in Indore provides a vibrant and intellectually stimulating ecosystem that blends modern infrastructure with a strong learning culture. IIM Indore’s Executive Education initiatives are specifically designed to empower working professionals with strategic, contemporary, and application-focused skills, enabling them to advance their careers and drive meaningful impact in their organisations.

About TimesPro

TimesPro, established in 2013, is a leading Higher EdTech platform dedicated to empowering the career growth of aspiring learners by equipping them with skills to rise in a competitive world. TimesPro’s H.EdTech programmes are created to meet the rapidly changing industry requirements and have been blended with technology to make them accessible & affordable.

TimesPro offers a variety of created and curated learning programmes across a range of categories, industries, and age groups. They include employment-oriented early career programmes across BFSI, e-Commerce, and technology sectors; executive education for working professionals in collaboration with premier educational institutions like IIMs and IITs; and organisational learning and development interventions at the corporate level.

TimesPro also collaborates with India’s leading organisations across varied sectors to provide upskilling and reskilling solutions to boost employability and create a robust workforce. TimesPro is a Higher EdTech initiative by The Times Group.

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Left (File pic) Sundeep Bhutoria; Right PIB Picture: Minister of State (Independent Charge) for Education, Jayant Chaudhary at the International Literacy Day in Delhi

Kolkata (West Bengal) [India], September 9: The weight of the Indian schoolchild’s bag — a subject that social and cultural activist Sundeep Bhutoria has pressed with the Union Ministry of Education through the past week — was raised from the national stage on 8 September, when Shri Jayant Chaudhary, Hon’ble Minister of State (Independent Charge) for Education, spoke about the School Bag Policy, 2020, at the International Literacy Day celebration in New Delhi. The Minister’s office also posted a short video on X and thanked Shri Bhutoria for highlighting this important matter.

Addressing the gathering, the Minister recalled that the school bag policy had been formulated by the Ministry of Education and circulated to all stakeholders and to state governments, and that it laid down that no student should carry a school bag weighing more than ten per cent of the child’s own body weight. Shri Chaudhary then put the question that campaigners have been putting for years – “How much of that policy has actually been implemented?”

He sought the cooperation of state governments and of the education leadership present, and suggested that UDISE, the Ministry’s own school data system, could be used to verify whether school management committees and school safety committees have in fact been constituted, and whether the guidelines are being followed at the level of the individual school.

“To hear the Hon’ble Minister ask, from a national platform, how much of the school bag policy has actually been implemented is the most encouraging development this campaign has seen,” said Mr Sundeep Bhutoria.

“That is precisely the right question. The guidelines are sound, the courts have spoken, and the states have shown it can be done. What remains is measurement and follow-through, and the Ministry already has the instrument for it in UDISE. I am grateful to the Minister for his time and for taking this up,” he said.

The Minister’s remarks came at the end of a week in which Mr Bhutoria had carried the question directly to the Ministry.

It began with a formal written appeal to Shri Jayant Chaudhary, calling for a robust national push to implement the School Bag Policy, 2020. Mr Bhutoria argued that India’s framework was not the problem — the ten per cent benchmark is scientifically grounded, aligned with the National Education Policy 2020, and rests on the directions of the Madras High Court in M. Purushothaman v. Union of India (2018) and the Kerala High Court in Johny Cyriac v. MHRD (2020). What was missing, he said, was consistent enforcement.

The appeal, shared on his official X handle, was re-shared and endorsed by brand strategist Suhel Seth, drew comment from Grammy Award winner Ricky Kej, and was backed by author and parliamentarian Shashi Tharoor, who wrote that seeing little children groaning under the weight of their bags was deeply disturbing.

The Minister’s office contacted Mr Bhutoria and broadly discussed the consequences of overloaded bags and the practical difficulty of moving an advisory framework onto the ground and asked Mr Bhutoria for concrete suggestions.

Mr Bhutoria responded on 7 September 2026 with a detailed letter of thanks setting out six measures capable of immediate implementation: functional weighing scales in every school; public display of permissible bag weights at gates, notice boards and parent waiting areas; quarterly surprise inspections and flying squads on the Chandigarh model; timetables that spread subjects evenly, with teachers specifying in advance the books required for the next day; a mandatory school-bag compliance indicator built into existing national and state systems of school reporting, grading and accreditation; and statutory backing to convert the 2020 guidelines into a binding policy with proportionate consequences for repeat violations.

A second set of forward-looking proposals covered block timetabling, term-wise textbooks and shared sets, low-cost E-Ink readers and QR-linked hybrid textbooks, ergonomic and sensor-equipped bag design, and bagless digital classrooms.

The Minister’s address corresponds closely to what Mr Bhutoria had placed before him. The first is the diagnosis itself: that the policy exists and has been circulated, and that the open question is implementation rather than formulation.

The national survey conducted while the policy was being framed found that 77.7 per cent of parents regard heavy school bags as a serious problem for their children. Medical opinion links chronic strain from overloaded bags to persistent back pain, muscle strain, postural disorders and spinal conditions including scoliosis.

This is not the first time Mr Bhutoria has pursued a matter of ordinary difficulty with a Union Ministry. In 2017, he wrote to the then Minister of External Affairs, the late Sushma Swaraj, about the health risks of requiring newborns and infants to appear in person at Passport Seva Kendras for biometric registration. After sustained follow-up, the rules were changed to exempt children below the age of five from appearing at the Kendras.

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Dr. Vivek Pathak, Founder Director, NIPS Institute of Hotel Management

Kolkata (West Bengal) [India], September 9: “Never go for shortcuts.” It was perhaps the simplest message Chef Nimish Bhatia gave students at NIPS Institute of Hotel Management, Kolkata. Yet behind those four words stood more than three decades of experience across professional kitchens, culinary leadership, entrepreneurship, and an evolving journey with Indian food.

For students preparing to enter one of the world’s most demanding service professions, Chef Bhatia’s interaction was less about recipes and more about what it takes to build a career that lasts.

Speaking candidly about his professional journey, he emphasised hard work, patience and the need to continuously look for opportunities to learn and grow. His message carried particular relevance for a generation entering an industry where success can sometimes appear instantaneous, while the reality of a professional kitchen continues to demand years of discipline, practice and perseverance.

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Chef Bhatia’s own career reflects that progression. Beginning his culinary journey in 1989, he went on to hold senior culinary and food-and-beverage leadership positions before moving into entrepreneurship, restaurant creation and international culinary ventures.

Over the years, his work has combined Indian flavours and traditions with contemporary interpretation, allowing him to take Indian culinary thinking into different formats and markets. His international standing received further recognition in 2026 when he was named among the Gold Medallists of Ambassadors of Taste for the Global Gastronomy, recognising his contribution to culinary excellence and the promotion of Indian food internationally.

But at NIPS, awards and designations were not the centre of his conversation.

“Great food makes history”

Chef Bhatia spoke about food with the conviction of someone who continues to regard the kitchen as a place of discovery.

“Great food makes history,” he told the students.

Another observation revealed an equally important part of his philosophy:

“Mother Nature is the best Chef.”

Together, the thoughts offered students a lesson beyond technique — great cooking begins with understanding ingredients, respecting what nature provides and developing the knowledge to transform them without losing their character.

His professional journey has also demonstrated that a culinary career need not remain confined to the kitchen. With experience, a chef can progress into culinary leadership, restaurant development, entrepreneurship, consulting, food and beverage strategy and international assignments.

Yet, as Chef Bhatia reminded the students, every such journey begins with mastering the fundamentals.

Bringing industry into the classroom

For NIPS Institute of Hotel Management, the interaction represented a larger educational philosophy.

Founded in Kolkata more than three decades ago, NIPS has consistently sought to connect hospitality education with the realities of the profession by bringing accomplished chefs, hotel leaders, recruiters, entrepreneurs and alumni into direct interaction with students.

Founder Director Dr. Vivek Pathak believes that students preparing for professional careers must learn not only from classrooms and practical laboratories, but also from people who have built kitchens, managed teams, created businesses and experienced the successes and setbacks of the industry themselves.

“When an accomplished professional like Chef Nimish Bhatia tells our students that there are no shortcuts, the message carries the experience of an entire career,” said Dr. Pathak. “We can teach techniques and theory, but students must also understand the discipline, patience and resilience behind professional success. My endeavour has always been to bring our students closer to people who have actually travelled that journey, so that they learn not merely how to find their first job, but how to build a meaningful career.”

For the students, the session therefore became more than an interaction with a celebrated chef. It offered a glimpse into how professional careers are actually built — through opportunities taken, mistakes learnt from, skills repeatedly sharpened and the willingness to remain a student of one’s profession regardless of designation.

Chef Bhatia left them with lessons on food, creativity and professional growth.

But the message likely to stay with them longest was also the shortest:

“Never go for shortcuts.”

For NIPS, it was precisely the kind of lesson that explains why industry leaders are brought into the classroom — because sometimes a few words backed by decades of experience can teach what no textbook can.

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New Delhi [India], September 8: For years, the higher education journey for Indian Class 12 students followed a fairly predictable pattern. Students either prepared for highly competitive entrance examinations in India or set their sights on familiar international destinations such as the United States and the United Kingdom.

But things have changed – for the better!

Today, a single Class 12 student may be preparing for board examinations while also taking the SAT, applying to Indian universities such as Ashoka University and Plaksha University, exploring undergraduate programmes in Europe, Australia and Asia, and considering an entirely new category of institutions: international universities establishing campuses in India.

The question is no longer simply whether to study in India or abroad. It is about identifying the academic environment, programme structure, career opportunities and global exposure that best align with an individual student’s ambitions.

The SAT is Becoming Part of a Wider Admissions Strategy

As admissions become increasingly holistic and competitive, standardised test scores (like the SAT) can form one part of a broader academic profile alongside school grades, extracurricular achievements, essays, recommendations and interviews. For ambitious students applying across multiple geographies, preparing for the SAT can help keep several options open.

The test is also relevant closer to home. Institutions such as Ashoka University consider SAT scores as part of their holistic admissions process, although the examination is not mandatory. Ashoka evaluates applicants across academic performance, non-academic engagement, essays and admissions assessments, reflecting a broader shift towards multidimensional undergraduate admissions in India.

Class 12 students considering competitive Indian and international universities need to think about testing, applications and profile-building well in advance.

Indian Universities Are Now Offering a Different Kind of Undergraduate Experience

Institutions such as Ashoka University and Plaksha University have helped popularise educational models that place greater emphasis on interdisciplinary learning, research, critical thinking and flexibility in course selection. Students are increasingly looking beyond traditional degree labels and considering pursuing an academic environment that encourages learning across disciplines.

For students who once viewed studying abroad as the only route to a liberal arts or interdisciplinary education, the Indian higher education landscape now offers more compelling alternatives.

International Universities Are Coming to India

Perhaps one of the most significant developments in Indian higher education is the growing presence of international universities establishing campuses in the country. International institutions that are operational, approved, or at various stages of establishing an India presence include:

• University of Southampton, UK
• Queen’s University Belfast, UK
• Deakin University, Australia
• University of Wollongong, Australia
• Illinois Institute of Technology, USA
• University of Surrey, UK
• University of Western Australia, Australia
• University of Aberdeen, Scotland
• University of Bristol, UK
• Victoria University, Australia
• University of Liverpool, UK
• University of York, UK

For students, these campuses offer the opportunity to access international university education while remaining in India, potentially at a different cost and with a different transition experience than moving overseas immediately after Class 12.

The World Is Bigger Than the US and UK

The traditional popularity of the US and the UK remains strong, but students are looking beyond these two destinations.

Australia and New Zealand continue to attract students. Ireland has emerged as a destination of interest for students exploring technology, business and science programmes. Germany offers opportunities in engineering, technology and research, while countries across Europe are becoming increasingly accessible through English-taught undergraduate programmes.

Singapore, Japan, South Korea, Hong Kong and other parts of Asia offer access to globally competitive institutions in regions with growing economic and technological influence.

This geographical diversification is important because students should not choose a destination simply based on popularity.

Applying to University Is No Longer a Single-Track Process

For today’s students, it is entirely possible to apply across several different categories simultaneously.

A student may, for example, apply to Ashoka University and Plaksha University in India, take the SAT for applications to universities in the United States, explore undergraduate programmes in Europe or Australia, and keep an international university campus in India as another option.

Different universities have different timelines, application requirements, and admissions philosophies. Students who begin exploring their options early are therefore better positioned to make informed decisions.

The Need for a More Thoughtful Admissions Strategy

The biggest mistake Class 12 students can make today is assuming that there are only two paths: an Indian university or a university abroad, but the reality is far more nuanced.

The best undergraduate education experience is not determined by a university’s location alone. Students should consider the programme curriculum, teaching style, opportunities for research and internships, campus culture, career outcomes and the kind of academic environment in which they are most likely to thrive.

For the Class of 2027 and beyond, higher education planning is becoming increasingly global, flexible and personalised. The US and UK will continue to be important destinations, but they are no longer the only names in the conversation.

From taking the SAT and applying to institutions such as Ashoka and Plaksha to exploring international universities in India and emerging study destinations around the world, today’s students have more choices than any generation before them.

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Parul University hosted a four-day festival of theatre, organized by the Faculty of Performing Arts, where recognized theatrical productions, performers, and audiences came together to explore the multiple facets of the performing arts. The Vadodara Rashtriya Natya Mahotsav, which had a big impact on the city’s cultural calendar with its first edition, returned in 2026 for its second edition, bringing the richness of Indian theatre, live performance, and powerful storytelling to the city once again.

The festival was inaugurated by the renowned actor and theatre artist Makarand Deshpande, who inaugurated four days of the power of theatre and the performing arts. Deshpande’s play “Manushya” was also one of the key productions of the festival, and the opening of the Mahotsav carried added significance for him, given his extensive work across theatre and cinema.

The first play, “Manushya,” written and directed by Makarand Deshpande, took the audience on an introspective journey of human nature, identity, and the contradictions that exist within each individual. The work, led by the character of Phadke, a thinker, examined how a clown, philosopher, and human could exist in one person, and made the stage a place for audiences to reflect on their own understanding of identity and human behaviour.

The festival continued with “Puraane Chawal – Purani Soch Nahi, Purana Tajurba,” featuring acclaimed actor Kumud Mishra and his team. The play combined humour with observations of life and experience, looking at the wisdom of age while challenging the notion that experience equals outdated thinking. The comedy, with its appealing characters and amusing situations, provided audiences with an evening of laughter and the wisdom of experience. The story weaves in themes of unspoken affection, dignity, social judgment, and the memories that remain long after a journey is complete, and offers a poignant reminder of how some relationships make their deepest impression without ever being fully spoken.

The Mahotsav also witnessed history and heroism coming to the stage with “Veer Gokula.” The powerful theatrical performance of courage, resistance, and sacrifice took audiences back to an age of conflict and the quest for freedom. Compelling performances and intense staging brought the story of a spirit that would not bow to oppression to life.

The Mahotsav concluded with “Maare Gaye Gulfaam,” featuring acclaimed actor Raghubir Yadav, which brought together emotion, relationships, longing, and the complexities of human life. The theatrical adaptation created an immersive experience through its compelling characters, expressive performances, and evocative storytelling. With its blend of emotional depth and theatricality, the play drew audiences into the world of its characters and left a lasting impression, highlighting the ability of theatre to capture the nuances of human emotions and relationships.

The second edition offered a diverse theatrical experience over four days, with productions touching upon introspection, humour, human relationships, history, and resistance for the audiences. Each performance took a different approach to storytelling, showing how theatre can entertain, stir emotion, and get audiences to see familiar ideas in a new light.

The Mahotsav also served as a major platform for students and new performers to engage with the professional theatre ecosystem and witness the art of live performance. Because theatre is dependent on the immediacy of performers, audiences, expressions, and the shared energy of a live stage, the festival created an environment where the artistic process could be experienced outside the classroom.

Speaking about the importance of creating platforms for theatre and artistic expression, Dr. Parul Patel, Vice President and Chairperson of the Admissions Committee, Parul University, said, “Theatre has a special power to unite audiences through stories that make us laugh, question, reflect, and feel. We are helping to build a culture in which the performing arts can continue to discover new audiences and new voices by creating opportunities for artists to perform and audiences to experience the immediacy of live theatre.”

The second edition of the Vadodara Rashtriya Natya Mahotsav wrapped up as a celebration of the stage in its many forms, where every performance told a different story, every character revealed a new perspective, and every curtain call was another shared moment between artists and audiences. With its continuation from last year into a second edition, the Mahotsav further strengthened its place as a platform for experiencing the richness and diversity of Indian theatre in Vadodara.

Mumbai (Maharashtra) [India], September 7: More than 7,000 students from 28 states and 8 Union Territories showcased their mathematical prowess, concentration and mental agility at the 25th UCMAS National Competition 2026, held on September 5 and 6 at the CIDCO Exhibition & Convention Centre, Vashi, Navi Mumbai.

One of India’s largest platforms dedicated to mental mathematics and cognitive skill development among children, the two-day competition also witnessed the presence of over 14,000 parents and visitors, turning the milestone edition into a nationwide celebration of young talent.

The competition was graced by Sachin Ahir, Deputy Speaker, Maharashtra State Legislative House, Shri Bhalchandrasing Raorane, Chairman, Federation of Industries of India (FII), along with senior international leadership from UCMAS, including Prof. Dr. Dino Wong, Founder of UCMAS & President, UCMAS International HQ, Malaysia; Alexan Wong, Global CEO, UCMAS International HQ, Malaysia; Mr. Wong, General Manager, UCMAS International HQ, Malaysia; and Dr. Snehal Karia, President & CEO, UCMAS India & Nepal and Joint President, UCMAS USA and Canada.

Participants were challenged to solve 200 arithmetic questions in just eight minutes, using abacus-based and mental calculation techniques. The competition tested not only speed and accuracy but also concentration, memory, visualisation and the ability to perform effectively under pressure.

Commenting on the milestone, Simplicio Menezes, Business Head, UCMAS India, said, “Bringing together more than 7,000 students from across India on one platform reflects the growing focus among parents on developing abilities beyond conventional academics. The confidence, discipline and concentration demonstrated by the children are remarkable. The 25th National Competition represents how this platform has evolved into a celebration of young talent from every part of the country.”

Highlighting the larger educational purpose, Dr. Snehal Karia, President & CEO, UCMAS India & Nepal and Joint President, UCMAS USA and Canada, said, “Education today must prepare children not merely to arrive at the right answer, but to think independently, concentrate deeply and process information with confidence. Mental arithmetic helps strengthen these foundational abilities. As we celebrate 25 editions of the National Competition, our objective remains to nurture sharper, confident and future-ready young minds.”

The event brought together first-time participants and experienced national-level competitors from diverse regions and backgrounds. Parents and educators also had an opportunity to witness how sustained mental mathematics training can help strengthen attention, visualisation, memory, problem-solving and confidence in children.

The competition culminated in a Grand Awards Ceremony, recognising outstanding performers across categories for exceptional speed, accuracy and mental mathematics capabilities.

Marking its 25th edition, the UCMAS National Competition reinforced its position as a significant platform for recognising India’s emerging mathematical talent while encouraging children to build skills that extend well beyond the classroom.

New Delhi [India], September 5: This Teachers’ Day, The Knowledge Habitat schools turned gratitude into something students and teachers could see, share and remember.

Titled Roots of Habitat, the offline-first, 360° initiative brought The Knowledge Habitat’s familiar tree-inspired logo to life as a large, bare installation across its three campuses. The thought behind it was simple: teachers may not always realise it, but even their smallest gestures can stay with a child for years. As students added leaves with teachers’ names and memories, the bare tree slowly became a heartfelt tribute to the people who helped them grow.

The celebration was held across campuses, beginning with an intriguing bare tree installation that appeared on the campus ahead of Teachers’ Day. Accompanied by subtle messages such as “Something is growing…”, the installation sparked curiosity among students, teachers and parents before the thought behind it was revealed.

Students were then invited to think of a teacher who had made a difference in their learning journey and write their name along with a favourite memory on an individual leaf. These were not necessarily memories of lessons or achievements. They were often the small, personal moments that students carried with them, a reassuring word, encouragement at the right time, help on a difficult day, or simply the feeling of having someone they could approach.

The most moving part of the initiative came when teachers began discovering the messages written for them. As they read through the leaves, many encountered moments they may not have realised their students still remembered. The reactions were spontaneous and deeply personal, with smiles, laughter and emotional pauses reflecting the impact of seeing their everyday efforts through the eyes of their students.

The initiative also extended beyond the installation through in-person conversations, digital storytelling and alumni participation. Former students shared memories of teachers and moments from their time at Habitat that had continued to stay with them long after leaving school, reinforcing the thought that a teacher’s influence often travels far beyond the classroom.

Roots of Habitat became more than a Teachers’ Day celebration. It created an opportunity for students to say something that is often felt but rarely expressed: I remember, and what you did mattered.

Across all three campuses, the initiative brought together students, teachers and alumni through real memories and genuine gratitude. What began as a bare tree ultimately became a powerful symbol of the relationships that lie at the heart of learning, and of the people whose care, guidance and belief help children take root and grow.

The initiative was conceptualised and brought to life in collaboration with Socio Street Advertising LLP, the creative force that led the idea and execution behind Roots of Habitat.

Watch Video Link: https://www.youtube.com/watch?v=Z66U0QtrPAc

About The Knowledge Habitat

The Knowledge Habitat is a future-ready learning ecosystem committed to nurturing holistic growth through its philosophy of Explore, Excel and Evolve. By bringing together multidisciplinary learning, meaningful experiences and intentional guidance, The Knowledge Habitat supports children in discovering their potential and growing with confidence for an evolving world.

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Bengaluru (Karnataka) [India], September 5: Acharya Bangalore B School (ABBS), Bengaluru, India is expanding its international academic network through strategic collaborations with universities across Kyrgyzstan, Malaysia, Ghana and Nigeria, strengthening opportunities for global learning, student mobility, research and cross-cultural engagement.

The collaborations with the International University of Kyrgyz Republic, Malaysia University of Science and Technology, University of Cape Coast, University of Ibadan, Elizade University and Godfrey Okoye University establish opportunities for students and faculty to participate in international academic and research initiatives.

With the International University of the Kyrgyz Republic, ABBS signed an MoU covering student progression pathways, study-abroad opportunities, faculty exchange, joint research and hybrid academic programmes. Potential areas include Business Analytics, Artificial Intelligence, Entrepreneurship, Innovation, Digital Business, Sustainability and International Business.

The partnership with Malaysia University of Science and Technology provides scope for student and faculty exchanges, progression pathways, franchise programmes, dual-degree and dual-award opportunities, joint research and international conferences, particularly across Business Management, Supply Chain, Transport Logistics, Science and Technology.

In Ghana, the proposed collaboration with the University of Cape Coast will explore student mobility, hybrid programme delivery, study abroad, faculty exchange, joint research, conferences and short-term international immersion programmes.

ABBS is also strengthening its academic engagement in Nigeria through collaborations with the University of Ibadan, Elizade University and Godfrey Okoye University. These partnerships focus on postgraduate progression, student mobility, faculty exchange, joint research, international conferences, internships, industry engagement and short-term immersion programmes.

Mr. Ajitesh Basani, Executive Director, Acharya Bangalore B School (ABBS), said, “Internationalisation is an integral part of contemporary management education. These partnerships will give our students and faculty meaningful opportunities to learn across borders, collaborate with global peers, engage in research and develop a broader understanding of international business and diverse cultures.”

Through these collaborations, ABBS continues to build a globally connected academic ecosystem, creating pathways for international exposure, collaborative research, student mobility, faculty engagement and experiential learning. The growing network across Asia and Africa further reflects ABBS’s commitment to preparing students for an increasingly interconnected global economy.

About Acharya Bangalore B School (ABBS)

Acharya Bangalore B School (ABBS) is an autonomous institute affiliated with Bangalore University and approved by AICTE. ABBS is accredited by NAAC with an ‘A’ Grade for three consecutive cycles and by IACBE, USA for the second time. The programmes at ABBS are designed so that students gain nearly 70% of their learning outside the classroom. As an autonomous institution, ABBS regularly revises its curriculum to keep it innovative and aligned with industry expectations.

Media Contacts

Dr. Nita Samantaray
Manager – Outreach & Communication
Acharya Bangalore B School (ABBS)
Phone: +91 9739697317
Email: dr.nita@abbs.edu.in

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Kochi [Kerala], September 5: Founder-Being LaunchPad has announced the first cohort of its 16-week venture-building program for young people aged 15–25 who want to move from an idea to a real-world test.

Cohort 1 begins on Sunday, 4 October 2026, at the Cochin University of Science and Technology (CUSAT), Kochi. Sessions will be held once every Sunday from 11:30 AM to 2:30 PM for 16 weeks.

Applications close on 25 September 2026.

Founder-Being LaunchPad is built around a practical belief: founders learn by doing. Participants are expected to work on one venture throughout the program, speak to customers, test assumptions, build early versions of their solution, measure what happens, and improve based on evidence.

The Last 1% Push

The program describes its role as the “1% push.” It is not a reference to selecting the top 1% of applicants. Instead, Founder-Being LaunchPad is looking for young people who are already willing to do most of the hard work themselves — to show up, test an idea, and keep going when the first answer is no.

The program provides the remaining push through structure, mentors, deadlines, accountability and evidence-based execution. The handbook describes this as helping a founder who is already roughly “99% ready” take the final step into disciplined building.

Applicants do not need a funded company, technical background or polished pitch deck.

Four Phases. Sixteen Modules. One Venture.

The programme progresses through four stages: Discover, Design & Build, Find the Market, and Become Venture-Ready.

The 16 modules cover:

1- Founder Mindset & Problem Selection;

2- Customer Discovery;

3 – Idea Validation;

4 – Business Model & Value Proposition;

5 – Market Research & Competition;

6 – Wireframing & User Experience;

7 – Minimum Viable Product (MVP) & Prototyping;

8 – Artificial Intelligence (AI) for Founders;

9 – Branding & Storytelling;

10 – Marketing & Customer Acquisition;

11 – Sales & Negotiation;

12 – Customer Relationship Management (CRM), Retention & Referrals;

13 – Startup Finance & Unit Economics;

14 – Legal Foundations & Intellectual Property (IP);

15 – Fundraising & Investor Relations;

16 – Go-to-Market (GTM), Pitching & Demo Day.

What Happens Between Sundays Matters

Founder-Being LaunchPad is not structured as a weekly lecture series.

Each week combines a focused working session, practical workshop, fieldwork, a build assignment, mentor review, peer feedback, progress tracking and a commitment for the following week. Participants then use the days between sessions to speak with customers, test assumptions, build, sell and bring new evidence back to the programme.

What Participants Build

By the end of the 16 weeks, participants may have developed customer interview evidence, a validation report, business model, competitor map, user journey, wireframes, an MVP or proof of concept, a responsible AI workflow, marketing experiments, a sales pipeline, financial models, legal and IP readiness materials, an investor narrative, pitch deck and a 90-day execution plan. The programme does not assume every idea should become a company. A founder may decide to continue, modify, pivot or stop after seeing the evidence.

Built From Founder and Investor Experience

Founder-Being LaunchPad is led by Jimmy James and Jithin Mammen, bringing complementary experience across building companies, investment, fundraising, mentoring and startup communities.

Their experience includes:

• Building PlantShop.ae, backed by 500 Global
• Building 1trepreneur, a Middle East founders community with 4,000+ members
• Working with and mentoring 1,000+ founders and aspiring entrepreneurs
• Y Combinator Startup School and Sharjah Entrepreneurship Center (Sheraa) Accelerator experience
• Deloitte Technology Fast 50 Middle East recognition
• Startup investing and founder mentoring
• Co-creation of 1Tank
• Co-founding Toolbox Agent — an AI-native construction procurement platform

Jimmy brings an operator and fundraising perspective, while Jithin brings an investor and founder-mentor perspective focused on questioning assumptions and developing independent judgement.

Demo Day in Front of Real Investors

The program culminates in a Demo Day pitching competition, where selected founders will present their ventures in front of real investors and startup ecosystem participants.

Founders are expected to present more than an idea. Their pitch should show the problem, product, market, business model, evidence gathered during the programme and a specific next ask. The program handbook frames Demo Day as a public deadline for showing what has actually been built and learned.

After Demo Day, participants receive an additional 90 days of post-programme support, including venture reviews, fundraising preparation and guidance identifying and applying to relevant grants, incubators, accelerators and funding opportunities.

Cohort 1

Starts: Sunday, 4 October 2026
Frequency: Every Sunday for 16 weeks
Time: 11:30 AM–2:30 PM
Venue: Cochin University of Science and Technology (CUSAT), Kochi, Kerala, India
Age: 15–25 years
Applications close: 25 September 2026
Post-program support: 90 days

Website: https://www.founderbeinglaunchpad.com/
LinkedIn — Jimmy James: https://www.linkedin.com/in/planterjimmy/
Instagram: https://www.instagram.com/founderbeinglaunchpad/

Media Contact
Jimmy James
Founder & Program Lead
Founder-Being LaunchPad
E-mail: hello@founderbeinglaunchpad.com
Kochi, Kerala, India

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A file picture of Kolkata-based social and cultural activist Sundeep Bhutoria with Shri Jayant Chaudhary, Union Minister of State for Education.

Kolkata (West Bengal) [India], September 4: Imagine six-year-old children, barely out of kindergarten, bent forward under a bag weighing nearly a quarter of their own body weight. This isn’t a hypothetical scenario. It is a crisis in plain sight, a reality for millions of Indian schoolchildren — and a health concern that Kolkata-based social and cultural activist Sundeep Bhutoria has now thrust into the national spotlight.

This is not the first time Mr Bhutoria has pursued a matter of everyday hardship with a Union Ministry. In 2017, he first wrote to the then Minister of External Affairs, the late Sushma Swaraj, drawing attention to the health risks of requiring newborns and infants to appear in person at Passport Seva Kendras for biometric registration. He had pursued the matter relentlessly and after sustained follow-up the ministry finally changed the rules to exempt children below the age of five from appearing at the Kendras.

In a formal written appeal to the Union Minister of State for Education, Shri Jayant Chaudhary, Mr Bhutoria has called for a robust national push to implement the School Bag Policy, 2020. The policy, aligned with the National Education Policy (NEP) 2020, provides a clear and scientifically backed guideline: a child’s school bag should not exceed 10% of their body weight. Yet, despite this framework, stories of children struggling with back-breaking loads continue to dominate headlines.

“The goal is not to dilute academic standards but to ensure that better learning does not require a heavier physical burden. A lighter school bag would become a ‘visible expression’ of the Government’s larger vision for education — one focused on joyful, experiential learning and the holistic wellbeing of the child,” Mr Bhutoria said.

The appeal has quickly resonated with prominent voices. Mr Bhutoria, who is also the Managing Trustee of the NGO Prabha Khaitan Foundation, shared a copy of his letter to the Minister on his official X handle. It was subsequently re-shared and endorsed by renowned brand strategist Suhel Seth, while Grammy Award winner Ricky Kej also commented on it. Celebrated author and politician Shashi Tharoor reacted, saying, “Agree totally on this. Seeing little children groaning under the weight of their bags is deeply disturbing.”

“The framework is already in place,” Mr Bhutoria writes in his letter. “The challenge and the opportunity before us all is to ensure that it becomes a simple, uniform and measurable practice across schools in the country.”

The policy also rests on firm judicial ground. It was the Madras High Court, in M. Purushothaman v. Union of India (2018), that directed the Union Government to frame a national school bag policy — calling for its adoption by all States and Union Territories, the constitution of flying squads for inspection, and curbs on unnecessary books and homework. Two years later, in Johny Cyriac v. MHRD (2020), the Kerala High Court pressed for implementation “in letter and spirit” with periodic inspections, recognising excessive school burden as a child-rights concern under Articles 21 and 39(e) and (f) of the Constitution.

The problem is pervasive. A national survey conducted while framing the policy found that a staggering 77.7% of parents consider heavy school bags a “serious problem” for their children. This is not merely a matter of inconvenience; it carries significant health implications.

Medical experts warn that chronic strain from heavy bags can lead to permanent posture disorders, back pain, muscle strain, and spinal issues such as scoliosis.

A recent study in Bangalore revealed that students carried backpacks averaging 13.53% of their body weight, with a significant link found to postural issues and increased pain prevalence.

In Mangalore, another study found that an alarming 82.6% of children were carrying overloaded school bags.

The problem is especially acute for younger children. A viral image of a Class 1 student carrying a 4.5 kg bag — over 20% of his body weight — forced parents to confront this everyday reality.

Mr Bhutoria’s appeal highlights that solutions are already working in several States, proving that large-scale implementation is administratively possible. Maharashtra offers the earliest precedent: in a drive in 2016, officials inspected over 17,000 schools and checked nearly four lakh school bags, achieving an 87.45% compliance rate. West Bengal has more recently moved to operationalise the 10% limit, issuing charts that prescribe bag weights according to class and body weight, while the Bihar Education Department has directed all private and government-aided schools to adhere to NCERT guidelines, mandating regular weighing and warning of action for violations. In Assam, districts such as Kamrup Metro have enforced strict class-wise caps — 1.5 kg for Classes I and II, rising to 5 kg for Class X — to reduce the burden on students.

Drawing on these successful models, Mr Bhutoria has suggested a simple, non-bureaucratic pathway for a national rollout. He proposes that the Ministry implement an integrated compliance indicator within existing school-reporting systems, promote “book-conscious” timetables, and make the 10% benchmark visible in every school through prominent display and periodic random weighing.

By placing the Indian benchmark in an international context — noting that Hong Kong also recommends a 10% limit and the American Academy of Pediatrics sets a 15% upper threshold — Mr Bhutoria makes it clear that India’s policy is already world-class. The only missing link is its consistent implementation.

With children across the country returning to school, the time for a national push is now. The policy exists; the working models exist; and the will of the parents is clear. The endorsement from influential figures like Suhel Seth, Ricky Kej and Shashi Tharoor only underscores the urgency of the matter. What remains is for the Government to take the final step — so that India’s children can walk into their classrooms upright, healthy and ready to learn.

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Surat (Gujarat) [India], September 3: Surat- based young entrepreneur Mr. Piyushbhai Bhurabhai Desai has launched “Hiraba No Khamkar Foundation”, a unique social initiative in the name of Our Prime Minister Shri Narendra Modi’s mother, ‘’Hiraba’’ with a vision of empowering children through education and social service.

Under this initiative, Piyushbhai has pledged to provide ₹7,500 educational assistance to 21,000 economically weaker girls. So far, 12,000+ girls have already received educational assistance. The initiative is also continuing the educational adoption and support of both boys and girls, ensuring that children from needy families can continue their education.

As part of digital empowerment, a special programme has also been initiated to provide computers to 500 needy beneficiaries, helping students gain access to technology and digital learning.

On the occasion of Shri C. R. Patil’s birthday, 125 000 notebooks were distributed among children, along with 72 water-harvesting projects to promote water conservation and environmental awareness.

Similarly, on the occasion of Deputy Chief Minister Shri Harsh Sanghavi’s birthday, 42,000 notebooks and 42,000 cyber-awareness books were distributed among children, promoting education as well as awareness about safe and responsible use of technology.

Piyushbhai, originally from Nanota village in Banaskantha district, was born on 21 April 1993 and is currently active in the fields of textiles, real estate, construction and finance in Surat.

Through “Hiraba No Khamkar Foundation,” Piyushbhai Desai continues to work for girls’ education, educational support, digital empowerment, water conservation and social welfare.

The initiative reflects a powerful belief: true success is not measured only by what we achieve for ourselves, but by the opportunities we create for others and the positive change we bring to society.

New Delhi [India], September 4: At just 14, Mudit Bhalla, a Class 9 student at Suncity School, Gurugram, is turning everyday student challenges into an ambitious EdTech venture, The Student Buddy. Inspired by his own experiences as a student, Mudit recognised that learning does not stop when school hours end. Students often need additional opportunities to revise lessons, practise questions, clarify doubts and strengthen concepts independently.

The Student Buddy is designed to bring classroom learning, self-study, assessments, AI-powered assistance and community mentorship together on a single platform. The objective is to create a learning environment where students can continue their academic journey beyond the traditional classroom.

Through the platform, students can access syllabus-based resources, books, sample papers and classroom teachings while revising their subjects. They can also test their knowledge through assessments, identify areas where they need improvement and focus their preparation accordingly. This approach is intended to make self-learning more structured and accessible.

Technology is another important part of The Student Buddy. Its AI-powered tools can help students summarise topics, simplify complex concepts through examples and identify areas that may require additional attention. The platform’s scan-and-upload feature also allows students to use their own notes and assignments, creating opportunities for more personalised learning based on the material they already use in school.

For Mudit, however, education is not limited to academic performance. His broader vision is to build a community that connects students, teachers and parents, creating an ecosystem where learners can seek guidance, share knowledge and access useful resources. He aims to make quality learning accessible to students across different schools, grades and educational boards.

An important part of his vision is also inclusivity. Mudit hopes that The Student Buddy can eventually support underprivileged children through mentor-driven self-learning opportunities. By connecting students with guidance and educational resources, he wants to contribute towards making learning more accessible beyond differences in background or access to traditional academic support.

His ambitions also extend beyond school subjects. In the future, Mudit hopes to expand The Student Buddy into skill development, allowing students to explore abilities and areas of learning that go beyond their regular curriculum. This reflects his belief that education should prepare students not only for examinations but also for the challenges and opportunities they may encounter in the future.

Mudit’s journey has also been supported by exposure to learning and entrepreneurship opportunities. Through programs and learning experiences with organisations including Google and Masters’ Union, along with encouragement from his school, he has been developing skills in business, technology and problem-solving. These experiences have helped him understand how an idea can be transformed into a structured initiative and how technology can be used to address real-world problems.

Building an EdTech venture while studying in Class 9 is itself an ambitious undertaking. Mudit’s approach reflects an effort to understand student needs from the perspective of someone who experiences them personally. Rather than simply creating another educational resource, he is attempting to develop a platform around the broader student journey—learning, revision, assessment, doubt-solving, mentorship and skill development.

The Student Buddy ultimately reflects Mudit’s belief that every student should have the tools, resources and guidance required to learn anytime and anywhere. His journey demonstrates how young students can identify problems within their own experiences and begin developing solutions that could benefit others.

At an age when most students are focused primarily on their academic journey, Mudit Bhalla is taking an additional step by exploring entrepreneurship, technology and education together. Through The Student Buddy, he aims to create a platform that extends learning beyond the classroom and encourages students to become more confident, independent and engaged learners.

To explore the tools and understand how The Student Buddy can support your learning journey, visit the platform here: www.thestudentbuddy.com

Rector Sergey Yurievich Volkov, MBBSDirect Founder & Managing Director Gaurav Pathak

Noida (Uttar Pradesh) [India], September 4: Kyrgyz Russian Slavic University (KRSU), Bishkek, will conduct its MBBS entrance examination in India for the first time, Rector Sergey Yurievich Volkov announced during a visit to the Noida office of MBBSDirect Consultancy Pvt. Ltd. this week.

The announcement followed a meeting between Rector Volkov and MBBSDirect Founder and Managing Director Gaurav Pathak, where the two discussed ways to simplify KRSU’s admission process for NEET-qualified Indian students. Under the arrangement, KRSU’s entrance examination, until now conducted in Kyrgyzstan, will be held at centres in India coordinated by MBBSDirect, sparing aspirants the cost and logistics of travelling abroad just to take the test. Successful candidates would still need to travel to Bishkek to begin their MBBS programme, but the change removes what has typically been the first, and most uncertain, step in the admission process.

“India remains one of KRSU’s most important student communities, and we want the admission journey to reflect that. Bringing our entrance exam to India, through MBBSDirect, is a direct response to what Indian families have long asked for,” Rector Volkov said.

“Every additional cost and every extra trip abroad adds to an already stressful process for NEET-qualified students. An India-based entrance exam removes one of the biggest hurdles families face,” Pathak said.

KRSU was established in Bishkek in 1992 under a bilateral treaty between the governments of Kyrgyzstan and Russia, and has around 11,000 students. Its treaty-backed status kept it outside the scope of Kyrgyzstan’s recent nationwide accreditation review under Presidential Decree No. 250, which 13 other Kyrgyz universities failed to clear, and it separately secured EdNet accreditation in June 2026. KRSU’s MBBS graduates recorded a 39.66 per cent pass rate in India’s Foreign Medical Graduate Examination (FMGE) in the latest results, the highest among Kyrgyz medical universities.

Lakhs of NEET-qualified Indian students miss out on a government medical seat each year, and MBBS abroad has become a widely used route back into medicine, provided the destination degree is recognised and graduates can clear FMGE to practise in India. MBBSDirect Consultancy Pvt. Ltd., a Noida-based education consultancy operating since 2015, has counselled more than 10,000 students on MBBS admissions in Russia, Kyrgyzstan, Uzbekistan and Kazakhstan, and says it does not charge commissions from partner universities.

With the India-based entrance exam now confirmed, KRSU becomes one of a limited number of foreign medical universities to offer Indian aspirants a domestic testing option. Exam dates, city-wise centres and the application process are expected to be announced by MBBSDirect in the coming weeks.

Media Contact: MBBSDirect Consultancy Pvt. Ltd., Wave One Tower, Sector 18, Noida | +91-9717172071 | info@mbbsdirect.com

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Vadodara (Gujarat) [India], September 3: Parul University, Vadodara, in August 2026, organized two specialized programs on Ayurveda for 24 participants from Poland. These programs are a collaborative effort of the Faculty of Ayurveda and the Center for International Relations & Research (CIRR) and are based on the idea of promoting international collaboration within the framework of traditional Indian knowledge systems.

The programs consisted of two-week Panchakarma Immersion Program (PIP) with 13 participants from Poland and three-week Ayurveda Practitioner Program (APP) with 11 practicing Ayurveda practitioners from Poland. The two programs provided an academic and experiential introduction to Ayurveda to international participants. They combined theoretical learning with practical demonstrations and hands-on exposure.

The Panchakarma Immersion Program was developed to teach the basic principles and concepts of Ayurveda, an introduction to Panchakarma, techniques and procedures of Panchakarma and other Ayurvedic practices. For enhanced understanding of Ayurveda and its traditional approach to wellbeing, participants were engaged in practical demonstrations and experiential learning

The Ayurveda Practitioner Program offered a total of 50+ hours of intensive learning experience, providing practicing Ayurveda professionals from Poland, direct interaction with Ayurveda doctors and Faculty Members of Parul University. The program included theoretical sessions, demonstrations, practical training and experiential learning on the principles and practices of Ayurved, Panchakarma and other Ayurvedic therapies.

Speaking on the importance of International Ayurveda education, Dr. Komal Patel, Medical Director and Vice President, Parul University, quoted that “Ayurveda is an important part of India’s traditional knowledge system and its increasing international interest is a good avenue for academic and cultural exchange. We at Parul University are committed to offering a platform for international students to study and practice Ayurveda in both theoretical and practical aspects. Such programs not just strengthen global connections but also open pathways for knowledge exchange and deeper appreciation of India’s traditional healthcare wisdom.”

The programs integrated academic learning with practical training, cultural immersion and international knowledge exchange, and thus gave participants the opportunity to experience Ayurveda within an Indian academic setting. Parul University still continues to promote global interaction in Ayurveda by participating in international initiatives of this nature, linking India’s traditional knowledge systems with learners and practitioners worldwide.

Mohali : Mahindra Raj Vehicles, Mohali successfully launched the new Mahindra BE 6 SPORTEQ, showcasing Mahindra’s latest combination of electric performance, advanced technology and sporty design. The launch event was graced by Chief Guest Shahat Gill, who unveiled the new electric SUV. 

The BE 6 SPORTEQ starts at ₹11.45 lakh with BaaS, while the range goes up to ₹26.95 lakh ex-showroom, depending on the variant and battery configuration. The vehicle is available in 12 colour options, including four new shades — Rosso Impulso, Ruby Velvet, Graphite Storm and Firestorm Orange Satin. 

From the TWO variant onwards, the SUV features a futuristic three-screen digital cockpit. Powered by MAIA (Mahindra Artificial Intelligence Architecture), its six TEQ Suites offer advanced connectivity, entertainment, driving, personalisation and safety features. The **TEQ_Talk with Google Gemini enables AI-based interaction, while TEQ_Play and TEQ_Drive add features such as in-car gaming, Karaoke, Dolby Atmos, Custom Drive Mode and Drift Mode. 

The Formula E Freedom Edition, inspired by Mahindra Racing’s Formula E programme, features a race-inspired design and can accelerate from 0–100 km/h in 6.44 seconds with Acceleration Boost. 

Deliveries commenced from 26 August 2026, coinciding with Onam. The launch event at Mahindra Raj Vehicles, Mohali brought together customers, automobile enthusiasts, media representatives and special guests. 

With the BE 6 SPORTEQ, Mahindra further strengthens its presence in the growing electric vehicle segment, offering customers a combination of performance, technology and contemporary design.

Hostel Life at Our School: “Where Comfort Meets Care, Confidence Meets Opportunity, and Every Child Finds a Home Away from Home.”

Surat (Gujarat) [India], September 1: A hostel is not merely a place where students stay. It is a second home—a space where children learn to become independent, responsible, confident and caring individuals. At our hostel, every aspect of student life is thoughtfully designed to provide safety, comfort, health, happiness and holistic development.

1. Dedicated Wardens & 24×7 Care

Every Child Deserves Someone to Watch Over Them, Guide Them and Care for Them.”

Our hostels are designed to provide students with a safe, caring, and supportive environment where they feel secure and at home. Students are accommodated according to their gender and are cared for by a dedicated team committed to their well-being.

With 5 experienced wardens caring for more than 250 students, along with 6 attendants, 3 dedicated nannies, and 4 security guards, we ensure that our students receive continuous care, guidance, and supervision throughout the day and night.

Our wardens are more than supervisors—they are trusted mentors who guide students in their daily routines, encourage discipline and responsibility, and provide emotional support whenever needed. The attendants and nannies further strengthen our care system, ensuring that students’ everyday needs are looked after with warmth and attention.

From morning routines to bedtime, our dedicated team works together to create a safe, disciplined, and nurturing atmosphere. With round-the-clock support and security, parents can have greater peace of mind knowing that their children are being cared for, guided, and protected every day.

Tagline: “More Than a Hostel — A Safe, Caring Home Away From Home.”

2. Modern, Spacious & Comfortable Accommodation

“A Space of Their Own to Learn, Dream, Grow and Belong.”

Our hostel campus features three thoughtfully designed buildings with 32 dormitories.

• The hostels have a total capacity of approximately 270 students, providing a well-organised and comfortable residential environment.

• Each dormitory accommodates only 8 students, allowing children to enjoy a balance between companionship and personal space.

Every student is provided with modern furniture designed for comfort and convenience.

Individual facilities include:

• A. A comfortable bed
• B. Personal cupboard/storage space
• C. Individual study table
• D. Dedicated shoe storage
• E. Personal space for belongings

The thoughtfully planned dormitory arrangement encourages students to maintain their own spaces while also learning the importance of sharing, cooperation and responsibility.

Tagline: “Eight friends, one beautiful space, countless memories.”

3. A Calendar Designed for Holistic Development

“Education Should Prepare Children Not Just for Exams, But for Life.”

Our hostel calendar is thoughtfully designed to go beyond academics and routine, providing students with meaningful experiences that contribute to their overall growth and development. Throughout the year, students participate in a wide range of events, activities, outings, celebrations, and community initiatives.

Festivals are celebrated with enthusiasm, helping students understand and appreciate the diversity of cultures, traditions, and communities around them. Outings provide opportunities to explore beyond the campus, experience new environments, and learn from the world around them. Events and celebrations encourage children to communicate, participate, interact, and express themselves with confidence.

A special part of our holistic development programme is community service and social responsibility. Students are taken to orphanages, schools for children with visual impairments, and Ashirwad Manav Mandir, an initiative established by our own Chief Mentor Sir. These visits allow students to interact with people from different walks of life, understand their experiences, and learn the importance of kindness, gratitude, respect, and giving back to society.

Such experiences help children develop empathy and compassion, teaching them that education is not only about personal success but also about becoming responsible and caring human beings. Every activity is carefully planned to nurture confidence, independence, communication, leadership, social skills, and a genuine sense of responsibility towards society.

Tagline: “We don’t just prepare children for the world—we give them opportunities to experience it.”

4. Academic Excellence & Holistic Growth

“When Focus Meets Guidance, Potential Turns Into Excellence.

Our hostel schedule is thoughtfully designed to help students make the most of their academic journey. With a structured routine, experienced teachers, and a focused learning environment, students get the time, guidance, and support they need to excel in their studies.

One of the key strengths of our hostel programme is the Booster Class, conducted immediately after school hours. This allows students to revise and reinforce the chapters on the very same day they are taught in school, helping them strengthen their understanding, clarify doubts, and retain concepts more effectively. Our teachers also provide individual attention, identifying each student’s learning needs and supporting them accordingly

The hostel environment provides students with a disciplined and distraction-free atmosphere where they can concentrate on their studies and personal development. With a well-planned routine, students learn to manage their time, develop consistency, and take greater responsibility for their own growth.

However, we believe that true education goes beyond academics. Sports play an equally important role in building confidence, discipline, teamwork, leadership, and resilience. After academics, students participate in evening sports under the guidance of our dedicated sports mentor. With regular training and encouragement, many of our students develop their skills to a professional level and go on to participate in national-level competitions, bringing pride and laurels to our school.

The hostel, therefore, becomes much more than a place to stay. It creates an environment where students can dedicate themselves to learning, training, building character, and discovering their potential—without unnecessary distractions.

Tagline: “A Focused Environment. Dedicated Guidance. Limitless Potential.”

5. Health, Fitness & Well-Being

“A Healthy Child Is a Happy Child, and a Happy Child Is Ready to Learn.”
The well-being of every child remains one of our highest priorities.
Our students participate in evening sports and physical activities as an important part of their daily routine.
A dedicated gym facility with modern equipment encourages students to understand the importance of fitness from an early age.
Sports teach children much more than physical strength—they develop discipline, teamwork, perseverance and sportsmanship.
Our students also enjoy night walks within the campus, providing a refreshing way to unwind after a busy day.
Our approach to well-being focuses on the child as a whole—physical fitness, mental freshness, emotional balance and positive habits.

Tagline: “Fit bodies, fresh minds and confident hearts.”

6. Nutritious, Hygienic & Student-Friendly Meals
“Because Growing Minds Need Nourishing Food.”
We believe that good education begins with good health, and good health begins with proper nutrition.
Our meals are planned with a focus on hygiene, nutrition and appropriate portion control.
Students receive a well-structured food routine beginning from the morning and continuing throughout the day.
From the morning wake-up routine to a nourishing glass of milk before bedtime, every meal and refreshment is thoughtfully included.
We also value the opinions and preferences of our students.
Every Sunday, students have the opportunity to share their food choices and preferences, making the weekly menu more engaging and student-friendly.
This approach helps children understand healthy eating while also giving them a sense of participation and ownership.

Tagline: “We don’t just serve food; we nourish growing minds and bodies.”

A Life Where Every Need Is Thoughtfully Taken Care Of

“When Children Feel Cared For, They Are Free to Learn, Explore and Shine.”
When a child lives away from home, there are many responsibilities that parents usually manage every day.
Our hostel system is designed to provide a structured environment where these everyday needs are thoughtfully supported.
From accommodation and meals to supervision, fitness, activities, celebrations and personal routines, we strive to create a complete residential experience.
This allows students to focus on what truly matters—learning, growing, making friendships, discovering their talents and becoming independent individuals.
At the same time, hostel life teaches children valuable life skills such as:
1. Personal responsibility
2. Time management
3. Self-discipline
4. Sharing and cooperation
5. Maintaining personal spaces
6. Respecting others
7. Making independent choices
In this way, the hostel becomes more than accommodation—it becomes a foundation for life.
Our Promise

“A hostel should never feel like a place where a child simply stays. It should feel like a place where a child belongs.”

At our hostel, we strive to create an environment where every child is safe, every need is cared for, every talent is encouraged and every day brings a new opportunity to grow.

Because we believe that when children are given the right combination of care, comfort, discipline, friendship, nutrition, fitness and experiences, they don’t simply grow older—they grow into confident, capable and compassionate individuals ready to take on the world.

“More Than a Hostel. A Home. A Community. A Journey Towards Independence.”

Bengaluru (Karnataka) [India], September 2: Nitte College of Pharmaceutical Sciences (NCOPS), Nitte University, Bengaluru, is positioning its BPharm and MPharm programs around a shared principle – pharmaceutical education works best when students train on the same equipment and processes they will encounter in industry. Across both the undergraduate and postgraduate levels, spanning specializations in Pharmacology, Pharmaceutics and Pharmaceutical Regulatory Affairs, the institution has built its curriculum around certified facilities, industry-aligned training and consistent research output.

Facilities and Curriculum built for Industry Transition

NCOPS runs a CPCSEA-approved animal house for preclinical studies, giving students hands-on exposure to in vivo research models, ethical animal handling and data recording aligned with OECD and GLP protocols. A pilot-scale manufacturing facility offers real-time exposure to formulation, scale-up and process development, tools that students carry directly into industrial pharmaceutical careers.

The BPharm program adds smart classrooms, GPAT coaching support and a herbal garden with over 80 medicinal plant species for pharmacognosy training, alongside modular laboratories fitted with instruments including HPLC, auto analyzers and centrifuges for everyday practical learning. At the MPharm level, students work with equipment such as fluidized bed dryers, stability chambers, USP dissolution apparatus and GastroPlus simulation software for in-silico formulation modeling, along with modules on Quality by Design and Regulatory documentation aligned with international CTD, IND and NDA standards. The Pharmaceutical Regulatory Affairs specialization, prepares students for the regulatory and compliance aspects of drug development and approval.

Faculty expertise is a key strength across both programs, with active involvement in research that continually enriches teaching through case studies, project work and thesis opportunities. Research initiatives have received funding from prestigious organizations such as the Royal Society of Chemistry (UK), RGUHS, Karnataka State Pharmacy Council and MAHE’s Institute of Regenerative Medicine.

Placements across a broad range of roles

BPharm graduates move into roles spanning quality control, quality assurance, production, regulatory affairs, clinical research and pharmacovigilance, with recruiters including Biocon, Micro Labs, Alembic Pharmaceuticals, Medtronic, Omega Healthcare and IQVIA among the institution’s active placement partners.

At the MPharm level, graduates are recruited by companies including Cipla, Dr. Reddy’s, Biocon, Sun Pharma, Syngene and Lupin, alongside contract research organizations such as IQVIA, Parexel and ICON, into roles spanning research & development, pharmacovigilance and regulatory affairs. Around 90 percent of Pharmacology graduates move into placements, while the rest pursue higher studies. Pharmaceutics and Pharmaceutical Regulatory Affairs graduates pursue opportunities across formulation, production, regulatory writing, compliance and regulatory affairs roles, with international opportunities in regulated markets across the US and Europe.

“India’s role as a global pharmaceutical hub means the bar for graduates continues to rise. Regulatory expectations, research rigor and speed to market, are all becoming more demanding. Institutions that fail to evolve their training in step with these realities, risk producing graduates who are qualified on paper but underprepared for practice” [Dr. V. Kusum Devi, Principal, NCOPS]

Looking ahead

With certified preclinical and pilot-scale facilities, a growing base of PhD-qualified faculty and consistent placement traction across pharmaceutical, biotech and research organizations, NCOPS, Nitte University, Bengaluru, continues to build a pharmaceutical sciences program designed around direct industry transition rather than classroom theory alone.

Applications for NCOPS’s BPharm and MPharm programs are open. Prospective students can find detailed information on specializations, faculty and placement records on the official NCOPS website.

For more information, visit nitte.edu.in/ncops or apply online at apply.nitte.edu.in

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Gandhinagar (Gujarat) [India], August 31: The Residential PG Diploma in AI-ML & Agentic AI Engineering, offered by IIT Gandhinagar, is the first postgraduate AI program in the country to be delivered fully on campus rather than online. Students live and study at the institute for the full 5.5-month duration, rather than logging into weekend lectures from home.

For its upcoming cohort, the program has curated its curriculum specifically around Forward Deployed Engineering, a role focused on embedding AI specialists inside client organisations to build and ship agentic systems into live production, rather than developing models in isolation.

The timing tracks a broader shift in AI hiring. Globally, postings for Forward Deployed Engineer roles have grown 729%year-on-year as of mid-2026, according to Indeed job-posting data reported by industry trackers including The New Stack and MarkTechPost. Salaries for the role now range from roughly $170,000 to over $400,000 in the US, with OpenAI, Anthropic and Google among the most active hirers.

Our engagements with industry leaders clearly indicated to us that they are increasingly pivoting to the FDE role,” said Prof. Sam Placid, CEO, Competency Advancement Academy (CAA), IIT Gandhinagar. “In keeping with our stated objective of aligning our curriculum with industry needs, we have tweaked our curriculum to address this requirement.”

The program is administered through the Competency Advancement Academy (CAA) at IIT Gandhinagar. Admission is through AINPT (All India National Proficiency Test), a proprietary exam and panel interview that does not require JEE or GATE. Seats are limited. Students live on the institute’s 400-acre campus on the Sabarmati, complete over 500 hours of structured coursework, and build 15 to 20 deployed projects over the course of the program. Graduates receive a PG Diploma from IIT Gandhinagar along with Alumni status.

The new cohort begins in September 2026.

About the program: The Residential PG Diploma in AI-ML & Agentic AI Engineering is offered by IIT Gandhinagar through the Competency Advancement Academy (CAA).

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Bareilly (Uttar Pradesh) [India], August 31: The BBA Department of  Invertis University, Bareilly, once again showcased the excellence of its academic environment, as two of Invertis students, Ayush Rastogi and Anushka Srivastava, clinched their spots in the National Grand Finale of the NISM–SEBI National Financial Literacy Quiz (NFLQ) 2026.

Ayush Rastogi, a 5th Semester BBA student, and Anushka Srivastava, a 3rd Semester BBA student, performed brilliantly at the North Regional Round at Scope Convention Centre, New Delhi, to reach the National Grand Finale.

A Competitive Field, A Standout Performance

The North Regional Round attracted entries from 60 teams representing colleges and universities from Northern India. The competition witnessed some of the region’s brightest young minds in the domain of financial literacy and securities-market knowledge. Ayush and Anushka initially underwent a proctored preliminary round to move on to the stage round, the final leg of the regional competition.

It was in the stage round that the Invertis pair shone brightly as they clinched the 2nd Position (First Runner-up) in the competition. The feat earned them a deserving slot at the NFLQ 2026 National Grand Finale, which will see the best young talents from Invertis University battling it out at the national level.

All Expenses Were Sponsored by NISM

To highlight NISM’s appreciation for the students’ achievements after they entered this stage of the contest, the National Institute of Securities Markets offered to sponsor Ayush and Anushka’s participation in the National Grand Finale. It covered the travelling, lodging and feeding expenses for the duration of the event, which showed that NISM was committed to developing the next generation of financial literacy advocates.

What’s Next

The two students will now participate in the National Grand Finale to be held at the NISM Campus, Mumbai. NISM is one of the premier institutes for securities-market education in the country, under the regulatory purview of SEBI.

University Extends Congratulations

Invertis University congratulates Ayush Rastogi and Anushka Srivastava on the achievement and wishes them success in taking Invertis University’s tag onto the national level while carrying the knowledge of financial literacy and securities market imbibed in them through the Faculty of Management, with the constant support of the teachers in BBA department.

Invertis University shall continue to encourage students to participate in such national level competitions while practising the applied learning, which the University’s management courses are based on. Invertis University is always eager to give the students an opportunity to demonstrate and explore their potential beyond the classroom and this NISM-SEBI National Competition is yet another example.

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New Delhi [India], August 29: Starting from almost 1000 teams to finishing up in Top 4 Nationals, Invertis University, Bareilly, emerged as one of the top performers of the HAL x IIT Indore Aerothon 2026.

The national level event, organized by Hindustan Aeronautics Limited (HAL) and IIT Indore, witnessed participants from across the country.

The Grand Finale of the competition was held in IIT Indore on 7th and 8 th August 2026.

25 teams were selected for the Grand Finale from almost 1000 teams. Five of the finalist teams were from IITs. Invertis University Team VayuCops was the only team that was non-IIT to make it to the final stage.

The team from Invertis University included Divyanshi, Vaishnavi and Vishal Raj. They are all third-year students studying B.Tech in Artificial Intelligence at Invertis University. They worked together as Team VayuCops, taking their project from the university to one of the country’s most competitive technical platforms.

Team VayuCops project focused on a four stage turbojet health monitoring system, using Physics based Digital Twin to monitor and predict the health of the jet engine. They had built a digital twin of the real-life jet engine that could mimic the real-time data through physics-based algorithms, which would help in making the system for jet-engine health monitoring more economical and easier to deploy, thus revolutionizing the aviation industry. The students got the chance to apply their knowledge from the classroom, on a project, that involved concepts of artificial intelligence, digital twin, physics-based simulations, and aerospace engineering.

They also got a chance to exhibit their skills on a national platform, and test their abilities against some of the best engineering minds in the country. Their hard work and dedication paid off when they bagged a position in the Top 4 best teams in the country. This is a matter of great pride for the Invertis University as Team VayuCops is the only from a non-IIT institute to have made it to the Top 4 in the Aerothon 2026.

The students extend their thanks to Hon’ble Chancellor Dr. Umesh Gautam, and Pro-Chancellor Parth Gautam for their constant support and motivation throughout their journey so far. Prof. R.K. Shukla, Dean Engineering, and Talha Khan, Director Industry Partnerships and CSEID also congratulated the team on their remarkable achievement.

Invertis University applauds the brilliant work done by Team VayuCops. The initiative taken by the students has shown exceptional promise in the field of applying classroom concepts, exploring new technologies, and creating innovative solutions to real-life problems. The university prides itself on being a part of the students’ journey, and hopes to see more such instances where the students can prove their competency on a bigger stage. With its motto of promoting technical competitions, innovation-based projects, and research-based activities, Invertis University is always eager to give the students an opportunity to demonstrate and explore their potential beyond the classroom. The latest achievement of Team VayuCops in the Aerothon 2026 competition is yet another step in that direction.

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Kanak Jain

Surat (Gujarat) [India], August 29: AM/NS International School, Surat, has been crowned West Zonal Champion at the INCA Map Quiz West Zone 2026, conducted on August 9, 2026. The school secured the top position and qualified for the National Round scheduled on September 13, 2026, in Ahmedabad.

Organized under the aegis of the Indian National Cartographic Association (INCA), Gujarat Branch, the West Zonal Round brought together more than 100 qualifying teams across centres in Surat, Vadodara, and Ahmedabad. AM/NS International School fielded nine teams comprising 27 students, who competed in a two hour quiz covering topographical maps, satellite imagery, Indian and World Geography, General Knowledge, current affairs, and ISRO and space science.

Mann Trivedi

The winning team of Atharv Tripathi, Mann Trivedi, and Kanak Jain of grade 10 topped the zone. Two other AM/NS International School teams of grade 10 also featured in the Top 10 – Shravya Patel, Jatan Mody and Shloka Choksi secured 7th position, while Aaradhya Jain, Krishna Kumar Bhatt, and Jihan Patel stood 10th.

This victory marks the fourth zonal title for AM/NS International School, reflecting the students’ strong command of geography, cartography, spatial interpretation, and multidisciplinary knowledge.

Atharv Tripathi

Speaking on the achievement, Sunita Matoo, Principal, AM/NS International School, said: “This accomplishment highlights the talent and dedication of our students. At AM/NS International School, we remain committed to nurturing curiosity and excellence in every field of learning.”

New Delhi [India], August 29: Every athlete’s medal reflects their efforts, sacrifice and perseverance and the story of Indian Javelin thrower Yashvir Singh , who fought his way to the Commonwealth Games 2026 Bronze Medal , is no different. The athlete has managed to re-enter the competition after a significant health injury and treatment. A meticulous rehabilitation process helped him return to sports and participate in the prestigious international event

Yashvir Singh’s path back to the podium was considerably demanding; recovering from injury meant rebuilding physical strength, precision and confidence required to compete at an international level again.

That required process was supported by Dr. Harshvardhan Singh and Dr. Aditi Thakur, both practising physiotherapists and alumni of Sardar Bhagwan Singh University (SBSU) Dehradun, who guided his recovery in the lead up to the Game

Speaking about his treatment –

Yashvir Singh mentioned ” The surgery went well and my treatment was completed successfully. Dr. Harshvardhan Singh and Dr. Aditi Thakur are like God to me. They gave me the confidence that I would be able to throw the javelin again the way I always had. Today I am here because of them “

For Dr. Harshvardhan Singh and Dr. Aditi Thakur, both of Sardar Bhagwan Singh University, the association with Yashvir Singh’s recovery is an embodiment of a physiotherapist’s ability to contribute to an athlete’s return to his previous level of performance in his sport, having dealt with the challenges thrown his way by the injury.

Their contribution also brings attention to the training pathways available to aspiring physiotherapists in Dehradun

SBS University’s School of Physiotherapy & Allied Health is among the options for the best Physiotherapy college in Dehradun, has been part of the university academic offerings for over three decades, with graduates going on to work across hospitals, sports rehabilitation, and clinical practice.

The university continues to expand its footprint; stories like this highlight the broader, often understated role physiotherapy professionals play – Not just in everyday patient care but occasionally in moments that reach the world’s biggest sporting stages

SBSU extends congratulations to Yashvir Singh on his Commonwealth Bronze and acknowledges the contribution of its alumni, Dr Harshvardhan Singh and Dr Aditi Thakur, in supporting Yashvir’s recovery back to competitive form

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Dehradun (Uttarakhand) [India], August 29: A university’s excellence is often measured not by what it teaches but by where its graduates end up. For Sardar Bhagwan Singh University (SBSU), Dehradun, the answer lies in the placements, research internships, and career advancements of its students.

The latest addition to the list of successful SBSU alumni is Shreshtha Choudhary and Kshitij Rathore, both M.Sc Pharmaceutical Chemistry students of the 2024-26 batch. Shreshtha has been placed as a Trainee Research Associate (R&D) in Spectrasynth Pharmachem, while Kshitij has joined Akums Drugs and Pharmaceuticals Ltd. as a QC Trainee Chemist. Both students have demonstrated excellence in their studies, which has borne fruit in the form of placements in renowned organisations.

Another notable placement in the life sciences field is that of Prathivya Parashar, B.Sc Microbiology,  batch 2023-26.  She has been placed as a QC Microbiologist in Nitin Lifesciences Ltd., a subsidiary of Synokem Pharmaceuticals Ltd.

Besides placements, the university’s ecosystem also includes research opportunities. Recently, Ojas Ghidiyal, a sixth-semester B.Sc. (Hons.) Agriculture student of the School of Agriculture Sciences & Forestry, was selected for a research internship in ICRISAT (International Crops Research Institute for the Semi-Arid Tropics)

These outcomes reflect a structured placement support system that runs through a student’s academic journey at SBS University

The placement support at SBS University includes mock interviews, group discussions, personality development workshops, industry-academia interaction sessions, industrial visits and live training and pre-placement talks conducted by recruiters ahead of hiring drives.

Over 200+ companies visit the SBSU campus every year, contributing to a placement rate of over 90% year on year!

Not only placements, but the university is also committed to supporting students every step of the way by providing financial support to students. Students can apply for scholarships under the SBSU National Entrance cum Scholarship Test (SBSU-NEST), which provides students with Upto 50% scholarship in tuition fees on the basis of merit. 

SBSU also has various merit scholarships for students who secure over 65% marks in their 10+2 examination. Apart from merit scholarships, there are various category and region-based scholarships too. 

As a Sikh Minority Institution, SBSU also has 5 percent general seats reserved for Sikh Minority students on the basis of merit. These students get benefits ranging from 50% concession to a full waiver of tuition fees, depending on their performance in qualifying exams. Students who have Uttarakhand domicile get 25% scholarship on tuition fees while girl students belonging to Uttarakhand get a full waiver of admission fees.

These placements, internships, and support systems exemplify how the University is working towards providing students with an ecosystem which will enable them to successfully transition from being a student to a professional. With the expanding list of academic and industry partnerships, these tales of success will be the new normal at Sardar Bhagwan Singh University – SBSU, Dehradun.

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Jaipur (Rajasthan) [India], August 29: A 3-day orientation program, ‘Udaan 2026,’ was organized at Apex University, Jaipur. The purpose of the event was to welcome 3000 new students for 2026-27. The event was organized to help new students know about the college, classes, and campus life. The event started with a traditional welcome with a tilak ceremony and distribution of badges.

The key highlights conducted at the event were talks by industry leaders from various aspects of life. The experts threw light on the importance of AI learning, current industry trends, and skills in demand in the industry. This was followed by an alumni meet where alumni gave important tips and views on how to successfully graduate from the college to get absorbed into the industry’s most sought-after jobs. Cultural programs added to the fervor of the event.

The students were delighted to have a chance to talk to big leaders and hear their speeches. Retired Air Marshal Anil Khosla stressed to the students the role of youth in nation building. He further stressed the importance of developing qualities such as problem-solving, crisis management, time management, resilience, and self-discipline. The students took an important note from his speech on the vision of a strong and progressive India by 2047, as he encouraged students to recognize their responsibility as young citizens while meaningfully contributing to the country’s development. He emphasised the importance of preparing themselves with the skills, discipline and mindset required to build a secure, prosperous, progressive and technology-enabled India.

This was followed by a speech from President Prof. Dr. Raghuveer Singh, who encouraged the students to approach university life with persistent effort, discipline, and a positive mindset. The students were told that university education extends beyond earning a degree. As per Prof. Dr. Raghuveer Singh, the university provides students with an opportunity to strengthen their personality, develop skills to discover their potential, and prepare for future opportunities.

Director Vedanshu Juniwal, while welcoming the new students, explained to them the objective of Udaan 2026. He highlighted that the objective was to introduce the students to the university’s academic ecosystem and programs under its ambit. He threw light on the different departments of the university, facilities available for the students, activities conducted on the campus, and the campus culture. He also highlighted the importance of personality development, cultural and co-curricular engagement, skill development, and awareness of emerging career opportunities.

Preparing Students for an AI-Driven Future

The 2nd day of the event marked a speech from famous journalist and digital media personality Mr. Shubhankar Mishra. He touched upon various aspects on which the students need to work. These were namely building confidence, changing technological trends, and emerging jobs in the current scenario. His main focus was how to get ready for the AI future.

The students found his interaction encouraging as he asked them to identify their passion, turn it into their strength, and keep learning continuously. He highlighted the importance of building confidence and working with clarity and consistency by going to classes daily and talking to teachers/seniors for achieving success. The students also understood from him that artificial intelligence is no longer only a technology of the future but a present-day requirement. Thus, he encouraged students to develop an understanding of emerging technologies alongside knowledge of their respective academic disciplines and told them about the importance of good communication and presentation skills to present their capabilities and achievements.

The university’s sincere efforts across various faculties of science, humanities, and commerce have helped improve its rankings at the national and state levels. Below are the rankings of the various colleges under the aegis of the Apex University.

The Apex University current Pan-India Rankings

The persistent efforts of Apex University have helped it gain recognition in India Today–MDRA Best Colleges Ranking 2026 amongst India’s top colleges. The university’s colleges attained top India-level rankings in mass communication, law (in the top 100), management, computer applications, humanities (in the top 100-150 rankings).

APEX University, Jaipur, also secured 53rd rank at the national level, 29th rank in the zone category, and 10th rank in Rajasthan state under the category “The New-Age Private University – Overall” in rankings by the IIRF 2026 (Indian Institutional Ranking Framework) for Indian Best Universities Rankings.

The recognition is an expression of the university’s ongoing commitment to excellence in teaching and learning, innovation, industry-focused learning, research progress, and the whole person development of its students.

Bridging the Gap Between Campus and Corporate

A very important event under UDAAN 2026 was a panel discussion organized on the topic ‘Bridging the Gap Between Campus and Corporate.’ The goal of the event was to help students have clarity and a clear understanding of their journey from college to a job. The panel was conducted by industry experts from various spheres. They threw light upon the changing requirements in terms of new job positions and the skill requirements for a high-growth career. The incoming students got the message very clearly that only a degree is not enough now. They need to develop their practical knowledge and soft skills in parallel. In the current scenario, the demand of the industry was to develop skills related to communication, technical skills, and teamwork. They need to develop critical thinking and a problem-solving approach for their assigned functions to stay ahead. They also must learn to adapt and continuously learn the skills required by the organizations where they look to be absorbed in the near future.

The panel discussion helped clear doubts of students when they asked questions related to career planning, interviews, skill development, and corporate culture. The students were well informed about the practical insights into what employers look for and how they can prepare for their professional journey from the early stages of university life. The panel discussion cleared the views of the students by helping them understand the transition from university education to the professional world.

The industry experts briefed the students on the changing expectations of the corporate sector in view of the current tech changes. These changes have presented new emerging employment opportunities. Therefore, the students needed to develop newer skills to build successful careers. The experts informed the new upcoming batch that a degree and theoretical knowledge alone are no longer sufficient in a competitive professional environment.

Learning from Alumni Who Have Walked the Path

A very interesting part of Udaan 2026 was the Alumni Panel Discussion. The students were highly engaged in this section of the event. As the title of the event suggested, “If I Could Start College Again… An Unfiltered Conversation with Apex Alumni,” the event built immediate connectivity between the old students (alumni) and the new students.

As the old students set out to share real-life stories with the new students, the new students heard honest and practical experiences about college-to-job life with keen interest. The alumni panel consisted of:

• Dr. Aditi Gupta, CEO of Techtip24
• Mr. Pushpendra Naruka, Engineering and Technical Services Leader, Hilton
• Mr. Rachit Gupta, Joint Secretary of the RJ and Anchors Association of India

All three came from different industries and different work profiles, giving students a different perspective on their journey from college life to a job, how they achieved growth, and what learnings they inculcated in themselves while achieving their professional growth.

The important message from all the alumni that resonated with the students was that success takes time. They need to consistently update themselves with new learning and grab any upcoming opportunities. To move forward, it is important to build good relations and a practical approach towards work while learning from success and failure.

Their advice to the new students was to utilize the college years well, engage in maximum activities, and improve communication and job skills. They asked the incoming batch to remain confident and be open to new opportunities.

Day Three Focuses on Leadership, Skills and Social Responsibility

The event moved on Day 3 to Apex University, Achrol Campus. Many guests discussed and threw light on the topics of leadership and public service. They focused on skill development, aviation, cyber safety, and social duty. Many guests from different professions shared real-life lessons.

The main speaker at the event was Dr. Hawa Singh Ghumaria, Additional Director General of Police, Rajasthan Police. His main mantra to the students was that there is no shortcut to success. He advised the students that success needs hard work and discipline, along with positive thinking and firm commitment to goals. He advised them not to fear challenges but to learn from them and keep moving forward.

The chief guest asked the students to stay focused and use their energy in a good and positive direction. His special message to the students was to stay away from substance abuse and drugs. He said that addiction spoils life, family, society, and the future of the country. He asked students to use their positive energy for studies, careers, personal growth, and good activities.

Cyber Safety Awareness for the Digital Generation

With students increasingly dependent on digital platforms, Dr. Ghumaria also highlighted the growing importance of cyber-safety awareness. He advised students to use social media and the internet responsibly and remain cautious about suspicious links, calls, and online activities.

He emphasized that awareness is one of the most important safeguards against cybercrime and encouraged students to adopt responsible digital practices while using online platforms.

Skills and Employability for a Changing Workplace

Mr. Rishav Mandal, IAS, Commissioner, Rajasthan Skill and Livelihoods Development Corporation (RSLDC), shared insights into skill development, employability, and the changing requirements of the professional world. His interaction reinforced the importance of continuously developing relevant skills and remaining adaptable as employment opportunities and workplace expectations evolve.

Leadership Lessons from the Indian Air Force

Group Captain Shiv Singh Dholiya (Retd.), former Indian Air Force Helicopter Pilot, inspired students through his professional journey and experiences from the Indian Air Force. His interaction highlighted the importance of courage, leadership, discipline, decision-making, teamwork, and perseverance in achieving professional excellence.

Social Impact and Community Engagement

Ms. Seema Nagal Khyalia, Founder and President, Prisha Foundation, brought the perspective of social impact and community engagement to the program. Her interaction encouraged students to recognize the importance of empathy, social responsibility, and meaningful contribution to society alongside their academic and professional aspirations.

The diverse experiences shared by the distinguished guests enabled students to gain perspectives beyond the conventional academic environment and understand how leadership, skills, discipline, service, and social responsibility can shape meaningful careers and lives.

Helping Students Discover Opportunities Beyond the Classroom

During the Achrol Campus program, President Prof. Dr. Raghuveer Singh also introduced students to the range of opportunities available within the university. Students were familiarized with platforms and activities, including the National Cadet Corps (NCC), National Service Scheme (NSS), Student Welfare Cell, Institution’s Innovation Council, and Incubation Centre, along with cultural and other co-curricular activities.

He encouraged students to actively participate in these opportunities alongside their academic programs, highlighting how such engagement can help them develop confidence, leadership abilities, teamwork, creativity, and a broader understanding of professional and social responsibilities.

Director Vedanshu Juniwal welcomed the newly admitted students into the Apex family and reiterated that the university’s objective is not limited to providing degrees but also to empowering students with knowledge, skills, confidence, and leadership capabilities to face future challenges.

Culture, Creativity, and Student Engagement

Alongside academic and industry-focused sessions, Udaan 2026 also created opportunities for students to interact, participate, and build connections with their peers.

The first day featured vibrant cultural performances ranging from Indian folk music to Bollywood numbers. The enthusiastic response from the students, including repeated calls of “Once More,” added to the energy and excitement across the campus and reflected the enthusiasm with which the new batch embraced its first university experience.

The second and third days featured ice-breaking games, dance performances, solo performances, cultural activities, a ramp walk, and musical and band presentations. These activities encouraged students to step out of their comfort zones, interact with one another, and become an active part of the university community from the very beginning of their academic journey.

The Achrol Campus program concluded with cultural performances, a band presentation, and the National Anthem, creating a spirited and memorable close to the three-day orientation experience.

Beyond Orientation: Building a Future-Ready Student Community

The 3-day UDAAN 2026 was not a normal orientation program. The new batch got to interact with bigwigs from various industries and walks of life. It was a 3-day program covering various aspects an orientation program is expected to cover. It touched upon youth leadership, AI, tech, jobs, skills, alumni talk, career, police service, cyber safety, social duty, and culture. Through the 3-day program, the students got a clear picture and introduction to college life. The alumni panel discussion was extremely special, as the new students could see a clear future ahead of them, with important inputs from the alumni on how to proceed from college to a corporate job. The Day 3 learning gave them knowledge on the role of the police service, the skill set required, and aviation. They understood the importance of social work and ensuring digital safety for themselves and their families. Hence, the important message they received was that they must take charge of their own growth and be disciplined. They should aim to learn not only in class but also keep themselves updated with new technological knowledge and build confidence and leadership skills. The event showed how college prepares students for a world outside the university, which is rapidly changing. The final message of the event was to grasp opportunities and develop future-ready skills. They need to stay disciplined and keep consistently updating their knowledge levels. Hence, the UDAAN 2026 orientation program gave a start to the new 3000 students, keeping in mind the ever-changing scenarios in the corporate world and a skilled India.

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Seven-month programme builds applied skills in ML, deep learning, TensorFlow, PyTorch, MLOps, cybersecurity, GenAI, LLMs and agentic AI systems.

Chennai (Tamil Nadu) [India], August 29: As enterprises progress from testing artificial intelligence in isolated use cases to embedding it within core operations, the ability to build AI systems that perform reliably at scale has become increasingly important. Against this backdrop, IITM Pravartak, Technology Innovation Hub of IIT Madras, in collaboration with TimesPro, has announcedBatch 03 of itsAdvanced Certificate in Applied Artificial Intelligence & Deep Learning programme. The programme will help professionals develop the technical depth and applied expertise required to design, deploy and use AI solutions in complex enterprise environments.

The seven-month online learning programme caters to professionals seeking to strengthen their ability to work with data and develop AI applications that address tangible business requirements. Organisations across retail, BFSI, healthcare, logistics, manufacturing and the public sector now apply AI to areas ranging from demand forecasting and customer personalisation to anomaly detection, quality automation and operational optimisation. As these applications move closer to mainstream business processes, organisations increasingly require professionals who can combine applied AI knowledge with sound judgement and an understanding of how systems perform beyond the experimental stage.

During this programme, participants will work with widely adopted AI and deep learning frameworks such as TensorFlow and PyTorch while developing a stronger understanding of the complexities involved in working with real-world data. The curriculum covers machine learning, deep learning, Generative AI, Large Language Models and agentic AI systems, alongside MLOps and cybersecurity essentials that are increasingly relevant to enterprise deployment. Through hands-on learning, case-based instruction and guided projects, learners will examine how to develop AI solutions with due consideration for robustness, security, scalability and business requirements.

Speaking on the announcement, Dr. Suchitra Veeravalli, Consultant, IITM Pravartak, said, “AI now demands professionals who can move beyond theoretical familiarity and design systems that work reliably in complex business environments. Through this programme, we aim to strengthen applied competence, analytical judgement and responsible implementation, enabling learners to build production-ready AI solutions that create measurable value across sectors and emerging enterprises alike.”

Sridhar Nagarajachar, Business Head – Executive Education, TimesPro, said, “India’s AI opportunity will be shaped by professionals who understand data, models and business context with equal rigour. Our collaboration with IITM Pravartak brings a strong practice-led learning experience that helps learners develop contemporary AI capabilities and apply them to enterprise priorities across industries with confidence and purpose at scale.”

The broader AI landscape highlights the need for this depth of capability. MarketsandMarkets projects the global deep learning market to expand from USD 25.40 billion in 2024 to USD 506.75 billion by 2035, representing a CAGR of 31.7 per cent between 2025 and 2035. At the same time, McKinsey’s 2025 global survey found that 88 per cent of respondents reported regular AI use in at least one business function, yet only around one-third said their organisations had begun scaling AI programmes across the enterprise. KPMG’s Global AI Pulse Q1 2026 similarly points to the next challenge for enterprises, which is to convert expanding AI adoption into consistent value by strengthening execution, governance, operating models and workforce readiness at scale.

On completing the programme, learners can pursue opportunities across sectors in roles including Data Scientist, Machine Learning Engineer, Data Analyst, AI/ML Research Scientist, Business Intelligence Analyst, Data Engineer, Deep Learning Engineer and Quantitative Analyst, among others. Previous batches have brought together professionals from automotive, banking and mortgage, computer software, customer service, education, manufacturing, healthcare and R&D. The participant profile has also included senior professionals such as CTOs, VPs, directors, senior solution architects, technical leads, project leads and general managers, reflecting the relevance of applied AI capability across different levels of technical and business leadership.

The programme welcomes graduates and postgraduates in engineering, mathematics and computational sciences, as well as professionals looking to move into AI-focused roles or deepen their analytical capabilities in response to changing industry requirements. Candidates must hold a graduation or postgraduation qualification in engineering, mathematical or computational sciences in accordance with the programme’s eligibility criteria.

The programme is delivered by TimesPro through a Direct-to-Device mode that features interactive live online sessions conducted by IIT Madras faculty and experienced industry practitioners. Learners will complement these sessions with webinars, assignments and a capstone project, as well as a campus immersion at IIT Madras Research Park. Participants who complete the programme will receive a Certificate of Completion from IITM Pravartak, Technology Innovation Hub of IIT Madras.

About IITM Pravartak

IITM Pravartak Technologies Foundation is a Section 8 company housing the Technology Innovation Hub on Sensors, Networking, Actuators, and Control Systems (SNACS). We are hosted by the Indian Institute of Technology, Madras and funded by the Department of Science and Technology, Government of India, under its National Mission on Interdisciplinary Cyber-Physical Systems.

About TimesPro

TimesPro, established in 2013, is a leading Higher EdTech platform dedicated to empowering the career growth of aspiring learners by equipping them with skills to rise in a competitive world. TimesPro’s H.EdTech programmes are created to meet the rapidly changing industry requirements and have been blended with technology to make them accessible and affordable.

TimesPro offers a variety of created and curated learning programmes across a range of categories, industries, and age groups. They include employment-oriented early career programmes across BFSI, e-Commerce, and technology sectors; executive education for working professionals in collaboration with premier educational institutions like IIMs and IITs; and organisational learning and development interventions at the corporate level.

TimesPro also collaborates with India’s leading organisations across varied sectors to provide upskilling and reskilling solutions to boost employability and create a robust workforce. TimesPro is a Higher EdTech initiative by the Times of India Group.

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A complete guide to Tripura’s medical colleges, seat capacity, and the fully online state counselling process.

Tripura [India], August 29: While lakhs of NEET aspirants chase seats in Delhi, Karnataka, and Maharashtra, a small northeastern state has quietly become one of India’s most favourable destinations for MBBS admission. Tripura’s medical seat capacity has expanded dramatically in the last few years; its counselling is conducted entirely online, and for eligible candidates, the competition is genuinely gentler than in most large states. Here is everything aspirants and parents need to know for the 2026 admission cycle.

Tripura’s Growing Medical Education Landscape

Until recently, Tripura had just two medical colleges and around 225 MBBS seats. That picture has changed. With the entry of a new private medical college in 2024 and an expansion of intake at the government college, the state now offers approximately 400 MBBS seats across three NMC-recognised institutions — a near doubling of capacity in a short span.

Agartala Government Medical College (AGMC)

Established in 2005, AGMC is the state’s flagship government medical college. It sits on a 42-acre campus in Agartala, is affiliated with Tripura University, and is attached to the multi-speciality Govind Ballabh Pant (GBP) Hospital, which gives students strong hands-on clinical exposure across emergency, trauma, and speciality departments. As per the National Medical Commission’s latest seat matrix (AY 2025–26), AGMC’s annual MBBS intake stands at 150 seats. As a government college, its tuition fees are among the most affordable routes to an MBBS degree in the region.

Tripura Medical College & Dr. B.R.A.M. Teaching Hospital (TMC)

Established in 2006 at Hapania, Agartala, TMC is a trust-run institution with an annual intake of 100 MBBS seats. The majority of its seats are filled through the state quota, while a portion is reserved under the management quota — notably, this is one avenue through which candidates from outside Tripura can also seek admission via the state counselling.

Tripura Santiniketan Medical College (TSMC)

The newest entrant, TSMC received NMC approval and admitted its first MBBS batch in 2024 with an intake of 150 seats. It operates alongside a large multi-speciality teaching hospital. Because the college is new and does not yet have a long cutoff history, its closing ranks have tended to be lower than those of AGMC and TMC — a meaningful opening for candidates with moderate NEET scores who want a Tripura-based MBBS.

Tripura MBBS Seat Capacity at a Glance

Seat figures are based on the NMC seat matrix for AY 2025–26. The exact round-wise seat matrix for the 2026–27 session is published on the official counselling portal before each round, and candidates should always verify from that document.

Who Can Apply — And Why the Odds Are Favourable

Honesty matters here, because this is where many aspirants get misled. The bulk of Tripura’s seats — the state quota — is reserved for candidates holding a Tripura Permanent Resident Certificate (PRC) or otherwise meeting the state’s domicile criteria.

For these candidates, the arithmetic is genuinely encouraging: roughly 400 seats serving a small state’s applicant pool means the effective competition per seat is far lower than in populous states, and cutoffs — particularly at the newer TSMC — reflect that.

Candidates from outside Tripura are not shut out entirely, but their routes are specific: the 15% All India Quota seats at AGMC, which are allotted through MCC’s national counselling, and the management/NRI quota seats at the two private colleges, which are filled through the state counselling and are open to all-India candidates. Anyone promising non-domicile candidates easy access to Tripura’s state quota seats is misinforming them.

A Fully Online, Stress-Free Counselling Process

Tripura’s undergraduate medical counselling is conducted by the Tripura Medical Counselling Committee (TRMCC), constituted under the Directorate of Medical Education (DME), Government of Tripura, on a digital platform integrated with the National Informatics Centre. For the 2026–27 session, Round 1 registration opened on 18 August 202C, and the entire process runs online:

1. Registration and fee payment on the official TRMCC portal
2. Document upload and verification, followed by publication of the state merit list
3. Online choice filling and locking of preferred colleges and courses
4. Seat allotment and issuance of the nomination/allotment letter
5. Physical reporting at the allotted college — required only after a seat has been allotted — for final document verification and admission

Neither candidates nor parents need to travel anywhere during the registration, choice-filling, or allotment stages. Seats left unfilled in Rounds 1, 2, or 3 are carried into subsequent rounds, including a stray vacancy round. Note that candidates may register only once; multiple registrations under different categories lead to rejection.

The counselling covers MBBS along with BDS, BHMS, BAMS, and BASLP courses, so aspirants across the medical and allied streams participate through the same portal.

Documents to Keep Ready

Candidates should keep scanned copies prepared: proof of age, the NEET UG 2026 scorecard and admit card, the Higher Secondary (10+2) mark sheet, documents supporting Tripura eligibility (such as the PRC), and applicable category certificates — SC/ST/OBC-NCL, EWS (for the relevant financial year), or disability certificate in the prescribed format. All documents are verified physically at the time of reporting, so authenticity is non-negotiable.

Why an MBBS from Tripura Is Worth Serious Consideration

Beyond the favourable seat mathematics, there are real qualitative reasons to study medicine here. AGMC offers a government-fee MBBS with strong patient load at GBP Hospital — the kind of clinical volume that builds competent doctors. Agartala is a compact, affordable capital city with an airport and steadily improving connectivity, which keeps the overall cost of five and a half years of study modest. All three colleges are NMC-recognised and affiliated with Tripura University, so degrees carry full national validity for postgraduate entrance and practice anywhere in India. And with the state’s healthcare sector expanding, graduates find growing opportunities close to home.

A Word of Caution for Aspirants and Parents

Every genuine admission to a Tripura medical college happens through NEET merit and official counselling — either TRMCC for state-level seats or MCC for the All India Quota. There are no backdoors, no “guaranteed seats,” and no agents who can influence allotment. Treat any such claim as a red flag. Rely only on the official portals for schedules, seat matrices, fee notifications, and results, and pay fees only through the official portal’s payment channels.

Official Links

TRMCC Counselling Portal (registration, choice filling, allotment): trmcc.admissions.nic.in

Directorate of Medical Education, Tripura: dme.tripura.gov.in

MCC (for 15% All India Quota at AGMC): mcc.nic.in

The Bottom Line

Tripura has transformed from a one-college afterthought into a 400-seat medical education hub with a transparent, fully online admission system. For Tripura-domiciled candidates, it represents one of the best seat-to-competition ratios in the country; for outside candidates, the AIQ and management quota routes remain worth evaluating.

Complete your Round 1 registration on the official portal without delay — in counselling, the early and well-prepared candidate always has the advantage.

Disclaimer: Seat numbers, schedules, and fees are subject to revision by the NMC, DME Tripura, and the State Fee Committee. Readers should verify all details from the official TRMCC and DME notifications before acting.

Six-month online programme integrates predictive and prescriptive analytics, Generative AI, big data and functional analytics to strengthen data-led management decision-making

New Delhi [India], August 27: The Continuing Education Programme (CEP), Indian Institute of Technology Delhi (IIT Delhi), has opened admissions to the inaugural batch of its Advanced Data Analytics in Management programme, organised by the Department of Management Studies. The programme will equip participants to approach business problems through data, statistical reasoning and contemporary analytical tools. Its learning architecture spans predictive modelling, decision science, big data and Generative AI, enabling learners to work with business datasets, examine patterns, test models and translate analytical findings into informed managerial decisions.

The six-month programme, comprising over 100+ hours and delivered online, takes participants from the foundations of data analysis to more sophisticated applications in business. Learners will build and evaluate regression, classification and clustering models; formulate optimisation problems; conduct simulations for risk analysis and use multi-criteria decision-making frameworks for complex business choices. The curriculum also integrates Generative AI into the analytical workflow through large language models, ChatGPT, prompt engineering and AI-enabled workflow automation. Participants will explore their application to areas including customer segmentation, customer lifetime value, fraud detection, workforce attrition, demand forecasting and supply-chain analytics.

The expanding role of analytics in enterprise decision-making comes amid substantial growth in the global market. Grand View Research valued the global data analytics market at USD 85.5 billion in 2025 and estimates that it will rise to USD 107.0 billion in 2026 and USD 738.6 billion by 2033, representing a compound annual growth rate of 31.8 per cent between 2026 and 2033. In India, NASSCOM’s outlook for workforce transformation envisages AI augmentation extending across every job cluster by 2030, alongside more than 1,000 institutions offering role-aligned AI curricula. It also underlines the need for organisations to treat AI augmentation as a core workforce capability and move beyond broad-based upskilling towards capabilities aligned to specific roles.

Speaking on the launch of the programme, Prof. Seema Sharma, Professor, IIT Delhi said, “Data analytics is moving from a specialist function to a core management capability. This programme is designed to help participants connect analytical methods with business judgement, interrogate data with rigour, and use AI responsibly. We want learners to leave with the confidence to turn complex information into sound, consequential decisions.”

Demand for such capabilities extends across BFSI and FinTech, manufacturing and supply chain, IT and SaaS, healthcare and pharmaceuticals, e-commerce and retail, logistics, consulting and consumer businesses, where organisations increasingly use analytics to inform commercial and operational choices. Depending on their professional experience, domain expertise and career stage, participants can apply the programme’s learning to roles including Data Analyst, Business Analyst, BI Developer or Analyst, Marketing Analytics Manager, Financial or Risk Analyst, HR or People Analytics Lead, Analytics Manager and Head of Data. The programme caters to working professionals, managers and leaders, fresh graduates, aspiring data professionals and entrepreneurs seeking a stronger grounding in business analytics.

The Advanced Data Analytics in Management curriculum comprises eight learning modules covering Introduction to Data Analytics; Descriptive and Exploratory Analytics; Predictive Analytics and Statistical Modelling; Prescriptive Analytics and Decision Science; Advanced Analytics and AI in Business; Functional Analytics; Data Platforms, Big Data and Cloud Analytics and a Capstone Project and Business Decision Lab. For the capstone, participants will address a domain-specific, industry-oriented problem through the complete analytical process, from defining and preparing the data to modelling, interpreting results and developing business recommendations. Faculty guidance, peer review and a professional presentation will form part of this applied learning experience.

CEP IIT Delhi will deliver live classes through Direct-to-Device mode, supported by asynchronous learning, self-study, assignments, quizzes and capstone project work. The assessment framework includes mid-programme and end-of-programme examinations, assignments and module quizzes, the capstone project and attendance. Participants who meet the prescribed requirements, including a minimum overall score of 40 per cent for successful completion, will receive an e-Certificate issued by CEP, IIT Delhi. The last date to apply is 9 October 2026.

About Indian Institute of Technology Delhi

Indian Institute of Technology Delhi is one of the 23 IITs created to be Centres of Excellence for training, research and development in science, engineering, and technology in India. Established as a College of Engineering in 1961, the Institute was later declared as an Institution of National Importance under the “Institutes of Technology (Amendment) Act, 1963” and was renamed as “Indian Institute of Technology Delhi”. It was then accorded the status of a Deemed University with powers to decide its own academic policy, to conduct its own examinations, and to award its own degrees.

The Indian Institute of Technology Delhi (IIT Delhi) is consistently ranked among India’s leading higher education institutions. It is ranked 4th overall, 2nd in Engineering, and 3rd in the Research category in the National Institutional Ranking Framework (NIRF) 2025. The Department of Management Studies (DMS), IIT Delhi, is also ranked 4th among management institutions in the country, reflecting the Institute’s excellence in management education, research and industry engagement.

Continuing Education Programme (CEP), IIT Delhi CEP is the statutory body of IIT Delhi for offering Online Certificate Programmes and issuing certificates.

Executive education is a vital need for the companies to build a culture that promotes newer technologies and solutions and builds a workforce that stays abreast of the rapidly transforming needs in the technological, business and regulatory landscape. Committed to the cause of making quality education accessible to all, IIT Delhi has launched Online Certificate Programmes under eVIDYA@IITD, enabling Virtual & Interactive learning for Driving Youth Advancement @IITD for Indian as well as international participants.

These programmes offered by the Indian Institute of Technology Delhi (IIT Delhi) are designed to cater to the training and development needs of various organisations, industries, society and individual participants at national and international levels with a vision to empower thousands of young learners by imparting high-quality Online Certificate Programmes in cutting-edge areas for their career advancement in different domains of engineering, technology, science, humanities and management.

[The press release has been issued on behalf of the Service Provider, TimesPro, for the Continuing Education Programme (CEP) at IIT Delhi.]

Surat (Gujarat) [India], August 27: The 59th Convocation Ceremony of Veer Narmad South Gujarat University (VNSGU) celebrated the outstanding academic achievements of meritorious students with the presentation of degrees, medals and awards.

On this occasion, Aarvee Surendra Agrawal, a talented student from Surat, was awarded a Gold Medal and two prizes by Gujarat Governor Acharya Devvrat for securing the highest position across the South Gujarat zone in the Bachelor of Arts (B.A.) degree with Economics as her subject.

Through hard work, in-depth knowledge of the subject and unwavering determination, Aarvee Agrawal achieved this remarkable success, bringing pride not only to her family but to the entire South Gujarat region. Her achievement was warmly applauded by distinguished guests and members of the academic community present at the ceremony.

Expressing her thoughts after receiving the awards, Aarvee said that with dedication, hard work and the right direction, it is possible to achieve excellence in any field. She emphasized that even in difficult circumstances, determination and persistent effort can lead to success.

She credited her family for constantly motivating her to remain focused and never step back from hard work, regardless of challenges.

Her achievement stands as an inspiring example for students and highlights the power of perseverance, dedication and self-belief.

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Ghaziabad (Uttar Pradesh) [India], August 26: IMS Ghaziabad (University Courses Campus) successfully concluded its 10-Day International Faculty Development Programme (IFDP) on “Global Pedagogical Excellence and Research Leadership,” held from 22nd July to 1st August 2026 through online live interactive sessions.

The programme brought together distinguished academicians and research leaders from Malaysia, Vietnam, and the Government of India, providing faculty members with valuable exposure to global academic perspectives, innovative teaching methodologies, and emerging approaches to research and academic leadership.

Designed to promote continuous learning and professional development among educators, the IFDP focused on strengthening pedagogical practices while encouraging participants to explore new dimensions of research, collaboration, and academic excellence.

The participation of internationally renowned speakers enabled faculty members to gain insights into diverse educational systems and global best practices. The interactive sessions also provided an opportunity for knowledge exchange and meaningful academic discussions across geographical boundaries.

In this programme, IMS Ghaziabad (University Courses Campus) highlighted its commitment to creating opportunities for faculty development and fostering a culture of innovation, global learning, and research excellence in higher education.

The successful completion of the 10-day programme reflects IMS Ghaziabad’s continued efforts to connect its academic community with global thought leaders and equip educators with contemporary knowledge and skills.

Through initiatives such as the International Faculty Development Programme, IMS Ghaziabad continues to strengthen its focus on global perspectives, academic excellence, innovative pedagogy, and research leadership, contributing to the evolving landscape of higher education.

About IMS Ghaziabad (University Courses Campus)

IMS Ghaziabad (University Courses Campus) is a leading higher education institution committed to providing quality education, industry exposure, and holistic development to students. The institution focuses on creating an academically enriching environment that encourages innovation, research, professional growth, and global exposure.

With an emphasis on contemporary education and continuous academic development, IMS Ghaziabad regularly organizes initiatives such as faculty development programmes, seminars, workshops, conferences, and industry-academia interactions to strengthen its academic ecosystem and prepare students and faculty members to meet the evolving demands of the professional world.

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Pune (Maharashtra) [India], August 26:  MIT INDIA’s Industry Institute Reconnect Summit (IRS 2026) concluded in Pune with a focus on turning industry-academia engagement into tangible opportunities for startups, student innovators and future talent. The two-day summit brought together industry leaders, investors, academic institutions, entrepreneurs and students, with Capital Nexus and the MIT India National Hackathon emerging as key platforms for taking promising ventures and ideas to the next stage.

Through Capital Nexus, 25–30 startups advanced to the Grand Finale of the Industry Institute Engagement Summit (IES) 2026 in New Delhi, following participation by 100+ startups across sectors including SaaS, FinTech, HealthTech, EdTech, D2C, AgriTech, DeepTech, AI/ML, CleanTech, Manufacturing and EV & Mobility. The platform created structured opportunities for investor matchmaking, pitch refinement, business validation and long-term mentorship, with the top three startups eligible for funding opportunities ranging from ₹5 lakh to ₹50 lakh through Edugild.

The MIT India National Hackathon advanced 30 teams to the Grand Finale in New Delhi, following participation by 100+ student teams from Engineering, Science, Management and Design institutions across India. With a ₹25 lakh prize pool, the Hackathon enabled students to work on industry-relevant challenges across Government, Social Impact, Defence, Healthcare, Technical and Industry sectors, applying their academic learning to real-world problems. Teams were evaluated by industry professionals across the qualifier and finale stages.

The Hackathon also created additional opportunities for participating finalists, with AWS certification vouchers worth ₹10,000 each and cloud credits worth ₹20,000 each for teams participating in the Grand Finale.

IRS 2026 also provided a platform for conversations around employability, future skills, innovation, entrepreneurship, industry-academia collaboration and the changing requirements of the workplace. Through panel discussions, networking engagements, sponsor and alumni interactions and leadership conversations, the summit brought together perspectives from across the education, business, investment and innovation ecosystems.

Mr. Digvijay S. Karad, Group Director, MIT India, said, “The whole point of bringing these communities together is that a good idea shouldn’t necessarily end when the competition does. If something genuinely interesting comes out of this room, we want to help create a path for it to go further. That, for me, would be far more exciting than simply handing out a trophy at the end of the two days. I hope you take a few risks, try new ideas that sound slightly ridiculous, question the problem statement, build something you’re not entirely sure you know how to build yet, and most importantly, talk to the people around you.”

Mr. Sudish Panicker, Managing Director, BNY India, said, “Academia for a long time has been viewed as the home of ideas, the home of research, the home of deep inquiry. Industry, on the other hand, is seen as the engine of execution, scale, and real-world application. But today, and for times in the future, that separation will not serve any of us well. This conversation really needs to be about how do you bring the two together, and how do you bring the two together in a way that can drive the future of our organisations, it can drive the future of our country, and it can drive the future of the world. The partnership between industry and academia is not just about transformation. It is about preparing the people for the future.”

Dr. Suresh Gosavi, Vice Chancellor, Savitribai Phule Pune University, said, “I think the education system in the entire country is changing. From that perspective, an institute like MIT is really leading. Other institutes in Pune are also leading, but I think MIT India has set up a certain benchmark in the education system. I congratulate MIT India for initiating this activity, where young brains come here, they sit here, they look at the idea, they develop the idea, and they come up with the final product which is needed by society, which is needed by industry, which is needed for the development of the country.”

Prof. (Dr.) Sanjay Govind Dhande, Chancellor, Avantika University, Ujjain, Indore, MIT University of Shillong, Meghalaya, said, “Platforms such as this Industry Institute Reconnect Summit are essential in bringing together education, industry, technology and entrepreneurship on a common stage. Universities must not remain confined to classrooms and laboratories alone. They must become places where knowledge meets real-world challenges and where ideas are tested against the demands of practice. My hope is simple. This brings together a dialogue that converts collaboration into innovation, and innovation into national impact. So I would say collaboration, innovation and national impact are the three steps that we should follow.”

The outcomes of IRS 2026 now extend towards the Grand Finale of the MIT India National Hackathon and Capital Nexus at the Industry Institute Engagement Summit (IES) 2026 in New Delhi in October 2026. The selected startups and student teams from the Pune edition will progress to the next stage, gaining a larger national platform to engage with investors, industry leaders, experts and potential partners.

The Pune edition reinforced MIT INDIA’s larger ‘Reconnect’ vision of creating stronger pathways between education, industry, entrepreneurship, investment and emerging talent. By combining industry dialogue with platforms for innovation, investor engagement and talent development, IRS 2026 seeks to move industry-academia collaboration from conversation towards sustained opportunities and measurable outcomes.

About MIT India

MIT India, founded in 1983 under the MAEER Trust, is a multidisciplinary educational ecosystem with 70+ institutions and 6+ universities across India. Built on the vision of Prof. Dr. Vishwanath D. Karad, MIT India brings together education, research, innovation and entrepreneurship with a focus on developing future-ready talent and contributing to societal progress. With a presence across diverse disciplines, MIT India continues to foster collaboration between academia, industry and the wider innovation ecosystem.

For more information, MIT India | IRS 2026

New Delhi [India], August 26: Avani Institute of Design has announced admissions for its integrated B.Des + M.Des programme for the academic year 2026-27. This curriculum allows students to transition seamlessly from undergraduate to postgraduate studies, eliminating the need for separate admissions and offering a more cohesive, time-efficient path to advanced design education. The programme aims to develop socially responsible designers equipped to address contemporary challenges through sustainable and human-centric design solutions.

The institute offers a total of 30 seats, with 15 seats each under the Merit and Management/NRI categories. Admissions will be conducted strictly on merit, aptitude, and passion for design, as per statutory norms. The institute has reiterated that no capitation fees will be charged and recommendations will not be entertained.

Applicants must have completed Plus Two (10+2) in any stream with a minimum of 50% aggregate marks and possess a valid score in recognized design entrance examinations such as NATA, UCEED, NID, NIFT, or KS-DAT. Candidates must also be at least 17 years of age at the time of application.

Highlighting the vision behind the programme, Tony Joseph, Chairman and Principal, Avani Institute of Design said, “At Avani, we see design as a powerful tool to improve lives and address real-world challenges. Through our integrated B.Des + M.Des program, we aim to nurture designers who are not only creative but also socially and environmentally conscious. Our focus is on building a generation that can innovate responsibly and contribute meaningfully to society.”

Students can specialize in either Product Design or Interior Design, gaining targeted expertise aligned with contemporary industry needs. The programme is structured to offer a strong foundation in design, with interdisciplinary learning across ecology, community engagement, lifestyle, interior spaces, furniture, heritage economy, and business. It is designed to promote holistic development while addressing pressing global concerns such as climate change, public health, and social well-being.

The programme is fully approved by the All India Council for Technical Education (AICTE) and affiliated with the University of Calicut, ensuring national-level recognition and credibility.

Avani’s commitment to design excellence is reflected in its sustainable campus, forward-thinking pedagogy, and strong industry collaborations. With this offering, the institute aims to position graduates as versatile professionals capable of leading across domains such as sustainable product development, spatial innovation, and user-centered design.

Applications will open ahead of the 2026 – 27 academic year. Prospective students can expect an immersive and future-ready design education built to meet the demands of a rapidly changing creative industry.

Website: https://avani.edu.in/

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AIChE India SRC Successfully Organised at RGIPT, Jais, Amethi, 23 August 2026

Jais, Amethi [India], August 24: The American Institute of Chemical Engineers (AIChE) Student Regional Conference (SRC)–India, “Viplav SRC 2026,” concluded successfully today at the Rajiv Gandhi Institute of Petroleum Technology (RGIPT), Jais, after three days of technical learning, innovation, competition and knowledge exchange. The conference was organised from 21 to 23 August 2026 and brought together around 250 students from reputed institutions across the country.

Students from B. V. Raju Institute of Technology, Telangana; B.M.S. College of Engineering, Bengaluru; Vellore Institute of Technology, Vellore; Sardar Vallabhbhai National Institute of Technology, Surat; MIT World Peace University, Pune; National Institute of Technology, Rourkela; Institute of Chemical Technology–Indian Oil Odisha Campus, Bhubaneswar; BITS Pilani; and RGIPT, Jais, participated in the conference.

The three-day event featured technical paper and poster presentations, Chem-E-Car, quiz competitions, and K-12 events. The Chem-E-Car performance run winner is MIT WPU. In the K-12 category, NIT Rourkela emerged as the winner in the KG–G2 category, BVRIT in G3–G5, VIT in G6–G8, and VIT in G9–G12. Priyansh Bisht from VIT won the Technical Paper Presentation award and Anshika Sahetai from SVNIT won the Poster presentation award. The team of RGIPT won the Chem-E-Jeopardy award. The flagship event has been won by the team of VIT.

In the K-12 category, NIT Rourkela emerged as the winner in the KG–G2 category, BVRIT in G3–G5, VIT in G6–G8, and BITS Pilani in G9–G12. Priyansh Bisht of VIT won the Technical Paper Presentation competition.

The valedictory and prize distribution ceremony was held on 23 August at the Swami Vivekananda Auditorium, RGIPT. The ceremony was graced by Shri Saravanan T., IPS, Superintendent of Police, Amethi, as the Guest of Honour, and Prof. Harish Hirani, Director, RGIPT. The dignitaries felicitated the winners and appreciated the contributions of participating students, faculty members, organisers and volunteers.

Addressing the gathering, Shri Saravanan T., IPS, Superintendent of Police, Amethi, congratulated the students for their enthusiastic participation and competitive spirit. He emphasised that while easy goals may be achieved with relative ease, difficult goals demand hard work, determination, discipline, integrity, a positive attitude and sustained effort. He encouraged students to embrace challenges as opportunities for growth rather than viewing them as obstacles.

Highlighting the importance of character in professional and personal life, Shri Saravanan said that technical knowledge and academic excellence, though essential, are not sufficient for long-term success. He emphasised the importance of integrity, attitude, acceptance of different perspectives, empathy, human connection, effective communication and the ability to build relationships based on trust and mutual respect.

He encouraged students to remain open to learning from others, respect diverse viewpoints and develop the ability to work effectively with people from different backgrounds. He also stressed the importance of liaison, collaboration and relationship-building in achieving larger goals, noting that professional success increasingly depends on one’s ability to connect with people and work collectively.

Calling upon students to set ambitious goals, he urged them to combine competence with character, confidence with humility, and ambition with responsibility. He also appreciated the organisers for bringing together young minds from different parts of the country and creating a platform that encourages learning, leadership, resilience and collaboration.

Addressing the students, Prof. Harish Hirani, Director, RGIPT, emphasised that the true value of knowledge lies not merely in acquiring it but in continuously learning, innovating and translating knowledge into practical solutions.

He observed that platforms such as AIChE SRC provide students with an opportunity to present their ideas, test their understanding, interact with peers from different institutions and gain exposure to diverse approaches to technical and societal challenges.

Highlighting the interconnected challenges of green energy, decarbonisation and hydrogen energy, Prof. Hirani said that their effective integration would be essential for building a sustainable, resilient and energy-secure future. He encouraged students to look beyond conventional academic boundaries and transform their ideas and research into technologies, products and solutions that can address real-world challenges.

Reflecting on the larger purpose of the conference, Prof. Hirani said that the question before the world is no longer simply:

“Can we decarbonise?”

but increasingly:

“How quickly can we convert our knowledge, technology and ideas into action?”

Prof. Hirani noted that there is no single solution to decarbonisation and that the transition will require a portfolio of solutions, including renewable energy, energy efficiency, electrification, green hydrogen, carbon management, sustainable fuels and circular economy approaches.

He encouraged them not to limit their aspirations to publishing research papers, but to ask whether their ideas can become technologies, products or solutions that solve industrial and societal problems, reduce emissions and create economic value.

Prof. Hirani also highlighted India’s energy transition as a major technological and economic opportunity, with the potential to generate new industries, research areas, start-ups, technologies and employment opportunities.

Emphasising the importance of collaboration, Prof. Hirani said that the next phase of India’s energy transition would require strong partnerships among academia, industry, government and start-ups, along with a faster transition from laboratory research to pilot projects, demonstrations and commercial-scale technologies.

The conference provided students with an opportunity to engage in technical discussions, present research, participate in innovative competitions and interact with peers from leading institutions across India. It also encouraged multidisciplinary thinking and collaboration in addressing contemporary challenges in chemical engineering, energy and sustainability.

The conference was coordinated by Dr. Vivek, with Dr. V. S. Sistla, Head of the Department, and Shubhendra, Student Lead, playing key roles in its organisation. The efforts of the faculty coordinators, student volunteers, and the organising team contributed significantly to the successful conduct of the event.

The successful conclusion of Viplav SRC 2026 reaffirmed RGIPT’s commitment to nurturing technical excellence, innovation, leadership, entrepreneurship and collaborative learning among the country’s young minds.

The conference concluded with a powerful message that knowledge must lead to innovation, innovation must lead to implementation, and implementation must ultimately create value for society.

Website: https://rgipt.ac.in/

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Eight-month online programme blends data science, advanced AI, responsible implementation and deployment-led learning to build scalable, data-driven solutions.

New Delhi: CEP, IIT Delhi has announced admissions for the fourth batch of its Certificate Programme in Applied Data Science and Artificial Intelligence: From Fundamentals to Deployment. As data science and artificial intelligence increasingly shape innovation, productivity and organisational decision-making, the programme prepares professionals to apply advanced AI techniques, translate data into informed action and lead technology-enabled transformation.

IIT Delhi offers the eight-month online programme through its Continuing Education Programme (CEP) and the Centre for Applied Research in Electronics. The programme enables participants to work with large and complex datasets, address multifaceted organisational challenges and apply AI strategically across business functions. Learners will explore applications spanning human resources, customer relationship management, risk management and organisational transparency while developing the capabilities required to strengthen resilience and improve operational performance.

The rapid adoption of AI has also intensified debate around its implications for businesses and the workforce. A World Economic Forum survey found that more than half of business executives globally expect AI to displace existing jobs, while 24 per cent believe it will create new employment opportunities. Nearly 45 per cent also anticipate an improvement in business profit margins. McKinsey research further indicates that more than 70 per cent of the skills sought by employers remain relevant to both automatable and non-automatable work. AI, therefore, is not rendering human capabilities obsolete; it is changing how professionals apply those capabilities and increasing the importance of sound judgement, adaptability and AI fluency.

Speaking at the announcement, Professor Ankur Gupta, Associate Professor, IIT Delhi, said, “The real test of AI is not whether a model works in a lab, but whether it can solve a problem reliably, responsibly and at scale. This programme helps professionals build that judgement by taking them through the full journey, from understanding data to creating solutions that organisations can confidently use.”

The nine-module curriculum covers the complete data science and artificial intelligence lifecycle. It begins with Python programming, data manipulation and exploratory data analysis before progressing to advanced areas such as deep learning, reinforcement learning and natural language processing. Hands-on projects enable participants to apply these concepts to practical scenarios. The programme concludes with model deployment strategies using Docker and cloud platforms, supported by established practices in machine learning operations and responsible AI.

The programme is designed for aspiring data scientists and AI practitioners, technology and analytics professionals, engineers, technologists, students and researchers seeking a deeper understanding of applied data science and artificial intelligence. It comprises more than 300 hours of live and self-paced learning, supported by real-world case studies and a capstone project.

Through this applied learning experience, participants will strengthen their ability to design and deploy data-driven solutions with technical depth, contextual understanding, and responsible judgement. These capabilities hold relevance across sectors including healthcare, banking, financial services and insurance, retail, manufacturing and other data-intensive industries.

IIT Delhi will conduct the live sessions through Direct-to-Device mode, complemented by tutorials and collaborative learning activities under the guidance of IIT Delhi faculty members and industry experts. Participants will also attend a one-day campus immersion at IIT Delhi, which will facilitate academic interaction and engagement with peers.

Graduates and diploma holders who have completed a 10+2+3 educational pathway from a recognised university may apply. The institute will give preference to candidates from computer science, information technology, electronics, electrical engineering, physics, and related disciplines. Participants who successfully fulfil the programme requirements will receive an e-Certificate issued by CEP, IIT Delhi. The last date for admissions to this programme is November 13, 2026.

About Indian Institute of Technology Delhi

Indian Institute of Technology Delhi is one of the 23 IITs created to be Centres of Excellence for training, research and development in science, engineering, and technology in India. Established as a College of Engineering in 1961, the Institute was later declared as an Institution of National Importance under the “Institutes of Technology (Amendment) Act, 1963” and was renamed as “Indian Institute of Technology Delhi”. It was then accorded the status of a Deemed University with powers to decide its own academic policy, to conduct its own examinations, and to award its own degrees.

The Indian Institute of Technology Delhi (IIT Delhi) is consistently ranked among India’s leading higher education institutions. It is ranked 4th overall, 2nd in Engineering, and 3rd in the Research category in the National Institutional Ranking Framework (NIRF) 2025. The Department of Management Studies (DMS), IIT Delhi, is also ranked 4th among management institutions in the country, reflecting the Institute’s excellence in management education, research, and industry engagement.

Continuing Education Programme (CEP), IIT Delhi, is the statutory body of IIT Delhi for offering Online Certificate Programmes and issuing certificates.

Executive education is a vital need for companies to build a culture that promotes newer technologies and solutions and builds a workforce that stays abreast of the rapidly transforming needs in the technological, business and regulatory landscape. Committed to the cause of making quality education accessible to all, IIT Delhi has launched Online Certificate Programmes under eVIDYA@IITD, enabling Virtual & Interactive learning for Driving Youth Advancement @IITD for Indian as well as international participants.

These programmes offered by the Indian Institute of Technology Delhi (IIT Delhi) are designed to cater to the training and development needs of various organisations, industries, society and individual participants at national and international levels with a vision to empower thousands of young learners by imparting high-quality Online Certificate Programmes in cutting-edge areas for their career advancement in different domains of engineering, technology, science, humanities and management.

[The press release has been issued on behalf of the Service Provider, TimesPro, for the Continuing Education Programme (CEP) at IIT Delhi.]

New Delhi [India], August 21: The Global Institute of Laundry Management (GILM) offers three self-paced online courses and a five-day practical program in Delhi. The options cover business setup, operational improvement, marketing and hands-on skills, allowing learners to choose training that matches their goals.

Why professional training matters

A modern garment-care business involves more than washing and pressing. Owners must choose suitable equipment, protect fabrics, control chemicals, train staff, maintain quality and set sustainable prices. Mistakes in stain treatment or order tracking can cause rework, compensation costs and lost trust.

Structured education can reduce trial and error by connecting fabric care, technology and daily operations. It cannot guarantee success, but it can help entrepreneurs assess suppliers, plan investments and build consistent processes.

Four GILM training programs

1. Complete Guide to Start Laundry Store — ₹25,500

This eight-to-10-hour online course is designed for prospective owners, including those without industry experience. The curriculum covers demand validation, location and investment planning, machines, chemicals, fabrics, workflow, pricing and initial customer acquisition. It includes checklists, templates and certification. GILM displays a ₹45,000 list price and a ₹25,500 offer price.

2. Laundry Operations Mastery — ₹35,500

This six-to-eight-hour online program targets existing owners who want stronger systems and profitability. Topics include identifying profit leaks, improving machine use, reducing rewash and complaints, strengthening staff productivity, reviewing margins, retaining customers and using performance dashboards.

The course includes operational templates and Certified Laundry Operations Specialist certification. Its displayed list price is ₹75,000, with an offer price of ₹35,500.

3. Laundry Marketing & Profit Growth Accelerator — ₹45,500

This six-to-eight-hour online program addresses local lead generation, Google visibility, enquiry conversion, average order value, subscriptions, business-to-business clients and customer retention. GILM includes scripts, templates, marketing tools and specialist certification.

The displayed list price is ₹99,000 and the offer price is ₹45,500. Results depend on service quality, competition, execution and local demand.

4. Five-Day Practical Laundry Training — ₹17,500

Held at GILM’s Delhi training centre, this hands-on course covers machines, chemicals, fabric identification, receiving, billing, tagging, stain removal, washing, wet cleaning, special-item care, pressing, packing and quality control. Learners practise with real garments and equipment.

Certification and a doubt-clearing session are included. GILM displays a ₹25,000 list price and a ₹17,500 offer price. The website says batches begin on the 24th of each month, so candidates should confirm availability before travelling.

Complete Laundry Mastery Bundle — ₹39,999

The Complete Laundry Mastery Bundle combines all four programs. GILM displays a combined course value of ₹1,24,000 and a bundle price of ₹39,999. It is the broadest published option for learners seeking business planning, operations, marketing and practical exposure. Buyers should confirm access periods, scheduling and current inclusions before enrolling.

Which course is best?

The best option depends on the learner’s goal. Beginners may prefer the store-launch course, while existing owners may benefit more from operations or marketing. Anyone expected to handle unfamiliar machines, chemicals or stains should prioritise supervised practical training.

No independent national ranking identifies a universal best institute. Candidates should compare curriculum transparency, trainer experience, practical access, safety coverage, certification, learner support and verifiable outcomes. GILM combines business education with practical exposure, but applicants should check its current terms against their needs.

The strongest preparation combines commercial judgement with operational competence. Learning before buying equipment can help new operators enter the laundry industry with clearer systems, realistic expectations and respect for the technical demands of professional garment care.

Final Pricing at a Glance

Prices displayed on GILM’s official course page on August 7, 2026.

Price note: Offers, taxes, inclusions and batch availability may change. Confirm the final payable amount directly with GILM before enrollment.

Sources

• GILM course catalogue: https://globalinstituteoflaundrymanagement.com/courses

• GILM frequently asked questions: https://globalinstituteoflaundrymanagement.com/faqs

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Surat (Gujarat) [India], August 21: Sarvajanik University, established by the able management of ‘Sarvajanik Education Society’, is one of the leading University of the region. Every year, according to the UGC guidelines, 12th August is celebrated as Anti Ragging Day all over the country by all the institutions.

Anti Ragging Day, 2026 was celebrated in Sarvajanik University by all the constituent institutions, and all staff and students took part with great enthusiasm and positive vibes. As part of the celebration, ‘Article Writing’ and ‘Poster Making’ competitions on the theme of ANTI RAGGING were organised, and students participated in great numbers.

Dr Kiran Pandya, Provost, Sarvajanik University, Surat, addressed the students and steered the inauguration of Anti-Ragging Day. He noted in his address, “It is very important for all stakeholders of academics to understand that Ragging is a serious crime, and we, at Sarvajanik University, are always committed to a ragging-free campus and have adapted zero tolerance policy towards ragging.”

The competitions were judged by esteemed personalities: Adv. Pratibha Desai, Mrs. Panna Shung judged the poster-making competition and Mrs. Ashlesha Khurana judged the article-writing competition.

Mrs. Datasha Kanthariya and Mr. Himanshu Padhya, the Convener and Co-Convener of the University Anti-Ragging Committee, expressed their gratitude to all committee members, teachers and students for making the event successful.

Shri Ashish Vakil, Hon’ble President, Sarvajanik University, Dr Kiran Pandya, Hon’ble Provost, Sarvajanik University, and Mr. Ashish Desai, I/C Registrar, Sarvajanik University, gave their best wishes and blessings for the programme.

New Delhi [India], August 20: Academio, the online academic mentoring platform specialising in the International Baccalaureate (IB) and Cambridge curricula, today announced the performance of the 55 students it mentored in the Cambridge IGCSE May/June 2026 examination series. Students recorded 93% scoring an A or above in the subjects they received tutoring from Academio, including 65% achieving an A*, with 98% showing at least one grade improvement from their mock exam results, reflecting the platform’s continued focus on personalised academic mentoring for international curricula.

The results mark Academio’s first complete Cambridge IGCSE examination cycle since the platform was founded in February 2025. They underscore the effectiveness of its one-on-one mentoring model, delivered by a network of specialist IB and Cambridge educators, including practising examiners, who focus on developing conceptual understanding, analytical thinking and examination readiness rather than rote learning.

“These results are a reflection of every student‘s commitment and the trust their families have placed in us. Success in Cambridge examinations isn’t built in the weeks before an exam; it’s built over months through conceptual clarity, consistent mentoring and the confidence to think independently. We are proud that our students have demonstrated exactly that. While the grades are certainly worth celebrating, what makes us even happier is seeing students become more confident, capable learners who are prepared for the next stage of their academic journey,” said Nitasha Sagar Kukar, Founder and CEO of Academio.

As international curricula continue to gain momentum across India, the demand for educators with specialised expertise in IB and Cambridge programmes has grown significantly. Academio has built a network of over 30 specialist educators, 95% of whom have joined through academic referrals, with practising IB and Cambridge examiners forming an integral part of the platform’s mentoring ecosystem. The latest Cambridge IGCSE outcomes build on Academio’s strong academic performance earlier this year in the IB Diploma Programme, where students coached by the platform achieved equally impressive results. Across the subjects for which Academio provided coaching, 99% of students scored 5 or above, 96% scored 6 or above, and 54% achieved the highest grade of 7, demonstrating consistent academic outcomes across both of the world’s leading international curricula.

“Strong results are rarely the outcome of short-term preparation alone. They reflect sustained academic discipline, quality teaching and a deep understanding of how international curricula are designed to assess students. What is particularly encouraging in this year’s results is the consistency of performance across subjects. That consistency is possible only when students are guided by educators who understand not just the syllabus, but also the philosophy and assessment framework behind Cambridge education,” said Karol Tóth, Chief Academic Officer, Academio.

Building on another successful examination season, Academio will continue expanding access to specialist IB and Cambridge educators while strengthening its personalised mentoring model for students across India. As more families embrace international curricula, the platform remains committed to helping students achieve academic excellence through individualised learning, conceptual depth and expert academic guidance.

About Academio

Academio (academio.co.in) is an online academic mentoring platform specialising in the International Baccalaureate (IB) and Cambridge curricula. Founded in February 2025 and headquartered in Gurugram, Academio provides one-on-one academic mentoring for students from middle school through high school. Its network of 32 specialist educators — including IB and Cambridge examiners — is sourced primarily through academic referrals, with each tutor holding a minimum of three years of dedicated experience in their specific curriculum.

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Jamshedpur [Jharkhand], August 20: ProdZion, the Product Management Club of XLRI PGDM (GM), successfully hosted the fourth edition of its Product Management Symposium, AURORA 4.0, themed “Product Management in the Polycrisis Era.” The symposium brought together leaders and innovators from across the product management ecosystem to examine how organisations can build resilience, scale effectively, strengthen monetisation strategies and enhance employability amid overlapping global disruptions. The symposium featured 19 senior product management professionals from leading organisations including ServiceNow, Amazon, J.P. Morgan, Microsoft, Oracle and Mastercard, ADP, BNY, Edelweiss Life Insurance, Indian Register of Shipping, JPMorgan Chase & Co., Newgen Software, Prudent Global Tech, RWS Group, Yuma Energy, Zato, CDK Global providing students with insights into emerging trends and the evolving landscape of product leadership.

The Panel 1 session “Navigating Shocks: Building Resilient Products in a Polycrisis Era” featured Sapan Behera, Director of Product Management, ServiceNow; Rabindra Sah, Chief Technology Officer, Indian Register of Shipping; Ram Sevak, Principal Product Manager – Technical, Amazon; Nupur Jaiswal, Vice President, J.P. Morgan; and Nikhil Choudhari, Director, Inbound Product Management, ServiceNow. The discussion explored how product teams can build redundancy and adaptive roadmaps to withstand economic, geopolitical and operational shocks.

The symposium also examined changing consumer behaviour and market dynamics through “The Sachet Economy 2.0: Product Management, Monetisation Strategies in High-Inflation Markets.” The panel 2, featured Sakshi Goswami, Senior Vice President – Product Management, BNY; Varun Goswami, Vice President – Product Management, Newgen Software; Akhil Sai Valluri, Senior Product Manager, Microsoft; Abhilash Rao Salvaji, Director of Product Management, ADP; and Lakshay Idiwal, Director, EloElo. The discussion focused on redesigning offerings and pricing strategies for price-sensitive, high-inflation markets.

The panel 3 session “Building on India Stack 3.0: High-Availability Products for Mass Shocks” brought together Shankar Kutty, Executive Product Director, JPMorgan Chase & Co.; Aditya Dasika, Senior Product Manager, Prudent Global Tech; Shivdas Madham, Director of Business Development, RWS Group; and Chirashree Ghosh, Senior Product Manager, CDK Global. The session focused on building always-on products leveraging India’s evolving digital public infrastructure.

The final session, “Employability under a Polycrisis – The Anti-Fragile PM: Continuous Upskilling & Human-Centric Judgement in an AI-Disrupted Job Market,” featured Karthik Dinne, Head of Product, Yuma Energy; Teja Kancherla, Head of Product, Zato; Setu Shah, Senior Director, Global Product Strategy, Oracle; Zelda Kolah, Head – Products, Edelweiss Life Insurance; and Mathew Joy, Vice President of Products, Mastercard. The discussion explored how product professionals can remain employable through continuous upskilling and human-centric judgement in an AI-disrupted job market.

Through AURORA 4.0, XLRI provided students with an opportunity to engage directly with experienced practitioners and gain contemporary perspectives on resilience, technology, markets and leadership in product management. The symposium reinforced the importance of adaptive thinking, continuous learning and informed product leadership in navigating an increasingly complex business environment. Special thanks to Dr. Kanagaraj Ayyalusamy, Professor of Finance & Convenor Corporate Relations and Placements for his presence in the entire event and felicitating our guests and delivering the vote of thanks. AURORA 4.0 was conceptualized and executed by Shownu Winstington, Senior Corporate Relations Officer from XLRI’s Corporate Relations & Placement.

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67 of 71 students from the 2023 batch have secured internships, while 9 have already landed jobs

Noida (Uttar Pradesh) [India], August 20: Three years into his four-year programme at PW IOI (Institute of Innovation), Raj Aggarwal is already working as a Trainee – International Markets at a leading financial firm in Gurugram. He joined the company as an Financial Analyst intern and converted the opportunity into a full-time role, becoming one of several PW IOI students to begin their careers before completing their degrees.

Raj is among the 67 of 71 students (94.3%) from the 2023 of PW IOI’s Schools of Technology (SOT) and School of Management (SOM), who have secured internships across organisations like KPMG, Allo Health, Jumpp, Growth School, and more. 19 students have received two or more offers, while nine students have already secured full-time roles.

With a package of ₹17 lakh per annum, Raj has secured the highest compensation in the batch as of now. “The support of my teachers and the competitive spirit in the classroom motivated me to do my best. While here I was able to complete multiple internships and get real-world experience. I had to learn how to manage my time but with the mentorship I got at IOI, I was able to finesse my skills as a data analyst and got international exposure, which helped me land this job,” he said.

Raj’s experience is one example of the early industry exposure available to students at PW IOI. For another student from the 2023 batch, Rohit Makani, this experiential learning began as early as his second year of college, when he worked as part of the founding team at LeapX that offers tech-services for startups.

“I was getting into a good NIT through JEE Main, but I wanted to do something different. While other students were studying the traditional subjects, I was already exploring AI at IOI. I learnt how to work on real-world projects and understand industry requirements. That is what helped me land this role,” he explained.

Rohit is already working as a Founding AI Engineer at Ikshan AI, a company he first joined as an intern. His experience, along with the outcomes seen across the 2023 batch, highlights the institute’s focus on giving students opportunities to apply their learning in real-world settings while they are still pursuing their degrees.

Gopal Sharma, COO, PW, who leads PW IOI, said, “We don’t want students to spend three years learning and then start figuring out how to apply that learning when they graduate. At PW IOI, students start working on real problems early, learn from practitioners and build through experience. Students securing internships and full-time roles while still in their third year is an encouraging validation of that approach.”

With the 2023 batch still a year away from graduation, the placement outcomes provide an early indication of the validity of PW IOI’s experiential, skill-oriented approach.

The institute is currently accepting applications for the 2026-2027 academic year.

About PW Institute of Innovation:

Established in 2023, PW Institute of Innovation, PhysicsWallah’s higher education vertical, partners with Medhavi Skills University (MSU), a UGC-recognised Skills University, to support the delivery of industry-integrated undergraduate degree programs. Through this collaboration, students enroll in MSU’s Integrated B.Tech in Computer Science, designed using modern pedagogy that combines academic foundations with practical, application-oriented learning. At PW IOI, the focus is on facilitating the practical components of the curriculum through hands-on projects, industry exposure, and mentorship, helping students build technical depth and real-world readiness alongside their degree. Students in recent batches have attained internships and placement opportunities in new age start-ups and companies like Futures First, Tribore Ai, Xperio, Hudle, Jumpp, Allo Health

New certifications span a free foundation course to role-based professional credentials, designed to build AI capability across generations and career stages

New Delhi [India], August 20: As India accelerates its ambition to become an AI-powered economy, the vision of “AI for All” is emerging as an important pillar of the country’s next phase of growth.

In his recent address, from Red Fort, Prime Minister Narendra Modi emphasized the need to democratize access to AI and ensure that technology becomes an instrument of opportunity, inclusion and empowerment for every section of society.

In support of this national vision, UNIVO Education today announced the launch of its AI Readiness Initiative, a structured ecosystem to build AI literacy and practical AI capability across Bharat.

The AI-readiness initiative starts with Foundational AI courses which are free, self-paced modules covering AI fundamentals, prompting, responsible usage and everyday productivity, for learners without any technical background. Learners who complete it can progress to applied, role-based certifications, with advanced specialization programs available beyond that. Further, there are AI-based certifications built around the tasks a professional performs in that role rather than around AI as a technical subject.

This initiative emphasizes that AI literacy should extend beyond tech professionals and specific generations, becoming a fundamental skill for a Skilled India. It reaches the student preparing to enter the workforce, the professional in their first years of work, the experienced employee whose role is being redrawn around new tools, and the individual in their fifties who wants to understand a technology now shaping everyday life. The AI Readiness Initiative is built to serve all of them, and every course is delivered online, with no coding required.

“Within a few years, using AI will be as basic a skill as using a phone. The divide will not be between those with access to the technology and those without, it will be between those who can use it and those who cannot. We have made the foundation course free because that gap should not come down to what someone can afford,” said Nitin Golani, CEO, UNIVO Education, speaking at the launch.

The initiative complements a wider national effort. Under the IndiaAI Mission, the IndiaAI FutureSkills program is creating pathways for AI education through specialized courses and fellowships, while Data and AI Labs are being established in smaller cities to extend access to emerging technologies beyond major urban centres.

UNIVO’s applied certifications carry a university-backed credential through its partnership with Amity University Online, connecting practical, role-based skills to structured academic learning. Alongside individual learners, UNIVO is developing AI-readiness offerings for enterprises seeking to build workforce capability and for institutions introducing AI into teaching and learning.

As India moves towards an increasingly AI-enabled economy, AI for All will require more than access to technology. It will require confidence, knowledge, and skills to use it well. With its AI Readiness Initiative, UNIVO aims to make that capability accessible across Bharat, across careers and across generations.

For more information- https://univoeducation.com/ai-certifications.html#freeCertification

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India’s preschool franchise segment is seeing growing interest from entrepreneurs who want to enter the education sector through an organised business model. However, choosing the right opportunity requires more than comparing brand names.

Investment requirements, location, curriculum quality, training, operational support and the role of the franchise partner all need careful review. A clear evaluation of these factors can help investors make a more informed decision before committing capital.

Begin with a Clear View of the Investment

Every franchise evaluation should start with the financial requirements. Investors need clarity on the initial setup cost, space requirements, furniture, learning materials and other operating needs.

EuroKids states that its preschool franchise model generally requires an investment of around ₹15 lakh to ₹20 lakh, depending on the city, location and other factors. The model also requires a minimum space of about 1,500 sq ft. These figures can serve as a reference while assessing overall affordability.

Assess Whether the Location Supports the Model

Location has a direct impact on the reach of a preschool. Most centres depend on families living within nearby residential areas, which makes accessibility an important consideration.

A suitable property should offer convenient access, enough space for classrooms and a setting that works well for young children. EuroKids recommends ground- or first-floor premises in residential or semi-residential areas with access to young families.

Examine What Support Comes with the Franchise

A franchise model is valuable when it helps the owner manage important areas of the business. Support may include centre setup, classroom planning, teaching resources, teacher training, marketing and daily operations.

EuroKids, for instance, provides support through its EDGE360 framework, covering infrastructure, teaching aids, training, marketing and business operations. For investors evaluating a preschool franchise in India, it is important to understand which services are available before launch and which continue after the centre begins operating.

Review the Curriculum as Carefully as the Business Model

A preschool is an education business, so the academic framework deserves the same attention as financial planning. Investors should understand how the curriculum is developed, how it is delivered and whether teachers receive regular guidance.

A structured curriculum can help maintain consistency across classrooms and give parents greater clarity about the learning experience.

Look at Teacher Training and Staff Support

The quality of a preschool depends greatly on the people delivering the learning experience. Teacher recruitment alone is not enough. Training, classroom guidance and ongoing support can influence how consistently the programme is delivered.

Before investing, it is useful to understand whether the franchisor assists with teacher preparation and staff development.

Evaluate the Brand’s Experience and Market Presence

Brand recognition may help a centre gain initial attention, but investors should also look at experience, network size and operating systems.

EuroKids reports more than 2,000 preschools across 550-plus locations, over 25 years of experience and more than 1,70,000 hours of curriculum research. Such figures can show the depth of an established network.

Understand the Role Expected from the Owner

Running a preschool usually requires active involvement. Admissions, parent communication, staffing, local marketing and centre standards may all need regular attention. Before selecting a preschool franchise in India, investors should be clear about how much time the business will require.

A franchise may provide systems and support, but day-to-day execution still depends on the local owner and team. This makes personal involvement an important part of the decision.

Read the Franchise Terms with a Long-Term View

The agreement should clearly explain tenure, renewal terms, territory, fees and responsibilities. These details affect how the franchise relationship works over time.

EuroKids notes that defined territories are offered and that tenure and renewal terms are discussed during the evaluation process. Similar conditions should be reviewed carefully with any preschool brand before making a financial commitment.

A Careful Evaluation Can Lead to a Better Investment Decision

A preschool franchise should be evaluated as both an education model and a business opportunity. Investment size, location, curriculum, training, operational support and owner involvement all need to work together.

Taking time to assess these factors can help investors make a more informed choice and enter the preschool sector with clearer expectations about what the business will require.

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New Delhi [India], August 19: What if a finance student could graduate with more than just CFA exam prep? With the growing need for technical skills along with professional qualifications, Zell Education has introduced a new learning model that combines its CFA course with seven industry-specific certifications to give students a better opportunity to develop stronger technical capabilities before entering the job market.

It’s part of a wider trend in finance recruitment. Industry estimates reveal that over 65% of finance employers now look for practical skills and certifications along with academic qualifications while hiring. From financial modelling to valuation and data analytics, companies are increasingly looking for candidates, who can bring value from day one.

Bridging the Gap Between Learning and Employment

While the CFA course remains one of the world’s most respected investment credentials, recruiters also expect graduates to demonstrate proficiency in workplace tools and real business applications.

Zell Education’s integrated certification pathway focuses on skills that are widely used across:

• Investment banking
• Equity research
• Corporate finance
• Portfolio management
• Financial planning
• Consulting
• Global Capability Centres (GCCs)

Instead of waiting until after graduation to acquire these skills, students can now build them alongside their CFA journey.

Seven Certifications Designed Around Industry Needs

The additional certifications are aimed at strengthening practical knowledge in areas that employers regularly evaluate during interviews. The 7 CFA skill certifications are: 

1. Zell Advanced Financial Statement Analyst (AFSA)
2. Zell Alternative Investments & Private Markets Certificate
3. Zell Credit Risk & Fixed Income Specialist 
4. Zell Derivatives & Financial Risk Practitioner
5. Zell Wealth & Behavioral Portfolio Strategist
6. Zell Corporate Governance & Ethics Certification
7. Zell Quantitative Finance Foundations

These include learning outcomes related to:

1. Financial modelling 
2. Business valuation
3. Excel for finance
4. Financial statement analysis
5. Capital markets
6. AI applications in finance
7. Career readiness and professional skills

Industry reports claim that during the first screening phase, recruiters spend less than 30 seconds on a CV. Additional certifications that demonstrate relevant skills can therefore help candidates differentiate themselves in a competitive hiring environment.

Responding to Changing Student Expectations

Students today compare education providers differently than they did a few years ago.

Instead of asking only about classroom schedules, many now evaluate the following:

• Industry certifications offered
• Placement opportunities
• Faculty experience
• Employer partnerships
• Career support
• Practical learning modules

The same trend is visible across finance qualifications. Students researching CMA course fees are also increasingly comparing curriculum value, placement outcomes, and additional certifications rather than focusing only on tuition costs.

This reflects a growing preference for programmes that combine affordability with measurable career advantages.

Finance Hiring Continues to Expand

The Indian finance job market is constantly changing at a rapid pace. Among the main indicators of the market are:

• India will have more than 2,400 GCCs by 2040.
• Finance and insurance sector hiring intentions increased by 61%.
• There are over 14,500 fintech companies in operation and they need people with digital-first skills.
• The financial services sector contributes to almost 7% of India’s GDP.

The demand for investment analysts, financial consultants and valuation professionals continues to grow, driven by the rise of AI and automation. These developments are creating new roles, which require sophisticated financial decision-making capabilities instead of the traditional routine processing.

Therefore, there is a greater focus on specialised learning that goes beyond simple examination preparation. According to Zell Education, “students who learn technical and analytical skills early are better able to respond to the changing requirements of the industry”

Career Preparation Starts Before Graduation

The integrated certification model also supports professional development beyond technical subjects. Students receive opportunities to strengthen skills such as the following:

• Resume development
• Interview preparation
• Presentation skills
• Business communication
• Professional networking
• Career mentoring

These competencies have become increasingly valuable as hiring processes become more skills-based. The growing interest in internationally recognised qualifications also explains why learners researching CMA course fees frequently compare learning ecosystems, career support, and value-added certifications before making their final decision.

A Step Towards Future-Ready Finance Education

Digital transformation, growth of cross-border business and greater demand for analytical talent continue to drive changes in global finance. Employers are not choosing candidates based purely on their examination achievement. They want people who are able to analyse data, solve business problems and apply financial concepts in real-life situations.

Zell Education has launched seven new industry-focused certifications in addition to its CFA course to bring professional education in line with what employers are looking for today. The initiative reflects the institution’s commitment to combining academic excellence with workplace relevancy, allowing students to graduate with enhanced technical skills, greater industry exposure and increased confidence as they embark on careers in the global finance industry.

New Delhi [India], August 18: A strong student community can be as important as a classroom. For finance professionals in the making, learning is often done outside the classroom through conversations with peers, networking events, industry interactions, and mentorship. In light of this change, Zell Education has committed itself to creating a collaborative ecosystem that enables students on a global finance qualification to learn, grow and connect professionally together.

As finance careers become more competitive, communities that encourage knowledge-sharing and industry exposure are becoming an integral part of career development.

Students Are Prioritising Learning Communities

Students’ selection of educational institutions has changed radically. Beyond faculty and curriculum, many now look at networking opportunities, peer learning, alumni engagement and industry access.

The CFA Institute Graduate Outlook Survey 2026 shows that 95% of graduates believe upskilling and post-graduate qualifications are important to stay competitive and 70% believe professional certifications enhance career prospects and earning potential. The survey also found 46 per cent of graduates believe skills acquired are more important than academic credentials alone.

Lifelong learning is a necessity today and students pursue professional qualifications like ACCA, CFA, CPA, US CMA, FRM and DipIFR and connect with the peer group having similar career aspirations.

Learning Through Collaboration

Professional education is no longer limited to individual preparation. At Zell Education, students participate in learning experiences that encourage collaboration through:

• Live webinars with industry experts
• Career guidance sessions
• Networking events
• Corporate immersion programmes
• Placement preparation workshops
• Alumni interactions

These activities help students exchange ideas, discuss industry developments, and understand how finance careers continue to evolve.

For learners pursuing ACCA, practical discussions around accounting standards and global reporting provide additional perspectives, while CFA candidates often collaborate on investment research and capital market concepts.

India’s Finance Talent Pipeline Continues to Expand

India continues to strengthen its position as a global financial services hub. Recent developments include:

• The Institute of Chartered Accountants of India (ICAI) announced 5,339 vacancies under its 65th Campus Placement Programme for newly qualified Chartered Accountants in 2026, highlighting sustained hiring demand in finance and accounting. 
• The Government of India is preparing measures to significantly expand education loan disbursements, improving access to higher education and professional learning.
• Financial education initiatives across institutions such as NISM continue to introduce specialised programmes in emerging areas like FinTech, reflecting the industry’s focus on future-ready skills. 

These developments reinforce the importance of professional education combined with strong peer networks and industry engagement.

Building Connections Beyond the Learning Environment

Student communities create opportunities that extend well beyond academic learning. Members often benefit from:

1. Peer mentoring
2. Study groups
3. Industry networking
4. Career discussions
5. Knowledge-sharing sessions
6. Professional development activities

Students studying for US CMA and CPA qualifications often talk about their experiences in multinational finance roles, while FRM students talk about the latest developments in financial markets, enterprise risk management and regulatory changes.

Most times, this collaborative environment increases confidence and promotes continuous learning throughout the entire certification journey.

Shared Learning Creates Better Career Outcomes

Research continues to show that students are placing more importance on institutions that offer opportunities beyond traditional teaching.

According to a survey on finance and accounting students, 80% of learners preferred professional certifications. Financial Analyst was the most preferred career choice among respondents. It also reported that 46% felt certifications boost earning potential and 35% believe them to be essential for career advancement.

These findings are consistent with the increasing demand for global qualifications such as ACCA, CFA, CPA, US CMA, FRM and DipIFR which continue to attract students looking for internationally recognised careers. Communities built on these qualifications help learners to keep motivated, share experiences and to get a better sense of industry expectations.

Preparing Future Finance Professionals Together

Artificial intelligence, sustainability reporting, financial analytics, and global business integration are changing the finance profession and reshaping what employers expect. Increasingly success is about technical skills, flexibility, teamwork and continuous learning.

By building an active community of aspiring finance professionals, alumni, faculty, and industry experts, Zell Education is creating an environment where learning extends beyond examinations. Students preparing for ACCA, CFA, CPA, US CMA, FRM, and DipIFR gain opportunities to collaborate, network, and develop professionally while preparing for global careers. 

With India’s finance ecosystem growing, strong learning communities are becoming a key benefit, allowing students to build long-lasting professional relationships, besides the skills and knowledge needed for long-term career achievement.

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Prague-based film school welcomes the next international cohort as the Czech Republic strengthens its production environment under updated audiovisual incentives

New Delhi [India], August 18: Prague Film School has opened enrollment for its 2026/27 academic year, inviting aspiring filmmakers, actors and documentary storytellers from around the world to undertake intensive, practical training in one of Europe’s established filmmaking centres.

Founded in 2004, Prague Film School provides full-time programmes in filmmaking, documentary film production and acting for film, alongside intensive four-week workshops. The English-language school welcomes students from more than 30 countries each year and is deliberately small in scale, with up to 100 filmmakers enrolled annually. Its model is built around close access to teachers, mentors, professional equipment and production facilities.

The opening of the new enrollment cycle comes as the Czech Republic enters another phase of changes to its audiovisual production incentive system. Under the current programme administered by the Czech Audiovisual Fund, qualifying live-action feature films, fictional series and documentaries can receive incentives equivalent to 25% of eligible Czech expenditure, while qualifying animated and digital productions can receive 35%. The maximum incentive is CZK 450 million per project.

Changes taking effect in 2026 also include streamlined project administration, revised minimum expenditure and runtime requirements across project categories, and the inclusion of documentary series within the incentive programme. The developments follow reforms introduced in 2025, when the principal production incentive increased from 20% to 25% and the higher 35% rate was introduced for qualifying animation and digital production.

India has also emerged as an important part of Prague Film School’s international community, with the school seeing substantial interest from Indian students looking for practical, internationally oriented film training. That connection is reflected in the achievements of its Indian alumni. Cinematographer Jay Oza has built a notable body of work including Gully Boy, while filmmaker Shalini Usha Devi won Best Screenplay for Soorarai Pottru at India’s 68th National Film Awards. Alumnus Raam Reddy’s The Fable was selected for the 2024 Berlin International Film Festival, and Harsh Vaibhav, screenwriter of the Assamese folk-horror feature Bokshi, saw the film selected for the International Film Festival Rotterdam and other international genre festivals. More recently, several Prague Film School alumni contributed to Anuja, which earned an Academy Award nomination for Best Live Action Short Film in 2025, further demonstrating how graduates connected to India are moving from the school’s international classrooms into significant productions and festival circuits worldwide.

For students arriving at Prague Film School, the significance of studying in the Czech capital extends beyond the classroom. Prague has a century-long filmmaking history and continues to serve as a production base for Czech and international projects. The school’s approach is designed around that environment, treating the city not simply as its location but as an active part of students’ filmmaking experience.

“Prague itself, a working set for global productions, is part of the curriculum,” according to the school’s media kit. Students also have access, through school discounts or free of charge, to local filmmaking resources including Barrandov Film Studios, Czech Television’s film lab, historical and modern filming locations, and contacts with specialised film-service organisations.
The school’s filmmaking programme is structured around production from the outset. Students cover screenwriting, directing, cinematography and post-production, writing, directing, shooting and editing four short films of their own within the first three months. By the end of the first semester, students may have worked across close to 20 productions before specialising during the second semester in screenwriting, directing, camera or post-production and completing a diploma film.

Prague Film School also offers Acting for Film, a screen-focused programme designed particularly for actors moving from theatre into filmed media, as well as Documentary Film-Making, which combines practical production with dramaturgy, directing, script development, theory and analysis. Four-week filmmaking and acting workshops provide shorter intensive options, with each workshop concluding in a public showcase screening at a local cinema.

Students train with professional filmmaking equipment including Arri Alexa and Arri Alexa Mini cameras, RED Epic, Blackmagic, Sony XDCAM and Canon systems. Facilities also include Avid Media Composer editing systems, an Avid Pro Tools recording studio, post-production studios, a green screen studio, acting studios and a digitised film and sound library.

The school itself reflects the intersection between Prague’s history and its contemporary production culture. Prague Film School operates from a UNESCO heritage building dating to the 14th century in the historic centre of the city, with modern filmmaking technology and production facilities housed behind its historic façade.

Co-Founder Tariq Hager helped establish Prague Film School in 2004. A Brown University philosophy graduate who later studied in New York University’s PhD programme in Cultural Anthropology, Hager had also acted in film and television as a child. The school’s educational philosophy has subsequently developed around accelerated professional training, close mentorship and an international learning environment rather than the scale associated with larger academies.

With students arriving from more than 30 countries each year and faculty drawn from Czech and international professional communities, Prague Film School combines European art-house influences with the traditions of American independent cinema. Its one-year format is intended to move students rapidly from filmmaking fundamentals towards a professional-level body of work.

As the Czech Republic continues strengthening the conditions surrounding its audiovisual sector, the 2026/27 intake will enter a city where professional production activity and film education exist side by side.

About Prague Film School

Founded in 2004, Prague Film School provides accelerated, practical training in filmmaking, documentary film production and acting for film. Based in a 14th-century UNESCO heritage building in the historic heart of Prague, the English-language school welcomes students from more than 30 countries annually. Its programmes combine intensive hands-on production, small class sizes, international faculty and access to professional-grade filmmaking and post-production facilities.

Media Contact:
Admissions Office
Prague Film School
Pstrossova 19, Prague 1, 110 00, Czech Republic
Phone: +420 257534013
Email: admissions@praguefilmschool.cz
General Enquiries: info@praguefilmschool.cz
Website: praguefilmschool.cz

New Delhi [India], August 18: Recognition in education is earned through consistent student outcomes, innovation, and industry impact. Zell Education has spent the last few years building a solid reputation in professional finance education, a journey that is now represented in a string of national awards.

The institution continues to earn laurels in India’s education and business ecosystem, from being recognised for placement excellence to being honoured for innovation and educational leadership. These awards celebrate Zell Education’s commitment to assisting students in preparing for careers in accounting, finance, investment banking and business, while providing industry-focused learning experiences.

Multiple Awards Reflect Consistent Excellence

Between 2021 and 2025, Zell Education received recognition from several respected organisations across education, entrepreneurship, and business.

Some of the major honours include:

• Best Placement & Career Support Initiative at the 34th World Education Summit (November 2025).
• Top Finance & Accounts Institute of the Year by Business Innovation Magazine (November 2024).
• Best Investment Banking Institute of the Year by Business Innovation Magazine (November 2024).
• EdTech of the Year by Business Connect (2024).
• Best Education Brands by The Times Group (2024).
• Company of the Year by Entrepreneur Insight (2023).
• Recognition at the Educational Leaders Conclave & Awards (2023).
• BW Disrupt Entrepreneur Award (2021), presented to co-founder Anant Bengani for successfully bootstrapping the company.

Together, these achievements highlight the institution’s continued focus on academic quality, student success, innovation, and career development.

Recognition Beyond the Classroom

Today’s awards are predicated on much more than classroom teaching. Institutions are assessed based on student outcomes, industry interface, technology adoption, placements, faculty expertise and student satisfaction.

Zell Education’s recognition reflects its overall approach to professional learning, supporting students on their way to qualifications such as ACCA course, CFA, CPA, US CMA and FRM.

By combining structured learning with practical exposure, the institution aims to prepare students for the changing demands of the global finance industry.

Growing Demand for Finance Professionals

The awards also come at a time when demand for finance talent continues to increase. According to the India Brand Equity Foundation (IBEF):

• India’s banking sector is expected to become the third-largest globally by 2050.
• The country’s fintech industry is projected to reach US $190 billion by 2030.
• India’s mutual fund assets under management have crossed ₹74 lakh crore.
• Financial services continue to be among India’s fastest-growing employment sectors.

These developments have encouraged more students to pursue globally recognised qualifications such as the ACCA course and CFA, which remain highly valued by employers across consulting firms, multinational companies, investment banks, and financial institutions.

Student Success Remains the Core Focus

Among the recent recognitions, the Best Placement & Career Support Initiative award highlights the growing importance of career readiness in professional education.

Today’s employers increasingly expect graduates to possess:

• Technical knowledge.
• Business communication.
• Analytical thinking.
• Problem-solving skills.
• Professional confidence.
• Practical industry awareness.

To deliver on these expectations, Zell Education blends classroom learning with placement preparation, mentorship, mock interviews and employer engagement. ACCA students are given structured career guidance and consultancy to understand the examination routes and long term professional career prospects.

Likewise, those who pursue the CFA programme get an exposure to concepts of investment management, financial analysis, capital markets and portfolio management that are in line with the current industry needs.

Innovation Driving Better Learning Experiences

The recognition such as EdTech of the Year, reinforces how technology is playing a larger role in education. Digital learning, AI-enabled academic support, interactive classrooms and flexible learning models are changing the way students prepare for professional qualifications.

Such innovations help students to balance studies with internship and work commitments and also enhance accessibility across different parts of India. Technology-enabled learning allows CFA students to study flexibly through recorded lectures, online assessments and expert-led sessions.

Likewise, learners enrolled in the ACCA course increasingly benefit from digital learning resources that support consistent preparation throughout their qualification journey.

Conclusion

Awards are a recognition of past achievements, but they also demonstrate an institution’s capacity to address future industry requirements. As finance careers evolve with artificial intelligence, automation, sustainability reporting and data-driven decision-making, professional education must evolve with them.

Awards won by Zell Education from 2021 to 2025 reflect the company’s consistent commitment to academic excellence, innovation, and student success. The institution continues to strengthen its position in preparing future professionals for opportunities in accounting, investment banking, consulting, financial services and corporate finance, with a focus on industry relevant learning, career development and globally recognised finance qualifications.

With the growing demand for skilled finance talent, these awards strengthen Zell Education’s position as one of the known names in professional finance education in India.

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New standardised assessment aims to bring greater consistency to master’s admissions for Indian students applying to select programmes in Germany

New Delhi [India], August 17: Germany has long been one of the most sought-after destinations for Indian students pursuing postgraduate education. With internationally recognised universities, strong research ecosystems, relatively affordable tuition at many public institutions and attractive career opportunities, the country has seen a steady rise in applications from India.

Now, students planning to pursue certain master’s programmes in Germany have a new requirement to factor into their application plans.

On 29 June 2026, Germany introduced the digital Master Test (dMAT) for select Indian applicants applying to master’s programmes in areas including Engineering, Business, Finance, Economics and related disciplines. The move has prompted understandable questions among prospective students about why another assessment has been introduced and what it means for the existing admissions process.

However, the dMAT is not a replacement for the APS certificate, nor is its introduction a reflection on the quality or credibility of Indian degrees. Rather, the new assessment is intended to provide universities with an additional, standardised measure of academic aptitude as they evaluate an increasingly diverse and growing pool of applicants from India.

A growing applicant pool creates a need for greater consistency

Germany’s popularity among Indian students has increased significantly over the past decade. As more students apply to German universities, admissions teams are evaluating academic records from thousands of institutions across India, each with its own grading practices, curricula and academic structures.

This diversity can make direct comparisons between applicants challenging. A particular percentage or grade obtained at one university may not necessarily represent the same level of academic performance at another institution.

The dMAT introduces an additional benchmark into this process.

Rather than relying exclusively on academic transcripts and existing qualification assessments, universities can use a standardised aptitude assessment to gain insight into an applicant’s analytical and cognitive abilities. This can be particularly relevant for master’s programmes where independent problem-solving, logical reasoning and the ability to work with unfamiliar academic problems are central to the learning experience.

dMAT and APS serve different purposes

One of the most important points for applicants to understand is that the dMAT does not replace the APS process.

The Academic Evaluation Centre, or APS, continues to play its existing role in verifying the authenticity of academic documents and assessing whether an applicant’s educational qualifications meet the formal requirements for studying in Germany.

The dMAT addresses a different aspect of the application.

While APS establishes whether an applicant’s academic credentials are genuine and formally eligible, the dMAT is intended to assess academic aptitude, including cognitive and analytical abilities and the capacity to apply these skills to academic problem-solving.

In simple terms, APS looks at the credibility and eligibility of an applicant’s academic background, while the dMAT adds another perspective on their readiness for graduate-level study.

Together, these processes can give universities a more comprehensive view of prospective students.

Why does the dMAT focus on aptitude?

Another defining feature of the dMAT is its focus on skills rather than conventional subject-based recall.

The assessment is designed around cognitive and analytical abilities and the application of those abilities to academic problem-solving. This means students are not simply being tested on how much information they can remember from their undergraduate coursework.

The approach is also broadly aligned with the academic expectations associated with master’s education in Germany. Students are often expected to interpret information, analyse problems, work with data, apply concepts independently and approach unfamiliar questions using structured reasoning.

For this reason, an assessment that measures transferable academic skills can provide universities with information that may not be immediately apparent from a transcript alone.

The dMAT, administered by g.a.s.t. (Gesellschaft für Akademische Studienvorbereitung und Testentwicklung e.V.), has therefore been structured around these broader cognitive and analytical abilities.

Why does the requirement currently apply to selected disciplines?

The dMAT is not currently a universal requirement for every Indian student applying to Germany.

At present, the requirement applies to applicants whose undergraduate backgrounds and intended master’s programmes fall within selected fields, including:

● Engineering
● Commerce
● Accounting
● Finance
● Economics
● Business
● Management

Not every programme within these broad categories is necessarily covered. Applicants therefore need to refer to the official list of affected fields and programmes when determining whether the requirement applies to them.

The limited rollout also reflects the fact that the new system is being introduced in stages. Rather than applying the requirement across every discipline at once, the current approach allows the new assessment process to be implemented for selected applicant groups before any potential expansion.

Why has the requirement been introduced for Indian applicants?

India is among Germany’s largest and fastest-growing international student markets, with particularly strong demand for programmes in STEM, business and related fields.

As the number of Indian applicants increases, German universities are faced with the challenge of evaluating candidates who come from a highly diverse higher education landscape. A standardised assessment can provide an additional point of comparison across applicants.

The introduction of the dMAT should therefore be viewed primarily in the context of admissions management and standardisation, rather than as an assessment of the Indian higher education system.

Importantly, the dMAT does not give up the autonomy of German universities in making admissions decisions. Universities continue to determine their own selection criteria and admission requirements. The test simply becomes an additional component within the broader application and APS framework for affected applicants.

Who conducts the dMAT?

Although the dMAT is connected to the broader APS process, it is not conducted by APS India.

The assessment is administered by g.a.s.t., an organisation involved in developing and administering academic language and aptitude assessments in cooperation with German universities and institutions.

Students receive a separate dMAT certificate issued by g.a.s.t. The result is subsequently incorporated into the APS documentation, becoming part of the overall verification process for applicants who fall under the new requirement.

This distinction is important because students will need to plan for the dMAT alongside, rather than instead of, their existing APS and university application requirements.

Does the dMAT make studying in Germany more difficult?

There is no denying that the new requirement adds another step to an already detailed application process.

Students now need to account for dMAT registration, preparation, test dates and result timelines while simultaneously planning their APS verification and university applications. For applicants targeting the Summer Semester 2027 or later, understanding the requirement early will therefore be particularly important.

At the same time, the nature of the assessment means that preparation is likely to be different from preparing for a conventional subject-based entrance examination.

The dMAT is intended to evaluate analytical thinking, logical reasoning, cognitive abilities and the application of these skills to unfamiliar academic problems. Students do not need to approach it as another test of undergraduate subject knowledge or textbook memorisation.

For applicants who understand the format and begin preparing in advance, the additional requirement can be incorporated into the wider application timeline.

What does the new requirement mean for prospective students?

For Indian students considering master’s study in Germany, the introduction of the dMAT makes early planning more important than ever.

Students targeting the Summer Semester 2027 or later should first determine whether their undergraduate discipline and intended master’s programme fall within the areas covered by the new requirement. If they do, the next step is to establish whether the specific programme requires the dMAT as part of the APS process.

From there, the examination needs to be built into the broader application schedule. Registration, preparation, testing and certification timelines should be considered alongside university deadlines and APS requirements.

The introduction of the dMAT represents a significant change in the Germany application process for a section of Indian applicants. But understanding the reasoning behind the change puts the requirement into perspective.

Rather than being an additional measure of a student’s academic history, the dMAT is designed to offer universities another way of assessing academic readiness through a common benchmark. As applications from India continue to grow, such standardisation can help institutions evaluate candidates from diverse academic backgrounds more consistently.

For students, the key takeaway is simple: the dMAT is another component of the Germany admissions journey, not a replacement for the qualifications, academic credentials or APS verification they already need. With early preparation and a clear understanding of the new process, applicants can incorporate the assessment into their plans and approach their applications with greater confidence.

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Gurugram (Haryana) [India]: Ask a room full of parents in India what they want their child to become, and you'll hear 'doctor', 'engineer', or 'maybe a civil servant'. Somewhere down the list, if it comes up at all, someone will mention pilot – usually followed by a comment about how expensive it is or how it's "an uncertain path” or "whether it is a practical career at all". Nobody says that about medicine, even though medicine is expensive too. Nobody says it about engineering.

That gap is worth sitting with, because it isn't really about money. It's about how we talk about the professions themselves.

Three professions, one kind of training; treated very differently

Medicine and engineering share a public image built on years of visible rigour: entrance exams, licensing boards, residencies, apprenticeships, and continuing certification. Most of us know the shape of the journey even if we've never lived it. Aviation has an equivalent structure – arguably a stricter one – and few outside the industry can describe it.

Nor is aviation training simply about learning to control an aircraft. A cadet must develop a working understanding of navigation, meteorology, aircraft systems, aerodynamics, regulations, human performance and operational decision-making. The knowledge is technical, the practical training is closely supervised, and progress depends on demonstrating competence at every stage. Aviation may follow a different educational route from medicine or engineering, but it is no less serious as a field of professional study.

A commercial pilot doesn't finish training once and fly for forty years on the strength of a single certificate. Every six months, pilots undergo simulator checks and are tested again – not as a formality, but as a condition keeping their licence valid. Medical checks are recurring, not one-time. In a modern commercial jet, over 80 parameters are logged every second, which are reviewed and can be scrutinised. Almost no other job has so many aspects of their work being constantly recorded. Very few professions build recertification this deeply into the job itself, and yet the public conversation around aviation rarely mentions it. We talk about turbulence and delays. We don't talk about the discipline that keeps both from becoming something worse.

At Chimes Aviation Academy (CAA), this is the part of the profession we prepare cadets for and the part that gets talked about the least. Cadets don't just learn to fly an aircraft; they learn to be tested on flying it, over and over, for the rest of their working lives. That's closer to how a surgeon or a structural engineer is trained than most people realize. Medicine got centuries to build its public mythology. Aviation, as a mass profession, has had decades.

What the job actually looks like

Talk to a first officer the morning of a flight, and the picture that emerges has little to do with the uniform. The day starts hours before boarding, with a briefing on weather, fuel, and route that the crew has to absorb and question, not just receive. A walk-around of the aircraft follows – a physical, methodical check of the machine they're about to fly, done in person every time, regardless of how many times it's been done before. In the cockpit, checklists run before the engines even start, a call-and-response between two pilots designed so neither one ever relies purely on memory.

Then there's the actual flying, most of which is calm, exact, and almost invisible to passengers who assume the aircraft is largely flying itself. It isn't. Every phase of the flight has a decision point behind it – when to climb, when to hold, what to do if something in the cockpit doesn't look right – made by two people trained to think under pressure and to catch each other's mistakes before they matter. Landing safely at the end of a routine flight is itself the product of hundreds of small correct decisions nobody outside the cockpit ever sees.

For a young cadet, this is the part worth aspiring to – not the layovers or the uniform, but the fact that by the time they're a few years into the job, their judgement is trusted with hundreds of lives at a time and trusted enough that they'll be tested on that judgement again and again for the rest of their career. Few professions hand a twenty-five-year-old that much responsibility this early, with this much structure built around making sure they're ready for it.

A profession is judged by its worst day, not its best one

Part of why medicine and engineering command instant respect is that failure in those fields is visible, personal, and immediate – we understand exactly what's at stake when something goes wrong. Aviation carries the same weight, but the industry has spent so much energy engineering failure out of the system that the public rarely sees what that effort looks like from the inside. Redundancy, checklists, standard operating procedures, and a culture that rewards reporting mistakes instead of hiding them – this is aviation's version of medical protocol. Yet a profession that has quietly built some of the safest systems in industrial history gets less public credit for rigour than professions with far more visible failure rates.

That's a communication problem as much as anything else. Doctors and engineers have decades of television, literature, and family folklore built around the training itself. Pilots have plenty of folklore too – it just tends to stop at the uniform and the travel, without going any further into what the job actually demands of a person's judgement under pressure.

What changes the story

The fix isn't a marketing campaign. It's making the training itself visible, the way medical colleges and engineering institutes have made theirs visible for generations. Academies that publish what a cadet actually goes through – the hours, the failure rates in checkrides, the recurring exams that never really end – do more for the profession's standing than any slogan could.

At Chimes, we've leaned into that visibility on purpose: standardized fleets, in-house maintenance, structured cadet pathways and training systems designed around consistency.

The principle is not very different from the one that governs a respected teaching hospital: training quality must be demonstrated through standards, systems and outcomes, not merely claimed. When an academy's graduates are hired on the strength of their knowledge, discipline, and professional readiness that airlines expect, confidence begins to build not only in the institution but also in the profession itself. Aviation has that signal available. It just hasn't been telling that story out loud.

The bigger opportunity

There's a reason this matters beyond professional pride. A country that talks about aviation with the same seriousness it brings to medicine and engineering builds a deeper, steadier pipeline into it. People choose professions partly based on how those professions are spoken about at home, and aviation deserves to be spoken about for what it demands, not just what it offers. That's the same shift medicine and engineering went through decades ago, and it's overdue in aviation.

India is in an unusually good position to lead that shift. The country already has the scale, the training capacity, and – as its aviation talent increasingly finds its way into cockpits abroad – the growing proof that the training holds up against any standard in the world. What's missing isn't capability. It's the public conversation catching up to what the profession has already become.

The day aviation gets spoken of in the same breath as medicine and engineering won't be the day it becomes as rigorous. It already is. It'll be the day enough people finally recognise it.

Dev Punj is the Vice President at Chimes Aviation Academy (CAA)

New Delhi [India], August 14: With NEET UG continuing to be one of India’s most competitive entrance examinations, access to quality academic guidance, structured preparation and personalised learning has become increasingly important. Recognising the need to make quality NEET preparation more accessible, Vedantu is offering an up to 80% discount on its online NEET and JEE Main courses, giving students across India an opportunity to prepare through a technology-enabled learning ecosystem at a significantly reduced cost.

The special offer comes at a time when Vedantu has reported strong results in NEET UG 2026, including AIR 10 (General) secured by Sarthak Patil from Sangli, Maharashtra, along with more than 1,000 successful NEET selections and 323 students securing admissions to Government Medical Colleges.

The results highlight the importance of consistent preparation, conceptual clarity, regular assessment and expert mentorship in a student’s NEET journey. Through its online learning programmes, Vedantu aims to bring these academic resources within the reach of students irrespective of their geographical location.

Vedantu Offers Up to 80% Discount on Online NEET and JEE Main Courses to Help More Students Achieve Their Goals

Vedantu’s up to 80% discount on online NEET and JEE Main courses is designed to make structured medical entrance preparation more affordable for aspiring doctors across India.

With the discount, students can access Vedantu’s online learning ecosystem while preparing from the comfort of their homes. The courses are designed to combine LIVE interactive classes, experienced faculty, personalised academic support, regular tests, doubt resolution, performance tracking and technology-enabled learning tools.

For many students and parents, the cost of long-term competitive examination preparation can be a significant consideration. By offering an 80% discount, Vedantu is seeking to reduce this barrier and make quality online preparation accessible to a wider pool of NEET aspirants.

A Structured Approach to NEET Preparation

NEET preparation requires students to maintain consistency over an extended period. Merely studying for long hours is not enough; aspirants also need to understand concepts, practise questions, evaluate their performance and continuously work on areas that require improvement.

Vedantu’s academic ecosystem focuses on creating a structured preparation journey. Students can participate in LIVE classes, interact with teachers, clarify their doubts and regularly assess their understanding through tests and practice sessions.

Technology also plays an important role in the learning experience. Performance insights and analytics can help students identify their strengths and areas for improvement, enabling them to make their preparation more focused and efficient.

The combination of experienced educators and technology-driven learning is intended to give students a more personalised approach to competitive examination preparation.

Bringing Quality Preparation Beyond Geographical Boundaries

Students preparing for NEET come from diverse backgrounds and locations. While metropolitan cities have traditionally offered students access to numerous coaching options, online education has significantly expanded the possibilities for aspirants living in smaller cities and towns.

Vedantu’s online courses allow students to access academic resources without having to relocate. This can be particularly valuable for aspirants who want to continue their preparation from their hometown while accessing a structured learning environment.

The 80% discount further strengthens this accessibility by making the online courses available at a substantially reduced cost.

Helping Aspirants Move Closer to Their Medical Dreams

Vedantu’s NEET UG 2026 performance, including the achievement of AIR 10 (General), 1,000+ successful selections and 323 Government Medical College admissions, provides an encouraging example for students preparing for future examinations.

However, every student’s journey is different. Success in NEET ultimately depends on individual effort, consistency, discipline and preparation. The right academic ecosystem can support students by providing guidance, resources and a structured approach throughout the journey.

With the up to 80% discount on online NEET and JEE Main courses, Vedantu is taking an additional step towards making its digital learning ecosystem accessible to more aspiring doctors.

For students beginning their NEET preparation or looking to strengthen their existing strategy, the offer provides an opportunity to explore structured online learning with reduced financial barriers.

The road to becoming a doctor begins with preparation—and with Vedantu’s up to 80% discount on online NEET and JEE Main courses, more aspirants can now take that first step towards their medical dreams.

GD Goenka Public School Lucknow

Lucknow (Uttar Pradesh) [India], August 14: The latest Cfore School Rankings 2026 have reaffirmed Lucknow’s status as a prominent hub for educational excellence. Highlighting academic rigor, infrastructure, and holistic development, the state rankings prominently featured the city’s premier educational institutions. Earning significant recognition, GD Goenka Public School Lucknow emerged as the No. 1 CBSE Co-educational Day School in Uttar Pradesh, securing an impressive total score of 1199 out of 1450.

The competitive landscape of the best day co-educational schools in Lucknow showcases a strong commitment to quality education across the board. In the ICSE board category, Seth MR Jaipuria School, Gomti Nagar secured the top rank with a total score of 1214. Following closely in the top tier of city schools are City Montessori School, Gomti Nagar with 1187 points, and Delhi Public School, Gomti Nagar Extn with 1160 points. Adding to the city’s strong educational portfolio, City Montessori School, Rajajipuram and Seth Anandram Jaipuria School, Shaheed Path ranked highly with scores of 1155 and 1152, respectively.

Started in 2011, GD Goenka Public School Lucknow has consistently focused on modern educational practices to achieve its top CBSE ranking. The sprawling campus features modern infrastructure, well-equipped classrooms, and a dedicated faculty. Beyond standard academics, the school provides a comprehensive curriculum enriched with a diverse range of extracurricular activities, sports facilities, and leadership programs. By nurturing students’ intellectual, emotional, and social growth, the school empowers them to become responsible and creative global citizens equipped to meet the challenges of the 21st century.

Reflecting on the milestone, Sarvesh Goel, the Chairman of GD Goenka Public School Lucknow, attributed the achievement to the collective efforts of the school community.

“We are very pleased by this recognition,” Goel said. “It is the collective efforts of the entire Goenkan team and reflects our commitment to create the most advanced and conducive learning environment for our students, where children grow into confident, independent, innovative and lifelong learners. The main reason behind this achievement is that we are future-driven and keep pace with global trends and the latest technology.”

Goel further emphasized that the top ranking is a testament to the dedication of teachers, school authorities, and parents. He noted that the institution aims to nurture well-rounded individuals who grow in both character and global awareness, rather than focusing solely on academic strength.

“We will continue to embrace innovation, global best practices and future-ready learning, thus empowering every child to face the challenges of the ever growing and changing outside world,” he added. “Our objective at large is to create enriched personalities who will further contribute in the development of the nation and this survey result is surely a motivation for us to aim for greater goals.”

Under the visionary leadership of Sarvesh Goel, the school has cultivated a dynamic environment highly conducive to research, creative learning, and innovation, blending global education standards with traditional Indian values.

Beyond his role as an educationist, Sarvesh Goel stands as an eminent entrepreneur, marathoner, hotelier, and film producer. Leading the Mansingh Goel Group, a conglomerate with a rich legacy dating back to 1921, his leadership has set high benchmarks across multiple sectors including luxury hospitality, fitness, and entertainment, reinforcing an unwavering commitment to societal betterment.

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Vadodara (Gujarat) [India], August 13: Marking the beginning of the legal journey for the newly enrolled Batch of 2026, Aarambh 2026, organised by the Faculty of Law at Parul University, brought together distinguished members from the judiciary, faculty, graduates, and students for a focused discussion on “Professional Ethics in Courtrooms and Digital Media: Ensuring Transparency while Preserving Judicial Dignity”. The occasion was graced by Hon’ble Justice Sandeep Mehta, Judge, Supreme Court of India as the chief guest, and Hon’ble Justice Vaibhavi D. Nanavati, Judge, Gujarat High Court, as the guest of honour, who shared insights on professional conduct, open justice, and also the responsibilities that legal professionals carry in the digital era.

Speaking to the students, Honorable Justice Sandeep Mehta said that technology has reshaped access to justice, making court proceedings available to a much wider audience. At the same time, he also cautioned them against interpreting judicial observations through social media clips, because it’s the courts that decide cases based on evidence, legal principles, and a properly reasoned analysis. He also encouraged young lawyers to understand that the next generation will play a defining influence in shaping the justice system of tomorrow.

Addressing the importance of professional ethics in the legal profession, Justice Vaibhavi D. Nanavati placed professional ethics at the center of a lawyer’s identity and emphasized that ethics are reflected in everyday choices and the way someone behaves. She talked about truthfulness, courage, preparation, judgement, and professional courtesy while noting that legal professionals have to build their reputation through knowledge and real-world conduct rather than digital visibility. And then she also addressed the responsible use of Artificial Intelligence, saying AI may help with legal research and efficiency; adjudication, interpretation, and application of law must remain rooted in human judgement, empathy, and fairness.

The occasion also recognized the accomplishments of graduates who qualified the All India Bar Examination (AIBE) through a special felicitation ceremony, celebrating their successful transitions towards professional legal practice. The engagement between the judiciary, practising legal professionals, graduates and the newly enrolled students added a meaningful dimension to Aarambh, connecting the beginning of legal education with the realities and responsibilities of the profession.

Addressing the importance of experience in crafting legal understanding, drawing upon Oliver Wendell Holmes Jr.’s celebrated words, Dr. Rajendra I. Parikh, Dean, Faculty of Law, stated, “The life of the law has not been logic: it has been experience.” The message encouraged students to think beyond textbooks and statutes, as they prepare for the everyday realities of legal practice.

Speaking on the larger responsibility that comes with the legal profession, Dr. Devanshu Patel, President, Parul University, said, “The legal profession is not only about winning arguments; it’s also about making sure justice truly prevails. As students start this journey, they need to build a habit of reading more, thinking deeply, and above all, staying kind. At Parul University, our endeavour is to grow responsible, ethical lawyers, and also officers of the court who are responsible and professionals whose character is stronger than their arguments.” He also pointed out that “a lawyer wants to win, and a great lawyer wants justice to win,” urging students to walk into this work with purpose as well as integrity.

The programme reinforced that while technology, Artificial Intelligence and digital platforms will keep transforming the legal profession, the core values of judicial independence, professional integrity, responsibility and public trust have to stay constant. With Aarambh 2026, Parul University’s Faculty of Law set a strong foundation for its new students, but also celebrated its graduates moving into professional practice, bringing together the wisdom of the judiciary and the aspirations of the next generation of legal professionals.

12-month live online programme to strengthen strategic, operational & digital leadership capabilities for healthcare professionals, hospital administrators, doctors & healthcare entrepreneurs

Kolkata (West Bengal) [India], August 12: The Indian Institute of Management Calcutta, in collaboration with TimesPro, has opened admissions to the sixth batch of its Executive Programme in Healthcare Management, a specialised executive education programme designed for professionals seeking to lead in India’s fast-evolving healthcare ecosystem.

As healthcare continues to emerge as one of India’s most significant sectors in terms of revenue, employment and public relevance, the need for skilled leaders who can manage scale, complexity and technology-led transformation has become increasingly critical. The programme equips healthcare professionals with contemporary managerial, strategic and leadership capabilities required to address the opportunities and challenges created by deeper healthcare penetration, growing private and public investment, and the wider adoption of technology across hospitals, pharmaceuticals, insurance, diagnostics, medical devices, telemedicine and allied healthcare services.

The 12-month live online programme has been designed for doctors, hospital administrators, allied healthcare professionals and healthcare entrepreneurs. It enables participants to develop systems thinking, operational excellence, digital fluency and evidence-led decision-making for career progression and leadership roles in healthcare. Learners will gain exposure to AI, data analytics and healthcare technology applications that support informed decision-making, while strengthening their strategic leadership, financial acumen, operational understanding, people management, communication and collaboration skills. A key feature of the programme is the seven-day on-campus immersion at IIM Calcutta, conducted across two campus visits, where participants will translate interdisciplinary learning into applied projects, AI use-case development and reflective practice.

India’s healthcare capacity agenda has also created a sharper demand for trained professionals who can combine domain expertise with managerial competence. The Government has outlined plans to add 1,00,000 Allied Health Professionals over the next five years to improve access, quality and sustainability across allied healthcare education and services. Healthcare spending, estimated at 3.3 per cent of India’s GDP in 2022, is expected to rise to 5 per cent by 2030. Medical value travel is also gaining momentum, with India’s medical tourism market projected to reach approximately US$ 16.2 billion by 2030. The parallel growth of health insurance, medical devices, diagnostics, telemedicine and digital health further reinforces the need for professionals who can lead institutions with both sectoral insight and business discipline.

Speaking at the announcement of the sixth batch, Professor Rahul Kumar and Professor Saikat Maitra, Programme Directors of EPHM, IIM Calcutta, said, “Healthcare leadership today demands judgement that integrates clinical realities, policy, operations, finance and technology. This programme helps professionals examine the sector as a connected system, build evidence-led decision-making capability, and translate managerial learning into measurable improvements in patient care, institutional performance and healthcare access across diverse delivery settings in India.”

Sridhar Nagarajachar, Business Head – Executive Education, TimesPro, said, “India’s healthcare expansion is creating a sharper need for professionals who can lead with both domain depth and management maturity. Through our collaboration with IIM Calcutta, we aim to make high-quality executive education accessible to practitioners seeking to manage complexity, adopt digital tools and drive responsible healthcare transformation at scale.”

Previous cohorts of the IIM Calcutta Executive Programme in Healthcare Management have reflected strong diversity and inclusion, with women accounting for 44 per cent of participants. Learners have represented a wide range of healthcare and allied sectors, including hospitals, medical practice, pharmaceuticals, medical equipment, academia, fitness, occupational health and mining-linked healthcare services. Participants have brought professional experience ranging from three years to over 15 years. Upon completing the programme, learners will be better prepared for management and leadership responsibilities across roles such as hospital administrators, CEO or executive managers, medical practice managers, clinical directors, supervisors, and health advocates.

Participants will study across three modules: Strategic Excellence in Healthcare Systems, Operational Excellence in Healthcare Delivery, and Integrative Practice & Practitioner Toolkit. The curriculum covers healthcare systems and policy, strategy, law and governance, digital leadership, AI strategy, healthcare financial management, digital health, artificial intelligence and data analytics, among others. The third module focuses on applied learning through a capstone project, practitioner toolkits, AI and digital use-case labs, and peer-led reflection, enabling participants to drive both immediate operational improvements and long-term institutional transformation.

Medical practitioners and administrators with MBBS, BDS, BAMS or equivalent degrees recognised by UGC, AICTE, MCI or equivalent bodies are eligible to apply. Graduates from biotechnology, biomedical or related disciplines with a minimum of three years of experience in the healthcare sector may also apply. Applicants from other disciplinary backgrounds must have a minimum of five years of experience in the healthcare sector. All applicants must have secured at least 50 per cent marks in graduation or post-graduation.

The programme will be delivered through TimesPro’s Interactive Learning platform in Direct-to-Device mode. Participants will also attend mandatory campus immersions at IIM Calcutta, together spanning seven days, offering direct engagement with faculty, senior industry experts and peers from across the healthcare sector. The pedagogy will include live lectures by IIM Calcutta faculty, classroom discussions, expert sessions, case-based learning and participant presentations aligned to each module. Participants who complete the programme will receive a certificate of completion and Executive Education Alumni status from IIM Calcutta.

About Indian Institute of Management Calcutta:

Established in November 1961 by the Government of India in collaboration with Alfred P. Sloan School of Management (MIT), the Government of West Bengal, the Ford Foundation, and Indian Industry. The Indian Institute of Management Calcutta (IIM Calcutta) was the first national institute for post-graduate studies and Research in Management.

Over the last six decades, IIM Calcutta has gained global repute for imparting high-quality management education through its Post-Graduate and Doctoral level programs, Executive Training Programs, and Research and Consulting Activities. It is the first ‘Triple Accredited’ management school from India with accreditations from Association to Advance Collegiate Schools of Business (AACSB); European Quality Improvement System (EQUIS); and Association of MBAs (AMBA).

Today, IIM Calcutta is one of Asia’s finest Business Schools. Its strong ties to the business community make it the ideal institution to attract India’s best talent and promote management practices in Indian organisations.

About TimesPro

TimesPro, established in 2013, is a leading Higher EdTech platform dedicated to empowering the career growth of aspiring learners by equipping them with skills to rise in a competitive world. TimesPro’s H.EdTech programmes are created to meet the rapidly changing industry requirements and have been blended with technology to make them accessible & affordable. 

TimesPro offers a variety of created and curated learning programmes across a range of categories, industries, and age groups. They include employment-oriented early career programmes across BFSI, e-Commerce, and technology sectors; executive education for working professionals in collaboration with premier educational institutions like IIMs and IITs; and organisational learning and development interventions at the corporate level. 

TimesPro also collaborates with India’s leading organisations across varied sectors to provide upskilling and reskilling solutions to boost employability and create a robust workforce. TimesPro is a Higher EdTech initiative by The Times Group.

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Indian Institute of Creative Skills (IICS) partners with Shankar Mahadevan Academy

Bengaluru (Karnataka) [India], August 12: In a landmark step towards transforming music education and strengthening India’s creative economy, Shankar Mahadevan Academy and the Media & Entertainment Skills Council (MESC), through its flagship institution, the Indian Institute of Creative Skills (IICS), formalized a strategic collaboration during SANGAM 2026, the Academy’s prestigious global music festival.

The Memorandum of Understanding (MoU) was exchanged during the festival in the presence of Padma Shri Shankar Mahadevan, Chairman, Media & Entertainment Skills Council (MESC) and Founder, Shankar Mahadevan Academy; Dr. Mohit Soni, Chief Executive Officer, MESC; Mr. Sridhar Ranganathan, Founder & CEO, Clood On Inc. and Shankar Mahadevan Academy; acclaimed theatre, television and film actor Amit Behl, along with distinguished members of the music fraternity, academia and industry.

SANGAM serves as the Academy’s flagship global platform, bringing together students, faculty, mentors, affiliate partners and music enthusiasts from across the world to celebrate the spirit of music through performances, masterclasses, collaborative learning and industry interactions. The festival offers aspiring musicians a unique opportunity to showcase their talent before eminent maestros while learning directly from accomplished artists and experts.

The collaboration marks the coming together of three institutions with complementary strengths:

• Shankar Mahadevan Academy will bring its globally recognised music pedagogy, faculty expertise and decades of excellence in music education.
• Media & Entertainment Skills Council (MESC), India’s apex industry-led Sector Skill Council for the media and entertainment sector, will provide the national skilling framework, industry standards, occupational qualifications and certification ecosystem.
• Indian Institute of Creative Skills (IICS), operating under the aegis of MESC & NSDC, will serve as the academic and implementation partner, delivering world-class education through its creative campuses, industry-integrated infrastructure and future-focused learning environment.

Together, the partnership aims to create a comprehensive ecosystem for music education that seamlessly integrates artistic excellence with structured skill development, formal education and industry readiness.

The collaboration will focus on:

• Delivering specialised music, vocal arts and music production programmes across IICS campuses.
• Integrating music education into certificate, diploma and degree pathways in collaboration with higher education institutions.
• Developing industry-aligned Qualification Packs (QPs), curricula and learning resources aligned with evolving industry requirements.
• Strengthening faculty development and Train-the-Trainer initiatives to build a robust ecosystem of music educators.
• Promoting blended learning through digital platforms, immersive studio-based training and technology-enabled education.
• Enabling government-recognised certifications and nationally benchmarked skill qualifications.
• Creating opportunities for entrepreneurship, intellectual property development, original content creation and independent music careers.
• Facilitating internships, live industry projects, performances, mentorship and employment opportunities through MESC’s extensive industry network.

The partnership is designed to bridge the gap between creative education and professional careers while nurturing the next generation of performers, composers, music producers, educators and entrepreneurs who will contribute to India’s rapidly expanding creative economy.

Speaking on the occasion, Padma Shri Shankar Mahadevan, Chairman, MESC and Founder, Shankar Mahadevan Academy, said:

“Music has the power to transform lives, and quality education plays a defining role in nurturing talent. Through this collaboration, we are creating a structured pathway where passion meets professional excellence. By bringing together world-class pedagogy, industry standards and institutional excellence, we hope to empower aspiring musicians with opportunities to learn, perform, innovate and build meaningful careers.”

Dr. Mohit Soni, Chief Executive Officer, MESC, said:

“This collaboration represents a significant milestone in strengthening India’s music education ecosystem. By combining the academic excellence of Shankar Mahadevan Academy with MESC’s national skilling framework and the Indian Institute of Creative Skills’ state-of-the-art creative infrastructure, we are building an integrated model that prepares learners with industry-relevant competencies, recognised certifications, practical exposure and enhanced employability. This partnership reflects our commitment to creating future-ready creative professionals for India’s growing media and entertainment sector.”

Mr. Sridhar Ranganathan, Founder & CEO, Clood On Inc. and Shankar Mahadevan Academy, added:

“At Shankar Mahadevan Academy, our vision has always been to make high-quality music education accessible while preserving artistic excellence. This collaboration with MESC and the Indian Institute of Creative Skills allows us to expand that vision by connecting structured learning with recognised qualifications, industry opportunities and innovative career pathways for aspiring musicians across the country.”

The collaboration between Shankar Mahadevan Academy, Media & Entertainment Skills Council (MESC) and the Indian Institute of Creative Skills (IICS) represents a significant step towards building a future-ready creative talent pipeline for India. By integrating education, industry engagement and nationally recognised skill development, the partnership seeks to empower learners, strengthen educators, foster innovation and create sustainable career opportunities across the music and creative industries.

About Media & Entertainment Skills Council (MESC)

Media & Entertainment Skills Council (MESC) is the industry-led Sector Skill Council for the Media & Entertainment sector, operating under the Ministry of Skill Development & Entrepreneurship, Government of India. MESC develops occupational standards, qualifications, certification frameworks and industry-led skilling initiatives to create a globally competitive creative workforce.

About Indian Institute of Creative Skills (IICS)

The Indian Institute of Creative Skills (IICS) is the flagship institution of MESC, established to develop world-class talent across media, entertainment and creative technology disciplines. IICS offers industry-integrated education, cutting-edge infrastructure and experiential learning across emerging creative domains, preparing learners for careers in India’s fast-growing creative economy.

About Shankar Mahadevan Academy

Shankar Mahadevan Academy is a globally recognised institution dedicated to music education, offering structured learning programmes in Indian music and contemporary disciplines through technology-enabled pedagogy, expert faculty and an international network of students and educators.

For Queries:

Media & Entertainment Skills Council (MESC)
Email: info@mescindia.org
Website: www.mescindia.org

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Noida (Uttar Pradesh) [India], August 13:  Institute of Management Studies (IMS) Noida, a NAAC A+ accredited institution known for its industry-aligned education, experiential learning, and multidisciplinary academic excellence, has announced the commencement of admissions for the 2026–27 academic session. This year’s admissions cycle comes on the back of strong academic outcomes, national recognition, and a placement season that recorded 99% placements, with the highest international offer touching ₹42 LPA.

Admissions are currently open for BBA, MBA, BCA, MCA, BA (Journalism & Mass Communication), MA (Journalism & Mass Communication), B. Com (E-Commerce Operations), and B. Com (Digital Marketing).

Accredited with NAAC A+, IMS Noida has built its 2026 academic year on a series of independent recognitions, including being ranked 4th among Outstanding Colleges of Excellence in India for its MCA Program by GHRDC, 4th in Uttar Pradesh for its BBA Program, and 9th among Private Journalism & Mass Communication Colleges in India in The Week–Hansa Research Survey 2026. Its School of Journalism & Mass Communication and IMS Law College have also been recognized among the country’s leading private institutions, reflecting the institute’s multidisciplinary strength across diverse domains.

The institute’s commitment to quality education has also been recognized through several prestigious national accolades. IMS Noida was accredited with NAAC A+ by the National Assessment and Accreditation Council (NAAC) in 2024, reaffirming its academic excellence. It was also recognized as AAA+ Rated India’s Best B-School 2026 by Careers360, while its School of Journalism & Mass Communication secured a place among India’s Top Private Journalism & Mass Communication Colleges in The Week–Hansa Research Survey 2026.

Strengthening its industry-oriented approach, IMS Noida has established collaborations with leading organizations including IIT Bombay, NASSCOM, Microsoft, Adobe, Google, and LinkedIn to offer industry-recognized certification programs and enhance students’ employability. IMS Noida actively engages students in community-led initiatives through Salaam Namaste Community Radio, a unit of the institute. From promoting reading through ‘Kitaab Ghar: Celebrating Reading Month’26, producing the ‘Beyond Classroom’ podcast series aligned with the National Education Policy (NEP), and driving sustainability through the Zero Waste Ambassadors initiative, to organizing career guidance programs and consumer awareness campaigns under the ‘Jago Grahak Jago’ initiative in collaboration with the Bureau of Indian Standards (BIS), Ministry of Consumer Affairs, Government of India

Commenting on the commencement of admissions, Rajeev Gupta, President, IMS Noida, said:

“Choosing a higher education institution today is no longer just about earning a degree – it is about finding an ecosystem that enables students to discover their potential, develop future-ready skills, and build meaningful careers. At IMS Noida, we have always believed that academic excellence must be complemented by industry exposure, innovation, and experiential learning. As we welcome applications for the new academic session, our focus remains on nurturing graduates who are adaptable, responsible, and equipped to succeed in an ever-changing global environment.”

Complementing its academic excellence is a strong record of career outcomes. With a 99% placement rate, IMS Noida has consistently enabled students to secure opportunities with leading national and global organizations such as Accenture, Amazon, Deloitte, HCL, Wipro, Tech Mahindra, Audi, HDFC Bank, Standard Chartered, The Times of India, Zee News, Bisleri, Yamaha, Himalaya, IBM, Smart Energy Water, Galaxy Infotech, Appsquadz, and Jaro Education, among others.

Beyond academics, IMS Noida fosters holistic development through entrepreneurship initiatives, innovation-led learning, student clubs, and experiential pedagogy that build leadership and problem-solving skills. A vibrant sports ecosystem, supported by professional coaching, modern infrastructure, and merit-based sports and cultural scholarships, further empowers students to excel both on and off the campus.

The institute’s commitment to excellence is equally reflected in the achievements of its students. Anuradha Behera (BA LL.B., 2021–2026) secured the 2nd Rank at CCS University, Meerut, among students from over 200 affiliated law colleges, while Snigdha Mathur (MAJMC) secured the 3rd Rank at the university level, underscoring IMS Noida’s focus on nurturing graduates who excel academically as well as professionally.

Admissions for the 2026–27 academic session will remain open until August 2026.

Prospective students can explore IMS Noida’s academic programs, scholarships, industry collaborations, campus life, and admissions process by visiting https://admission.imsnoida.edu.in/.

About IMS Noida

Established in 1998, Institute of Management Studies (IMS) Noida is one of North India’s leading higher education institutions, recognized for its commitment to academic excellence, innovation, and industry-integrated learning. Accredited with NAAC A+, the institute offers undergraduate and postgraduate programmes across Management, Information Technology, Journalism & Mass Communication, Commerce, Law, and Design. Through distinguished faculty, strong corporate partnerships, industry collaborations, experiential pedagogy, entrepreneurship initiatives, modern infrastructure, sports and cultural excellence, and a vibrant campus ecosystem, IMS Noida prepares students to become future-ready professionals capable of creating meaningful impact across industries and society.

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Chandigarh [India], August 12: Chitkara University and Paramotor Digital Technology Limited have signed a Memorandum of Understanding (MoU) to establish the Sonia Asher Centre of Excellence in Future Technologies and Innovation (“Centre”), aimed at preparing students for the rapidly evolving technology and fintech ecosystem.

The Centre will bring together students and faculty across engineering, business, design, mass communication and law, providing exposure to emerging technologies, industry practices, real-world applications and interdisciplinary learning.

Through this initiative, Paramotor Digital Technology Limited will bring its industry experience into the learning environment via corporate mentorship, workshops, hackathons, professional summits and symposia. Students will gain practical exposure to areas including AI, data science and technology competencies, helping bridge the gap between academic learning and industry application.

Expressing her opinion at the inauguration, Dr Madhu Chitkara, President and Co-founder of Chitkara University, said:

“Technology is reshaping the financial landscape at an unprecedented pace, and preparing students for this transformation requires more than academic knowledge; it demands meaningful engagement with industry, real-world problem-solving, and an interdisciplinary perspective. The Sonia Asher Centre of Excellence in Future Technologies and Innovation reflects our commitment to creating learning ecosystems where students can engage with emerging technologies, understand their applications, and develop the confidence to innovate. Through this collaboration with Paramotor Digital Technology Limited, we aim to equip our students with the skills, adaptability and future-oriented mindset needed to contribute meaningfully to the evolving fintech and technology ecosystem.”

Sonia Asher, Executive Chairperson and Whole-Time Director, Paramotor Digital Technology Limited, said:

“Fintech needs talent that can connect technology with real-world problems. Through this Centre, we hope to help students build the skills and perspective needed to shape what comes next.”

The initiative will also support faculty development, student projects, innovation programmes and industry interaction. Internship and employment opportunities, where applicable, will remain subject to defined selection and performance criteria.

The Centre aims to bring academia and industry closer, giving students practical perspectives and exposure that can help prepare them for opportunities across the evolving fintech and technology landscape.

About Paramotor Digital Technology Limited 

Paramotor Digital Technology Limited is a fintech company focused on consumer spend management, rewards, loyalty platform, digital gifting and technical development services for businesses and consumers across India.

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Kolkata (West Bengal) [India], August 12: Moving away from mass-based coaching, NEET 660 combines Gurukul-inspired mentorship, individual supervision, performance tracking, and disciplined preparation to help serious NEET aspirants pursue Government Medical College selections.

For thousands of medical aspirants across India, clearing NEET is no longer simply a test of how much a student knows. The increasingly competitive nature of medical admissions has made preparation a much broader challenge – one involving planning, consistency, discipline, emotional strength, time management, and the ability to perform under pressure.

It is within this changing landscape that Saurrish Ghosh, Founder of NEET 660, has developed a unique mentorship-centric preparation model aimed at providing students with a more personalized alternative to conventional coaching.

Rather than treating students as part of a large classroom group, NEET 660 is built around close mentorship and continuous supervision. Ghosh, who is recognized as India’s first high-performance-driven NEET Mentor, believes that serious aspirants require far more than classroom instruction. They need someone who can follow their progress closely, identify problems early, create an appropriate strategy, and remain involved throughout the preparation process.

The philosophy behind NEET 660 draws inspiration from India’s traditional Gurukul system, where learning was closely connected with discipline, personal guidance, and continuous interaction between mentor and student. The model combines these principles with contemporary academic methods, performance analysis, structured practice, and modern examination strategies.

Small Batches, Individual Attention, Guaranteed Results.

One of the defining characteristics of the program is its highly selective admission structure. NEET 660 limits its annual intake to just 50 students, allowing the mentoring team to devote complete attention to each individual.

The objective is to understand every student’s academic profile rather than relying on a uniform teaching system. Mentors can monitor performance, recognize specific strengths and weaknesses, modify preparation plans, and provide regular direction as students progress through the demanding NEET cycle.

For Ghosh, this individualized approach is particularly important because no two aspirants necessarily face the same challenges. A student may possess strong conceptual knowledge but struggle with time management, while another may require additional support with consistency, revision, or examination temperament.

Mentorship Beyond the Classroom

At NEET 660, the emphasis extends beyond completing the syllabus. The program is based on the premise that high-stakes competitive examinations require a combination of academic understanding and disciplined execution.

Preparation therefore incorporates conceptual development, strategic planning, regular practice, performance evaluation, routine building, and psychological resilience.

Ghosh believes that a lack of ability is not always the reason students fail to reach their potential. In many cases, he believes, students struggle because they do not have structured guidance at crucial stages of their preparation.

This belief forms an important part of the NEET 660 philosophy: identify the problem, understand its cause, build a practical strategy, and consistently monitor whether that strategy is producing results.

A Different Approach to Accountability

Perhaps the most unconventional element of the NEET 660 model is its performance-linked fee refund policy. According to the organization, 100% of the coaching fee is refunded to students who fail to attain the qualifying cut-off for a government medical college.

The policy is positioned by NEET 660 as a demonstration of confidence in its mentoring methodology while also establishing a strong sense of accountability toward student outcomes.

Experience Built Around NEET

Ghosh’s mentoring journey has involved working with numerous NEET aspirants over the years. According to reported results from the organization, several students have achieved scores in the 640-660 range, with the highest reported score standing at 673.

These results form part of Ghosh’s broader argument that individual mentoring, disciplined preparation, continuous monitoring, and a carefully designed study strategy can substantially influence a student’s NEET performance and their prospects of securing a seat in a Government Medical College.

With almost a decade of experience studying and understanding the NEET ecosystem, Ghosh has developed a framework that he says goes beyond traditional academic coaching.

His approach focuses on areas such as decision-making, time utilization, examination temperament, daily habits, confidence, and student behaviour – factors that can become decisive during a high-pressure entrance examination.

Teacher and Mentor Are Not the Same

At the heart of Ghosh’s philosophy is a distinction between teaching and mentoring.

A teacher primarily helps a student understand a subject or concept. A mentor, in Ghosh’s view, has a much wider responsibility: helping the student determine how to prepare, how to organize time, how to respond to setbacks, how to analyze performance, and how to maintain the right mindset until the examination.

NEET 660 has consequently been designed around continuous engagement rather than isolated classroom sessions.

Students undergo structured evaluations, receive regular feedback, work with individualized academic plans, and are encouraged to develop habits that support consistency throughout their preparation.

Developing the Student, Not Just the Score

Another important component of the Gurukul-inspired model is its focus on personal development.

Ghosh believes that academic background should not necessarily determine the final outcome of a student’s NEET journey. With appropriate guidance, a disciplined routine, individualized strategies, regular supervision, and a supportive environment, students with average academic records can potentially make significant improvements in their performance.

The objective, therefore, is not merely to increase marks in a test series or complete a particular chapter. It is to develop students who can remain disciplined, confident, analytical, and focused while navigating one of India’s most demanding entrance examinations.

A Vision Beyond NEET

The larger ambition of NEET 660 extends beyond helping students cross an examination cut-off. Its stated vision is to create a preparation ecosystem in which aspiring doctors receive structured guidance throughout their journey toward their professional goals.

In this model, success is not viewed exclusively through a numerical score. Discipline, confidence, decision-making, consistency, and the ability to handle pressure are treated as equally important components of a student’s development.

As India’s medical education sector becomes increasingly competitive, personalized mentorship is emerging as an alternative to the traditional mass-coaching format. Students and parents are increasingly looking for preparation systems that can address individual academic needs rather than applying the same approach to an entire classroom.

NEET 660 has already positioned itself within this changing environment through its combination of selective admissions, intensive individual mentorship, structured preparation, performance monitoring, and continued academic engagement.

Its philosophy can be summed up as quality over quantity and mentorship over mass instruction.

For Saurrish Ghosh, the ultimate objective is straightforward: create a system in which dedicated NEET aspirants receive the guidance, discipline, and sustained support necessary to move from the dream of becoming a doctor toward the coveted white coat they aspire to wear.

New Delhi [India], August 12: The first batch of Shanta Narang’s Advanced SEO Course begins on 15 August, giving learners an opportunity to build practical, future-ready SEO skills. With limited seats, the programme is designed for professionals, marketers, business owners, freelancers, and aspiring SEO specialists.

This programme covers the complete SEO ecosystem, including technical SEO, on-page, off-page, use of AI in SEO, GEO, analytics, tools, software, and projects. It is designed to help participants move beyond theory and understand how modern search works.

Learn From an Experienced SEO Expert

Shanta Narang brings a hands-on approach to the program. Participants will learn directly from the best SEO expert in India and understand how SEO strategies are researched, implemented, measured, and improved.

The SEO course has a combination of structured lessons, assignments, and projects. This means learners can use concepts in SEO problems, instead of just remembering frameworks.

What Will You Learn?

The Advanced SEO Course covers areas of SEO, including:

1. On-page SEO

• Keyword research and search intent
• Content optimisation
• Internal linking
• SERP-focused strategies

2. Technical SEO

• Website architecture
• Crawling and indexing
• Core Web Vitals
• Technical audits and troubleshooting

3. Off-page SEO

• Link-building strategies
• Digital PR
• Authority building
• Competitor analysis

4. AI and GEO

• AI-powered SEO workflows
• Generative Engine Optimisation
• Optimising content for AI search
• AI for research, ideation, and productivity

Tools, Software and Practical Projects

One of the main advantages of this SEO course is its implementation-focused approach. Attendees will have the chance to use tools and software for keyword research, audits, competitor analysis, content optimisation, tracking and reporting.

Hands-on projects provide a practical way for learners to apply concepts and gain experience they can discuss in a professional setting. If you’re trying to learn SEO online, this project-led approach will keep your learning focused on your career.

One-on-One Mentoring

The programme also includes 1-on-1 mentoring. Participants can get individual guidance, clear up doubts, discuss SEO challenges, and learn how SEO strategies can be adapted to different websites and business objectives.

This support makes the SEO course online experience more interactive than learning entirely through recorded material.

Key Benefits of the Programme

The programme offers several advantages:

• Complete learning across major SEO areas
• Projects and implementation
• Personalised 1-on-1 mentoring
• AI and GEO exposure
• Training on SEO tools and software
• Insights from an experienced SEO consultant
• Skills useful for agencies, brands, freelancers, and in-house teams

This combination of expertise, practice, and mentoring can provide a lot of value for professionals who are considering options for the best SEO course.

Why This SEO Course in India Stands Out

A modern SEO course in India has to move beyond the traditional rankings. Businesses now compete on search engines, AI platforms and evolving SERPs.

This program is a mix of technical SEO, content, links, AI, GEO, analytics, tools, and execution. It provides a structured path for learners who want to pursue an SEO course in India to understand the established as well as the emerging search practices.

Who Should Join the Advanced SEO Course?

Those seeking expert support can benefit from its practical approach. It is also suitable for professionals seeking online SEO training with a focus on implementation. This online seo training emphasises practical application. The programme can be useful for:

• SEO professionals seeking advanced skills
• Digital marketers expanding their expertise
• Content professionals learning search optimisation
• Business owners managing online visibility
• Freelancers adding SEO services
• Beginners seeking structured SEO skills

What Makes the First Batch Special?

The first batch starts on 15 August; this online SEO course has limited seats. The second batch of the SEO training program can start in mid-September.

The combination of expert-led sessions, projects, mentoring, AI, GEO, and advanced SEO makes this opportunity relevant. Learners searching for the best SEO course can secure their place before the first batch fills. Another best SEO course advantage is its practical focus.

For anyone seeking an SEO course online, the programme offers flexibility with expert guidance. The SEO course online model suits working professionals. This SEO course online option supports professionals. It also gives participants a chance to learn from the best SEO expert in India while developing practical skills.

Enrol Before Seats Fill

The first batch of Shanta Narang’s Advanced SEO Course begins on 15 August. Interested learners should enrol now before the limited seats fill up.

Those searching for an SEO course in India can use this opportunity to build practical, future-ready skills across every major part of SEO. The program has a systematic way to learn SEO online, work on projects, learn AI SEO and CRM, work with professional tools and get personalised guidance from an SEO consultant.

With complete learning, expert mentorship, and practical execution, this advanced SEO course can be a valuable step towards stronger SEO capabilities.

New Delhi [India], August 12: As the world marks International Youth Day, the occasion resonates deeply with Lovely Professional University’s (LPU) longstanding belief in placing young people at the heart of education. LPU’s campus culture has consistently encouraged students to explore their passions, gain real-world experience, build industry-relevant skills, take ownership of their aspirations, and create an environment where young people can learn, experiment, and grow in multiple directions, an ethos the university calls Edu-Revolution.

Dr. Ashok Kumar Mittal, Member of Parliament (Rajya Sabha) and Founder Chancellor, LPU, said,“If we trust an 18-year-old to make an important decision about the future of our country, why should we not trust that young person to make informed choices about their own education? We believe in the wisdom, competence, and potential of our students. Education should give them the freedom to explore what they want to learn and the opportunity to learn through real-world experiences, not just through books and laboratories. This is the essence of our Education Revolution – empowering students to take greater ownership of their learning and prepare themselves for the future they want to build.”

The approach is visible in the range of opportunities available to students alongside their academic programmes. More than 15,000 students have participated in experiential learning initiatives, while student-led ventures have generated ₹20 crore+ in earnings and contributed to the launch of 400+ startups. Students have also been able to engage in internships, live projects, research, innovation, freelancing, consultancy, and entrepreneurship while pursuing their degrees.

For some students, these opportunities have become avenues to gain professional experience and earn while they learn. Internships and industry projects provide exposure to workplace environments, while freelance and consultancy assignments allow students to apply their skills to real requirements. Research and innovation programmes offer another pathway for those interested in developing ideas, technologies and solutions beyond the conventional curriculum.

The same philosophy extends to entrepreneurship, where students can explore an idea, work with mentors, develop prototypes and access incubation support while continuing their studies. LPU’s incubation ecosystem has supported the growth of student-led ventures, reflecting an approach where entrepreneurship is not treated solely as a post-graduation option but can become part of the learning journey itself.

For LPU, the larger idea is to give students room to make choices while providing the academic and institutional support to pursue them responsibly. The university’s Edu-Revolution thus brings together classroom learning with opportunities to experiment, apply knowledge, and gain experience, allowing young people to build their education around the directions they wish to explore.

Click here for more details on admissions: Website 

New Delhi [India], August 12: The milestone brings together LawMento’s growing portfolio of practical legal courses and LawBhoomi’s trusted community of law students, lawyers, and legal professionals across India.

LawMento, an online legal education platform focused on practical, career-oriented learning, has emerged as the most-listed provider of active online legal courses on LawBhoomi, one of India’s leading legal education, career, and opportunities platforms. Based on active course listings currently available on LawBhoomi, LawMento has the largest number of programmes open for enrolment through the platform.

The milestone reflects LawMento’s rapidly expanding online legal course portfolio and LawBhoomi’s growing role as a trusted destination for discovering credible legal learning opportunities and represents a shared commitment between the two brands to make practical legal education accessible to students and professionals, regardless of college, geography, or financial circumstances.

“Becoming the most-listed active course provider on LawBhoomi is a meaningful marker of trust,” said CEO of LawMento. “LawBhoomi has spent years building credibility with law students across India. Having our courses lead the listings there means students are choosing us at the exact moment they’re looking for real, practical skills.“

LawMento’s Practical Legal Course Library

LawMento has built one of the widest practical legal learning libraries in India: more than 40 premium online certificate courses and masterclasses, supported by over 300 expert-led lessons and roughly 260 hours of structured learning. Programmes cover legal drafting, litigation, legal research, commercial and specialised laws, professional development, and legal career preparation, including contract drafting, civil and criminal drafting, legal research and writing, IP, media and entertainment law, RERA and real estate law, maritime law, mediation, public policy drafting, trial advocacy, and client counselling.

LawMento has also expanded into the intersection of law and technology, with courses on ChatGPT for law students, AI and digital ethics, AI and intellectual property, data protection, and technology-assisted legal research, helping learners build the responsible, tech-literate skillset the profession increasingly expects.

Rather than repackaging recorded old sessions, LawMento builds each programme around specific learning outcomes and practical application, including drafting exercises, templates, checklists, and case studies, with self-paced access and digital certificates. Affordable ₹99 short-format masterclasses round out the catalog for learners who want a focused skill without committing to a full programme.

LawMento’s Instagram community has crossed 11,000 followers, reflecting growing interest in practical legal education and career-focused learning beyond the classroom.

LawBhoomi’s Reach Across India’s Legal Community

Founded by graduates of National Law Universities, LawBhoomi has grown into one of India’s most widely followed platforms for legal careers, opportunities, and academic resources, publishing internships, jobs, courses, competitions, law notes and important legal updates for students and lawyers nationwide.

LawBhoomi’s digital footprint now spans 1 lakh+ LinkedIn followers, 60,000+ Instagram followers, 1 lakh+ WhatsApp community members, and 22,000+ Telegram members. The LawBhoomi website draws approximately 20 lakh views and serves 5 lakh+ users every month, and the platform has been recognised among India’s top 10 legal websites.

LawBhoomi was built on the principle that access to useful legal information shouldn’t depend on a student’s city, college, or financial means, a mission its course-discovery section extends by helping learners compare programmes, curricula, and outcomes before enrolling.

A Shared Vision for Accessible Legal Education

The two brands are complementary parts of the same ecosystem: LawMento builds structured, practical legal learning; LawBhoomi connects it with a large, engaged legal audience. Together, they create a connected learning journey, discovery through LawBhoomi, skill-building through LawMento, at a moment when law students and young professionals are increasingly seeking practical, career-ready skills alongside their academic qualifications.

About LawMento

LawMento is an online legal education platform offering purpose-built, expert-led, practically oriented courses for law students, graduates, lawyers, and legal professionals, with more than 40 premium online law certificate courses, 300+ expert-led lessons, and roughly 260 hours of learning across drafting, litigation, legal research, specialised laws, AI, and career development. Visit lawmento.com.

About LawBhoomi

LawBhoomi is a student-first legal education, career, and opportunities platform founded by National Law University graduates, serving 5 lakh+ users and ~20 lakh website views a month. Its community spans 1 lakh+ LinkedIn followers, 60,000+ Instagram followers, 1 lakh+ WhatsApp members, and 22,000+ Telegram members, and it is recognised among India’s top 10 legal websites. Visit lawbhoomi.com.

Media Contact:

Email: contact@lawbhoomi.com

Website: lawbhoomi.com

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Jaipur (Rajasthan) [India], August 10: More than 150 student researchers from 13 schools, including participants from a school in Dubai, came together at Neerja Modi School for Mathelogics – Edition 4, an inter-school mathematics research workshop focused on the growing role of mathematics in emerging technologies.

The workshop provided a platform for students to present research projects and explore applications of mathematics in areas such as Artificial Intelligence (AI), Machine Learning, Data Science, Cryptography and Computational Thinking. Through presentations, discussions and collaborative activities, participants showcased how mathematical concepts are being used to solve real-world challenges.

Students from different schools interacted with one another, exchanged ideas and demonstrated research-based learning, analytical thinking and problem-solving skills. The event aimed to encourage curiosity and help students understand the practical applications of mathematics beyond the classroom.

School authorities said that Mathelogics has been introduced as an annual initiative to promote research culture among school students and to expose them to interdisciplinary learning at an early stage. The workshop concluded with an award ceremony recognising the best research presentations and innovative projects submitted by participating teams.

Over the years, Neerja Modi School has organised several academic programmes that encourage experiential learning, innovation and global exposure for students. The institution has also received recognition from various national and international organisations for its contribution to school education.

Among its recent recognitions are the Asia’s Best Educational Institution 2024 award by the Asia Pacific HRM Congress, the Youth Ideathon Principal Award 2024 presented at IIT Delhi, the India School Merit Award 2024 by Education Today, the Certificate of Progressive Reading School 2024 by Primary Plus and the Outstanding School of the Year 2024 award by The Academic Insights.

Earlier, the school was honoured with the School of Eminence Award (2021–22) by EducationWorld, the Most Preferred Workplace Award (2022) by Team Marksmen India and the Global Innovative Schools Award (2018) presented by BITS Pilani Dubai.

With initiatives such as Mathelogics, the school continues to focus on creating opportunities for students to engage in research, innovation and collaborative learning while strengthening their understanding of mathematics and its applications in future technologies.

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New Delhi [India], August 10: Today, German is one of the most learned languages, and for a fairly simple reason: Germany needs skilled people, its public universities charge very low tuition fees, and German is now one of the most practical second languages you can put on a resume in India.

But why is everyone learning German? Is it worth learning how the level system actually works, what the Goethe exam involves, a realistic roadmap from zero to B2, the mistakes almost every beginner makes, and how Yastudy can help you in learning German online.

Why Learn German? The Real Benefits.

Everyone says the same benefits, which is that Germany has free universities, a strong economy, and a shortage of skilled workers. All true. But a few benefits don’t get talked about enough.

It opens doors beyond Germany. German is one of the most spoken languages in the world, and if you don’t plan to go to Germany, it can even help you land high-paying jobs in many MNC companies and you can even work as a translator, as it is also one of the highest-paying jobs.

It changes how you think about grammar, but in German’s case, the system forces a kind of precision that most Indian language learners haven’t had to apply to a European language before. Many Indians stop halfway because they think the grammar is too difficult to understand.

There’s a myth that the German language is only useful if you’re going into mechanical or automotive engineering, but in reality, German is one of the languages that everyone should learn, as it is so high in demand right now.

If you go for further studies in any European country, just having hands on German language skills can help you in a lot of ways you can’t even imagine.

Yastudy German Course Explained in Brief

A1 German – Absolute beginner. You can introduce yourself, order food, ask simple questions, and understand very basic everyday phrases. Most people reach A1 in 8–10 weeks of consistent study.

A2 German. You can handle routine situations: shopping, asking for directions, and simple past-tense conversations about your day.

B1 German – At B1, you can hold a conversation on familiar topics and write simple connected text. It’s also the minimum requirement for several German visa categories, including some spouse and long-term residency routes.

B2 German – This is the level most public universities in Germany require for German-taught bachelor’s or master’s programs. At B2, you can understand complex texts, discuss abstract topics, and function fairly independently in day-to-day German life.

Why Learn German With Yastudy

If you’ve read this far, you already know German, why it’s one of the best languages to learn right now and a course that’s actually tied to what you’re doing the language for. That’s the thinking behind Yastudy’s German language program.

What makes it different is the connection between the language course and the actual goal. Yastudy isn’t a language school, but it’s a study-abroad consultancy that helps students with German training because so many students need both under one roof. That matters in practice: your course pacing, your Goethe exam booking, and your German university application timeline are planned together instead of as three separate, disconnected processes.

What’s included in the course:

Structured, level-wise training from A1 through B2, aligned with Goethe exam formats

Experienced C1 Certified German teacher with 9+ years of experience who will mainly focus on Goethe Exam and TestDaf preparation.

Exam-oriented preparation for the Goethe and TestDaf covering all four skill areas, not just grammar

Attend a free demo class before you enroll, so you can experience the teaching style firsthand and decide with confidence.

Why do students find Yastudy worth it?

A lot of German learning falls apart not because the language is too hard, but because the course loses momentum or the student doesn’t know how their language level connects. Yastudy’s approach of pairing language training with the same team handling university shortlisting, SOPs, and visa filing is designed to close that gap, so your German progress and your study-abroad timeline move in step with each other rather than on separate tracks.

If you’re serious about getting from zero to a German university (or just want your Goethe certificate done right the first time), it’s worth booking a free demo class and talking to a trainer directly before deciding on a course.

How Long Does It Take to Learn German?

Going from zero to B2, the level most German universities and many visa routes require, typically takes 9 to 12 months of consistent, focused study. People who study inconsistently often take much longer, not because the language is difficult, but because they are not serious about learning German.

If someone tells you they can get you to B2 in six weeks, they are just trying to scam you. It’s not as hard if you practice it daily. (living in Germany, studying 6+ hours a day), But for the average student balancing this alongside college or work, that isn’t realistic.

How to Learn German at Home (Without Wasting Months)

You don’t need to move to Germany to make real progress. You can learn German with the help of the Yastudy Online course. It will help you in learning German. If you attend the lectures properly, you can easily clear the Goethe exam.

Here is a free guide from the experts at Yastudy:

1. Set a daily minimum, not a weekly goal. Twenty minutes a day beats three hours once a week, because language retention depends on spaced repetition, not cramming.
2. Learn nouns with their article from day one. Don’t learn “Tisch” learn “der Tisch.” Retrofitting gender later is far harder than learning it correctly the first time.
3. Use audio constantly, even passively. German podcasts, YouTube channels for learners (Easy German is a popular starting point), and slowed-down news apps train your ear before your speaking catches up.
4. Speak from week one, even badly. Language exchange apps or a tutor for even one hour a week forces active recall, which is where most real learning happens, not passive reading.
5. Track toward an exam, even informally. Having a Goethe exam date on the calendar, even a self-imposed one, creates the kind of deadline pressure that keeps self-study from drifting.

Self-study can absolutely get you to A2 or even B1. Beyond that, most learners benefit from structured classes, mainly because B1/B2 grammar and writing skills are genuinely hard to self-correct without feedback.

A Realistic Roadmap From A1 to B2

Here’s roughly how a well-paced, sustainable journey looks for someone studying part-time alongside college or work:

Months 1–2 (A1): Focus on pronunciation, basic grammar, and survival vocabulary. Start listening practice immediately, even if you understand very little at first.

Months 3–4 (A2): Build past and future tense, focus on your vocabulary on daily-life topics, and start writing short paragraphs about yourself.

Months 5–8 (B1): Your speaking practice should have become a weekly habit, not an occasional one. Most B1 courses also start incorporating exam-style writing and listening tasks.

Months 9–13 (B2): Now focus on your argumentative writing, discussion topics and start reading news articles and also your study material provided by Yastudy

By the end of this stage, you should be functionally independent in German for both study and daily life.

Choosing the Best Course to Learn German

Few things to consider before buying a German language course online:

Are there any live sessions where students can have a one-on-one session with a teacher?

Look for live sessions or one-on-one speaking time, for example, at Yastudy, you will have weekly mock tests, be provided with notes, and have daily speaking practice sessions, most important you will have one-on-one sessions with teachers if you want.

• Is your German teacher better than the teacher at Yastudy? A trainer who has lived and studied or worked in Germany usually teaches the language the way it’s actually spoken, not just the way it’s written in textbooks. At Yastudy, we have experienced teachers with 9+ years of experience. Not only he is experienced, he is also C1 Certified.
  
• Does the course teach the language you actually need for your goal? For example, if you want to study in Germany, it’s better to choose a course that not only teaches German but also helps you prepare for your student visa, university applications, and the language skills you’ll need for studying. This way, you’re learning for a real purpose instead of learning without a clear goal. Yastudy supports you at every step of your journey. From learning German and choosing the right university to navigating admissions, securing your visa, and providing guidance until you finally land in Germany. It’s more than a language course.

FAQ

1. Is German hard to learn for Indian students?

Not particularly, but German shares Latin/English roots for a lot of vocabulary, which gives Indian learners a head start. The main challenge is the grammar.

2. How long does it take to learn German from scratch?

B1 typically takes 4-6 months, and B2 takes 6–7 months with consistent part-time study.

3. Which German level do I need to study in Germany?

Most public universities require B1 or B2 for German-taught programs, while English-taught programs may need little to no German at all.

4. What is the Goethe exam and why does it matter?

The Goethe-Zertifikat is the most widely recognised German language certification, issued by the Goethe-Institut, and it’s accepted by German universities, embassies, and employers as proof of proficiency.

5. Can I learn German online from home?

Yes, with the help of a good teacher, you can easily learn German.

6. What is the fastest way to learn German?

With daily practice, active speaking, doing all the work, and taking all the mock tests provided by Yastudy, you can learn very fast.

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Gangtok (Sikkim) [India], August 11: As India steps into the 2026 academic session, a clear shift is being observed in student career choices. Traditional degree paths are slowly making way for skill-based, industry-ready programmes that promise faster employment and stronger practical exposure. Amid this changing trend, MIT University Sikkim has emerged as one of the most talked-about institutions of the year, drawing attention from students across India and abroad for its UGC-compliant, job-oriented academic model.

Established under Act No. 11 of 2024 by the Sikkim Legislative Assembly and recognised under Section 2(f) of the UGC Act, 1956, MIT University Sikkim is being recognised for something Indian higher education has long struggled with bridging the gap between classroom learning and real industry demand.

A New Wave of Career-Focused Learning

Education experts point out that today’s students are no longer choosing courses based only on popularity. They are choosing programmes that offer placements, internships, hands-on training, and global mobility. This is where MIT University Sikkim is being praised for building a curriculum aligned with 21st-century career needs. The university currently offers a career-focused programmes for the 2026 session, including,

These courses offer students diverse academic and career opportunities across Psychology and Counselling, Safety Management, Fashion, Music, Nutrition, Yoga, and Life Sciences. Psychology and Counselling Psychology focus on human behaviour, mental well-being, and counselling skills, while Fire Safety & Industrial Safety prepares students for safety management and risk prevention roles. Fashion Design develops creative and technical design skills, and Music supports performance and music-related careers. Nutrition & Dietetics and Yoga focus on health and wellness, while Chemistry, Zoology, and Microbiology build strong foundations in laboratory work, research, and biological sciences and more.

Each of these programmes has been designed to match sectors that are actively hiring in India and internationally  from mental health and wellness to industrial safety, biotechnology, creative arts, and applied sciences.

MIT UNiversity Sikkim Trust Among Students Across India

One of the biggest questions asked by students and parents is about degree validity. According to information available for the institution, MIT University Sikkim is:

• Established through a State Legislative Act (Act No. 11 of 2024)
• Recognised under Section 2(f) of the UGC Act, 1956
• A member of the Association of Indian Universities (AIU)

Under this framework, degrees awarded by the university carry the same statutory standing as any other UGC-recognised Indian university. This means graduates can pursue:

• Government job examinations where recruitment rules accept degrees from UGC-recognised universities
• Private-sector employment across India
• Higher education in Indian and foreign universities
• International career opportunities, subject to attestation and equivalency rules of the host country such as UAE, UK, Canada, and Australia

This clarity on legal standing is now a major factor behind the rising trust in MIT University Sikkim among Indian and NRI students.

Job-Ready Model What Sets the University Apart

Speaking to education counsellors, one common observation stands out students today want more than a certificate. They want skills that get them hired. MIT University Sikkim is being recognised for exactly that.

Industry-linked features of the university include:

• Industry-designed syllabus built with inputs from working professionals
• Structured internships during the programme, not after
• Practical labs and studios for Psychology, Sciences, Fashion, Yoga, Music, and Safety training
• Live projects that simulate real workplace challenges
• Skill certifications added on top of the main degree
• Career support including interview preparation and placement guidance
• Flexible study modes including Regular, Online, and Work-Integrated Learning Programme (WILP) for working students

Career counselors note that many traditional Indian universities still rely heavily on theory-based teaching, leaving graduates unprepared for actual workplace roles. MIT University Sikkim’s focus on applied learning, internships, and industry exposure is being seen as a much-needed correction.

Eligibility for 2026 Session

• Bachelor’s Programmes: 10+2 pass from a recognised board
• Master’s Programmes: Bachelor’s degree from a UGC-recognised university in a relevant discipline
• Age Limit: No upper age bar for most programmes
• Mode of Study: Regular / Vocational

Applicants are advised to refer only to the official university website and verify programme details, fee structure, and eligibility before applying. As India moves closer to the National Education Policy (NEP) 2020 vision of skill-based, multidisciplinary, and globally competitive education, universities like MIT University Sikkim are becoming case studies of how modern Indian higher education should look.

For the 2026 admission cycle, the university is being viewed as a trusted, future-ready destination one that combines statutory recognition, career-oriented learning, and real industry connect under a single roof.

Admission Helpdesk: Students and parents can book a free 30-minute career counselling session to explore the right programme, understand eligibility, and secure their seat for the 2026 academic session at MIT University Sikkim.

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Noida (Uttar Pradesh) [India], August 11: Twenty-eight years ago, IMS Noida opened its doors with a modest campus and an ambitious idea: that education, done right, could shape not just careers but character. On August 8, that idea returned through the same gates in the form of 28 alumni who now lead companies, courtrooms, newsrooms, and creative studios across India and beyond. The institute marked the occasion with the IMS & DIA Alumni Leadership Honours 2026, a landmark evening themed “28 Years, 28 Leaders,” bringing together CXOs, entrepreneurs, legal luminaries, media professionals, and design innovators – all of whom trace their journeys back to a single campus in Noida.

The evening was more than a felicitation ceremony; it was a homecoming. Alumni spanning the institute’s earliest batches from the early 2000s to graduates as recent as 2025 shared the same stage, forming a living timeline of what the institute has quietly built over nearly three decades.

“We didn’t set out to build just an institution; we set out to build people who could go anywhere and lead. Every one of our alumni carries a piece of that vision forward, and this evening was our way of saying: you were the point all along,” said Rajeev Kumar Gupta, President, IMS Noida.

A Legacy Written by Its Own Graduates

Among those who returned was Piyush Gaur (BALLB, 2004–09), one of the institute’s earliest law graduates, who now serves as Senior Counsel at the Central Administrative Tribunal, New Delhi – a marker of how far the very first cohorts have travelled. From the same law program, Gaurav Mishra (2008–13) now serves as Central Government Standing Counsel at the Ministry of Law & Justice, while his batchmate Tarun Khanna runs his own practice as Founder & Managing Partner of Lex Lawgical.

The institute’s PGDM and MBA cohorts were represented by alumni including Ranjeet Kumar (2009–11), now Assistant Vice President – HR at AU Small Finance Bank, and Narendra Kumar Mishra, from the same batch, now Senior Advisor for Government Affairs at Caterpillar Inc., proving that the institute’s early management graduates have gone on to shape both Indian and global organizations.

Journalism and media found their voice through alumni such as Abhinav Gupta (BJMC, 2010–13), now News Editor at Moneycontrol, and Pradeep Tiwari (2010–12), News Editor at Nav Bharat Times – two names now familiar to millions of readers, both first trained to ask questions on this very campus.

Also present was Dr. Yogendra Singh (MBA, 1999–2001), whose journey reflects just how deep the institute’s ties to its alumni run. He currently serves as Managing Director of Singari Industries Ltd. and President of the National Management Association (NMA) and previously served as Professor & Head at JSS Academy of Technical Education, Noida. Today, he also holds the position of President of the IMS Noida Alumni Association – the very body that helped bring this evening’s gathering of leaders together.

Representing the newest chapter of this story was Amit Kumar Tiwari (BBA, 2022–25), among the most recent graduates on the list, who now runs his own venture, Shree Mahadev Traders – a reminder that the spirit of the founding vision is very much alive in the institute’s youngest alumni too.

These were only a handful of the 28 leaders honoured that evening – individuals who studied law, management, journalism, design, and technology on the same campus, and who now sit at the helm of banks, courts, newsrooms, global manufacturers, and their own enterprises.

A Celebration Built Around Its People

The evening opened with a Saraswati Vandana and lamp-lighting ceremony, followed by addresses from Rajeev Kumar Gupta (President) and Chirag Gupta (Vice President), along with messages from the institute’s Advisor and Dean. Each honoured alumnus was felicitated with a memento, a photo frame, and a certificate of recognition, followed by a cultural program, high tea, and dinner. Video stories captured from the alumni themselves were woven into the evening, turning individual journeys into a single, shared narrative of the institute’s history.

Looking Ahead

For an institute marking 28 years, the decision to celebrate through its alumni rather than through buildings or numbers was a deliberate one. It reflects a belief that has guided IMS Noida since its founding: that an institution’s truest legacy is not what it builds, but who it sends into the world. As IMS Noida and IMS DIA look toward their next chapter of growth, the evening stood as both a tribute to the alumni who came before and a promise to the students walking the same corridors today that this campus will keep producing leaders for decades to come.

About IMS Noida & IMS DIA

IMS Noida and IMS Design & Innovation Academy (IMS DIA) are constituent institutions of the Unison Education and Research Foundation, offering programmes across management, law, journalism, computer applications, and design. For 28 years, the institute has built its reputation on the achievements of its alumni across industries in India and abroad. For more information on programmes and admissions, visit: https://admission.imsnoida.edu.in/

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Surat (Gujarat) [India], August 6: Students of GD Goenka International School Surat delivered impressive performances at the recent Surat District Motivational Swimming Competition, organised by the Surat District Aquatic Association, bringing laurels to the school with a series of medal-winning performances.

Representing the school, 28 swimmers competed across the Under-12 to Under-18 age categories in freestyle, backstroke, breaststroke and butterfly events at the Veer Savarkar Swimming Pool. The students secured multiple gold, silver and bronze medals, demonstrating their talent, dedication and commitment to sports, and the school’s emphasis on structured training, regular practice and all-round sporting development.

The Academic Director and the Principal congratulated the medal winners as well as the participating students for their commendable performances. They also acknowledged the support and guidance of coaches and parents, whose encouragement has played an important role in the students’ achievements.

The accomplishments reflect the hard work and perseverance of the students and reinforce GD Goenka International School Surat’s emphasis on sports alongside academic achievement. The school remains committed to providing students with opportunities to pursue their sporting aspirations while supporting their overall development. The GD Goenka International School Surat family congratulates all the swimmers and wishes them continued success in future competitions.Press Release

GD Goenka International School Surat students win multiple medals at Surat District Motivational Swimming Competition

Surat: Students of GD Goenka International School Surat delivered impressive performances at the recent Surat District Motivational Swimming Competition, organised by the Surat District Aquatic Association, bringing laurels to the school with a series of medal-winning performances.

Representing the school, 28 swimmers competed across the Under-12 to Under-18 age categories in freestyle, backstroke, breaststroke and butterfly events at the Veer Savarkar Swimming Pool. The students secured multiple gold, silver and bronze medals, demonstrating their talent, dedication and commitment to sports, and the school’s emphasis on structured training, regular practice and all-round sporting development.

The Academic Director and the Principal congratulated the medal winners as well as the participating students for their commendable performances. They also acknowledged the support and guidance of coaches and parents, whose encouragement has played an important role in the students’ achievements.

The accomplishments reflect the hard work and perseverance of the students and reinforce GD Goenka International School Surat’s emphasis on sports alongside academic achievement. The school remains committed to providing students with opportunities to pursue their sporting aspirations while supporting their overall development. The GD Goenka International School Surat family congratulates all the swimmers and wishes them continued success in future competitions.

Surat (Gujarat) [India], August 6: Students of GD Goenka International School Surat have delivered outstanding performances in sports, excelling in chess and roller skating competitions and bringing laurels to the school at district, state, national and international levels. The achievements reflect the students’ dedication, discipline and sporting spirit, earning appreciation from teachers, parents and the school family.

In chess, Yati Agrawal showcased exceptional talent across several prestigious tournaments. She won first place in the LBHM International FIDE Rated Under-13 Chess Tournament, receiving a cash prize of Rs. 7,700. She also secured first place in the Shakti Grandeur 9.0 Classical FIDE Rated Chess Tournament, winning Rs. 2,000, and in the Grow Chess Under-14 Girls Tournament, where she received a cash prize of Rs. 1,500.

Another young chess player, Naksh Somani, also delivered an impressive performance. He secured the first place in the Surat District Chess Association Selection Tournament (State Under-7 Boys), and in the Gujarat State Under-7 Open Selection Tournament for the National Chess Championship 2026, thereby qualifying for the National Chess Championship.

In roller skating, GD Goenka International School Surat’s student Ishani Sondhi delivered excellent performances at the state-level. She demonstrated remarkable speed and skill, winning the 300-metre, 500-metre and 1,000-metre races, bringing pride to both the school and her family.

The school’s Academic Director and Principal congratulated all the students on their outstanding accomplishments and acknowledged the invaluable contribution of their coaches, parents and mentors in supporting their sporting journeys.

These achievements once again reflect GD Goenka International School Surat’s commitment to nurturing talent, encouraging participation in sports, and providing students with opportunities to excel across academics, co-curricular activities and competitive sporting events. The entire GDGIS family extends its best wishes to the young champions for continued success in their future endeavours.

New Delhi [India], August 6: For Indian students planning to study abroad in 2026, the world has never offered more choice. While the United States remains a major destination, several other countries have emerged as equally compelling options, driven by changing immigration policies, growing employment opportunities, affordable education models, and strong post-study work pathways.

Today’s students are looking beyond rankings alone. They want countries that offer quality education, global exposure, career prospects, and a welcoming environment for international graduates. As a result, destinations such as Australia, New Zealand, the United Kingdom, Ireland, Germany, and Japan are witnessing increasing interest from Indian applicants.

Here is a closer look at the destinations shaping the study-abroad landscape in 2026.

Australia

Australia continues to be one of the most sought-after destinations for Indian students. Home to globally respected universities, a multicultural society, and a thriving job market, the country offers an attractive balance of academic and professional opportunities.

Indian students are particularly drawn to Australia’s strengths in business, engineering, information technology, healthcare, data science, and environmental studies. Universities across Sydney, Melbourne, Brisbane, Perth, and Adelaide consistently rank among the world’s best and maintain strong industry partnerships that help students gain practical exposure during their studies.

One of Australia’s biggest advantages remains its post-study work opportunities. Graduates can access post-study work visas that allow them to gain valuable international experience after completing their degree. Combined with Australia’s demand for skilled professionals, this creates a strong pathway for students looking to build global careers.

The country’s high quality of life, safety standards, and welcoming international student community further strengthen its appeal among Indian families.

New Zealand

Often overshadowed by its larger neighbour Australia, New Zealand has quietly established itself as a high-quality study destination that offers excellent value.

The country is known for its student-focused education system, smaller class sizes, and emphasis on research, innovation, and practical learning. Universities in Auckland, Wellington, Christchurch, and Dunedin offer globally recognised qualifications across disciplines such as business, engineering, agriculture, environmental sciences, healthcare, and information technology.

For Indian students, New Zealand offers a unique combination of affordability and quality. Tuition fees and living costs are often lower than those in many other English-speaking countries, making it an attractive option for families seeking strong returns on their educational investment.

The country’s welcoming immigration policies and post-study work options also continue to attract students looking for long-term career prospects. Additionally, New Zealand’s reputation for safety and quality of life makes it particularly appealing for younger students pursuing undergraduate degrees.

United Kingdom

The United Kingdom remains one of the most prestigious destinations for higher education, attracting Indian students through its rich academic heritage and globally respected institutions.

From historic universities to modern research-intensive institutions, the UK offers a diverse range of academic experiences. Popular fields among Indian students include finance, business management, law, engineering, public policy, artificial intelligence, and healthcare.

One of the key factors driving renewed interest in the UK is the Graduate Route visa, which allows international students to remain in the country after graduation to seek employment and gain professional experience. This has significantly improved the UK’s attractiveness compared to previous years.

Another major advantage is the shorter duration of many programmes. Most master’s degrees can be completed in just one year, allowing students to save on both tuition and living expenses while entering the workforce sooner.

Cities such as London, Manchester, Birmingham, Edinburgh, and Leeds continue to attract students seeking both academic excellence and access to vibrant professional networks.

Ireland

Ireland’s rise as a preferred study destination has been one of the most significant trends in international education over the past few years.

The country has established itself as a major European hub for technology, pharmaceuticals, finance, and innovation. Global companies including Google, Meta, Microsoft, Apple, and Pfizer maintain substantial operations in Ireland, creating exciting opportunities for graduates.

Irish universities are particularly well regarded for programmes in computer science, data analytics, business, finance, biotechnology, and pharmaceutical sciences. The strong connection between academia and industry helps students gain practical exposure and improve employability.

For Indian students, Ireland offers the advantage of studying in an English-speaking country while benefiting from access to the broader European market. Post-study work opportunities and growing demand for skilled professionals have further contributed to Ireland’s popularity.

As more Indian students look for alternatives that combine academic quality with strong employment outcomes, Ireland is increasingly becoming a top contender.

Germany

Germany continues to attract Indian students seeking world-class education at a comparatively affordable cost.

Known for its excellence in engineering, manufacturing, automotive technology, computer science, and research, Germany offers students access to some of Europe’s strongest academic institutions. The country’s close relationship between universities and industry provides valuable opportunities for internships, practical training, and research collaboration.

One of Germany’s most attractive features remains its affordability. Many public universities charge minimal tuition fees, making high-quality education accessible to a broader range of students.

The country’s robust economy and demand for skilled professionals create promising career opportunities for international graduates. As Germany continues to address workforce shortages in various sectors, international students are increasingly viewed as an important part of the country’s future talent pipeline.

With recent regulatory developments such as the introduction of the digital Master Test (dMAT) for selected master’s programmes, Germany is also taking steps to further standardise and strengthen admissions processes for international applicants.

Japan

Japan is rapidly emerging as an attractive destination for Indian students looking beyond traditional Western education markets.

The country is globally recognised for its leadership in technology, robotics, engineering, manufacturing, artificial intelligence, and innovation. Japanese universities are increasingly expanding their English-taught programmes, making them more accessible to international students.

Government initiatives aimed at attracting global talent have also improved the study abroad ecosystem. Scholarships, research opportunities, and industry collaborations are helping students gain access to cutting-edge learning environments.

Japan’s growing interest in internationalisation, combined with its need for skilled professionals in various sectors, has created new opportunities for graduates. For students interested in technology, research, engineering, and innovation-driven industries, Japan presents a compelling alternative to more traditional destinations.

Beyond academics, students also gain exposure to one of the world’s most unique cultural environments, adding significant value to their international experience.

Making the Right Choice in 2026

Choosing a study destination is no longer simply about selecting the highest-ranked university. Students must consider a range of factors including academic fit, career prospects, affordability, post-study work options, immigration pathways, and long-term goals.

Australia and New Zealand offer strong quality-of-life advantages and welcoming student ecosystems. The United Kingdom provides academic prestige and fast-track master’s programmes. Ireland combines educational excellence with access to Europe’s thriving technology sector. Germany delivers exceptional value and research opportunities, while Japan offers a gateway into one of the world’s most innovative economies.

With so many strong options available, students need reliable guidance to navigate university selection, admissions requirements, standardised tests, applications, scholarships, visas, and career planning.

This is where expert counselling can make a meaningful difference. With decades of experience guiding students to leading universities across the world, Jamboree Education helps aspirants identify the destinations and programmes best aligned with their academic backgrounds and career ambitions. From profile evaluation and test preparation to application strategy and visa assistance, students receive comprehensive support throughout their study abroad journey.

As international education continues to evolve, informed decision-making will be the key to success. For Indian students exploring global opportunities in 2026, the world is full of possibilities, and the right guidance can help turn those possibilities into reality.

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Jaipur. Insolation Energy Ltd., known in the market as INA Solar, has kicked off a countrywide drive to get more Indians running their homes and businesses on the sun. The campaign, called 'Azaadi Mahotsav 2026 – Bijli Bill Se Azaadi Ka Jashn', is pitched squarely at households, businesses and industries looking to cut their power bills.

The company, one of India's bigger solar panel makers, says the effort is about spreading awareness on clean energy and spelling out the money that switching to solar can save. The larger goal, according to INA Solar, is to nudge consumers toward renewable power as a lasting route to energy independence.

Chairman Manish Gupta and Managing Director Vikas Jain framed the launch in the context of the country's wider energy shift. "India is moving rapidly towards energy self-reliance, and solar energy is playing a pivotal role in this transformation," they said. "Through 'Azaadi Mahotsav 2026', we aim to encourage more homes, businesses and industries to adopt clean energy solutions that reduce electricity costs while contributing to a greener and more sustainable future."

The two also pointed to the company's scale. INA Solar currently runs an annual solar module manufacturing capacity of 5.5 GW, and it's building on that. A new facility is coming up in Narmadapuram, Madhya Pradesh, which will add 4.5 GW of solar cell manufacturing capacity along with 18,000 metric tonnes a year of aluminium frame production. The company says the expansion sits neatly with the government's Make in India, Atmanirbhar Bharat and Viksit Bharat push, and strengthens the domestic solar supply chain in the process.

On the product side, INA Solar makes TOPCon solar modules in the 500 Wp to 635 Wp range. These serve a broad set of buyers, from rooftop residential users to commercial and industrial projects, solar parks and solar pumps. According to the company, the modules are built for high efficiency, reliable long-term output and strong performance across different kinds of installations.

The campaign itself won't stay confined to advertising. INA Solar plans a mix of digital outreach and on-ground activities under the Azaadi Mahotsav 2026 banner, aimed at walking consumers through both the financial and environmental case for going solar. The idea is to reach people where they already are, online and in their neighbourhoods, and turn general interest in clean energy into actual installations.

For a sector that has leaned heavily on subsidies and policy signals, moves like this reflect a shift toward direct consumer persuasion. Whether the messaging translates into wider adoption will depend on how households and small businesses weigh the upfront cost against the promise of lower bills down the line.

The distance from a Bengal paddy field to the House of Commons cannot be measured in miles. Malay Pit has walked it anyway.

Bengaluru (Karnataka) [India], August 4: In the wood-panelled halls of Westminster’s most storied chamber, a medical college from a small town in India’s Northeast was written into the World Book of Records — the first new medical college to fill every one of its 150 first-year seats, with students drawn from more than twenty states, in its very first session. It was a moment of quiet triumph, applauded thousands of miles from home. Few in that room, perhaps, knew how unlikely the road behind it had been — that the man whose vision it represented had begun life not in a boardroom or a hospital, but in a paddy field.

Born to the soil

Malay Pit was born into a humble farming family in rural West Bengal. His father, the late Bhairab Chandra Pit, spent his whole life working the land to give his family a life of dignity; his mother held the household together with a quiet, unshakeable strength. Malay grew up amid fields and farmland, and learned early the rhythms — and the cruelties — of agrarian life: the uncertain harvest, the anxious wait for rain, the endless effort that never quite adds up to security. Many would have accepted that as their lot. He did not. He resolved not only to climb out of poverty himself but to build the ladder for others still trapped in it. The conviction that would shape the next three decades was born there, in the soil: that no one’s future should be decided by the circumstances of their birth.

Building the ladder

In 2009, he founded SWADHIN — the Society for Welfare & Development of Human Initiatives — in the countryside near Bolpur, in Birbhum, a district the world knows for Rabindranath Tagore’s Santiniketan rather than for professional education. He began where the need was greatest: with skills. The Santiniketan Institute of Polytechnic opened its doors in 2010, offering diploma engineering to village youngsters who might never otherwise have held a professional qualification. Around it grew a web of Industrial Training Institutes — his own, and others run in partnership — reaching from Bengal to Assam and as far as Port Blair in the Andaman Islands. The idea was simple, and it came straight from his own life: give a young person a real skill, and a real job at the end of it, and you change not just their fortunes but their family’s. Teacher-training colleges followed, then a school for younger children and short vocational courses under national skilling schemes. Piece by piece, Malay Pit was assembling the education ladder he himself had never been offered.

Medicine for ten rupees

Then, in 2020, came the leap few saw coming. The Trust opened the Santiniketan Medical College & Hospital at Gobindapur, Bolpur — recognised as India’s first medical college built through a public-private partnership under the National Medical Commission Act, within a framework encouraged by NITI Aayog. A farmer’s son had built a medical college. But it was how the hospital chose to serve that revealed the man behind it. Through its charitable wing, patients could see a doctor for as little as ten rupees, with steep discounts on medicines for those who could least afford them. For families who had long treated a hospital visit as a luxury, it was more than a discount; it was dignity. Around the college, the Trust built a complete health-education ecosystem — nursing, paramedical and allied-health institutes — training the very people who would go on to staff its wards.

Crossing into the Northeast

By 2024, the model had outgrown a single state. The Trust established Tripura Santiniketan Medical College & Hospital near Agartala, carrying its education-and-healthcare mission into India’s Northeast — a region where advanced care and medical education had long been scarce, and where families routinely travelled hundreds of kilometres for treatment. In its first session, the college filled all 150 MBBS seats with students from more than twenty states, a feat recognised first by the India Book of Records, then the Asia Book of Records, and finally the World Book of Records. “This recognition is not just ours,” Malay Pit said; it belonged, he insisted, to the people of Tripura and the nation.

The next generation

If Malay Pit is the founder who built it all from nothing, his son Sougata Pit is the generation carrying it forward. As Administrative Director of both medical colleges, Sougata Pit oversees operations across the Trust’s more than fifty institutions, helping it grow further. A computer-science graduate who grew up in the same village his father came from, he brings a new generation’s perspective to a deeply human mission. It is a familiar and moving Indian story: the first generation builds with its hands; the next carries the same promise further.

Not infrastructure — hope

Through all of it, the Trust has never lost its grassroots character. Its campuses hold blood-donation camps each Teacher’s Day, distribute food, clothing and blankets to tribal and backward communities at Durga Puja, and plant thousands of trees through the pandemic. And Malay Pit’s ambitions have only grown — toward healthcare that reaches the remotest village, education that runs seamlessly from KG to PG, and a pledge to plant trees by the million.

“We are not just creating infrastructure,” he says. “We are creating hope.” It is a long way from a Bengal paddy field to the House of Commons. Malay Pit has walked exactly that distance — and, characteristically, he has spent the journey making the road shorter for everyone coming up behind him.

New Delhi [India], August 3: Over the past year, India’s digital learning space has seen a steady rise in platforms that try to combine three things students and young professionals usually go looking for separately: skill-based courses, competitive exam preparation, and a way to put spare time to some productive use. Premium24, an Android application developed by TechAircraft Solution Private Limited, is one of the more recent entrants attempting this combination, and it has quietly built a sizeable user base — over 5 lakh downloads on the Google Play Store, with a 4.8-star rating across more than 2,700 reviews.

What Premium24 Actually Is

At its core, Premium24 positions itself as an all-in-one digital companion for three fairly different user needs. The app’s description on the Play Store frames it plainly: captcha typing practice, online courses, study tools, and exam preparation, bundled into a single interface. For a user base that increasingly wants fewer apps doing more things, that positioning is the app’s main pitch.

The platform is built around four broad pillars: skill-based career courses, competitive exam preparation content, captcha-based practice modules, and a referral system that ties the other three together. Rather than treating these as separate products, Premium24 folds them into one dashboard, with a “My Courses” section tracking a user’s progress across whichever combination of content they choose to engage with.

Education and Skill-Development Content

The course library leans heavily toward in-demand technical skills. Users can access structured content on Java Full Stack Development, Python Full Stack Development, Software Testing, Data Science, MERN Stack, and MEAN Stack — all areas that continue to see strong hiring demand across India’s IT and product companies. This isn’t a small detail: for many first-generation tech aspirants outside the metro hiring hubs, structured, affordable access to these specific stacks is often harder to come by than the demand for them.

Alongside the tech-focused tracks, Premium24 also carries content aimed at competitive government and entrance exams — NEET, JEE, CET, UPSC, and SSC preparation material sits within the same app. The idea seems to be that a student preparing for a government exam and a working professional trying to pick up MERN Stack basics can, in principle, use the same platform without needing two separate subscriptions or accounts.

The app also carries general knowledge content, English-speaking practice modules, and government and private job notifications, positioning itself as a broader career-readiness tool rather than a narrow course provider.

Captcha Practice: The Platform’s Distinct Feature

The feature that sets Premium24 apart from a standard ed-tech app is its captcha typing practice module. Captcha-solving as an activity has existed in various forms online for years, usually as a micro-task category tied to data-labelling and verification work. Premium24 builds a structured practice environment around this specific skill, positioning it as something users can get proficient at within the app before it becomes relevant to any task-based work they might pursue.

This is paired with “Surveys & Interactive Play-to-Win Modules” — in-app activities that reward user participation, and which the company presents as part of the overall engagement layer of the platform rather than a separate income product.

How the Referral Structure Works

Premium24 runs a referral program as one of its core features, letting existing users invite others onto the platform. The app also advertises a set of “Exclusive Benefits Worth ₹84,000,” which functions as an aggregate value proposition tied to full access across its course library, exam content, and platform features, rather than a cash figure paid out directly.

It’s worth being precise here: any earnings or rewards tied to activity on the platform — whether through the referral system, surveys, or captcha modules — depend on individual usage, consistency, and the specific tasks a user chooses to engage with. As with any platform of this kind, outcomes vary from person to person, and prospective users are better served by reviewing the app’s in-platform terms directly than by relying on projected figures.

Company Background

Premium24 is developed by TechAircraft Solution Private Limited, an India-registered company. The app has been listed on Google Play since mid-2025 and has seen consistent updates since, with the most recent update logged in late July 2026.

According to its Play Store listing, the app does not share user data with third parties, though the data itself is not encrypted — a detail worth knowing for anyone evaluating the app’s data-handling practices before signing up.

User feedback on the Play Store reviews mentions ease of navigation, a straightforward withdrawal process for platform-linked rewards, and the convenience of accessing captcha practice and technical courses within a single app during short breaks in the day. The developer has also been responsive to reviews, replying to user feedback directly on the platform.

Why This Kind of App Is Gaining Traction

The rise of apps like Premium24 says as much about the broader market as it does about the app itself. India’s exam-prep economy is enormous — UPSC, SSC, and state-level government exams alone draw crores of aspirants every year, many of whom juggle preparation with part-time work or a full-time job.

At the same time, demand for practical tech skills — full-stack development, data science, QA — continues to outstrip the supply of affordable, accessible training, particularly for users in Tier 2 and Tier 3 cities.

Bundling these needs with a lightweight, mobile-first interface, and layering in low-effort engagement features like captcha practice and referral rewards, taps into a very specific behavior pattern: users increasingly prefer apps that let them do something productive in short, fragmented windows of free time, rather than committing to a full course sitting at a desk.

What to Know Before Signing Up

For anyone evaluating Premium24 or any similarly structured platform, a few practical points are worth keeping in mind:

• Review the specific course content and exam material offered before assuming it covers your exact syllabus or curriculum needs.
• Treat referral rewards and platform benefits as usage-dependent, not guaranteed income — read the in-app terms for specifics.
• Check the app’s data safety section on the Play Store, since data isn’t currently encrypted according to the listing.
• As with any platform combining education and reward-based features, consistent, informed use tends to produce better outcomes than treating it as a passive income source.

The Bigger Picture

Premium24 is best understood as part of a broader wave of Indian ed-tech products trying to meet users where their actual daily habits are — short mobile sessions, exam anxiety, career uncertainty, and a genuine appetite for upskilling without a steep price tag.

Whether an app like this becomes a long-term fixture in a user’s routine or a short-term utility during exam season will likely come down to the quality and depth of its content library over time, rather than its download count or star rating alone.

For now, Premium24 sits at an interesting intersection of India’s ed-tech and micro-task app categories — a combination that reflects how fluid the boundaries between “learning app” and “earning app” have become in the current market.

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Surat (Gujarat) [India], August 3: As education continues to evolve in response to rapid technological advancements and changing global expectations, schools are increasingly being evaluated not only by academic performance but also by their ability to prepare students for life beyond the classroom. Future-ready education today encompasses innovation, emotional intelligence, leadership, creativity, global awareness, and responsible citizenship.

G.D. Goenka International School Surat has embraced this philosophy by creating an ecosystem where every learner is encouraged to excel academically while developing the skills and values needed to thrive in the 21st century. This balanced approach has positioned the school among Gujarat’s progressive educational institutions, reflected through consistent academic outcomes, national recognitions, curriculum innovation, and global affiliations.

Academic Excellence with Consistency

Academic excellence remains the cornerstone of the school’s journey. The institution has maintained an impressive record of 13 consecutive years of 100% CBSE Board results, with students consistently securing top positions at the city, state, and national levels. In the 2026 CBSE examinations, students achieved exceptional results, producing city toppers across Class X and Class XII (Science and Commerce), along with state and national distinctions. Numerous students secured scores above 90%, reflecting the school’s commitment to conceptual understanding, personalised mentoring, and continuous academic support.

Curriculum Innovation Beyond Conventional Learning

Believing that quality education begins with quality learning resources, the school has developed its own comprehensive academic publications aligned with modern pedagogical practices. From specially designed Pre-Primary learning books to Subject Guide Books, Sports Education Books, and Performing & Visual Arts resource books, the institution has published an impressive collection of 123 educational books, each carrying its own ISBN number.

These in-house publications are designed to promote experiential learning, age-appropriate skill development, and curriculum enrichment while providing students with structured, engaging, and research-based learning experiences.

Preparing Learners for an AI-Driven World

Recognising that artificial intelligence and digital technologies are transforming every profession, the school integrates technology-enabled learning into classroom experiences. Coding, robotics, Artificial Intelligence, design thinking, STEM-based projects, and innovation challenges encourage students to become creators rather than consumers of technology.

Students regularly engage in real-world problem-solving, developing analytical thinking, creativity, and digital fluency essential for future careers.

Complementing this vision is a highly trained faculty, with over 80% of teachers being Google Certified Educators, ensuring that technology is meaningfully integrated into everyday teaching and learning.

Learning Beyond Textbooks

Experiential learning forms the foundation of classroom instruction. Inquiry-based projects, field visits, laboratory investigations, interdisciplinary exhibitions, entrepreneurship initiatives, and collaborative activities enable students to connect classroom concepts with real-life situations. This approach nurtures curiosity, innovation, communication, and critical thinking while making learning engaging and meaningful.

A notable example of this culture of innovation was the school’s outstanding performance at the CBSE National Science Exhibition 2025–26, where students earned national-level recognition for an innovative project on sustainable agriculture and smart onion preservation, competing among thousands of participating teams from across India.

Rooted in Indian Culture and Values

While preparing students for a global future, the school remains deeply connected to India’s rich cultural heritage. As part of its value-based education programme, students are introduced to the timeless wisdom of the Ramayan, Mahabharat, and Bhagwad Gita from the foundational years through age-appropriate lessons and discussions.

These teachings help nurture integrity, compassion, courage, discipline, respect, and ethical decision-making, ensuring that students remain firmly rooted in Indian culture while developing a global outlook.

Leadership Through Opportunity

Leadership is cultivated as a daily practice rather than a position. Through the Student Council, Model United Nations, community outreach programmes, clubs, school events, sports leadership, and collaborative initiatives, learners develop confidence, accountability, empathy, and decision-making skills.

Students are encouraged to lead projects, organise events, mentor peers, and actively contribute to school life, preparing them to become responsible citizens and future leaders.

Holistic Development Through Sports and Arts

Academic success is complemented by equal emphasis on sports, performing arts, and visual arts. Professional coaching, competitive exposure, and modern sports infrastructure encourage students to pursue excellence in athletics while learning discipline, resilience, and teamwork.

Similarly, music, dance, theatre, and fine arts provide creative platforms where learners build confidence, self-expression, and innovation.

The school’s commitment to holistic development has earned national and international recognition. Its spectacular annual production “Atulya Bharat” brought together more than 1,600 students in a continuous theatrical performance, earning recognition from the India Book of Records, International Book of Records, Forbes World Records, and the UN Book of World Records.

These achievements stand as a testament to the institution’s ability to provide every learner with meaningful opportunities to showcase talent, teamwork, creativity, and confidence on a grand stage.

Well-being at the Heart of Education

A future-ready learner must also be emotionally resilient. G.D. Goenka International School Surat integrates Social Emotional Learning (SEL), life skills, value education, and student wellness programmes into everyday school life.

These initiatives help students strengthen emotional intelligence, build healthy relationships, develop resilience, and make responsible decisions. Counselling support, mindfulness practices, and a caring school culture further reinforce student well-being.

Global Outlook with Strong Values

The school’s educational vision extends beyond national boundaries while remaining rooted in Indian values. International collaborations, exposure to global perspectives, sustainability initiatives, and multicultural learning experiences prepare students to become informed global citizens.

A significant milestone in this journey is the school’s inclusion in the UNESCO Associated Schools Network (ASPnet), making it the first school in Surat, the third in Gujarat, and one of only around 50 schools in India to be part of this prestigious global network.

The school has also been recognised with the Global Sustainability Award for its innovative sustainability initiatives and continues to promote environmental stewardship through impactful student-led projects.

Excellence Through Quality Standards

The school’s commitment to quality extends beyond academics. It is a NABET Accredited School, reflecting adherence to nationally recognised standards of educational excellence, governance, safety, and continuous improvement.

Reinforcing its commitment to student health and nutrition, the institution is also an FSSAI Eat Right School Certified Campus, promoting healthy eating habits and food safety awareness among students through structured initiatives and best practices.

Building Success Through Partnership

The school believes that education is most impactful when students, parents, and educators work together. Regular parent engagement programmes, career guidance initiatives, expert interactions, counselling sessions, and transparent communication ensure that every child receives personalised support throughout their educational journey.

Supported by a safe, secure, technology-enabled campus and a highly committed faculty, students learn in an environment that promotes confidence, curiosity, and lifelong learning.

As India prepares the next generation for an increasingly interconnected and technology-driven future, institutions that successfully combine academic rigour with innovation, leadership, well-being, cultural values, and global exposure will define educational excellence.

Through its commitment to academic distinction, curriculum innovation, technological advancement, value-based education, internationally benchmarked quality standards, and holistic student development, G.D. Goenka International School Surat continues to nurture learners who are not only academically accomplished but also compassionate, creative, resilient, culturally grounded, and prepared to make meaningful contributions to society.

Resonance Hyderabad: A legacy of continuous achievers in NEET UG 2026

Hyderabad (Telangana) [India], August 1: Resonance Hyderabad sets the stage for its legacy of NEET achievers, weaving continuously through 2026. As in every year, Resonance Institutions in Hyderabad have displayed a remarkable presence in their ReNEET rank list. Of them, two toppers at Resonance Institutions have won laurels for scoring higher marks, thereby securing higher ranks in our Resonance achievement records: Himanshu Kumar, AIR (4) & Atipamula Bharghava, AIR (68).

Resonance Institutions kindly request that every reader take a glance at the active aspects discussed at the press meet at Aashray Convention, Madhapur, on July 17, 2026, at 2:30 pm.

• Himanshu Kumar AIR (4) & Atipamula Bharghava AIR (68) have several features in common; both have enrolled in a 2-year long-term program with Resonance. Both reaching the pinnacle of success with these scores is quite understandable. 
• Himanshu Kumar emerged as the National Topper by securing AIR 4 in the GEN-EWS category. He ranked AIR 111 in the All India Open category with an impressive score of 690 out of 720 marks.
• Atipamula Bhargava secured a significant rank, a Hyderabad topper, with AIR 68 in the OBC-NCL category. In the open category, he secured AIR 268 with a notable score of 680 out of 720 marks.
• Alongside these prestigious ranks, Resonites over 250 have secured select medical seats.
• The NEET results we obtained in 2026 have further strengthened the institution’s credibility.

Press Meet Proceedings:

Congratulating the achievers, Shri Purnachandra Rao Garu, Managing Director, Resonance Educational Institutions, said:

“The outstanding performance of our students in NEET 2026 reflects their dedication, disciplined preparation and determination. Securing top ranks such as AIR 4 and AIR 68, along with more than 250 students from our Hyderabad campus expected to secure medical seats, is a proud achievement for the entire Resonance family. We congratulate the students, their parents, faculty members and academic teams who contributed to this success.”

He further stated that Resonance remains committed to providing aspiring doctors with expert faculty guidance, structured academic planning, comprehensive study material, regular examinations, detailed performance analysis and personalised mentoring.

Resonance Educational Institutions congratulated all the achievers and wished them continued success as they move closer to fulfilling their dream of becoming doctors.

During the felicitation session, Shri Purnachandra Rao Narra felicitated Atipamula Bhargava, Hyderabad topper, with a cash prize of INR 2,00,000 ( 2 lakh rupees), a token of appreciation for his determined efforts to achieve an excellent rank in Re-NEET 2026.

 Resonance Junior Colleges, Hyderabad: Details in Brief

• Nurturing young talents to integrate their preparation with regular academics and competitive preparedness at the 10+2 level was the primary purpose of Resonance Institutions in Hyderabad.
• Initiated in 2018 by  Mr Purna Chandra Rao Narra, MD of Resonance Institutions in Hyderabad, a junior college in the city. The Resonance Junior College focused on preparation for IIT-JEE, NEET, and other competitive exams.
• The institution has consistently delivered strong NEET results, with 61000+ students securing seats in all competitive exams, including IITs, NITs, IIITs, AIIMS, and other top universities nationwide.
• The success of Resonance Junior College can be determined as the best junior college in Hyderabad in terms of quality of education, experienced faculty, disciplined preparation, and a results-oriented approach.
• With its established reputation and extensive experience in education, Resonance Institutions has expanded its educational operations across several verticals, including schools, e-learning, a foundation centre, & global studies.
• With these verticals aligned, these campuses stretch to 50 across Telangana & Andhra Pradesh.

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Mumbai (Maharashtra) [India], July 31: Every year, as March rolls in, you see the same scene play out in cities across India. Kids bent over their notes, cramming late into the night. Parents pace nervously outside exam halls, trading worried glances. News channels run stories about “exam stress,” like it’s just another season. Then, come May, newspapers plaster photos of toppers everywhere—their high scores hailed like cricket match victories.

But talk to anyone who actually hires young people—ask managers, start-up founders, folks building teams. They rarely mention marks. Instead, they want people who can solve problems, think on their feet, and adapt to whatever’s thrown at them. Toppers don’t always tick those boxes.

That gap—between what schools reward and what life out there really needs—is tough to ignore now.

The Problem With Focusing Only on Marks

For decades, Indian schools hammered on one message: memorise, regurgitate, get marks. Back when jobs meant following orders and doing what you were told, maybe that was enough. Not anymore.

Look at Nithin Kamath, who started Zerodha, the country’s biggest trading platform. He’s said over and over that his best hires were never class toppers—they’re the ones who get how people and markets work in ways that textbooks just can’t teach. Or take Zepto. Two college dropouts—Aadit and Kaivalya—built a business by challenging old ways of thinking, not by sticking to a syllabus.

Marks aren’t useless. But they’re just one way to measure a person, not the only way.

What Creative Thinking Is Actually About

Creative thinking isn’t just painting or doodling. It’s about asking the right questions, keeping your cool when things are confusing, and linking ideas from all over the place instead of sealing them off into neat little boxes.

Finland gets a lot of praise for its schools. Instead of tons of exams, kids there do projects. One project might combine geography, economics, and design. Finnish students do great in global rankings—not because they take fewer tests, but partly because they do. They have more time to really understand, not just cram.

India’s got its own bright spots. Riverside School in Ahmedabad, started by Kiran Bir Sethi, is built on one rule: “I Can.” Kids there look for real problems—unsafe roads, trash on the pavement, water getting wasted—and they go fix them. Her project, Design for Change, now stretches to 60 countries. It proves what happens when kids are trusted to think.

The Cost of Ignoring This

We pay, big time, for ignoring all this. More than 1.5 million engineering grads come out of Indian colleges every year. But companies say most of them aren’t quite ready for work—they need more training before they can handle real jobs. It’s not always a lack of facts; it’s missing the ability to think things through, communicate, and adapt.

And here’s the twist: Work is changing at rocket speed. AI tools already do a ton of routine stuff—reading files, answering simple questions—that once needed a person. Just knowing facts isn’t enough. Judgement, curiosity, knowing when an AI has made a mistake—those matter more. You can’t rote-learn that.

Some Good News

Honestly, things are shifting, if slowly. The National Education Policy 2020 pushes for less cramming, more hands-on projects, and mixing subjects. Now, a science student can learn music. A commerce student can pick up coding. You don’t have to live in just one box anymore.

Some states are trying new things, too. Delhi’s “Happiness Curriculum” and “Entrepreneurship Mindset Curriculum” aim to spark reflection, confidence, and real-world thinking—not just memorising textbooks.

Colleges are waking up as well. Ashoka University brought in a liberal arts model, letting students study economics, philosophy, and computer science together—something rare in India. Edtech companies like Byju’s (for all their flaws) showed that learning could be visual, interactive, and not just a teacher talking at you for hours.

What Parents and Teachers Can Actually Do

Changing the system is slow work. But smaller steps—those can start now. Parents can stop treating one scorecard as a summary of their child. Ask your kid what they tried, built, questioned, or figured out this week.

Teachers—yes, even with tight syllabuses—can let kids debate, build things, discuss. It doesn’t have to be non-stop lectures.

Schools shape what matters. Instead of only reading out topper lists in assembly, some schools now highlight “best solution of the month”—whether it’s a clever fix for a class problem, building a small tool, or making a solid argument in a debate. What you praise publicly shapes what students chase.

What Success Really Means

None of this means grades don’t matter. You need strong basics—math, reading, science. No country that’s gone far threw out rigour and only chased “creativity.” But we need balance. Exams are a part of growth, not the whole story.

India’s greatest strength—its massive young population—will really pay off if this generation learns to adapt, build, and think for themselves. The next big names—the ones who will change companies, invent stuff, reshape ideas—won’t always be the toppers in the paper. More often, they’ll be the ones who learned early to ask the question no one else thought to ask.

PNN Education

Bengaluru (Karnataka) [India], July 31: The Shri Ram Universal School (TSUS), Bengaluru, celebrated Founder’s Day with great enthusiasm and reverence, marking the occasion with a memorable programme that reflected the institution’s values, achievements, and vibrant spirit.

The celebration commenced with a Guard of Honour, extending a warm and respectful welcome to the distinguished guests. The principal graciously welcomed the Chief Guest, Dr. Sunitha Rao, Guest of Honour, Ms. Sudha Santhanam, along with other esteemed dignitaries, setting the tone for the event.

The programme featured captivating music and dance performances by the students from across all the grades and a special performance by Tanvishri from Grade 3A, whose talent, creativity, and dedication enthralled the audience and added colour to the celebration.

A special felicitation ceremony was held to honour Chief Guest Dr. Sunitha Rao, Guest of Honour Ms. Sudha Santhanam, and Founder Staff Member Ms. Ankita Karkhanis for their invaluable contributions and inspiring presence. Their achievements and commitment continue to motivate the school community.

The gathering was further enriched by inspiring addresses from the Director, Dr. B. Poornima Reddy, and the Managing Director, Mr. Ajitesh Basani, who reflected on the school’s remarkable journey, acknowledged the efforts of the staff and students, and encouraged everyone to continue striving for excellence while upholding the institution’s vision and values.

The Founder’s Day celebration concluded on a note of gratitude and pride, leaving everyone inspired to carry forward the legacy of excellence and service established by the founders. It was truly a memorable occasion that celebrated the school’s heritage, accomplishments, and aspirations for the future.

About The Shri Ram Universal School (TSUS), Bengaluru

The Shri Ram Universal School (TSUS), Bengaluru is committed to nurturing young minds through a balanced approach to academics, creativity, values, and experiential learning. Located in Jakkur, Bengaluru. The school follows the philosophy of “The Shri Way,” focusing on holistic development that goes beyond classroom education. With a strong emphasis on life skills, sports, co-curricular activities, and integrated learning, TSUS creates an environment where students are encouraged to explore their potential, build confidence, and develop into compassionate and responsible individuals. The school’s learner-centric approach, modern infrastructure, and commitment to excellence make it a preferred destination for quality education in Bengaluru.

Website – https://www.tsusbengaluru.com/

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[L-R] Dr. Shabnam Sharma, Founder & CEO, RoboGenius; Mr. Villy Outzen, Head of AAM Markets, LEGO® Education Intl; Mr. Joshua Graham, Regional Manager, LEGO® Education Intl; Mr. Shubham Raghuvanshi, Head – Sales & Marketing, RoboGenius; Mr. Sudhanshu Sharma, Founder, India STEM Foundation

New Delhi [India], July 31: Empowering children to build AI and not just use it, RoboGenius, one of India’s pioneers in STEM education, brings LEGO® Education Computer Science & AI and LEGO® Education Science learning kits to schools across India. As a LEGO® Education reseller, RoboGenius is among the first to bring next-generation classroom experiences to Indian schools.

As artificial intelligence (AI) rapidly reshapes the future of work and learning, Indian classrooms face a fundamental question: Will children simply consume AI, or will they learn to create it? Launching under the idea of “Built to Build AI”, the initiative aims to help children move beyond using AI applications to understand, question and build AI through collaborative, hands-on learning.

“Artificial Intelligence is becoming a foundational literacy for the next generation. At RoboGenius, our vision is very clear – to transform education from passive learning to active innovation, because we believe students should not just learn about the world, they should be prepared to shape it. The real opportunity is not teaching children how to use AI tools, but helping them understand how AI works, how to think critically about it, and how to build responsibly with it,” said Dr. Shabnam Sharma, Founder & CEO, RoboGenius.

To support this vision, RoboGenius will also conduct AI workshops, classroom demonstrations, teacher engagement programmes and collaborative learning events with partner schools, giving educators, parents and students first-hand experience of how AI can be taught through creative, hands-on learning.

The initiative will focus on IB schools and A and A+ CBSE schools across India, with an initial emphasis on key metropolitan regions including Delhi NCR, Mumbai, Bengaluru, Hyderabad and Vadodara, while expanding its reach nationwide. RoboGenius aims to partner with over 100 schools by March 2027.

The newly launched LEGO® Education Computer Science & AI solution introduces students from primary grades onwards to core computational thinking and AI concepts using familiar LEGO® building experiences. Working collaboratively in small groups, students learn how intelligent systems are designed, tested and improved, while exploring responsible AI practices in a safe, age-appropriate environment that prioritises student privacy.

Complementing this offering, the LEGO® Education Science solution provides curriculum-aligned, hands-on science learning experiences that encourage inquiry, experimentation and real-world problem solving. Together, the two platforms create an engaging pathway for schools seeking to strengthen both STEM and AI education.

“Our mission has always been larger than introducing new technology into schools. We want to enable every student to succeed across the world. Our solutions are designed to engage students and empower teachers whilst being standards & curriculum aligned for the classroom and enrichment learning. Through our local resellers, we can effectively deliver teaching capability, curriculum, pedagogy, and sustained support. Technology is only effective when it is embedded within a strong educational ecosystem,” said Mr. Tom Hall, Head of LEGO® Education International.

As discussions around artificial intelligence continue to grow, parents and educators increasingly seek learning environments that balance innovation with safety and ethics. RoboGenius believes that responsible AI education must begin early, enabling students to become thoughtful creators rather than passive users of emerging technologies.

The company expects the new learning solutions to help schools prepare students with critical future skills including computational thinking, creativity, collaboration, ethical reasoning and problem solving — capabilities increasingly recognised as essential for tomorrow’s workforce.

With India accelerating its national focus on digital transformation and AI readiness, the “Built to Build AI” initiative looks to inspire a new league of learners equipped not merely to navigate an AI-powered world, but to shape it.

About RoboGenius

Founded in 2006, RoboGenius (formerly known as, Techtronics Education) is one of India’s leading STEM education organisations, delivering comprehensive learning ecosystems for schools through curriculum, teacher professional development, technology laboratories, competitions and long-term implementation support.

Unlike traditional technology products that focus primarily on hardware or software, RoboGenius delivers a complete STEM education ecosystem. This integrated approach enables schools to successfully embed future-ready learning into everyday teaching rather than treating technology as an isolated activity.

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Mumbai (Maharashtra) [India], July 30: Every year, you’ll see thousands of Indian students rolling their suitcases through airport terminals, waving one last goodbye, and heading for places like Toronto, Boston, or Manchester. The dream is pretty clear: get a solid job, earn more money, and maybe start over somewhere with fresh opportunities. Sure, countries like Germany, Ireland, and the UAE are throwing their hats in the ring, but honestly, Indian grads aren’t flocking there in the same numbers. The big three—Canada, the US, and the UK—are still the favorites. And no, it’s not just old habits or family tradition talking. It really comes down to salaries, how friendly the immigration process feels, and—for now—these countries make it easiest to go from student visa to actually calling a place home.

Post-Study Work Rules Change Everything

Ask any Indian who just finished their degree why they picked Canada instead of, say, France, and you’ll probably hear about the Post-Graduation Work Permit. Finish a two-year program? Boom—you get three years to work and build your CV in Canada. You’ve got real time to find a job, add some Canadian work experience to your name, and then apply for permanent residency through Express Entry or a provincial program. Priya Nair, an engineer who left Pune for Conestoga College, said it best: “The PR pathway was visible from day one, not a maybe.”

The UK offers something similar. The Graduate Route gives you two years to work after your degree (PhD students get three). When the UK took that away a few years back, Indian student numbers nosedived. Now that it’s back, schools at Coventry or Birmingham can’t keep up with the demand.

The US takes a different approach. There’s no guaranteed post-study work visa, but Optional Practical Training lets you work for a year after graduation. If you’re in a STEM field, you can stretch that out to three years. If you graduated from a place like Georgia Tech with a computer science degree, that’s usually enough time to land a job, get sponsorship for an H-1B, and start building a life—even before your OPT runs out.

The Money’s Still Better

Let’s be real—pay matters. The US is still at the top of the heap. A software engineer in Bengaluru with two years of experience might make ₹20 lakh a year. That same role in Seattle or Austin easily hits $120,000—maybe even more, after taxes and rent. No wonder so many top grads from the IITs and NITs think twice about staying in India when the paycheck abroad is that much bigger.

Canada and the UK can’t always match those salaries. But the cost of living isn’t as wild as San Francisco or New York. Public healthcare means fewer surprise medical bills, and in Canada, the route from fresh arrival to permanent resident is often much shorter.

Degrees With Real Muscle

Some university names just carry weight. If you’ve got “University of Toronto,” “Imperial College,” or “University of Michigan” on your resume, recruiters notice—even once you leave the country. And it’s not just about prestige: top employers like Deloitte or Microsoft keep their eyes on graduates from the same set of reliable institutions. That’s why programs at places like LBS or Waterloo get flooded with applications every year, while lesser-known schools in other countries are still trying to get on the map.

It Feels Like Home

Landing in a new country is less overwhelming when you’ve got a community waiting for you. In Canada, look at Brampton or Surrey. In the UK, Southall. In the US, try Edison in New Jersey. These places have Indian groceries, temples, familiar food, and WhatsApp groups ready to help you find your first apartment or part-time job. That kind of network makes it a little easier to adjust. Move somewhere smaller or newer, and you might feel pretty alone.

You Can Actually Become a Resident

This part is huge. Canada, the US, and the UK really do grant permanent residency every year—hundreds of thousands in Canada alone, with Indians at the front of the line. For families weighing the pros and cons, the chance of settling down for good matters more than any glossy brochure promise.

Not All Sunshine—and Families Know It

It’s not a perfect picture. Canada started capping student visas in 2024 and 2025. US visa interviews stretch on for months in cities like Hyderabad. The UK keeps adjusting rules for work visas and letting family in. Living costs are climbing, too. That same Canadian diploma that cost ₹15 lakh five years ago? Now it’s closer to ₹25 lakh once you add rent and day-to-day expenses.

But, despite everything, families still put these three countries at the top of their wish lists. Countries like Germany or Australia are slowly becoming serious options, with free or cheap tuition and easier post-study work rules. Still, Canada, the US, and the UK stick out because of the language, big Indian communities, brand-name universities, and—most important—the real chance of actually settling for good. When it comes to choosing a new home, that combination is tough to beat.

PNN Education

New Delhi [India], July 30: Preparing for a successful career in the healthcare industry requires learning that extends beyond the classroom. At SBS University Dehradun, clinical exposure makes up a major part of healthcare education, enabling students with opportunities to apply their academic learnings into real-world settings while developing the practical skills, confidence, and clinical competence needed to thrive in an actual career.

As part of this experiential learning approach, the university frequently engages students in exposure-based activities, including participation in major sporting events and specialised clinical training programmes.

One such noticeable initiative was the participation of MPT Sports postgraduate students in the 42nd Gold Cup Tournament (organised by the Cricket Association of Uttarakhand) at the Rajeev Gandhi International Cricket Stadium, Dehradun.

During the tournament, students proactively participated in on-field medical and rehabilitation support under professional supervision. They successfully treated 11 athletes, facilitating their safe return to play.

The team managed a range of sports-related conditions, including acute bleeding, hamstring pulls, calf and abdominal cramps, ankle sprains, and mechanical knee and shoulder pain. This exposure to real-time challenges enabled students to apply academic knowledge in kinesiology and rehabilitation while gaining valuable insights into real-time sports medicine triage.

The students also provided expert physiotherapy coverage at the Uttarakhand Wushu Championship (organised by the Uttarakhand Wushu Association) at Maharana Pratap Sports College, Dehradun.

During the championship, the student team treated and managed more than 100 elite athletes, addressing acute sports injuries such as shoulder dislocations, ankle sprains, and severe contusions (bruises). The event further strengthened participants’ practical understanding of sports injury management and rehabilitation in a competitive sporting environment.

Further extending the field-based initiatives, students of the Department of Physiotherapy provided sports physiotherapy support to 25 national athletes during the Ice Skating Association of India’s training camp held at the Rajiv Gandhi International Cricket Stadium, Raipur. This event provided another valuable opportunity for students to get hands-on learning and practise clinical skills.

Adding to these field experiences, the University also frequently organises competency-driven workshops to empower students with advanced practical training and specialized clinical skills.

A workshop on “Taping Techniques and On-Field Assessment” led by Dr. Prahlad Priyadarshi (alumnus, Batch 2008–2010), currently appointed as Sports Physiotherapist for BCCI and Analyst at the Sports Authority of India (SAI), was one among such initiatives by the university.

Through all these initiatives, Sardar Bhagwan Singh University (SBSU) remains committed to student success and quality education, earning notable recognition for contribution to healthcare education from Shri Subodh Uniyal ji, Health & Medical Education Minister (Uttarakhand) .

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Bareilly (Uttar Pradesh) [India], July 30: Invertis University, Bareilly, advances opportunities for students to empower students with knowledge of the Google AI ecosystem, cloud technologies and futuristic digital skills, as it marks a new milestone as the Region’s First & India’s Fifth Google Agentic AI University – placing it among a select group of higher education institutions in the country to adopt the Agentic AI ecosystem into the college academic framework.

As part of the initiative, Invertis University unveils three pillars of Google’s AI ecosystem, namely: Google Gemini Enterprise Edu, Google Cloud Digital Campus (GCDC) 4.0, and a Google Agentic AI Centre of Excellence that will work in tandem to enrich the student’s academic experience by enhancing their learning capabilities, cloud competencies, and agentic AI skills, respectively.

Google Gemini Enterprise Edu will allow students to harness the power of AI to learn and understand subjects at a faster pace and make them productive and efficient with AI-led tools used in various industries.

Google Cloud Digital Campus (GCDC) 4.0 will enable students to develop cutting-edge skills in Google Cloud and gain certifications to stay updated with the latest technological trends and meet the rising demands of the corporate world. 

Complementing these platforms, Google Agentic AI Centre of Excellence facilitates experiential learning through workshops, hackathons, innovation challenges, collaborative projects, and hands-on learning activities, enabling students to have opportunities to apply AI concepts to real-world problems while working in an environment that encourages innovation and interdisciplinary learning.

Over the years, the University has consistently introduced initiatives that bridge the gap between academics and industry, including industry inside initiative [Invertis is One of Only 3 Universities in India with the ‘Industry Inside Campus’ model],  100+ Value Added Courses, free certified training worth ₹1.5 lakh through the Centre for Skill and Entrepreneurship Development (CSED), exclusive access to 16,000+ LinkedIn Learning courses, paid international internships, international student exchange programmes, and collaborations with 25+ Global Knowledge Partners. 

With this new addition, Invertis University reaffirms its commitment towards empowering students with futuristic skills, knowledge, and exposure to prepare them for successful careers in an AI-driven world. The University’s robust career-centric ecosystem, coupled with Google’s Generative AI, will offer limitless opportunities for students to develop competencies, learn digital skills, and gain exposure to the latest technological advancements to graduate as industry-ready professionals.

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Kolkata (West Bengal) [India], July 30:  Vedic Maths Forum India (VMFI) has launched an artificial intelligence-powered Vedic Mathematics Practice Engine aimed at providing students with personalised mathematics practice through adaptive learning technology. Vedic Mathematics has only recently been granted the status of Intangible Cultural Heritage of India by the Ministry of Culture, Government of India.

The web-based platform, available at https://www.vedicmaths.ai uses artificial intelligence to generate customised practice questions, analyse student performance, and adjust the level of difficulty according to individual learning needs. The platform has been developed to help students strengthen numerical ability, improve calculation speed, and build greater confidence in mathematics through continuous practice.

According to VMFI, the system evaluates each learner’s accuracy, response time, and progress to create personalised practice sessions rather than offering the same set of exercises to every student. It also provides instant feedback, identifies areas requiring additional practice, and tracks learning progress over time.

Speaking on the launch, Gaurav Tekriwal, Founder and President of Vedic Maths Forum India, said the objective was to combine India’s rich mathematical heritage with advances in artificial intelligence to make mathematics learning more engaging and accessible.

“Artificial intelligence enables us to personalise mathematics education at a scale that was previously difficult to achieve. Our vision is to provide every learner with an intelligent practice companion that adapts to individual strengths and learning gaps while reinforcing the principles of Vedic Mathematics,” he said.

Anushree Tekriwal, Director of Vedic Maths Forum India said “We believe the future of education lies in combining sound pedagogical principles with responsible artificial intelligence. By bringing together the proven methodologies of Vedic Mathematics and modern AI, we are creating a scalable platform that can support millions of learners while also providing teachers and schools with actionable insights to improve learning outcomes.”

Founded in 2008, Vedic Maths Forum India has been working to promote Vedic Mathematics through teacher training programmes, student workshops, digital learning initiatives, publications, and collaborations with educational institutions in India and abroad. Its work has received national recognition by being featured in Prime Minister Narendra Modi’s Mann Ki Baat. The organisation has also partnered with several State Governments under Samagra Shiksha to conduct teacher capacity-building programmes and numeracy enhancement initiatives.

The newly launched AI platform is designed for students, teachers, schools, and educational institutions. In addition to personalised practice, it offers performance analytics that can help teachers monitor student progress and identify concepts requiring further attention.

The launch comes at a time when educational institutions are increasingly adopting AI-enabled technologies to support competency-based learning and improve foundational numeracy in line with the objectives of the National Education Policy (NEP) 2020.

VMFI stated that the platform will continue to evolve with additional features, including expanded practice modules, enhanced learning analytics, and tools to support educators in classroom implementation.

The AI Powered Vedic Maths Practice Engine can be accessed at www.vedicmaths.ai

About Vedic Maths Forum India

Vedic Maths Forum India is an educational organisation dedicated to promoting Vedic Mathematics through teacher training, student programmes, educational research, publications, and technology-enabled learning solutions. Over the years, the organisation has worked with schools, universities, and government education departments to support numeracy development and mathematics education. 

Media Contact

Gaurav Tekriwal

Vedic Maths Forum India

Email: gtekriwal@vedicmathsindia.org

Website: https://www.vedicmathsindia.org   www.vedicmaths.ai

New Haven (Connecticut) [USA], July 29: For the first time in Yale University’s three-century history, India will take centre stage through a university-wide celebration, marking the launch of the inaugural Global India Season with the Yale India Forum.

The Yale India Forum is a two-day, high-impact global summit that will convene world leaders, business pioneers, investors, entrepreneurs, academics, athletes and cultural icons on Yale’s campus. Envisioned as the most ambitious India-focused forum ever hosted on an American campus, it aims to establish itself as a leading annual platform for global dialogue on India’s rise.

More Than a Summit

The Forum arrives at a defining moment for India, which is moving from regional prominence to global centrality — shaping trade, diplomacy, technology, sustainability and culture on the world stage. Across business, public policy, innovation and culture, India’s influence is being felt around the world. India’s story is no longer one of promise; it is one of leadership.

The Yale India Forum recognises this shift, bringing India’s momentum together with Yale’s intellectual depth to create a landmark institutional moment — one where leadership, enterprise, innovation, culture and ideas converge to shape India’s next chapter.

About the Forum

Hosted across Yale’s most iconic institutions and centres of global thought, the Yale India Forum will convene government and policy leaders, CEOs, business leaders and investors, alongside the innovators shaping India’s next chapter. The Forum will explore the ideas driving India’s future and foster meaningful connections among established leaders, students, and members of the global Indian diaspora.

About Yale University

For more than three centuries, Yale has stood as one of the world’s most prestigious and influential Ivy League institutions. Home to one of the largest and most powerful university endowments in the world, Yale continues to occupy a place of unmatched prominence and global influence.

A forum of this scale, depth, and strategic significance has not been held on any campus in decades.

For more information, visit www.yaleindiaforum.com and follow @yaleindiaforum for the latest updates and announcements.

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Jamshedpur (Jharkhand) [India], July 29: XLRI – Xavier School of Management, Jamshedpur, once again became the epicenter for transformative ideas in the consulting industry with the successful completion of FULCRUM 6.0, themed “Navigating Disruptions, Resilience, and Strategic Transformation in the Consulting Industry.” Organized by the XLRI PGDM (GM), the event exemplified XLRI’s commitment to bringing together visionary leaders, practitioners, and students for thought-provoking engagement and future-forward conversations.

FULCRUM 6.0 unfolded through an immersive sequence of panel discussions, each thoughtfully crafted to address the evolving priorities of the consulting world. The panels offered an open platform where global executives, sectoral experts, and academic leaders shared their perspectives, fostering a rich exchange between proven best practices and bold new strategies.

The first panel set the stage by exploring Judgement in the Age of Information Overabundance. Esteemed leaders, including Ajit Pai (EY), Amey Navelkar (Persistent Systems), Anup Gandhi (Alvarez & Marsal), Avinash Baliga (Avasant), Inder N. Dua (Infosys Consulting), Jeewitesh Prabhakar (PwC), Maheshan Kuttikkariyil (IBM Consulting), Sangita Moulik Gupta (Leading Consulting Company), Shantanu Singh (Accenture), and Sujith Jain (Alvarez & Marsal), illuminated how discernment and experience remain irreplaceable even as the volume of available information continues to grow exponentially. The conversation explored the interplay between data and instinct, emphasizing that judgement is not just a skill honed through analysis but must be lived, tested, and sharpened through real client experience across a career.

The event’s momentum continued with the second panel – Generative AI as a Disruptor: Existential Threat or the Biggest Opportunity Consulting Has Ever Seen? – which welcomed experts such as Amitayu Roy (Accenture Strategy & Consulting), Angad Karunan (ZS), Avvanti Gupta (IBM Consulting), Prakash Dwivedi (EY), Priyadarshi Majumdar (Genpact), Raghav Manohar Narsalay (PwC), Renu Chandel (Accenture), Sunjeet Gupta (Accenture), Vasudev Puranik (Leading Consulting Company), and Yash Vardhan Nath (PwC). The discussion traced consulting’s evolution through successive waves of technological disruption, arriving now at the era of generative AI. Panelists reflected on how frameworks must become adaptable, that GenAI should be seen as a catalyst rather than a threat and that real consulting value arises when human talent and artificial intelligence collaborate. Operationalizing impactful ideas and maintaining empathy, precision, and purpose were lauded as the keys to navigating the future.

The third and final panel, Fee Pressure, Commoditization, and the Fight to Protect Consulting Margins in the World of Gen AI, saw dialogue among Ankur Mittal (Axeno Consulting), Anurag Khare (KPMG), Karthiga Anand (Leading Consulting Company), Krishna Prasad (CGI), Rohan Padha (Deloitte India), Sharmistha Bagchi (IBM Consulting), and Somsekhar Pal (ZS). The conversation focused on protecting value in a commoditizing market, evolving pricing models, and the imperative of intentional differentiation over the next 3–5 years. Trust, expertise and the human edge in high-stakes decision-making were solidified as the enduring advantage. The session closed with a collective recognition that in the age of AI, the firms that will thrive are the ones that can meaningfully redefine value and co-create outcomes for their clients.

FULCRUM 6.0 was conceptualized and executed by Prof. Kanagaraj Ayyalusamy, Professor of Finance & Convenor, Corporate Relations and Placements; Prof. Sunil Sarangi, Professor of Business Communication & Mr. Rajni Ranjan, Vice President from XLRI’s Corporate Relations & Placements, organized by the enthusiastic Kautilya Consulting Club members: Rishi, Paritosh Mishra, S. Vishal, Morris M., Nandini Navamit, Siddhi Patil, and Aditi Dudeja. The event was moderated by Dr. Rupinder Kaur, Monishka Singh, Nilkanth Sawant and Anurag Singh. Along with them, the hosts and co-hosts Hardik Dhawan, Megh Poddar, Dhwani Shah and Aakriti Anwesha added vibrancy and professionalism to the flow of the event.

FULCRUM 6.0 was not only an opportunity to reflect on consulting’s trajectory but also a platform for celebrating partnership, learning and actionable insight. As the panels concluded, it was evident that XLRI remains at the forefront of assembling communities where technology, people and business converge, fostering the very conversations that will shape consulting’s next chapter on a global stage.

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Mumbai (Maharashtra) [India], July 29: Every year, about nine million students in India graduate from college. And every year, employers say that close to half of them just aren’t ready for the jobs on offer. This isn’t a new gripe — actually, people have been making the same complaint for more than a decade. But the numbers keep giving us this weird, conflicting story, and honestly, it’s time we took a closer look.

Two Reports, Two Realities

Take the India Skills Report in late 2025. It put India’s graduate employability at 56.35%. That’s a jump from just 46.2% four years ago. Reading just that, you’d think things are finally getting better: employers finding more job-ready talent, women starting to outpace men (54% compared to 51.5% for men, which is a first in five years), and states like Uttar Pradesh and Karnataka showing solid progress.

But then you get Mercer-Mettl’s India Graduate Skill Index, released around the same time. Their survey — and we’re talking data from around 2,700 campuses and over a million students — marked employability at just 42.6%. That number’s not just lower, it’s dropping, down from 44.3% two years before.

So, which one do you believe? Truth is, probably both and neither. The gap is the point: everyone’s measuring “employability” a little differently, with different tools and priorities. So, in the end, nobody — not policy makers, not universities, not even the students themselves — really has a clear handle on just how big the problem is. When two big reports can’t even agree on whether the job market is getting better or worse by a full fourteen percentage points, you know something’s off. The data is almost as scrambled as the system it’s supposed to describe.

Where the Gap Actually Lives

Break it down by field, and things get sharper. Computer science and IT engineering grads are doing fine — 80% and 78% employability, thanks to all the hiring around AI and automation. MBA holders, though, have slipped, from 78% to under 73%, since companies are looking for people who can work across functions, not just manage from a distance.

But the toughest part of the story is at the bottom. Graduates from Industrial Training Institutes have less than 46% employability. Polytechnic graduates? Worse — under 33%. These institutes were designed to handle vocational and technical education on a mass scale. In theory, they’re supposed to produce the people who can walk onto a factory floor or service center and start working right away. In reality, these are the very students struggling the most to get hired. Reports celebrate vocational skilling rising from 41% to 46% like it’s a win, but it just isn’t.

That’s the ugly truth: the institutions meant to solve the jobs crisis are stuck at the center of it.

A Story From the Factory Floor

Need an example? Think of a mid-sized auto-components factory somewhere near Pune. Industry folks love to use these places as evidence in their debates. The HR head there will tell you: hiring an ITI diploma holder used to mean they’d be useful on a CNC machine in four to six weeks. Now, training them to be even moderately productive takes three months. Why? The diploma still covers machines and methods the factory stopped using years ago. The company’s solution? They set up their own micro-training centers, basically teaching these recruits everything from scratch, because the certificate just doesn’t guarantee actual skills.

This isn’t some made-up case; it’s the same thing software companies dealt with around 2015, when firms like Infosys and TCS rolled out their own “finishing schools” because engineering degrees weren’t producing ready-to-code new hires. Now, it’s happening all over again, except this time it’s welders and technicians instead of software engineers. The curriculum always seems a step behind — and in India, that step is a long one.

The AI Layer Makes It Worse, Not Better

Here’s a bit that really doesn’t get enough attention: GenAI is already changing how “employable” is even defined. Over 90% of Indian employees use generative AI on the job in some way. The WEF says nearly 40% of basic job skills will change by 2030. So now we have a moving target, layered on top of a system that couldn’t hit a stationary one to begin with.

Non-tech roles are getting hit the hardest. HR employability has fallen below 40%. Digital marketing is around 41%. These aren’t oddball careers — they’re huge, mainstream sectors where tons of arts and commerce graduates end up. Even inside the broad “non-technical” category, some grads are landing on their feet and others are not. Case in point: commerce grads are suddenly in demand (63% employability, up from 55% the year before), thanks to all the new jobs in finance and fintech. But a big trend like that just gets lost in a single national number.

What Doesn’t Get Fixed by a Headline Number

Here’s the thing: when the headline reads, “Employability Improves to 56%,” it’s easy to forget the polytechnic and ITI numbers, or the fact that the divide between technical and non-technical education is getting wider. But that’s where the real problem is. The system as a whole could be improving while the very students it was built to support — first-gen learners, vocational students, kids from smaller towns — actually fall further behind.

This isn’t a talent gap. India’s not short on smart, capable young people — if anything, it’s young people leading the world in AI talent. What’s happening here is a design gap. The education system just isn’t keeping up with how fast the job world is changing. Unless that sense of urgency finally reaches vocational education (not just engineering or business schools), we’ll keep chasing these numbers: two reports, two different stories, lots of debate, and far too many graduates still waiting for the system to catch up.

PNN Education

From CFA Level I to Level II: Build the Right Strategy for Long-Term Success in CFA Exams

Mumbai (Maharashtra) [India], July 29: Clearing CFA Level 1 is often treated as the hardest part of the journey. In practice, Level 2 tends to be the tougher exam. Level 2 asks candidates to do something fundamentally different from Level 1: instead of recalling concepts across a wide spread of topics, they now have to apply several concepts at once within long,  vignette-based item sets and interconnected problem scenarios. Candidates who relied on breadth of study to get through Level 1 often find that the same approach falls short at Level 2, where the exam rewards depth and the ability to reason through applied problems under time pressure.

This shift catches many candidates off guard, particularly because it coincides with a change in life circumstances. Most Level 1 candidates are students or early-career professionals with more flexible schedules. By the time they reach Level 2, a large number are working full-time, which means preparation now has to compete with a job rather than sit alongside a lighter routine. The candidates who navigate this well tend to be the ones whose preparation was structured from the outset, not the ones who simply put in more hours.

Finnacle Institute’s own numbers make the scale of the exam’s difficulty clear. Its results for the recent May attempt at CFA Level 1 coaching were among its strongest yet, with pass rates that continue to run well above the global average published by the CFA Institute. Across CFA Level 1 coaching and CFA Level 2 coaching, Finnacle has historically reported pass rates ranging from 60% to 71%, well above the global benchmark that sits at 45% across all three levels. That gap, the institute notes, is not a function of easier material or a more lenient exam, it reflects a preparation process built to test candidates as rigorously as the exam itself does, a reputation that has positioned Finnacle among institutes offering the best CFA coaching in India. 

What Changes Between Level 1 and Level 2 Preparation

At Level 1, the priority is coverage: getting through ten subjects with a working command of each. Finnacle’s approach ties every chapter to an assigned practice test, followed by a full subject test once the chapter cycle is complete. Faculty grade each subject test immediately and provide individual feedback before the next subject begins, which means gaps are caught early rather than compounding across the syllabus.

At Level 2, this same testing discipline is retained, but the material itself forces a different kind of practice. Item sets combine multiple concepts within a single scenario, so a candidate needs to be able to move fluidly between topics rather than answer them in isolation. Finnacle’s CFA Level 2 coaching keeps the chapter-wise and subject-wise testing structure intact across all ten subjects, layering in additional scenario-based practice to mirror how the actual exam is constructed. All subjects are re-tested once the curriculum is complete, followed by a series of full-length mock exams before the candidate sits for the paper.

Preparing for Level 2 Without Pausing a Career

Because most Level 2 candidates are balancing internships, graduation or full time work, Finnacle offers both weekday and weekend batches, along with a pre-recorded lecture option for candidates whose schedules do not allow for fixed class timings. A round-the-clock doubt forum lets students raise questions in whatever format is easiest, whether that is text, an image of a problem, or a linked resource, so preparation does not stall simply because a candidate cannot make it to a live session that week.

The CFA training vertical at Finnacle Institute is headed by Mr. Laukik Shah, who brings 24 years of CFA training experience to the program. Faculty across the institute’s Mumbai and Surat branches include professionals who have themselves cleared CFA Level 2 and Level 3, along with FRM charterholders, CAs, and practitioners with direct experience in capital markets, giving Level 2 candidates access to people who have been through the exact stage they are now navigating.

Level 2 as a Stepping Stone, Not Just an Exam

For candidates who want their CFA preparation to lead directly into a career, Finnacle’s CFA Advanced track, delivered through its Finbridge® Program, folds Level 2 preparation into a broader curriculum that includes financial modelling, equity research, valuation, and live investment projects. Candidates on this track are placed in core finance roles, including investment banking, equity research, portfolio management, private equity, mutual funds, family offices, institutional equities, and venture capital, immediately after clearing Level 1, with packages averaging INR 8.9 lakhs per annum and going up to INR 13 lakhs for top performers, working with more than 120 recruiters, while continuing Level 2 and Level 3 preparation alongside their corporate experience at no additional training cost. 

The broader point candidates should take from a strong Level 1 result is not that the hard part is over. It is that whatever preparation habits got them through Level 1 are about to be tested at a different scale, and the ones who adapt that structure early tend to be the ones who clear Level 2 without needing a second attempt. For aspirants weighing their options for the best CFA coaching in India, the distinction lies less in which institute promises the best outcome, and more in which one can show, step by step, how it builds toward one.

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Mumbai (Maharashtra) [India], July 29: Ask most Indian adults where they learned about things like compound interest, the pitfalls of credit cards, or how mutual funds actually work, and you’ll usually get a shrug or a half-smile. The truth is, most people didn’t learn it anywhere—at least not formally. Maybe an uncle shared a horror story about losing money in the stock market. Maybe a bank employee explained just enough to sell a product. But school? That was almost never in the picture. It’s odd, really—India is known for sharp engineers and math whizzes, but we’ve barely taught kids how to read a loan agreement.

That’s finally starting to shift, and honestly, it’s about time.

A couple of years ago, in 2021, the Central Board of Secondary Education teamed up with the National Payments Corporation of India. Together, they launched a financial literacy elective for kids in Class 6. It wasn’t rocket science—just basic stuff: how banks work, how to pay digitally with UPI, cards, wallets, the everyday mechanics of managing money. It’s so simple it feels almost overdue. For decades, the default was, “figure it out at home.” So, even a small step in the right direction is a big deal.

Since then, things have picked up. The National Centre for Financial Education now runs the Money Smart School Programme with CBSE. It’s voluntary—schools can choose to weave financial education into the regular subjects from classes six to ten. They have five workbooks covering everything from bartering to digital payments, even touching on things like pensions and smart borrowing. Teachers get trained (and certified with the somewhat cheesy but well-intentioned title of “Money Smart Teacher”) to deliver these lessons—even if, let’s be honest, many of them never got any real instruction in this stuff themselves.

Why now, though? And why so late?

Well, kids today are managing money sooner than ever. Thanks to the explosion of digital payments—especially UPI—teenagers are making transactions long before they leave school. A 15-year-old with a UPI account can split bills with friends in seconds. Yet often, those same kids have no clue how an interest rate turns a small loan into a mountain of debt if you’re not careful. The tools arrived before the wisdom could follow.

There’s another reason, too—one that’s a bit harder to talk about. Household debt in India is rising, and a lot of it is unsecured, taken by younger folks who found it incredibly easy (maybe too easy) to borrow money through instant loan apps. Teaching teenagers about finances won’t guarantee they’ll never make mistakes, but not teaching them at all? That just stacks the odds against them. At this point, “financial literacy” isn’t just a nice skill—it’s basic survival for the next generation.

Just for context, plenty of other countries plugged financial education into their curriculums ages ago. In the US, some states have required it in schools for decades—even if the coverage is inconsistent. The UK made “financial capability” part of its national curriculum years before India got around to a formal plan. India’s first big-picture “National Strategy for Financial Education” only came out in 2013 and now runs in a revised version through 2025. A lot of this is simply India trying to fill a gap it ignored for way too long.

But what does all this look like in real life? Not just on paper?

Picture a Class 8 student working through the Money Smart School Programme. One day it’s about the difference between saving and investing, with actual examples—like a fixed deposit versus a mutual fund SIP. Next class, maybe there’s a role-play about what to do if a UPI payment fails and you don’t get your money. For many teens, that’s not a theoretical problem—it’s something they’ve already experienced.

There’s even an annual National Financial Literacy Assessment Test—basically a free, nationwide quiz. There’s a slogan contest too, which sounds a little cutesy but hey, it gets kids thinking. All these activities, while small by themselves, are ways to make finance real—like actually rolling up your sleeves instead of just memorizing definitions.

Of course, this isn’t a magic bullet. The programme is still voluntary. Whether a kid gets this education depends a lot on where they live and what board their school follows. A CBSE student in Bengaluru will have a much better shot at learning this stuff than someone in a rural state board school—ironically, the kids who might need it most.

Plus, there’s still the challenge of training teachers. It’s one thing to explain GDP in a commerce class. It’s a different beast entirely to ask someone who’s never invested to teach about market swings or insurance products. Teacher certification helps, but there’s no shortcut to real understanding.

In the end, we won’t really know how well this works until today’s Class 6 kids grow up and start making their own choices with loans, insurance, and investments. For now, the conversation has finally shifted from “should we do this?” to “how do we do this well?” And even if India started late, that change matters. It was needed. It still is.

PNN Education

Mumbai (Maharashtra) [India], July 28: India’s most industry-focused university, ATLAS SkillTech University, today announced the launch of ATLAS Online, offering UGC-DEB-approved MBA and BBA programs built for the AI era.

The programs are built around how business works today, with AI integrated across every subject as a practical tool for decision-making, strategy, and problem-solving. The Online MBA includes a GenAI Mastery track built with Microsoft.

Where other online business programs ask students to watch lectures, complete assignments, and collect a certificate in isolation, ATLAS Online enables them to work on live briefs with industry, build a portfolio of real work, and learn directly from CXOs. Students graduate with demonstrable proof of their capabilities with a faculty-industry validated grade point called the Builder Score.

Industry sits at the core of the ATLAS learning experience. Through CXO masterclasses, live industry projects, and mentorship from working practitioners, the online learners also gain a front-row view of how decisions are made and what employers seek. ATLAS brings a network of its industry partners into the online model, including Google, Netflix, Bain & Company, BCG, J.P. Morgan, P&G, Deloitte, IBM, KPMG, PwC, Accenture, Ogilvy, Sony, Mondelez International, Dentsu, Edelman, JLL, Dr. Reddy’s Laboratories, Landor, boAt, upGrad, and Motilal Oswal (among others), along with 65+ global university partnerships and 550+ hiring partners, ensuring that flexibility never comes at the cost of relevance.

Moving beyond pre-recorded content, ATLAS Online programs blend immersive, industry-led sessions with peer learning. Live faculty interaction, instant doubt resolution, and integrated progress tracking give students the energy of a real classroom with the freedom to learn across devices, locations, and schedules. A 60:40 faculty-to-industry-expert ratio keeps academic rigour tied to practical reality. Students learn from global faculties drawn from the top 1% of universities worldwide, including institutions such as INSEAD and NUS, and the curriculum is updated continuously to reflect evolving technologies and skill demands.

“Business education should reflect the world our students are stepping into: a fast-moving, deeply connected world shaped by industry every single day,” said Siddharth Shahani, Co-Founder and Executive President of ATLAS SkillTech University. “ATLAS Online brings our industry, our faculty, and our global network to anyone with the ambition to lead. Students learn alongside the people building today’s industries, apply their skills to real business challenges, and step out being job-ready. This is business education built for the decade ahead.” 

Alongside AI fluency, ATLAS Online also places equal weight on the human capabilities that set leaders apart. Every student is measured on a Human Edge Index – a faculty-validated assessment of leadership, strategic thinking, collaboration, and decision-making.

Admissions for the 2026 cohort are now open: https://atlasonline.edu.in/

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Anand (Gujarat) [India], July 28: Every year, NEET results bring a mix of emotions. For some students, it’s the joy of securing a dream rank. For many others, it’s disappointment and uncertainty. Missing an MBBS seat often feels like missing the opportunity to build a career in healthcare.

But that perception needs to change.

Healthcare today is far bigger than a single profession or degree. Modern hospitals, research centres, rehabilitation clinics and community health programmes thrive because of multidisciplinary teams where doctors work alongside nurses, pharmacists, physiotherapists, laboratory experts, Ayurvedic and Homoeopathic practitioners, and several allied health professionals. Together, they deliver quality patient care.

This need has never been greater. According to the World Health Organization (WHO), the world could face a shortage of nearly 10 million healthcare professionals by 2030, making it essential to build a strong workforce across every healthcare discipline, not just medicine.

India’s healthcare landscape is evolving rapidly. Rising life expectancy, lifestyle disorders, advances in medical technology, and growing awareness of preventive healthcare have transformed the way care is delivered. As the sector expands, so do opportunities for skilled professionals across Nursing, Pharmacy, Physiotherapy, Ayurveda, Homoeopathy and Allied Health Sciences.

Recognising this shift, the National Education Policy (NEP) 2020 advocates multidisciplinary education that prepares students for collaborative healthcare environments. Tomorrow’s healthcare professionals must not only excel in their own disciplines but also understand the value of teamwork in delivering holistic patient care.

CVM University has embraced this philosophy by creating an integrated healthcare ecosystem where programmes in Nursing, Pharmacy, Physiotherapy, Ayurveda, Homoeopathy and other health sciences exist within one multidisciplinary academic environment. This approach enables students to learn, collaborate and innovate together while preparing for the realities of modern healthcare.

One of the defining features of quality healthcare education today is experiential learning.

At CVM Nursing College, students build clinical confidence through the Advait Simulation Centre, where high-fidelity mannequins recreate real-life medical emergencies. Human cadaver dissection, smart classrooms and technology-enabled learning further strengthen practical skills before students enter clinical practice.

Students at the CVM Homoeopathic Medical College & Hospital receive education aligned with the guidelines of the National Commission for Homoeopathy, combining classroom learning with clinical exposure and research to prepare competent practitioners in holistic healthcare.

Similarly, the G. J. Patel Institute of Ayurvedic Studies & Research integrates classical Ayurvedic knowledge with extensive patient care and clinical training, enabling students to appreciate the role of traditional medicine within India’s evolving healthcare system.

The scope of Pharmacy has also expanded significantly. Today’s pharmacists contribute to pharmaceutical manufacturing, biotechnology, drug development, clinical research and regulatory affairs. At the Indukaka Ipcowala College of Pharmacy, students benefit from advanced laboratories, research opportunities and industry engagement that prepare them for diverse career pathways.

Physiotherapy has emerged as one of the fastest-growing healthcare professions. At the Rita A. Patel Institute of Physiotherapy, students receive extensive clinical exposure and hands-on training that equips them to improve mobility, restore function and enhance quality of life for patients across all age groups.

Beyond these disciplines, allied healthcare professionals, including laboratory technologists, imaging specialists and emergency care professionals, form the backbone of every healthcare institution. Their expertise is indispensable to timely diagnosis, effective treatment and quality patient outcomes.

For students participating in NEET counselling, the most important message is this: your future should never be defined by a single examination or a single degree.

The right career is one that aligns with your interests, abilities and aspirations. Every healthcare profession contributes to the same larger mission of improving lives.

As India moves towards the vision of Viksit Bharat 2047, the demand for skilled healthcare professionals across every discipline will continue to grow. The future belongs to collaborative healthcare teams, where doctors, nurses, pharmacists, physiotherapists, researchers and allied health professionals work together to build healthier communities.

At CVM University, the goal is not just to educate professionals but to nurture compassionate, competent and collaborative healthcare leaders ready to serve society.

Because building a healthier India begins with building a stronger healthcare ecosystem, and every healthcare professional has a vital role to play.

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Surat (Gujarat) [India], July 27: As India’s Banking, Financial Services and Insurance (BFSI) sector continues to expand, the demand for skilled, industry-ready professionals has grown significantly. Addressing this need, the Faculty of Management at Sarvajanik University, Surat, offers the One-Year Post Graduate Diploma in Financial and Banking Services (PGDFBS)—a professionally designed programme that combines academic excellence with practical industry exposure.

Recognising that today’s employers seek graduates with both conceptual knowledge and workplace competencies, the PGDFBS curriculum integrates classroom learning with experiential training. The programme is designed to bridge the gap between higher education and industry expectations by developing technical expertise alongside professional skills.

A key strength of the programme is its strong focus on industry readiness. Students undergo On-the-Job Training (OJT) and internships with leading financial institutions, gaining practical exposure to banking operations, customer relationship management, financial products, regulatory practices, and real-world business environments. This hands-on learning approach enables students to build confidence and workplace competence before beginning their careers.

The programme has earned increasing recognition from the BFSI industry due to its application-oriented curriculum and strong industry interface. Continuous interaction with industry experts and regular curriculum updates ensure that students remain aligned with the latest developments in banking, finance, insurance, and financial technology (FinTech).

PGDFBS has also established an encouraging placement record. Graduates have secured career opportunities with reputed organisations such as Bajaj Finance, IDFC FIRST Bank, AU Small Finance Bank, NJ Group, TruHome Finance, and several other leading financial institutions. The programme has consistently achieved an average annual salary package of approximately ₹4 lakh, reflecting its strong industry acceptance and employability focus.

With rapid advancements in digital banking, fintech innovation, financial inclusion, and customer-centric financial services, the BFSI sector increasingly requires professionals who can contribute effectively from the very first day of employment. The PGDFBS programme addresses this demand by equipping students with contemporary knowledge, practical skills, and a professional mindset.

Beyond domain expertise, the programme places equal emphasis on developing communication skills, analytical thinking, problem-solving abilities, teamwork, and professional ethics—competencies that are essential for sustained career success in the financial services industry.

The programme reflects Sarvajanik University’s commitment to strengthening industry-academia collaboration and creating career-oriented educational opportunities that meet evolving market requirements. It also supports the national vision of Skill India by preparing graduates who are employment-ready and equipped to contribute meaningfully to India’s growing financial ecosystem.

With its industry-focused curriculum, extensive practical training, and proven placement outcomes, the One-Year PGDFBS offered by the Faculty of Management, Sarvajanik University, Surat, has emerged as an excellent choice for graduates aspiring to build successful careers in banking, financial services, insurance, and allied sectors.

Agra (Uttar Pradesh) [India], July 27: In a significant step toward bridging the gap between industry and academia, Securium Solutions Private Limited, a CERT-In Empanelled Cyber Security Company, has signed a Memorandum of Understanding (MoU) with Sharda University, Agra. The collaboration aims to empower students with industry-relevant cyber security knowledge, practical exposure, and promising career opportunities in one of the world’s fastest-growing technology sectors.

The MoU was formally signed by Sunil Singh, Founder, Securium Solutions Pvt. Ltd., Neha Singh, Co-Founder, Securium Solutions Pvt. Ltd., and Prof. (Dr.) Parma Nand, Vice Chancellor, Sharda University, Agra. This strategic partnership reflects a shared vision of preparing the next generation of cyber security professionals who can effectively tackle the evolving landscape of digital threats.

With cyber attacks becoming increasingly sophisticated, the demand for skilled cyber security professionals has reached an all-time high across the globe. Through this collaboration, students of Sharda University will gain access to industry-oriented training, expert-led workshops, hands-on learning opportunities, certification guidance, internships, and awareness sessions designed to make them job-ready for the global cyber security workforce.

Securium Solutions Pvt. Ltd. has established itself as a trusted name in the cyber security industry, with a strong presence not only across India but also in Dubai and the United States of America. As a CERT-In Empanelled organization, the company has earned recognition for delivering world-class cyber security consulting, training, vulnerability assessments, penetration testing, digital forensics, and cyber risk management services to organizations across multiple sectors.

A major objective of this MoU is to introduce students to the vast and rapidly expanding career opportunities available in cyber security. As organizations worldwide continue to invest heavily in securing their digital infrastructure, qualified professionals are in high demand across domains such as ethical hacking, penetration testing, cloud security, digital forensics, governance, risk and compliance (GRC), incident response, cyber threat intelligence, and security operations.

The collaboration will also benefit students through Securium Academy, the training and learning division of Securium Solutions, which focuses on delivering globally recognized cyber security education aligned with current industry requirements. Students will have opportunities to prepare for internationally respected cyber security certifications that significantly enhance their employability.

Further strengthening its commitment to quality education, Securium Solutions is an Official Training Partner of globally recognized organizations, including EC-Council, OffSec, CompTIA, ISACA, PECB, and Mile2. These partnerships enable the company to deliver internationally accredited training programs that meet global industry standards and equip learners with practical, real-world cybersecurity skills.

Speaking on the collaboration, the leadership from both organizations emphasized the importance of academia-industry partnerships in building a future-ready workforce capable of addressing emerging cyber threats. The MoU represents another milestone in Securium Solutions’ mission to develop highly skilled cyber security professionals while supporting educational institutions in delivering industry-driven learning experiences.

This partnership between Securium Solutions Pvt. Ltd. and Sharda University, Agra marks the beginning of a long-term collaboration dedicated to fostering innovation, strengthening cyber security awareness, and creating exceptional career pathways for aspiring cyber security professionals.

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Surat (Gujarat) [India], July 25: Sarvajanik University, under the aegis of the Sarvajanik Education Society (SES), proudly inaugurated the Sarvajanik College of Liberal Arts (SCLA), marking a significant milestone in its commitment to providing quality English-medium Liberal Arts education. The establishment of the College reflects the University’s vision of nurturing intellectually curious, socially responsible, and globally competent graduates while carrying forward the century-old legacy of academic excellence and holistic education upheld by SES.

The inaugural ceremony was held on 10th July 2026 at the Seminar Hall of Sarvajanik University in the distinguished presence of Shri Ashish Vakil, President, Sarvajanik University and Chairman, Sarvajanik Education Society; Dr. Kiran Pandya, Provost, Sarvajanik University; Shri Ajit Shah, Vice Chairman-II, Sarvajanik Education Society; Shri Ashish Desai, I/c Registrar, Sarvajanik Universityand Dr. Jayesh Desai, Principal, Sarvajanik College of Liberal Arts. Although Shri Kishor Desai, Vice Chairman-I, Sarvajanik Education Society, was unable to attend the event due to prior commitments, he conveyed his heartfelt best wishes for the successful journey of the College.

Following the inauguration, the College organized a comprehensive four-day Orientation Programme for its inaugural batch of students, designed to familiarize them with the University’s academic environment and the interdisciplinary approach of Liberal Arts education.

The first day welcomed students and their parents, introducing them to Sarvajanik University, the Sarvajanik College of Liberal Arts, and the transformative opportunities offered through Liberal Arts education. The second day focused on the academic framework, covering the curriculum structure, major and minor courses, academic regulations, and the wide range of co-curricular and experiential learning opportunities available to students.

The third day featured engaging ice-breaking activities, including Fun Introductions, Guess My Birthdate, and a Treasure Hunt, fostering teamwork, interaction, and enthusiasm among students while seamlessly integrating concepts from Economics and Psychology into the learning experience.

The Orientation Programme concluded on the fourth day with discipline-specific orientation sessions, enabling students to gain deeper insights into their chosen areas of study, understand academic expectations, and embark on their educational journey with confidence and clarity.

The inauguration and orientation programme marked an inspiring beginning for the founding batch of Sarvajanik College of Liberal Arts, laying a strong foundation built on curiosity, critical thinking, collaboration, and a shared commitment to lifelong learning.

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151 international participants across 11 global programmes from 22 countries, including YEEP, research collaborations, student exchanges, faculty mobility, and international immersion initiatives between July and December 2026.

Vadodara (Gujarat) [India], July 25: Reaffirming its commitment to nurturing globally connected innovators and entrepreneurs, Parul University keeps pushing to strengthen its international footprint through the Young Entrepreneur Exchange Program (YEEP) along with a diverse set of global academic exchange initiatives. The idea is to create opportunities that actually feel substantial for international collaboration, so these programmes bring together students, researchers, faculty members, and also entrepreneurs from leading institutions around the world. In the process, the campus turns into a lively place for knowledge exchange, innovation, and cultural diversity.

Among the university’s flagship initiatives, the Young Entrepreneur Exchange Program (YEEP) is currently hosting 11 international participants and 2 faculty members from Bern University of Applied Sciences, Switzerland, providing a platform for future entrepreneurs to collaborate with Parul University’s innovation ecosystem, meet with startup mentors, interact with industry specialists, and gain real-world exposure to entrepreneurship, business incubation, and innovation-driven learning. The programme also mirrors the university’s growing focus on building future-ready entrepreneurial leaders through international partnerships.

Beyond nurturing entrepreneurial learning through YEEP, Parul University has steadily built an international engagement ecosystem that connects students, researchers, academicians, and industry experts through a range of academic exchange programmes. In practice, these efforts show the university’s long-term intent to grow globally connected learning moments, which in turn encourage cooperative research work, cross-cultural insight, and academic excellence.

These initiatives are expected to bring 70 international students and 81 international professors, giving a total of 151 global participants at the university, which should significantly reinforce Parul University’s international academic collaborations and global learning ecosystem.

Speaking on the importance of international academic collaborations, Dr. Preeti Nair, Director, Centre for International Relations and Research (CIRR), Parul University, said, “International exchange programmes are a platform for meaningful collaboration beyond the academic sphere. They encourage innovation, entrepreneurship, collaborative research, and intercultural understanding, and allow participants to learn from diverse perspectives around the world. These initiatives are a big step in reinforcing Parul University’s vision of creating an internationally connected learning ecosystem.”

Dr. Parul Patel, Vice President of Parul University, said, “International collaborations have a really important role in preparing upcoming leaders who can think globally, while also creating a meaningful local effect. And through efforts like the Young Entrepreneur Exchange Program and our growing international exchange portfolio, we are shaping an ecosystem where ideas, cultures, research, and innovation meet to deliver transformative learning experiences for students, faculty, and society as well.”

With its ever-growing international partnerships and exchange programs, Parul University stays committed to building a world-linked academic atmosphere that supports excellence in education, investigation, entrepreneurship, and innovation. By joining learners with educators from around the globe, the university keeps moving toward its goal of shaping globally capable graduates who can lead in a more and more interconnected world.

Private-sector healthcare scales up across India’s Northeast as rising patient demand meets advanced, multi-specialty infrastructure.

Agartala (Tripura) [India], July 23: TripuraSantiniketan Medical College & Hospital, operated by the West Bengal-based Swadhin Trust, is advancing one of the Northeast’s most ambitious private healthcare projects: a major multi-modality hospital on the outskirts of Agartala that is set to become the largest privately operated multi-specialty hospital in Tripura. The development marks a significant step in bringing advanced, multi-specialty medical care closer to the people of Tripura and the wider Northeast.

Designed as a comprehensive, multi-modality institution, the new hospital will span cardiology, neurology, oncology, paediatrics and gynaecology, supported by modern emergency services, telemedicine, tele-ICU, teleradiology and advanced research facilities. According to the Trust’s leadership, it is envisioned as “a world-class medical institution” offering the full spectrum of specialty care under one roof. The Tripura institution is also being developed as a fully women-run medical college and super-specialty hospital spanning administration, clinical services, financial planning and technical operations a distinctive model in Indian healthcare.

The Tripura project builds on the Trust’s established presence in West Bengal, where Santiniketan Medical College & Hospital at Bolpur, Birbhum, has grown into a multi-modality teaching hospital with an approved undergraduate medical intake and steadily expanding patient volumes. In its first academic session, the Tripura campus established in 2024 admitted students from 21 states, a nationwide reach recognized by the India Book of Records and the Asia Book of Records. Together, the two campuses form a growing two-state platform for both healthcare delivery and medical education.

The expansion responds to a pressing and growing need for advanced medical care in the region. India faces a shortfall of approximately 2.4 million hospital beds against recommended norms, and Tripura remains among the country’s underserved states, with patients frequently travelling to Silchar, Guwahati and Kolkata for specialized treatment. A modern, multi-modality hospital in Agartala is well positioned to serve this expanding patient base closer to home.

The project arrives as India’s private hospital sector enters a strong growth phase. Industry analyses of the 2025-26 financial year point to healthy occupancy levels, double-digit growth in both revenue and earnings, and rising investor interest, with the sector projected to expand at 11-12% annually. The revenue these platforms generate is substantial; in 2025-26, India’s largest listed hospital chain reported annual revenue of over ₹25,000 crore; several established multi-specialty operators posted between ₹4,000 crore and ₹10,000 crore; and newer, fast-growing regional networks reported ₹1,000 crore to ₹2,500 crore, many of them growing revenue at 15% to 45% year on year.

Large, multi-modality hospital platforms are also valued at a significant premium. Leading listed hospital chains in India command enterprise valuations of roughly 25 to 50 times their operating earnings, and benchmark transactions in the sector have valued individual hospital networks at up to ₹40,000 crore. Together, these figures underline the scale of long-term value that well-run hospital capacity can create, particularly in high-demand, under-served markets such as India’s Northeast.

“The vision is to build a world-class institution that brings specialty care and quality medical education to the Northeast, and to serve patients who have long had to travel far from home for advanced treatment,” said a senior personnel from Tripura Shantiniketan Medical College. 

The Trust added that the Tripura expansion reflects its broader mission to make accessible, high-quality specialty care available across the region, while strengthening medical education and building local clinical talent.

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Strategic collaboration marks a significant milestone in AI-powered school education, making Wellington among India’s first K–12 schools to deploy ChatGPT Edu.

Pune (Maharashtra) [India], July 24: Wellington College International Pune is among the first K–12 schools in India to collaborate with OpenAI through the deployment of ChatGPT Edu, marking a significant milestone in the evolution of AI-powered school education. The collaboration reflects the growing role of generative AI in education and Wellington’s commitment to equipping both educators and students with the knowledge and skills to use these technologies responsibly.

The announcement marks a significant milestone in OpenAI’s growing engagement with India’s education ecosystem. While AI adoption has largely been concentrated in universities and higher education institutions, Wellington College International Pune is among the first K–12 schools in India to introduce ChatGPT Edu, setting a new benchmark for the responsible integration of artificial intelligence in school education. More than a technology deployment, this collaboration is designed to equip students with future-ready capabilities by enabling personalized learning, strengthening research and critical thinking, fostering creativity, and building AI literacy rooted in ethics and responsible use. By embedding AI into everyday learning, Wellington aims to prepare students not only to use AI, but to question it, evaluate it and harness it thoughtfully as confident, responsible innovators in an AI-driven world.

Commenting on the collaboration, Malhar Joshi, Bursar, Wellington College International Pune, said:

“At Wellington, we see AI as a powerful enabler of teaching, learning and innovation. Our adoption of ChatGPT Edu reflects our commitment to building AI literacy across our school community while ensuring its use remains responsible, ethical and purposeful. Ultimately, our goal is to ensure students develop the confidence, critical thinking and judgement to use AI thoughtfully and responsibly throughout their lives.”

The rollout will begin with a phased approach, initially focused on equipping faculty to integrate AI into teaching, curriculum development and school operations through ChatGPT Edu. The platform will support teaching preparation, research, innovation and administrative productivity, while enabling educators to explore practical and responsible applications of AI across the school.

The adoption of ChatGPT Edu reflects Wellington College International Pune’s continued commitment to combining academic excellence with innovation, wellbeing, character development and future-ready learning. The initiative reinforces the school’s vision of creating an internationally benchmarked learning environment where innovation is embedded across every stage of education.

Alongside the English National Curriculum, Cambridge IGCSE and the International Baccalaureate Diploma Programme (IBDP), Wellington continues to invest in world-class faculty, advanced learning environments and globally benchmarked educational experiences. Its international-standard co-educational boarding house, scheduled to open in the 2027–28 academic year, will further strengthen its position as one of India’s leading international schools.

About Wellington College International Pune

Wellington College International Pune is part of the globally renowned Wellington College family of schools and is the first Wellington College campus in India. Located in Pune, the school offers a British international education for students aged 2 to 18, following the Early Years Foundation Stage (EYFS), the English National Curriculum, Cambridge IGCSE and the International Baccalaureate Diploma Programme (IBDP). As part of a global network of Wellington schools across the United Kingdom, China, Thailand and India, Wellington College International Pune prepares students to thrive in an interconnected world while nurturing curiosity, resilience and a lifelong love for learning.

Website: www.pune.wellingtoncollege.in

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New Delhi [India], July 24: In what could become one of the most defining moments in India’s education landscape, Hon’ble Chief Minister of Delhi, Smt. Rekha Gupta, today launched Project Manobal at Government Girls Senior Secondary School, Shalimar Bagh Village, unveiling India’s First Mental Health Education Program for Government Schools.

Project Manobal is an initiative of the Ladli Foundation, powered by The Mind Sync, bringing together one of India’s most respected grassroots social organizations and the country’s First Mental Health Education curriculum program to make structured mental health education accessible to students studying in government schools and underserved communities.

Weekly sessions are delivered by trained psychologists and progress isn’t just hoped for, it’s tracked. Structured assessments and progress reports let schools follow each child’s social-emotional development growth the same way they’d track grades. Every child will receive a Project Manobal Kit comprising of grade-wise Mental Health Education curriculum books, activity worksheets, assessments, certificate upon completion and a stationary kit by Maped – A globally renowned brand known for its innovative, ergonomic stationery with precision.

Project Manobal also includes specialized teacher workshops that empower educators to identify emotional concerns early and build psychologically safe classrooms and a key component for senior students is the flagship MANN Workshop, where adolescents engage in immersive activities and live scenarios that help them understand themselves better and develop the emotional intelligence, resilience and emotional regulation skills needed not just to succeed in school, but to thrive beyond it.

Manas Dubey, Founder of The Mind Sync, stated:

“Imagine a government school where children learn not only mathematics and history, but also how to understand their emotions, build resilience, and develop emotional intelligence. That is the vision of Project Manobal-a structured mental health education program delivered by dedicated psychologists through interactive lessons, experiential activities, and personalized support, with one goal: emotional intelligence for each and every child. The partnership between Ladli Foundation and The Mind Sync creates a powerful model, opening the doors of emotional learning to children who have historically had little or no access to mental health support.”

Among the most groundbreaking features of the initiative is the introduction of the Manobal Lab – India’s First Emotional Intelligence Lab for schools. It’s an experiential emotional learning station for the mind. Kids don’t hear about emotions here; they walk through them: regulation zones, mindfulness experiences, hands-on neuroscience activities, reflection corners. It’s emotional learning you can touch, turning “know yourself” from a slogan into something you actually practice.

Ladli Foundation, under the visionary leadership of its Founder, Shri Devendra Kumar, has emerged as one of India’s leading social development organisations, driving impactful initiatives across education, women and girl child empowerment, digital inclusion, healthcare, livelihood development, and community welfare. A Padma Shri nominee, Shri Devendra Kumar has received national and international recognition for his work towards the empowerment of women and girls, including being invited by the United Nations Secretary-General, Mr. António Guterres, in recognition of his contributions. Under his leadership, the Foundation has established 250+ computer laboratories in Government Schools across Delhi, implemented AI-integrated smart toilets, smart classrooms, and STEM laboratories, and is actively promoting digital literacy and Common University Entrance Test (CUET) readiness among children from underserved communities. Building on this legacy of innovation and inclusive development, Project Manobal extends this vision by equipping children with the emotional intelligence, resilience, and life skills needed to succeed in school and beyond.

Powering this transformation is The Mind Sync – India’s first Mental Health Education Curriculum for schools, founded by Mr. Manas Dubey and Dr. Shivam Dubey, a Harvard trained psychiatrist. Built on the belief that mental health should be taught proactively rather than addressed only during crises, they pioneered a preventive, curriculum-based approach that integrates emotional intelligence and social-emotional learning (SEL) into everyday learning. Today, The Mind Sync is implemented across schools in India, positively impacting over one lakh students and 1,500+ teachers. Its structured, age-appropriate curriculum equips children with lifelong emotional competencies through engaging classroom experiences rooted in psychology, neuroscience and social-emotional learning (SEL).

As India confronts a silent student mental health epidemic affecting its children, Project Manobal marks a bold shift from reacting to mental health crises to preventing them through structured mental health education in schools, in alignment with the vision of our Hon’ble Prime Minister Shri Narendra Modi for Viksit Bharat 2047- a fully developed, self-reliant, and prosperous nation. Instead of waiting for children to struggle before offering support, the program equips them with the emotional skills needed to navigate life with confidence, empathy and emotional intelligence from an early age.

If the twentieth century was defined by literacy, the twenty-first may well be defined by emotional intelligence. Project Manobal is the beginning of a movement that could transform mental health education in India and redefine how India raises, teaches and empowers its children. If the classrooms of the past prepared students for examinations, Project Manobal is preparing a generation for life, creating children who are not only academically capable, but emotionally intelligent, resilient, future-ready, and ready to lead with confidence and compassion.

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Mr. Ajitesh Basani, Executive Director, Acharya Bangalore B School (ABBS), Bengaluru

Bengaluru (Karnataka) [India], July 24: For decades, students pursued management education to secure leadership roles in multinational companies, consulting firms and financial institutions. Today, however, a new aspiration is shaping management education. Instead of asking, “Which company will hire me?”, many students are asking, “What business can I build?”

This shift reflects a broader transformation in the global economy. Innovation, digital technologies and startup ecosystems have made entrepreneurship a realistic and rewarding career path. As a result, MBAin Entrepreneurship is emerging as a preferred choice for students who aspire to become job creators rather than job seekers.

India’s Startup Boom Is Fuelling Entrepreneurial Aspirations

India’s entrepreneurial ecosystem has grown at an extraordinary pace over the last decade. According to the Government of India’s Startup India initiative, more than 1.8 lakh startups have been officially recognised, generating over 17 lakh direct jobs. India is also the third-largest startup ecosystem in the world, with more than 110 unicorns across sectors such as fintech, health tech, aggrotech, artificial intelligence and sustainability.

The Global Entrepreneurship Monitor (GEM) 2024/25 Report further highlights that young adults between 18 and 34 years show the strongest entrepreneurial intentions globally. For today’s students, entrepreneurship is no longer viewed as a risky alternative, it is increasingly becoming a mainstream career choice backed by innovation, investment and government support.

Why Students Want More Than a Traditional MBA

While conventional MBA programmes continue to provide a strong foundation in finance, marketing, operations and strategy, the demands of today’s business environment have changed significantly. Organisations are looking for professionals who can innovate, adapt quickly and solve complex problems.

The World Economic Forum’s Future of Jobs Report 2025 identifies analytical thinking, creative thinking, resilience, leadership, AI literacy and adaptability among the fastest-growing workplace skills. These are also the defining qualities of successful entrepreneurs.

Entrepreneurship education develops these capabilities by encouraging students to identify opportunities, validate ideas, manage uncertainty and create value. Whether graduates launch their own ventures or join established organisations, entrepreneurial thinking has become an essential management skill.

Learning by Building Businesses

One of the biggest differences between a traditional MBA and an MBA in Entrepreneurship lies in the learning experience. Students today want practical exposure rather than purely theoretical knowledge.

Across leading business schools worldwide, entrepreneurship education focuses on building real businesses instead of only analysing case studies. Students learn by interacting with customers, developing prototypes, testing business models, pitching to investors and launching ventures. This experiential approach develops confidence, resilience and decision-making skills that cannot be acquired through classroom lectures alone.

The rise of Artificial Intelligence has further accelerated this trend. AI-powered tools now enable entrepreneurs to conduct market research, create business plans, build websites, automate operations and market products more efficiently than ever before. Technology has lowered the barriers to starting a business, making entrepreneurship more accessible to young graduates.

The MBA of the Future

The success of business schools will increasingly be measured not only by placement statistics but also by the startups they nurture, the innovations they create and the employment opportunities their graduates generate.

Entrepreneurship today extends beyond launching startups. It includes transforming family businesses, building social enterprises, creating digital brands and driving innovation within large organisations through intrapreneurship. Consequently, employers also value graduates with entrepreneurial mindsets because they bring initiative, creativity and problem-solving abilities to the workplace.

The MBA of the future will therefore prepare students not only to manage businesses but also to build and transform them.

ABBS: Where Your Business Becomes the Classroom

Recognising this shift in management education, Acharya Bangalore BSchool (ABBS) has launched its pioneering MBA in Entrepreneurship for the 2026-27 academic year. The two-year, full-time programme, affiliated with Bangalore University, is designed around a unique philosophy: “Your Business is the classroom.”

The programme guides students through every stage of venture creationfrom idea generation and market validation to business planning, company registration, prototype development, fundraising and business launch. The goal is simple yet ambitious: every successful student should graduate not only with a recognised MBA degree but also with a running business.

Students receive 100+ hours of expert mentoring from entrepreneurs and industry leaders while benefiting from legal support, website development assistance, investor access and dedicated guidance throughout the programme. Strong partnerships with organisations such as SIDBI, MSME, KSCST, EDII, NSIC, FKCCI and K-Tech, along with entrepreneurial networks including TiE, ENACTUS and the National Entrepreneurship Network (NEN), provide students with valuable exposure to India’s startup ecosystem.

The programme encourages ventures across high-growth sectors including Artificial Intelligence, Sustainability, Social Entrepreneurship, E-Commerce, Import-Export, Retail, Rural Development and other emerging industries, ensuring that students are prepared to build businesses aligned with the country’s future economic priorities.

MBA in Entrepreneurship: The Way Forward

Management education is entering a new era. As industries evolve and innovation becomes the cornerstone of economic growth, students are increasingly seeking programmes that equip them to create value rather than simply manage it.

The growing preference for MBA in Entrepreneurship reflects this changing mindset. The leaders of tomorrow will not be defined only by the organisations they join, but by the opportunities they create, the problems they solve and the impact they leave on society. Business schools that nurture this entrepreneurial spirit will play a defining role in shaping India’s next generation of innovators and business leaders.

That is the future of management education. And it is already here.

Apply for MBA in Entrepreneurship at ABBS 

https://www.abbs.edu.in/programs/postgraduate-programs/mba-in-entrepreneurship

About Author:Mr. Ajitesh Basani, Executive Director, Acharya Bangalore B School (ABBS), Bengaluru. He writes on education, leadership, and what it might mean to build institutions that actually serve the people inside them.

About Acharya Bangalore B School (ABBS)

Acharya Bangalore B School (ABBS) is an autonomous institute affiliated with Bangalore University and approved by AICTE. ABBS is accredited by NAAC with an ‘A’ Grade for three consecutive cycles and by IACBE, USA for the second time. The programmes at ABBS are designed so that students gain nearly 70% of their learning outside the classroom. As an autonomous institution, ABBS regularly revises its curriculum to keep it innovative and aligned with industry expectations.

Media Contacts

Dr. Nita Samantaray

Manager – Outreach & Communication

Acharya Bangalore B School (ABBS) 

Phone: +91 9739697317

Email: dr.nita@abbs.edu.in

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Mumbai (Maharashtra) [India], July 24: Ask any final-year student in India what they plan to do after graduation, and you’ll rarely hear a clear answer about their real interests. Most of the time, it’s a jumble of half-baked ideas, parents setting the tone, and that constant worry about how they’ll pay rent. The truth is, hardly anyone in India picks a career by themselves. It’s about everything except what a 21-year-old really wants.

The Weight of the Family Ledger

A career here isn’t just the child’s call—it’s a family decision. Parents scrape together money for fees and expect a good payoff. And to them, that payoff means a safe, steady income, not some “satisfying” job you can’t explain at the next family wedding.

Look at engineering grads from places like Nagpur or Coimbatore. Most land in IT companies—TCS, Infosys, the usual suspects—not because they dreamed of programming, but because these are jobs their parents actually understand and trust. It’s about recognizable company names, steady salaries, and making sure no one in the family WhatsApp group has to ask awkward questions.

But if you’re from a business family in Ahmedabad, it’s totally flipped. Corporate jobs? Waste of a degree, most think. The family expects you to eventually run the textile shop or trading outfit, MBA or not.

Government Jobs Still Cast a Long Shadow

No matter how much you hear about sexy startup gigs or big tech paychecks, government jobs still pull a crowd. Just look at all the students squeezing into coaching classes in Old Rajinder Nagar, Delhi, prepping for the civil services. Many of them have engineering or commerce degrees that don’t seem linked in the slightest.

The reason’s simple. Government jobs mean real security—pension, steady respect, and a kind of prestige no one can touch. For families from smaller towns, having a kid clear a public exam is a bigger deal than any IT offer letter.

The Metro City Pull

Where you study pretty much shapes where you work now. And honestly, geography can matter more than your actual degree. A commerce grad in Bengaluru has campus interviews lined up with fintechs and consultancies, while someone with the same marks in Patna might not see a single recruiter.

So what happens? A slow and steady migration. Fresh graduates leave smaller cities for Bengaluru, Pune, or Gurugram—not because they found their dream job, but because that’s where the jobs are, period. One friend in Pune HR used to say nearly sixty percent of new hires at her company moved in from out of state, just to be closer to where the work is.

Social Media Changed the Aspiration Map

Ten years ago, being a doctor, engineer, or banker covered most ambitions. These days? Students throw around content creation, product management, UI/UX design—careers their parents have never even heard of. And honestly, it’s because they’ve watched people their age succeed at these jobs on Instagram or YouTube.

Now, this isn’t just wishful thinking. Creators and techies in Bangalore share real numbers—what they earn, how interviews went, even their failed attempts—right on LinkedIn. It’s less mysterious and way more reachable. So when a design grad goes freelance instead of picking an office job, it doesn’t seem reckless anymore. It looks pretty smart, as long as the work keeps coming in.

Debt, or the Fear of It

Education loans are quietly running the show for a lot of students. If you borrowed fifteen lakhs for an MBA at a middle-tier school, your top worry isn’t finding the perfect job—it’s paying the EMIs on time, so you don’t have to ask your parents for help again.

That’s why so many fresh MBAs jump on the first sales or banking job, even when they swore in college that they wanted to work in marketing or launch a startup. The debt clock’s louder than anything else.

Caste, Community, and Quiet Networks

And here’s something awkward but true: family and community still steer people toward certain careers. Gujarati and Marwari kids often end up in family-run trades or textiles, thanks to these informal, almost automatic arrangements. In the south, certain communities form pipelines—one batch after another goes to the same engineering colleges, then the same companies, all thanks to alumni groups that work like closed placement agencies.

It isn’t always fair. Connections matter, and often, these networks are already in play before you even pick your undergrad course.

What This Adds Up To

Rarely does an Indian student choose a career for one clear-cut reason. The commerce graduate from Lucknow who picks a government job? She’s not only playing it safe. She’s responding to her family’s push, a lack of local private jobs, and the status that comes with government work. The 22-year-old in Bengaluru who joins a startup over a safe bank job? He’s not just chasing excitement. He’s betting that today’s market finally starts to reward practical skills over old-school credentials.

So, when you try to understand these choices, don’t just read the resume. Sit in on the dinner table talks, look at the loan statements, and pay attention to all the quiet expectations at home. That’s where the real decision happens—long before anyone lands an offer letter.

PNN Education

Prof. (Dr.) Dilip Kumar Patnaik, Vice Chancellor, Medicaps University, Indore

Indore (Madhya Pradesh) [India], July 23: As the period for university admission reaches its concluding stage, students and parents often select an institution while they have limited time. While the cost of tuition is a factor that people consider, it is not the only element that should lead this process. A university is a place that determines the academic path, the practical experience and the general growth of a student. By evaluating the entire situation, families are able to make decisions that are based on more information.

Q1. What should students and parents prioritise during the final phase of admissions?

Students and parents should prioritise academic quality, experienced faculty, industry exposure, placement support, infrastructure, and the overall learning environment. They should also evaluate how well the university prepares students through practical learning, skill development, and industry engagement to support long-term academic and professional growth.

Q2. Why is learning through practice as significant as learning in a classroom?

In the current environment, education is not limited to books. By participating in internships, active projects, research, meetings with industry professionals but also learning through direct experience, students see how concepts from the classroom are used in actual situations. And those activities are what improve the ability of a person to communicate, work in a group, analyze data and solve problems.

Q3. How do social programs assist the education of a student?

For many students, participating in community service is an opportunity to learn. Medicaps University has recently partnered with the Government of Madhya Pradesh under the Social Internship Program (SIP). Through this initiative, Medicaps’ students will conduct social internships in government schools, benefiting nearly 1–2 lakh school students every year by teaching Artificial Intelligence, Cyber Safety, Mathematics, English Communication, Financial Literacy, Hygiene, Digital Awareness, and other essential life skills. The programme enables students to gain meaningful field experience while contributing to education at the grassroots level.

Q4. What is the importance of employment outcomes and professional experience when a person evaluates a university?

A person should view data about job placements in connection with the assistance that students get during their years of study. On that account universities provide lessons for aptitude tests, practice sessions for interviews plus schemes for the growth of skills. To assist students as they prepare for the hiring process, universities also offer internships and frequent meetings with experts from various fields. If a student compares different universities, they should look at the variety of companies that hire graduates, the available intern positions but also formal agreements with businesses.

Q5. Which signs show that a university is strong?

As a university demonstrates its strength, it shows regular results in academics, active participation with companies and chances for students to perform research. In addition projects with international partners as well as the things that students achieve are important signs. At Medicaps University, the highest salary for a job placement is ₹52 LPA and the  average salary is ₹6.5 LPA. By hosting companies for more than 2,500 visits, the university has enabled more than 15,500 offers for jobs. There are also more than 50 partnerships with major universities across the world which exist so that students can study abroad or gain international experience.

Q6. What do you want to say to students and parents before the period for admission ends?

Choosing a university is a process that requires a person to think with care. Instead of looking at factors that are only relevant right now, it is better to see how the Universities provide learning along with ways for students to gain hands-on experience. It is also useful to see how the university connects with industries and helps a student grow. 

Conclusion

As admissions draw to a close, students and parents should focus on evaluating universities based on academic quality, practical learning opportunities, industry engagement, and long-term outcomes rather than a single parameter. An informed decision today can have a lasting impact on a student’s future. With its 26-year legacy of academic excellence, comprehensive learning ecosystem, and strong industry connect, Medicaps University continues to be recognised as one of Indore’s top universities, offering students an environment that supports both academic excellence and professional growth.

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New Delhi [India], July 22: IMS Ghaziabad (University Courses Campus) is set to organise a 10-Day International Faculty Development Programme (FDP) on “Global Pedagogical Excellence and Research Leadership” from 22nd July to 1st August 2026 in an online live interactive format.

Adding a truly global dimension to the programme, Mr. Boyi Zhang, Programme Officer, Global Partnership and Programme Office, UNESCO-ICHEI, China, will join as a distinguished resource person. His extensive experience in higher education innovation, global partnerships, and international academic collaboration will provide educators with valuable perspectives on modern teaching practices and research leadership.

The Faculty Development Programme has been designed to help academicians, researchers, and educators strengthen their teaching capabilities while understanding the evolving landscape of global education. Through engaging sessions, discussions, and collaborative learning, participants will gain practical insights that can be applied in classrooms and research environments.

Speaking about the initiative, the institute shared that international academic collaborations play a vital role in preparing educators for the future. By bringing together experts from across the world, the programme aims to encourage knowledge exchange, innovation in pedagogy, and excellence in higher education.

With a distinguished academic legacy spanning 36 years, IMS Ghaziabad (University Courses Campus) has consistently focused on delivering quality education, fostering innovation, and preparing students for successful careers. Affiliated with Chaudhary Charan Singh University, Meerut, the institution offers undergraduate and postgraduate programmes in BBA, BCA, BAJMC, B.Sc. (Hons.) Biotechnology, B.Sc. (Hons.) Microbiology, M.Sc. Biotechnology, and Master of International Business (MIB).

The institution has earned several prestigious recognitions for its academic excellence. It was ranked 2nd in placements among top private institutes in India in the Times B School Survey 2025, 4th in Northern India/Delhi NCR, 4th among Top BBA Private Institutes, and 7th among the Top 70 BBA Institutes in India. IMS Ghaziabad (University Courses Campus) also received the Academic Excellence in International Business Award at the Education Impact Awards 2025 by IIRF, secured the 1st State Rank for Best BBA Colleges and Best BCA Colleges, and the 4th State Rank for Best BAJMC Colleges in the IIRF 2025 Rankings. The institution has also been recognised as the Best Private Business School by ASSOCHAM and CEGR.

Further strengthening its academic credentials, IMS Ghaziabad (University Courses Campus) is accredited with an ‘A’ Grade by NAAC and holds the prestigious UGC 12(B) Status, reflecting its strong commitment to quality education and research.

Located in the heart of NCR, the campus offers modern infrastructure, technology-enabled classrooms, advanced laboratories, an innovation-driven incubation centre, and an environment that promotes research, entrepreneurship, and holistic student development. Backed by a thriving network of over 40,000 alumni across the IMS Group, the institution continues to nurture future-ready professionals and leaders.

The upcoming International Faculty Development Programme reflects IMS Ghaziabad (University Courses Campus)’s commitment to promoting academic excellence, global collaboration, and transformative learning. By connecting educators with internationally acclaimed experts like Mr. Boyi Zhang, the institution aims to contribute meaningfully to the future of higher education and research leadership.

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Jamshedpur (Jharkhand) [India], July 22: XLRI – Xavier School of Management, Jamshedpur, successfully hosted the fifth edition of its flagship digital transformation conclave, ReEnvision 5.0, under the theme “Human-AI Synergy.” The conclave brought together over 150 participants, including more than 12 industry leaders from leading organisations such as Google, Kimberly-Clark, Barclays India Pvt. Ltd., IIFL Capital Services, Blackboard, and Safexpress, among others, to deliberate on the evolving relationship between humans and artificial intelligence and its implications for the future of business and leadership.

The conclave was inaugurated by Dr. (Fr.) George Sebastian, SJ, alongside Prof. A. Kanagaraj and other distinguished guests, who underscored the importance of responsible innovation, ethical AI adoption, and stronger collaboration between academia and industry. The inaugural address highlighted that while AI is rapidly transforming organisations, sustainable success will depend on creating a future where technology amplifies human capabilities rather than replacing them.

The first panel discussion, “Co-pilot to Autopilot – The Rise of Agentic AI,”

The first panel discussion, “Co-pilot to Autopilot – The Rise of Agentic AI,” was moderated by Hardik Dhawan and featured Bhargavi Sunkara (Chief Information Officer, Barclays India Private Limited), Hardik Sanghavi (CTO – Institutional Banking, IIFL Capital Services Limited), Jins Varghese (Global Chief Information Officer, Blackboard), Sandeep Dewangan (President and Group CIO, Safexpress Private Limited), and Shanoj Chandroth (Group Chief Digital and Information Officer, Jubilant Bhartia Group). The discussion explored how enterprises are transitioning from AI as a productivity assistant to autonomous, agentic systems, while emphasising that human judgment, continuous learning, and workflow redesign remain critical to unlocking business value.

The second panel discussion, “Leadership in the Age of AI Disruption,”

The second panel discussion, “Leadership in the Age of AI Disruption,” moderated by Nimish Batra, featured Anil Nama (Chief Information Officer, CtrlS Datacenters Ltd.), Ishita De (General Manager and Chief Information Security Officer, Diageo India Private Limited), Nisarg Jha (Leader for Innovation and GenAI, Kimberly-Clark), and Vipin Chawla (Director of Technology & CTO, Antara Senior Care). The discussion examined how leaders must balance technological innovation with governance, cybersecurity, organisational resilience, and a people-first approach while fostering cultures of continuous learning and responsible AI adoption.

The final panel discussion, “Are We Putting Too Much Trust in AI?”

The final panel discussion, “Are We Putting Too Much Trust in AI?” moderated by Harishwar S, brought together Amol Deshpande (Group Chief Digital Officer and Head of Innovation, RPG Group), Dhandapani Shanmugam (Principal Engineer – GCP AI, Google Cloud), and Shree Parthasarathy (Founder and Chief Revenue Officer, Metavarsh). The panel explored trust, accountability, algorithmic bias, transparency, and governance, reinforcing that confidence in AI is built through responsible leadership and robust safeguards rather than technology alone.

AI Case Challenge

A key highlight of ReEnvision 5.0 was the AI Case Challenge, where three student teams presented innovative solutions to real-world business problems before an esteemed panel of industry leaders. The challenge showcased participants’ strategic thinking, analytical capabilities, and practical problem-solving skills while offering valuable industry perspectives through interactive discussions and feedback.

The conclave was coordinated by the student organising committee comprising Abirami S, Utkrisht Suri, Stuti Patwardhan, Morris S, and Muskan Gupta. The three panel discussions were seamlessly moderated by Hardik Dhawan, Nimish Batra, and Harishwar S, while Devika and Shaima served as hosts.

ReEnvision 5.0 reaffirmed XLRI’s commitment to fostering meaningful dialogue at the intersection of business, technology, and leadership. By bringing together industry practitioners, academic leaders, and future managers, the conclave reinforced the importance of responsible innovation and human-centred digital transformation in shaping the AI-driven future.

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Six-month CEP programme to help professionals build strategic, data-led and market-ready technology products

New Delhi [India], July 22: The Indian Institute of Technology Delhi (IIT Delhi) has announced admissions for the fourth batch of its Executive Programme in Tech Product Management. Offered through the Continuing Education Programme (CEP), IIT Delhi, the six-month programme has been designed to equip professionals with strategic product thinking, contemporary product management practices and the ability to navigate the increasingly complex convergence of technology, business and innovation. 

The programme enables learners to conceptualise, build, launch and manage technology products with a strong focus on strategic decision-making, customer insight and cross-functional collaboration. It is suited for graduates aspiring to move into tech product management roles, entrepreneurs, early-career professionals, managers and marketing professionals seeking to understand the product management landscape across IoT, applications, digital products and technology-led services. Through the programme, learners will develop a clear understanding of product lines, product portfolios, user experience, product roadmaps, go-to-market planning and product lifecycle optimisation. They will also learn to design products that address market needs, improve user experience and deliver measurable business outcomes. 

India’s technology industry continues to expand at a significant pace, with the sector expected to move towards USD 500 billion in revenue by 2030. India has also emerged as a strong market for AI talent, with AI skill penetration reported to be significantly higher than the global average across comparable occupations. The country’s AI market is projected to reach USD 131.31 billion by 2032, growing at a robust compound annual growth rate. These shifts are reshaping the expectations from product professionals, who must now combine technical fluency, analytical thinking, customer empathy, commercial judgement and the ability to work with evolving technologies.

These trends underline the growing demand for versatile professionals who can lead product innovation at the intersection of technology and business. By helping learners build these critical capabilities, the programme opens pathways to high-growth roles such as Technical Product Manager, Product Marketer, Business Analyst and Product Analytics Manager.

Speaking on the launch of the fourth batch, Prof. Biswajita Parida, Associate Professor, Department of Management Studies, Indian Institute of Technology Delhi said, “Technology product management now demands professionals who can convert technical depth into customer value, commercial clarity and scalable impact. This programme has been designed to help learners strengthen product judgement, work across functions, and use contemporary tools to build market-ready products for a fast-changing digital economy with confidence and purpose.”

Learners will build industry-aligned capabilities through a curriculum spanning 13 modules, including Tech Product Management, Product Ideation, Product Strategy, Road-mapping, Product Design and Discovery, Product Development, Product Marketing and Product Analytics. The programme also introduces learners to widely used tools such as Figma, JIRA, Asana, Mixpanel and SQL. It culminates in a capstone project titled Bring Your Own Product (BYOP), where learners apply concepts to real-world product challenges and demonstrate their ability to translate product ideas into structured, actionable outcomes. 

The pedagogy brings together more than 145 hours of learning through live online sessions, self-paced learning, assignments, case studies, quizzes and project-based work. Delivered in Direct-to-Device (D2D) mode, the programme enables faculty interaction, peer learning and applied engagement through discussions, case studies and expert guidance. Selection will be based on application review, while participants will be assessed through assignments, projects and class participation. Successful learners will receive a certificate of completion from the Continuing Education Programme, IIT Delhi.

About Indian Institute of Technology Delhi

Indian Institute of Technology Delhi is one of the 23 IITs created to be Centres of Excellence for training, research and development in science, engineering, and technology in India. Established as a College of Engineering in 1961, the Institute was later declared as an Institution of National Importance under the “Institutes of Technology (Amendment) Act, 1963” and was renamed as “Indian Institute of Technology Delhi”. It was then accorded the status of a Deemed University with powers to decide its own academic policy, to conduct its own examinations, and to award its own degrees.

The Indian Institute of Technology Delhi (IIT Delhi) is consistently ranked among India’s leading higher education institutions. It is ranked 4th overall, 2nd in Engineering, and 3rd in the Research category in the National Institutional Ranking Framework (NIRF) 2025. The Department of Management Studies (DMS), IIT Delhi is also ranked 4th among management institutions in the country, reflecting the Institute’s excellence in management education, research and industry engagement.

Continuing Education Programme (CEP), IIT Delhi

CEP is the statutory body of IIT Delhi for offering Online Certificate Programmes and issuing certificates.

Executive education is a vital need for companies to build a culture that promotes newer technologies and solutions and builds a workforce that stays abreast of the rapidly transforming needs in the technological, business, and regulatory landscape. Committed to the cause of making quality education accessible to all, IIT Delhi has launched Online Certificate Programmes under eVIDYA@IITD, enabling Virtual & Interactive learning for Driving Youth Advancement @IITD for Indian as well as international participants. 

These programmes offered by the CEP, Indian Institute of Technology Delhi (IIT Delhi) are designed to cater to the training and development needs of various organisations, industries, society and individual participants at national and international levels with a vision to empower thousands of young learners by imparting high-quality Online Certificate Programmes in cutting-edge areas for their career advancement in different domains of engineering, technology, science, humanities and management.

[The press release has been issued on behalf of the Service Provider, TimesPro, for the Continuing Education Programme (CEP), IIT Delhi.]

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Excellent NEET Academy Dharwad Delivers Outstanding NEET 2026 Results

Bengaluru (Karnataka) [India], July 18: Excellent NEET Academy, Dharwad, one of the leading NEET coaching academies in Karnataka, has once again demonstrated academic excellence by producing outstanding results in the NEET UG 2026 examination. Recognized for its student-centric approach, experienced faculty, and consistent academic performance, Excellent NEET Academy has continued its legacy of delivering exceptional NEET results for the last three consecutive years.

This year’s performance further strengthens the academy’s reputation as one of the best NEET academies in Dharwad, with 42 students scoring above 500 marks, a remarkable achievement that reflects the institution’s commitment to quality education, structured preparation, and personalized mentoring.

Top Performers – NEET UG 2026

• Channaveeresh Kumbar – 651 / 720
• Gangadhar Muttagi – 613 / 720
• Mahesh Ullagaddi – 612 / 720
• Rumeze Shaikh – 600 / 720

These exceptional performances highlight the academy’s proven academic system, experienced faculty, rigorous testing methodology, and continuous student guidance.

For students aspiring to secure admission into prestigious government and private medical colleges, Excellent NEET Academy has become a preferred destination for NEET coaching in Dharwad, helping students transform their dreams into successful medical careers.

Speaking on the occasion, Mr. Sachin Giriyappanavar, Director, Excellent NEET Academy, said:

“Every successful NEET result represents months of discipline, perseverance, expert mentorship, and the unwavering commitment of our students and faculty. We congratulate every student and parent who trusted us with this journey. Delivering consistently strong NEET results over the last three years motivates us to continue raising the benchmark for quality medical entrance coaching in Karnataka.”

Shri Basavaraj Koulagi, Chairman, Excellent Group of Institutions, congratulated the students, faculty members, and parents on the remarkable achievement and reaffirmed the institution’s commitment to providing world-class education, academic excellence, and holistic student development.

With a strong academic ecosystem, regular mock examinations, one-to-one mentoring, concept-based teaching, performance analytics, doubt-clearing sessions, and comprehensive study material, Excellent NEET Academy continues to empower students to achieve top ranks in NEET UG and pursue successful careers in medicine.

Over the years, Excellent NEET Academy has earned the trust of students and parents across Dharwad and North Karnataka through consistent academic outcomes, experienced educators, and a focused preparation strategy. The academy remains committed to nurturing future doctors by delivering quality education, disciplined coaching, and result-oriented learning.

About Excellent Group of Institutions

Excellent Group of Institutions is one of Karnataka’s reputed educational organizations, committed to excellence in education from school to higher education. Under the leadership of Shri Basavaraj Koulagi, the institution has consistently focused on academic quality, innovation, and student success. Excellent NEET Academy, its premier medical entrance coaching division, has emerged as one of the preferred choices for students seeking high-quality NEET coaching in Dharwad and across North Karnataka.

Admissions Contact
Excellent Group of Institutions
Excellent NEET Academy
Near Suvarna Petrol Pump, PB Road, Dharwad, Karnataka
Phone: 8088573878 / 6363596716
Website: https://excellentneetacademy.com/

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 The programme’s framework builds strategic, governance & innovation skills; successful learners gain IIM Calcutta’s Executive Education Alumni status; Admissions to Batch 8 is LIVE

Kolkata (West Bengal) [India], July 17: As many Indian family-owned enterprises are transitioning towards structured professionalisation to remain competitive, the Indian Institute of Management Calcutta has launched its eighth batch of the Post Graduate Certificate in Family Business Management, designed to equip next-generation leaders of Indian family businesses with contemporary capabilities in strategy, leadership, governance, and innovation.

The 12-month, LIVE online programme, delivered in collaboration with TimesPro, is aimed to help owners, scions, and senior executives of family-managed firms develop a future-ready perspective. At its core, the programme is built upon a four-pronged approach—Collaboration, Effective Decision-Making, Leadership and Best Practices, enabling learners to bridge generational perspectives, strengthen intergenerational alignment and blend traditional values with modern business thinking. Through this comprehensive approach, learners develop the ability to identify market opportunities, solve complex business challenges, and confidently lead their enterprises into the future. The two-campus immersion of five days each will further enhance the learning experience, enabling learners to network with peers from across sectors and exchange real-world insights. 

A McKinsey report notes that family-owned businesses contribute over 75% to India’s GDP, a figure projected to reach 80–85% by 2047. It highlights a growing emphasis on professional development and succession planning as third-generation leaders take charge. Over the past few years, leading family enterprises, especially in pharmaceuticals, consumer goods, and IT, have seen a resurgence in market capitalisation, reaffirming their economic significance and the need for structured capability-building. 

Speaking at the announcement of the launch of the eighth batch, Prof. Biswatosh Saha, Professor – Strategic Management, and Prof. Vivek Rajvanshi, Professor- Finance and Control, IIM Calcutta, noted, “As Indian family businesses undergo generational transition, there arises a compelling need for strategic foresight, managerial acumen, and a nuanced understanding of leadership. This programme offers a pathway to reimagine legacy businesses for a new era through a structured lens of innovation, professionalism, and global thinking. We aim to bridge the traditional strengths of Indian enterprises with modern paradigms to empower the next generation of family business leaders.”

Sridhar Nagarajachar, Business Head – Executive Education, TimesPro, said, “Through our continued collaboration with IIM Calcutta, TimesPro is enabling a critical transformation among Indian family businesses. The Post Graduate Certificate in Family Business Management helps equip today and tomorrow’s leaders with a forward-looking mindset, a deep understanding of strategic leadership, and the ability to harmonise business legacy with modern-day challenges.”

The previous cohorts have attracted a dynamic and diverse group of professionals across industries such as construction, retail, manufacturing, textiles, real estate, automotive and food & beverages. These include business owners, CEOs, proprietors, C-suite leaders, vice-presidents, directors and heads of strategy and operations, a testament to the programme’s relevance across sectors and leadership tiers.

The curriculum is structured around seven in-depth modules, including Macroeconomics for Business, Strategic Thinking & Leadership, Investor Relations, Design Thinking & Entrepreneurial Risk-Taking, Developing a Global Mindset and a Capstone Project that integrates all key learnings. This rigorous academic framework is designed to sharpen learners’ commercial and operational intelligence while cultivating resilience in decision-making.

Ideal candidates include family business owners, successors, top executives, and entrepreneurs with at least 10 years of work experience and a graduate or postgraduate academic qualification. The Post Graduate Certificate in Family Business Management adopts a hybrid learning model, where faculty integrates contemporary research with case discussions, while guest sessions feature industry veterans who have successfully navigated succession, diversification and global expansion through LIVE virtual sessions will be delivered by on TimesPro’s via digital to device mode. After completing the programme successfully, learners will receive the prestigious IIM Calcutta Executive Education Alumni status. The last date for applications is October 11, 2026. 

About the Indian Institute of Management Calcutta:

Established in November 1961 by the Government of India in collaboration with Alfred P. Sloan School of Management (MIT), the Government of West Bengal, the Ford Foundation, and Indian Industry. The Indian Institute of Management Calcutta (IIM Calcutta) was the first national institute for postgraduate studies and Research in Management. Over the last six decades, IIM Calcutta has gained global repute for imparting high-quality management education through its Post-Graduate and Doctoral level programs, Executive Training Programs, and Research and Consulting Activities. It is the first ‘Triple Accredited’ management school from India with accreditations from the Association to Advance Collegiate Schools of Business (AACSB); European Quality Improvement System (EQUIS), and Association of MBAs (AMBA).

Today, IIM Calcutta is one of Asia’s finest Business Schools. Its strong ties to the business community make it the ideal institution to attract India’s best talent and promote management practices in Indian organisations.

About TimesPro

TimesPro, established in 2013, is a leading Higher EdTech platform dedicated to empowering the career growth of aspiring learners by equipping them with skills to rise in a competitive world. TimesPro’s H.EdTech programmes are created to meet the rapidly changing industry requirements and have been blended with technology to make them accessible & affordable.  TimesPro offers a variety of created and curated learning programmes across a range of categories, industries, and age groups. They include employment-oriented early career programmes across BFSI, e-Commerce, and technology sectors; executive education for working professionals in collaboration with premier educational institutions like IIMs and IITs; and organisational learning and development interventions at the corporate level. 

TimesPro also collaborates with India’s leading organisations across varied sectors to provide upskilling and reskilling solutions to boost employability and create a robust workforce. TimesPro is a Higher EdTech initiative by The Times Group. 

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A Classroom in Every Village, A Rupee in Every Pocket

Mumbai (Maharashtra) [India], July 16: Step into a government school in rural Bihar or Odisha these days and you’ll spot a big change from two decades back: classrooms are actually full. Kids squeeze together on wooden benches, their uniforms neat, a teacher juggling more names than she can probably remember. It’s loud. It’s not fancy — and yes, the paint’s peeling. But underneath all the imperfections, you can see one of the real engines behind India’s economic growth firing up quietly.

India didn’t just wake up one day as the world’s fifth-largest economy. The numbers grab headlines, but the real story is slower and far less glamorous: millions more children learning to read, more girls sticking with school after puberty, and a new generation picking up skills nobody in their family had before. Education isn’t just a nice thing to have or some abstract social good. It’s the foundation that transforms the whole economy.

The Literacy Curve and the Growth Curve

Back in 1951, only about 18% of Indians could read and write. By 2011, that number cleared 74%, and today it’s hovering around 80%. If you put that literacy curve side by side with GDP growth, they climb together almost in step. That’s not just luck or a happy accident. One helped create the other.

People who can read and do basic math simply get more done. A farmer who reads the instructions on a bag of fertilizer wastes less and grows more. A factory worker who understands safety signs and technical manuals makes fewer mistakes. A shop owner who keeps accounts on paper, not just in his head, can actually grow his business. When all these little improvements multiply across a country of 1.4 billion, they add up to a real difference.

Economists like to say “human capital” drives growth — right alongside machines and investment. In India, you see it clearly. The growth spurt after the 1990s matches up with a generation who, for the first time, actually went to school. The Right to Education Act in 2009 pushed classroom numbers even higher. With more kids learning and growing into skilled workers just as the economy opened up for trade and investment, things took off.

The IT Story Nobody Should Forget

Think about India’s IT success for a second. If there’s one piece of the economy that makes the power of education obvious, it’s this one. Starting in the ’80s and ’90s, the government built engineering colleges and expanded the IITs, turning out way more tech grads than local companies could hire at the time. This “over-supply” of young, English-speaking engineers set the stage for something huge: the global IT boom.

Companies like Infosys, TCS, and Wipro didn’t have to go out and build a talent pipeline from scratch — it was right there, ready to go, because someone else had paid for classrooms, teachers, and science textbooks years before. Now, IT and related services punch in at about 7-8% of GDP and directly employ millions, with ripple effects all around. None of that takes off without the decades of slow investing in education first.

Where the Gaps Still Cost Us

But nobody should get too comfortable. A school full of kids doesn’t guarantee a stronger economy. India still loses a huge chunk of its potential because schools don’t always turn attendance into actual learning. Just check out the ASER reports — year after year, they show how many fifth graders can’t read a second-grade book or solve basic division. Getting kids through the school gate is one thing; teaching them is a whole different challenge.

This “learning poverty” comes at a real price. The World Bank says that if we let it slide, we’re looking at years of lost growth, with people qualified on paper but unprepared for actual work. India’s youth bulge promises prosperity only as long as younger generations are actually employable. Otherwise, the dividend turns into a problem: millions of young people who can’t find a place in the formal workforce, stuck on the sidelines.

And then there’s the question of gender. Sure, more girls sign up for school than ever before, but a lot still drop out after secondary school, especially in some states. Women in the workforce? The numbers are still way below most big economies. Fix this — bring millions more educated women into paid jobs — and you don’t just change lives, you give GDP a pretty solid boost.

Skills for the Next Decade

Now that basic literacy is nearly universal, the next challenge is all about skills. The world of work is changing fast — automation, AI, new kinds of jobs. India’s education system is just starting to catch up. Programs like Skill India and efforts to bring vocational training into schools help, but with 12 million young people joining the workforce each year, the mountain is huge.

Colleges and universities pump out degrees, but employers complain every year that most graduates aren’t job-ready — especially when it comes to communication, coding, and problem-solving. Until India closes the gap between what you learn in school and what you actually need at work, future GDP growth stays stuck in low gear.

The Long Game

Education doesn’t pay off overnight. The kid who’s learning to read in a village school right now might only start showing up in GDP figures a decade or two from now, once she’s working and earning. That’s honestly why politicians and policymakers often cut corners — the rewards show up years later, under someone else’s watch.

But look at India’s story. Every big leap in prosperity — from the Green Revolution, to the rise of IT, to a big urban middle class — started with big steps forward in education, sometimes a whole generation earlier. If India is serious about growing into the 2030s and beyond, the real action isn’t just in factories or tech parks, but in classrooms all over the country. That’s where the future is being shaped, every single day.

Jamshedpur (Jharkhand) [India], July 15: XCITE (XLRI Council for Innovation, Technology & Entrepreneurship), the Rural Business Incubator established at XLRI – Xavier School of Management with the support of NABARD, has announced the launch of applications for its first incubation cohort, inviting aspiring entrepreneurs from across 12 Eastern and North-Eastern states of India to build sustainable, high-impact rural enterprises.

The incubation programme is open to entrepreneurs from Jharkhand, Bihar, Odisha, West Bengal, Sikkim, Assam, Arunachal Pradesh, Manipur, Meghalaya, Mizoram, Nagaland, and Tripura. XCITE seeks to identify and nurture innovative ventures that address rural challenges while creating sustainable livelihoods and contributing to inclusive economic growth.

The incubator places special emphasis on women-led and tribal-led enterprises, as well as ventures operating in sectors such as agriculture, off-farm livelihoods, Non-Timber Forest Produce (NTFP), handicrafts, rural services, sustainability, green energy, circular economy, and other rural livelihood domains. The programme aims to support enterprises that are market-driven, scalable, and capable of generating long-term social and economic impact within rural communities.

Selected entrepreneurs will participate in a six-month hybrid incubation programme, comprising virtual mentoring sessions and immersive on-campus bootcamps at XLRI, Jamshedpur. Participants will receive grant support of up to ₹5 lakh, along with structured mentorship from domain experts, business model development support, market access guidance, investor and ecosystem linkages, peer learning opportunities, and access to the extensive networks of XLRI and NABARD.

Speaking on the launch, Mr. Ravish Vasan, CEO, XCITE, said:

“XCITE aims to nurture enterprises that combine commercial viability with social impact, enabling rural communities to become active participants in India’s growth story.”

Applications for the inaugural cohort are open until 25th July 2026.

Entrepreneurs may submit their applications online at:
https://xcite.accubate.app/ext/form/23776/1/apply

For further information, interested entrepreneurs and ecosystem partners may connect with XCITE, XLRI – Xavier School of Management.

For more details:
https://xlri.ac.in/xcite

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Jamshedpur (Jharkhand) [India], July 13: In an era where technical expertise alone is no longer enough to lead organisations, XLRI Leadership Education and Development (XLEAD), the executive education arm of XLRI – Xavier School of Management, has entered into a strategic partnership with Dale Carnegie India (WalchandPeopleFirst Limited) to integrate globally recognised behavioural and leadership development into management education and executive learning.

Formalised through a Memorandum of Understanding (MoU), the collaboration brings together XLRI’s academic excellence and leadership legacy with Dale Carnegie India’s century-old expertise in developing behavioural competencies. Together, the two institutions will jointly design and deliver industry-relevant programmes that equip students, professionals and executives with the human capabilities increasingly required to lead in a rapidly evolving business landscape.

As organisations navigate artificial intelligence, digital transformation and changing workplace dynamics, qualities such as communication, influence, emotional intelligence, trust, executive presence and ethical leadership have become critical differentiators. Recognising this shift, the partnership seeks to bridge the gap between technical competence and behavioural excellence, ensuring that professionals are equipped to lead with confidence, empathy and purpose.

Under the partnership, XLRI and Dale Carnegie India will co-create structured programmes covering areas such as business communication, executive presence, influencing and persuasion, business storytelling, executive coaching, presentation effectiveness, public speaking and other leadership capabilities. These programmes will be delivered through in-person, live online and blended learning formats, complemented by industry-recognised certifications.

Speaking on the partnership, Dr. (Fr.) Sebastian George, S.J., Director, XLRI, Jamshedpur, said:

“For over seven decades, XLRI has held that competence without character is incomplete, and that the finest education forms the whole person. The labour market our students step into rewards those who can think clearly, communicate with empathy and lead with integrity; the very human element no machine can imitate. In Dale Carnegie India we have found a partner whose century of work rests on the same belief. Together, we intend to ensure that XLRI prepares students effectively for genuine service wherever they go.”

The collaboration reflects a shared commitment to preparing professionals who can successfully navigate increasingly interconnected, technology-enabled and globally competitive workplaces. By combining academic rigour with practical behavioural development, the initiative aims to strengthen leadership capabilities that remain uniquely human and indispensable in the future of work.

Commenting on the collaboration, Pallavi Jha, Chairperson and Managing Director, Dale Carnegie India, said:

“At Dale Carnegie, we believe every individual has inherent greatness and are committed to helping people overcome what holds them back. To bring that legacy into the classrooms of XLRI is a genuinely historic moment for our industry. Our partnership is founded on the belief that behavioural excellence and leadership capability will be among the most important career accelerators for professionals in the years ahead.”

Beyond programme delivery, the partnership represents a broader vision of management education, one that prepares leaders who combine analytical thinking with communication, resilience, collaboration and ethical decision-making. As organisations increasingly value adaptability and people-centric leadership, the initiative seeks to develop professionals capable of creating meaningful impact across industries and society.

The collaboration also reinforces XLRI’s longstanding philosophy of “Management with a Human Face,” ensuring that future leaders are equipped not only with managerial competence but also with the behavioural capabilities needed to inspire teams, build trust and lead responsibly in an AI-enabled world.

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New Delhi [India], July 13: For thousands of Indian students, becoming a doctor is more than a career goal. It is a dream nurtured over many years, supported by families who invest significant time, effort, and resources into helping their children pursue medicine. Every year, the National Eligibility cum Entrance Test (NEET) becomes the focal point of that journey, carrying hopes, expectations, and immense pressure.

As NEET 2026 approaches, students across the country are preparing with determination. Alongside this preparation, a noticeable shift is taking place. Students and parents are increasingly recognising that while NEET remains an important milestone, it should not be the only component of a medical career plan. Instead of relying entirely on a single examination outcome, many aspiring doctors are exploring multiple pathways, including internationally recognised medical institutions such as Texila American University Guyana, to achieve their long-term goal of becoming doctors. 

The Reality of NEET Competition

NEET remains the primary gateway to medical education in India and continues to attract one of the largest student populations among competitive examinations in the country. However, the challenge lies not only in the examination itself but also in the limited number of available medical seats compared to the number of applicants.

Every year, many capable and hardworking students compete for a restricted number of opportunities. For some, the outcome may mean securing admission immediately. For others, it may involve taking another attempt or exploring alternative options. This reality has encouraged families to think more strategically about medical education.

Why Backup Planning Has Become Important

In earlier years, discussions about alternative medical education pathways often happened only after examination results were announced. Today, that approach is changing.

Students and parents increasingly recognise the value of planning. Exploring different options before results are declared can reduce uncertainty and help families make informed decisions if circumstances do not unfold as expected.

Backup planning is no longer viewed as a sign of reduced confidence. Instead, it is seen as a practical approach to career planning. Students continue to prepare seriously for NEET while also researching accredited medical universities, international programmes, and alternative routes that align with their long-term goals.

Why MBBS Abroad Is Part of the Conversation

As competition for medical seats continues, studying medicine abroad has become an option that many students consider during their planning process. Importantly, this conversation is changing.

Previously, overseas medical education was often viewed as a last-minute alternative. Today, many students research international programmes much earlier. They compare curriculum structures, accreditation status, clinical training opportunities, student support systems, and future career pathways before making decisions.

For students considering MBBS abroad in 2026, the focus is increasingly on quality rather than simply availability. Families want assurance that the institution follows recognised academic standards and provides a structured learning environment that supports future professional goals.

What Students and Parents Should Evaluate

Choosing a medical university abroad requires careful research. The most important factor is not location alone but the quality of education being offered.Accreditation and recognition remain among the first aspects students should examine. Understanding whether a university operates within recognised educational frameworks helps students assess the credibility of the programme and its academic standards.

Clinical exposure is another important consideration. Medicine is a practical profession, and students benefit from structured opportunities to observe and participate in patient care under supervision. Institutions that integrate clinical learning throughout the educational journey often provide a stronger foundation for future medical practice.

Academic support also plays an important role. Access to faculty guidance, learning resources, mentoring, and student services can influence both academic performance and the overall student experience.Students should also understand potential career pathways after graduation, including licensing examinations, postgraduate education opportunities, and country-specific regulatory requirements.

Guyana as an Emerging Destination for Medical Education

Among the destinations being explored by international students, Guyana has gained attention in recent years. As an English-speaking country with a multicultural environment, Guyana offers an educational setting that is accessible to many international learners while also providing exposure to diverse healthcare experiences.

For students pursuing medical education abroad, language accessibility can make a significant difference in both classroom learning and clinical training. Studying in an English-speaking environment helps students communicate effectively with faculty, peers, and patients while adapting to professional healthcare settings.

The multicultural nature of Guyana also exposes students to different perspectives and healthcare needs, helping them develop adaptability and cultural awareness that can be valuable throughout their medical careers.

Texila American University, Guyana, and Global Medical Aspirants

As students research international medical education options, Texila American University Guyana has become one of the institutions considered by aspiring doctors and their families. The university offers medical education in Guyana with a focus on structured academics, clinical learning, student support, and international exposure.

For Indian students planning their medical careers after NEET 2026, institutions like Texila American University, Guyana, provide an opportunity to explore a globally oriented medical education pathway. Students and parents typically evaluate factors such as accreditation, curriculum structure, clinical training opportunities, faculty guidance, campus environment, and support for future licensing or postgraduate pathways.

Texila American University Guyana aims to support students through a learning environment that combines classroom-based medical education with practical clinical exposure. For families looking beyond a single examination outcome, such institutions can form part of a broader and more informed medical career plan.

Making Informed Decisions for the Future

The journey to becoming a doctor has never been simple, and NEET 2026 will remain a major milestone for Indian medical aspirants. At the same time, the landscape of medical education is becoming broader and more interconnected.

Students today have access to more information and more educational pathways than previous generations. This creates opportunities, but it also makes careful research essential. Whether pursuing medical education in India or exploring international options, the most important decision is an informed one.

The dream of becoming a doctor continues to inspire millions of students across India. While the path may differ from one student to another, thoughtful planning, careful evaluation, and a long-term perspective can help aspiring doctors move forward with greater confidence.

As families prepare for NEET 2026, many are discovering that success is not only about one examination. It is also about making informed choices that support a lifelong medical career.

Website: https://tau.edu.gy/

New Delhi [India], July 14: With more than 1.3 million Indians pursuing higher education overseas, demand for trusted admissions guidance has never been greater. As overseas education continues to expand beyond India’s metropolitan centres, students across the country are looking for greater access to credible admissions support and official test preparation resources. Responding to this growing need, ETS, the organisation behind the globally recognised TOEFL® and GRE® tests, has announced a strategic partnership with Crizac Limited to expand access to authorised TOEFL® and GRE® preparation resources for more than one lakh study abroad aspirants across India.

By bringing together ETS’ globally trusted expertise in educational assessment and Crizac’s extensive student network, the collaboration aims to make official preparation resources more accessible, enabling students to prepare with greater confidence for admissions to universities across leading global study destinations.

Through Crizac’s study abroad network, aspiring students will gain access to official TOEFL® and GRE® preparation resources designed to help them prepare more effectively for university admissions. The initiative combines ETS’ globally recognised assessment expertise with Crizac’s personalised counselling support, making high-quality preparation more accessible while helping students navigate a critical stage of their international education journey. Leveraging Crizac’s extensive global ecosystem of more than 14,000+ student recruitment partners  recruiting students from 85+ countries, relationships with over 500+ universities in 14+ countries, and support for approximately 4,00,000 student applications annually, the collaboration is well positioned to significantly expand access to official ETS preparation resources for Indian students pursuing higher education abroad.

The partnership reflects a structural shift in India’s international education ecosystem. As students move beyond a handful of traditional study destinations to explore a wider range of global opportunities, demand for trusted counselling, official preparation resources, and globally accepted assessments is growing rapidly, particularly across Tier II and Tier III cities. By combining Crizac’s technology-enabled recruitment ecosystem, which empowers recruitment partners and local counsellors to support students beyond metropolitan markets, with the TOEFL iBT® test’s acceptance at more than 13,000 institutions across over 160 countries, the collaboration will broaden access to high-quality preparation, trusted guidance, and a wider range of global education opportunities for Indian students.

The collaboration reflects the growing emphasis on strengthening student preparedness through trusted assessment and official preparation resources, as India’s role in the global higher education ecosystem continues to expand.

“India continues to be one of the world’s most dynamic study abroad markets, and students today are making more informed, purpose-driven choices about their international education. At ETS, our focus has always been on ensuring that every student has access to trusted assessments and high-quality preparation resources that enable them to present their best selves to universities worldwide. Through our partnership with Crizac, we are extending that commitment to more students across India by making authorised TOEFL and GRE preparation resources more accessible as they pursue their global education aspirations,” said Karan Lalit, Executive Director, South Asia, TOEFL & GRE, ETS.

“At Crizac, we believe talent should never be limited by access. Our partnership with ETS brings authorised TOEFL and GRE preparation resources to Indian students, backed by a shared commitment to scholarships and financial support for those who need it most. Nearly a lakh students stand to benefit — and for us, that’s a lakh stories of ambition we get to support”, said Dr. Vikash Agarwal, Chairman & Managing Director, Crizac Limited.

The initiative is designed to integrate official TOEFL® and GRE® preparation resources into students’ study abroad planning, enabling them to access trusted learning materials alongside expert guidance as they prepare applications to universities worldwide. By embedding official ETS preparation resources across Crizac’s network of more than 14,000 recruitment and counselling partners in 85 countries, the collaboration will strengthen the quality and consistency of student guidance while expanding access to trusted preparation support for at least 100,000 students annually.

As part of its continued investment in India, ETS plans to expand its network of official TOEFL® and GRE® test centres from more than 65 today to 100 over the next year, strengthening access to its globally recognised assessments nationwide. Complementing this expansion, ETS will further strengthen its presence in Eastern India, where it currently operates three authorised test centres in Kolkata and plans to establish a fourth centre in collaboration with Crizac in 2027.

About ETS

ETS is a global education and talent solutions organization enabling lifelong learners to be future ready. Our mission – advancing the science of measurement to power human progress – ensures our focus to enable everyone, everywhere, to demonstrate their skills and chart their path to future readiness for life. We are committed to readying 100M+ people for the next generation of jobs by 2035. We deliver on this commitment through trusted assessments and skills solutions – including TOEFL, TOEIC, GRE, Praxis and Futurenav – and groundbreaking initiatives powered by our Research Institute. With a robust global footprint, including subsidiaries (PSI), offices and operations in more than 200 countries and territories, we help over 50 million individuals each year measure their proficiency and unlock new opportunities. Discover how we expand our worldwide impact: www.ets.org 

About Crizac
Crizac Limited is a technology-driven B2B platform simplifying international student recruitment. Founded in 2011 and headquartered in India with a UK-registered entity, Crizac connects a global network of 14000+ education consultants recruiting students from 85+ Countries with 500+ higher education institutions across the UK, US, Canada, Ireland, Australia, New Zealand, Europe and the UAE. Listed on the NSE and BSE, the company brings structure, transparency, and technology to a traditionally fragmented recruitment ecosystem, helping institutions expand their reach and counselling partners/agents deliver better outcomes for students worldwide.

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Over 1,200 Students from Across Gujarat Participate in ‘Future Forward 2.0–2026’ Held in Surat on July 10–11

Surat (Gujarat) [India], July 14: Red & White Skill Education organized a two-day career guidance, technology, and skill development event, ‘Future Forward 2.0–2026,’ on July 10 and 11, 2026, at Jamanaba Vidyarthi Bhavan in Surat. The event witnessed participation from more than 1,200 students from across Gujarat.

The primary objective of the program was to prepare students for future careers, employment opportunities, and the evolving demands of modern industries. Over the two-day event, experienced industry mentors working at leading national and international companies provided valuable insights into emerging technologies, career planning, professional skills, industry trends, and the real-world expectations of the corporate sector.

Experts from renowned organizations, including Google, Flipkart, Oracle, Infosys, Philips, Suzuki, and McKinsey & Company, shared their professional experiences and guidance with the students. The keynote speakers included Ankit Dubey (Senior UX Designer), Abhijit Bendigiri (Director – Product Management), Abhijit Girin (R&D Engineer), Rishabh Agrawal (Senior Lead Data Engineer), and film director Jay Parikh. The event featured an engaging panel discussion hosted by Mohit Savaliya, Piyush Nakrani, and Chakshu Adani, where they asked thought-provoking questions to all the panelists, leading to insightful conversations and valuable perspectives from every speaker.

In addition to mentoring students, Red & White Skill Education organized dedicated training sessions for its faculty members. Mentors from national and international companies trained faculty on the latest industry practices, emerging technologies, and modern teaching methodologies, enabling them to prepare students more effectively for industry requirements.

Chirag Nakrani, Managing Director of Rezon Solar, attended the event as the Chief Guest.

According to the organizers, ‘Future Forward 2.0–2026’ was more than just a career guidance program. It was a significant initiative aimed at equipping students with the confidence, practical skills, and professional guidance needed to succeed in an increasingly competitive future.

Hyderabad (Telangana) [India], July 14: Hamstech College of Creative Education has announced the launch of its MBA in Fashion Business Management and Interior Business Management programmes. These two-year postgraduate programmes are designed to equip aspiring creative professionals with the strategic, managerial, and entrepreneurial skills required to succeed in today’s dynamic design industries.

With over 30 years of excellence in creative education, Hamstech has trained more than 38,000 students and built strong industry partnerships that have enabled graduates to pursue careers with leading fashion houses, luxury brands, retail companies, e-commerce platforms, multinational corporations, and design firms in India and internationally. The institution has also empowered over 8,000 entrepreneurs who have successfully launched boutiques, design studios, labels, digital brands, and creative ventures. 

The newly launched programmes have been designed to address the growing demand for professionals who can successfully bridge creativity and business in the fashion and interior design industries. Combining design management, business strategy, technology, and innovation, the programmes prepare students for leadership careers across luxury brands, retail organisations, e-commerce platforms, multinational companies, design consultancies, and entrepreneurial ventures.

The MBA in Fashion Business Management offers advanced learning in fashion business, brand management, retail management, luxury branding, fashion marketing, consumer behaviour, sustainability, and entrepreneurship. Through a blend of strategic business education and creative innovation, students gain the skills required to build, manage, and scale successful fashion ventures and brands.

The MBA in Interior Business Management offers a comprehensive curriculum covering interior design management, space planning, project execution, design strategy, sustainable design, client relationship management, and entrepreneurship. The programme enables students to develop both creative and managerial competencies while preparing them for leadership roles within the rapidly growing interior design sector. 

Students enrolled in these programmes will benefit from Hamstech’s industry-focused learning ecosystem, featuring an AI-integrated curriculum, mentorship from industry leaders, live projects, internships, global industry exposure, and entrepreneurship support through Hamstech Launchpad. They will also become part of Hamstech’s thriving community of 38,000+ alumni and gain access to career opportunities with 400+ national and global recruiters. The programmes are designed to prepare students for leadership careers with global brands, multinational corporations, luxury businesses, and high-growth entrepreneurial ventures across the creative industries. 

Speaking on the launch, Ms. Ajita Reddy, CEO of Hamstech, said, “The creative industries today require professionals who can think beyond design and understand business, technology, consumer behaviour, and innovation. Our new MBA programmes have been developed to empower aspiring designers and creative professionals with the leadership and entrepreneurial skills needed to succeed in a highly competitive global landscape. Through these programmes, we aim to nurture future industry leaders, entrepreneurs, and changemakers.”

The launch marks another significant milestone in Hamstech’s mission to bridge the gap between creative education and industry requirements. By integrating design expertise with management education, the institution aims to develop professionals who can lead brands, manage businesses, drive innovation, and contribute meaningfully to the growth of India’s creative economy.

Admissions for the MBA in Fashion Business Management and Interior Business Management programmes are now open.

For Admissions & Enquiries,
Call: 9581818877
Visit: https://www.hamstech.com/

About Hamstech
With a legacy spanning over 30 years, Hamstech has trained more than 38,000 students, placed 27,000+ students with over 400 global and national brands, and empowered 8,000+ entrepreneurs across creative fields. Guided by celebrity mentors and expert faculty, Hamstech continues to redefine creative education with industry-aligned training, hands-on learning, and real-world exposure.

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New Delhi [India], July 13: Preschool investment attracts many first-time entrepreneurs because it combines business potential with meaningful community impact. Parents look for safe, caring, and well-managed early learning spaces, while investors need clarity before committing capital.

Signing a franchise agreement too quickly can create avoidable pressure later. A careful review of the brand, model, support, academics, location, and legal terms allows you to enter the preschool sector with stronger judgment.

Understand the Preschool Franchise Market in India

India’s early education space is shaped by parental awareness, urban growth, and rising demand for structured learning environments. Before choosing a preschool franchise in India, study how families in your target area select preschools and what they value most.

• Check local demand and parent expectations
• Understand fee sensitivity in the area
• Observe nearby preschool formats
• Review safety and care expectations

Evaluate the Brand’s Reputation and Track Record

A preschool brand should offer more than a recognisable name. Its reputation must reflect trust, parent satisfaction, academic consistency, and ethical operations. Look closely at how the brand is perceived by parents, teachers, and franchise partners.

• Read parent reviews carefully
• Ask about operating experience
• Check consistency across centres
• Look for clear communication standards

Analyse the Franchise Business Model

A strong franchise model should be easy to understand before you sign anything. Review how revenue, expenses, royalties, marketing contributions, admissions, and daily operations are structured. A preschool franchise in India should offer clarity, not vague projections.

• Understand all recurring payments
• Review fee collection policies
• Check ownership responsibilities
• Ask how admissions are supported

Assess the Curriculum and Academic Framework

The curriculum is central to a preschool’s credibility. It should support early learning through age-appropriate activities, language development, play, creativity, social skills, and emotional growth. Avoid models that sound impressive but lack classroom clarity.

• Review lesson planning methods
• Check the teacher’s guidance material
• Ask how learning progress is tracked
• Ensure activities suit young children

Review Location and Infrastructure Requirements

A preschool location must feel safe, accessible, welcoming, and parent-friendly. The space should support classrooms, play areas, hygiene, supervision, and smooth movement of children. Do not treat location only as a real estate decision.

• Check visibility and accessibility
• Review safety and hygiene standards
• Assess space for play and movement
• Confirm infrastructure expectations clearly

Examine the Training and Operational Support Offered

First-time investors often depend heavily on franchisor support during launch and early operations. Training should cover admissions, parent interaction, classroom processes, teacher orientation, safety routines, and administration. Strong support reduces guesswork.

• Ask about pre-launch training
• Review teacher training quality
• Check marketing and admission support
• Understand ongoing operational guidance

Conduct a Thorough Financial Assessment

Financial clarity protects you from unrealistic expectations. Review investment requirements, setup costs, working capital, royalty structure, staff expenses, rent, local marketing, and timelines for sustainability. Avoid relying only on optimistic revenue projections.

• Ask for detailed cost categories
• Plan for early operating expenses
• Review royalty and fee terms
• Keep funds ready for slower months

Scrutinise the Franchise Agreement Carefully

The agreement defines your rights, duties, restrictions, exit terms, territory, renewal conditions, branding rules, payments, and dispute handling. Read every clause calmly and involve a legal professional before signing.

• Check lock-in and renewal terms
• Review territory protection
• Understand termination clauses
• Clarify intellectual property usage

Speak with Existing Franchise Owners before Deciding

Existing franchise owners can give grounded insight into daily operations, franchisor responsiveness, parent acquisition, staffing challenges, and real operating pressure. Their experience often reveals what brochures do not mention.

• Ask about launch support quality
• Discuss common operational challenges
• Understand parent response locally
• Learn how quickly issues are resolved

Create a First-Time Investor Evaluation Checklist

A checklist helps you compare options without being influenced by presentation alone. Use it to review the brand, curriculum, training, costs, location needs, agreement terms, and support quality before making a final decision.

• Compare multiple franchise options
• Record answers from each brand
• Mark unclear points for follow-up
• Decide only after a full review

Conclusion

Choosing a preschool franchise is both a business decision and a responsibility towards young learners. A thoughtful assessment gives you a clearer view of the opportunity before legal commitment. 

Study the market, review the brand, question the model, examine support, and read the agreement carefully. When every important area is checked with patience, a first-time investor can move forward with confidence and build a preschool that parents trust.

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New Delhi [India], July 11: School drags sometimes. Nobody really argues with that. But think back—remember when learning actually felt exciting? Like, every day brought something new? Now it’s just endless worksheets, test prep, and sitting still until the bell finally lets you go. It’s no wonder kids zone out and teachers feel spent. Thing is, no one meant for school to get this dull. Making learning fun again doesn’t mean watering everything down—it’s about lighting a fire for curiosity and letting a little creativity back in. The wild part? Teachers already know how to flip the script and make classrooms places where kids want to be.

These ideas aren’t pipe dreams. Teachers are using them right now, and you can try one tomorrow without flipping your whole classroom upside down.

1. Turn Lessons Into Games—But Make Them Matter

Gamify what you’re teaching. I don’t mean just tossing kids into teams and handing out points. Actually build an experience.

• Run an escape room, where students have to dig through history or wrangle with math problems to open the next clue.
• Hand out badges or level-ups. You can use apps like Classcraft, or just stick some printed badges on desks. Let kids unlock tougher challenges when they master something. Suddenly, they’re all in.
• Go for simulations—maybe run a climate survival challenge in science. Small groups try to build an ecosystem, then you throw in curveballs and see if their world survives.

Don’t turn class into a competition for the sake of it. Tie rewards to real progress, not busywork. Give it a shot with just one unit and see how kids react.

2. Assign Projects That Actually Matter

Toss those shoebox dioramas. Pick projects that solve something real.

Say you’re teaching environmental science—why not have students:

• Test real water samples from your town, partnering with local groups.
• Create an awareness campaign or video.
• Bring their results to actual city leaders.

One teacher I know had her students design eco-friendly playgrounds, then pitch them to a pretend city council made up of parents. The kids’ effort blew everyone away.

Suddenly, “Why are we doing this?” has a real answer.

3. Use Tech to Let Kids Create

Phones and screens can steal focus, but used right, they spark creativity.

• Try augmented reality—let students “hold” a cell or ancient building with Merge Cube.
• Instead of another essay, have them make podcasts, TikTok lessons, or digital books. Let them teach each other.
• Add a chatbot to the mix—so students can “interview” historical figures or get writing tips. Just keep an eye on what it spits out.

But don’t go wall-to-wall screens. Mix tech with hands-on tasks; that’s where the real learning lands.

4. Take Learning Outside Once In A While

Sometimes the best classroom doesn’t have a ceiling.

• Try a math scavenger hunt outside.
• Walk and talk about what they’re reading.
• Get them out in the garden, picking up trash, or teaching something at a senior center.

They come back smiling—and remember more, too.

5. Bring The Arts and Play Back

Kids remember things they create.

• Act out science ideas, famous speeches, or chapters from novels.
• Challenge them to write a grammar rap or a song about fractions.
• Set up a little Maker Space with Lego, art supplies, or recyclables. Just let them tinker once a week—anything that connects back to your class.

Here’s a neat twist: chart a book character’s emotions, turn it into a graph, and talk about what it shows.

6. Let Students Shape Their Work

School gets better when students have some control.

• Let them pick how they show what they know—essay, comic, video, whatever fits.
• Try Genius Hour: give them time each week to dive deep into something they actually care about, if it connects to your subject.
• Check in often—ask what’s working and what isn’t, and tweak things as you go.

When students feel seen, school feels less like a fight.

How Teachers Make It Work

You’re busy—so go small. No need to overhaul everything.

• Pick one new thing and try it in a single class.
• Share and swap ideas with your team—build up a resource folder.
• Ask your students what they think after you try something new.
• Take care of yourself, too—no one expects superhero hours.

What Actually Happens

When teachers mix it up, attendance goes up, scores climb, and—most important—kids start saying they like coming to class. One seasoned teacher told me these tricks kept her from walking away and brought back the reason she started teaching at all.

Learning is supposed to be a spark, not a chore. Sprinkle in some creativity and see what it does for you and your class.

PNN Education

Indore (Madhya Pradesh) [India], July 9: IPS Academy Institute of Engineering and Science organised a three-day Innovation, Design and Entrepreneurship (IDE) Bootcamp for principals and teachers of PM SHRI Schools. The bootcamp aimed to promote innovation, creative thinking, and an entrepreneurial mindset among educators, enabling them to cultivate these qualities in students.

The programme was organised by the Department of School Education & Literacy, AICTE, and the Ministry of Education’s Innovation Cell (MIC) in collaboration with the Wadhwani Foundation. Around 200 principals and teachers from across Madhya Pradesh participated in the intensive training programme.

The inaugural session was graced by Ms. Anita Chauhan, Joint Director, Public Education; Mr. Ashish Tripathi, Regional Coordinator, Ministry of Education’s Innovation Cell; Mr. Gaurav Goyal, Assistant Director, MSME-DFO Indore; Ar. Achal Choudhary, President, IES; Dr. Archana Kirti Choudhary, Principal; and Dr. Rupesh Dubey, Head of the Electronics & Communication Department.

During the three-day bootcamp, participants engaged in group activities, practical sessions, and interactive workshops focused on design thinking, problem-solving, creativity, and innovation. The programme also featured detailed discussions on the role of innovation and entrepreneurship in education and effective ways to integrate these concepts into classroom learning.

The organisers stated that the primary objective of the bootcamp was to equip principals and teachers with practical skills and modern teaching approaches that would inspire students to think creatively, embrace innovation, and develop an entrepreneurial mindset from an early stage.

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Indore (Madhya Pradesh) [India], July 9: Kautilya Academy, one of Central India’s most distinguished institutions for competitive examination coaching, commemorated its 24th Foundation Day with grandeur, inspiration, and a renewed commitment to academic excellence. The celebration brought together eminent dignitaries, accomplished achievers, faculty members, students, and parents, creating an atmosphere of pride, motivation, and aspiration.

The programme commenced with the traditional lighting of the ceremonial lamp and the invocation of Goddess Saraswati by the Chief Guests—Mrs. Nidhi Sharma (Excise Department), Mrs. Rakhi Joshi (Assistant Labour Commissioner), and Mr. Shriddhant Joshi, Managing Director of Kautilya Academy.

In their addresses, the dignitaries underscored the significance of discipline, perseverance, integrity, and self-belief in the pursuit of excellence. They observed that success in today’s highly competitive examinations is achieved not merely through intelligence, but through strategic planning, unwavering consistency, rigorous practice, and the guidance of experienced mentors. Encouraging students to embrace challenges with confidence and resilience, they urged them to remain steadfast in their pursuit of their aspirations.

Adding immense value to the occasion, Kautilya Academy’s senior faculty members—Mr. Karan Singh, Mr. Kush Bairagi, Mr. Anurag, Mr. Suraj, Mr. Nipendra, Mr. Pankaj Bodia, and Mr. Gagan Sharma—shared valuable insights into effective preparation methodologies. Their sessions focused on structured learning, scientific time management, conceptual clarity, answer-writing skills, regular mock-test practice, and continuous performance evaluation—elements they described as indispensable for sustained success in competitive examinations.

The highlight of the celebration was an inspiring interaction with students who have successfully secured positions in various prestigious competitive examinations. Sharing their personal journeys, preparation strategies, and experiences, the achievers offered practical guidance while motivating aspirants to remain patient, disciplined, and focused. Their stories served as a powerful reminder that determination, resilience, and consistency are the true foundations of lasting success.

The occasion also witnessed the felicitation of outstanding students in recognition of their remarkable academic achievements. The ceremony drew enthusiastic participation from students, parents, alumni, faculty members, and members of the Kautilya Academy fraternity, reflecting the institution’s enduring legacy of excellence and the deep trust it has earned over more than two decades.

Delivering the concluding address, Mr. Shriddhant Joshi, Managing Director of Kautilya Academy, expressed heartfelt gratitude to the distinguished guests, students, parents, faculty members, and well-wishers for making the celebration a memorable success. Reaffirming the institution’s unwavering vision, he stated that for the past 24 years, Kautilya Academy has remained dedicated to empowering competitive examination aspirants through academic excellence, quality mentorship, and value-based education. He further emphasized that the Academy will continue to uphold its legacy of producing outstanding results while inspiring future generations to achieve excellence and serve society with distinction.

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Parul University has been recognized as one of India’s Top 10 Higher Education Institutions in the Outcome-Based Education (OBE) Rankings 2026 , securing the most esteemed PLATINUM+ Band , the highest category of recognition given for excellence in implementing  Outcome-Based Education. This achievement marks an important national milestone and reaffirms the university’s dedication towards delivering quality education using learner focused academic practices, along with measurable student outcomes.

The recognition carries added significance because the OBE Rankings 2026 followed a very selective evaluation process, and the rankings were published only for those institutions that successfully met the set performance benchmarks. From the institutions evaluated across the country, only 87 Higher Education Institutions made it into the final published rankings, and only 10 institutions (11.5%) got the well known PLATINUM+ Band positioning Parul University among the country’s foremost institutions for academic excellence and outcome-based education.

The published institutions were then recognized across the PLATINUM+(10 institutions), PLATINUM(16 institutions), TITANIUM+(31 institutions), TITANIUM(16 institutions), and DIAMOND+(14 institutions) categories, reinforcing the national distinction associated with the highest band and the distinction achieved by Parul university.

The recognition reflects Parul University’s continued dedication toward Outcome-Based Education by building a student-centric learning space that emphasizes practical learnings, industry exposure,innovation in an interdisciplinary way and continuous assessment of student outcomes. Aligned with the vision of the National Education Policy (NEP) 2020, the university focuses on preparing students with the right knowledge, skills, abilities, and real-world competencies, so they can succeed in their careers and also contribute in a meaningful manner to the society.

Over the years, Parul University has strengthened its position as a multidisciplinary institution by weaving academic excellence with research, innovation, engagement with industry and community impact. The university’s focus on experiential learning, cross- disciplinary education, entrepreneurship, and ongoing curriculum upgrades, has helped it build an academic climate where students are empowered to take what they learn in the classroom and turn it into outcomes that actually matter in the real world.

Speaking on this achievement, Dr. Geetika Madan Patel, Vice President, Parul University said, “This recognition reflects our unwavering dedication to shaping an education system where learning is assessed not only through academic achievement but also through the competencies, values, and practical abilities our students build across their academic journey. Outcome Based Education helps us prepare graduates who are novel, industry-ready, socially responsible, and ready to contribute meaningfully to society. This milestone belongs to our faculty, students, researchers, alumni, industry partners, and every stakeholder who continues to strengthen the culture of excellence at Parul University.”

As higher education embraces outcome driven quality frameworks, Parul University remains committed to delivering transformative education that grows innovation, supports lifelong learning, cultivates ethical leadership, and keeps student success measurable. This National recognition adds strength to the university’s broader vision, where globally competent professionals are shaped who can handle changing demands from industrial society, and the knowledge economy.

By Mr. Ajitesh Basani, Executive Director, ABBS School of Management (ABBSSM), Bengaluru

Bengaluru (Karnataka) [India], July 8: A decade ago, experience was often enough to secure career growth. Today, that equation has changed. Artificial Intelligence, digital transformation, and rapidly evolving business models are reshaping industries faster than ever before. Professionals are realizing that staying relevant requires more than experience – it requires continuous learning, adaptability, and leadership capabilities. This shift is fuelling the growing demand for Fast-Track PGDM programmes among working professionals.

The New Career Currency: Learning

In today’s workplace, skills have a shorter shelf life. According to industry reports, a large majority of Indian professionals are actively investing in upskilling to stay competitive in a rapidly changing job market. Recent studies reveal that nearly 85% of Indian professionals are actively investing in upskilling and reskilling initiatives.

Organizations are no longer looking only for specialists. They need professionals who can lead teams, drive innovation, interpret data, and make strategic decisions. As a result, management education is witnessing renewed interest among professionals across industries.

Why Fast-Track PGDMs Are Gaining Momentum

Working professionals want programmes that deliver impact without requiring them to put their careers on hold. Fast-Track PGDMs offer exactly that. They combine flexibility, practical learning, and industry relevance, allowing participants to acquire managerial and leadership skills while continuing to work.

For many professionals, these programmes have become a powerful tool for career acceleration, helping them move from operational roles to strategic positions within their organizations.

Leadership in the Age of AI

As AI automates routine tasks, human capabilities such as leadership, critical thinking, problem-solving, and decision-making are becoming more valuable than ever. The leaders of tomorrow will not necessarily be the most technically skilled; they will be those who can combine technology, strategy, and people management effectively.

This is why professionals are increasingly seeking management programmes that go beyond theory and prepare them for real-world leadership challenges.

Why This Shift Matters Even More in Bengaluru

Nowhere is this shift sharper than in Bengaluru. As India’s technology and innovation capital, the city is home to a dense mix of IT and ITES majors, global capability centres (GCCs), product companies, and a fast-growing startup ecosystem. Professionals here are not just competing with peers in the same building; they are competing with the talent pool of a global hub where roles are redefined every 12 to 18 months.

For working professionals in Bengaluru, a career break to pursue a full-time MBA is rarely realistic, given the pace of hiring, appraisal cycles, and project timelines that define the city’s IT and GCC-heavy job market. Fast-Track PGDMs address this directly. They let professionals stay employed, keep drawing a salary, and continue building on-the-job experience, while systematically closing the gap between where they are and the strategic, cross-functional roles they are aiming for.

The city’s employers, ranging from mid-sized product firms to Fortune 500 GCCs, increasingly promote based on a combination of domain depth and the ability to work fluently with data, cross-functional teams, and ambiguity. A structured, hybrid management programme gives Bengaluru’s professionals a credible, time-bound way to build exactly that combination.

ABBS School of Management (ABBSSM): Designed for Leaders, Driven by Excellence

Recognizing this growing need, ABBS School of Management has launched its Executive PGDM Programme, designed specifically for working professionals aspiring to take the next step in their careers. Built on the philosophy of “Designed for Leaders, Driven by Excellence,” the programme offers a flexible and future-focused learning experience.

Delivered in a 15/18-month dual-format structure, the programme follows a Hybrid Mode that enables professionals to balance work, learning, and personal commitments effectively.

1. Learning Beyond Borders

A key highlight of the Executive PGDM is its Global Immersion component. In an increasingly interconnected business world, global exposure is no longer a luxury, it is a necessity. The programme provides participants with international perspectives, exposure to global business practices, and insights into emerging management trends, helping them develop a broader leadership outlook.

2. Future-Ready Skills for Future Leaders

The curriculum is designed around the competencies most sought after by modern organizations, including strategic leadership, digital transformation, business analytics, innovation, and organizational excellence. Equally valuable is the opportunity to learn alongside experienced professionals from diverse sectors, creating a rich environment for networking, collaboration, and peer learning. Among these competencies, business analytics stands out as the one most participant say reshapes how they work day to day – a theme explored in more detail below.

3. Building Analytics Fluency for the Data-Driven Workplace

“Business analytics” appears in most management curricula today, but for working professionals the real question is what it translates to on the job. Within the Executive PGDM, analytics is woven through the curriculum as a working skill rather than a standalone subject: participants learn to read dashboards critically, use tools such as Excel, Power BI, and basic SQL to interrogate data, and build the judgment to know which metrics actually matter for a given decision.

This is a particularly relevant value-add for professionals based in Bengaluru, where product managers, operations leads, and business heads are routinely expected to hold their own in conversations with data science and engineering teams, even if data is not their primary function. Analytics fluency closes that gap. It lets a marketing manager question a growth model instead of taking it at face value, lets an operations lead build their own capacity-planning view instead of waiting on a report, and lets a finance or HR professional turn raw data into a business case a leadership team will actually act on.

Over the course of the programme, this shows up as the ability to move from reporting numbers to interpreting them: spotting the pattern behind a dip in retention, building a simple forecasting model for demand, or structuring a data-backed pitch for a new initiative. Combined with the strategic leadership and digital transformation modules, this analytics grounding is what allows participants to step into roles that sit at the intersection of business and technology, roles that are especially abundant in Bengaluru’s GCC and product-company landscape.

4. The Road Ahead

The rise of Fast-Track PGDMs reflects a larger reality: learning has become a lifelong journey. As industries continue to evolve, professionals who invest in upgrading their skills and leadership capabilities will be best positioned to thrive. Programmes such as the Executive PGDM at ABBS School of Management are helping professionals transform experience into leadership and ambition into impact.

In the future of work, success will belong not to those who know the most, but to those who continue to learn the fastest.

About Author: Mr. Ajitesh Basani is the Executive Director of ABBS School of Management (ABBSSM), Bengaluru. He writes on education, leadership, and what it might mean to build institutions that actually serve the people inside them.

About ABBS School of Management (ABBSSM)

Founded in 2009 and registered under the Samagra Sikshana Samithi Trust, ABBS School of Management (ABBSSM) is an autonomous AICTE-affiliated and AIU-approved institute offering a two-year Post Graduate Diploma in Management (PGDM), which is an MBA equivalent degree. Located in Bangalore, India’s innovation capital, ABBSSM is dedicated to nurturing future business leaders with a strong emphasis on academic rigour, industry readiness, and global exposure.

Program Page: https://www.abbssm.edu.in/pgdm-wp/

New Delhi [India], July 9: ATLAS SkillTech University, India’s First New-Age Urban Multidisciplinary University celebrated the academic achievements of 1,918 graduates at its Convocation 2026, held on 4th July at the iconic Jio World Convention Centre, Mumbai.

The graduating cohort comprised students from ISDI School of Design & Innovation, ISME School of Management & Entrepreneurship and uGDX School of Technology. Reflecting ATLAS SkillTech University’s commitment to diversity and inclusion, the Class of 2026 represented a balanced gender ratio and brought together students from 443 cities across India, reflecting the rich cultural diversity that defines the ATLAS learning experience.

Mr. Ronnie Screwvala, Co-founder and Chairperson of upGrad, was the Chief Guest of the event. Addressing the graduating class, he said:

“As you step into the next chapter of your journey, remember to be a problem spotter, not just a problem solver. The ability to identify opportunities and create solutions will define the leaders of tomorrow. As India moves towards its vision for 2047, each one of you has the opportunity to contribute through your ideas, innovation, and actions.”

Dr. Indu Shahani, Founding President and Chancellor of ATLAS SkillTech University, congratulated the graduates and shared her message for the Class of 2026:

“At ATLAS, we nurture individuals who combine curiosity, creativity, empathy, and purpose to create lasting impact. The Class of 2026, you embody the spirit of ATLAS Intelligence, the confidence to ask meaningful questions, the courage to create new possibilities, and the commitment to lead with integrity. As you step into the world, carry forward the values of innovation, lifelong learning, and responsible leadership, and use them to shape a brighter future.”

The 2026 graduating cohort is set to embark on diverse career pathways, with students securing opportunities for placements and internships at leading organisations across industries, including Apple, Deloitte, Accenture, IBM, EY, Capgemini, Infosys, Mahindra Finance, HDFC Bank, Motilal Oswal, Ogilvy, Dentsu, Gaurav Gupta, Abu Jani Sandeep Khosla, Elsie Nanji, BMW, Lodha Group, JSW Realty, upGrad, Philips, Nykaa, and TVS, among others.

Many graduates have also been accepted into world-renowned postgraduate programs at institutions including Imperial College London, University College London, Nanyang Technological University, King’s College London, Monash University, Northwestern University, Royal College of Art, University of the Arts London, Parsons School of Design and Pratt Institute, among other prestigious universities worldwide, further strengthening ATLAS’s commitment to enabling global opportunities for its graduates.

Additionally, over 200 graduates have embarked on their entrepreneurial journeys, creating ventures across areas such as design, technology, finance, consumer brands, and creative industries, reflecting the innovation and start-up ecosystem fostered at ATLAS.

With Convocation 2026 marking another milestone in ATLAS SkillTech University’s journey, the University remains committed to reimagining higher education through innovation, interdisciplinary learning, and a transformative ecosystem that empowers students to lead and create meaningful impact in India and across the world.

About ATLAS SkillTech University

ATLAS SkillTech University, located in the heart of Mumbai’s business district, is India’s first urban, multidisciplinary university and the youngest in the country to be accredited with a NAAC ‘A’ grade. Pioneering a new model of higher education, ATLAS integrates global collaborations, industry partnerships and an innovation-first approach to prepare futureready leaders. Guided by the principles of India’s National Education Policy 2020, ATLAS has 4 schools offering cutting-edge programs across new-age streams:

• ATLAS ISME: School of Management & Entrepreneurship
• ISDI – School of Design & Innovation
• ATLAS uGDX School of Technology
• ATLAS School of Law

Collaboration brings together IMT Ghaziabad’s academic excellence and IMT CDL’s award-winning digital learning ecosystem to deliver future-ready management education for working professionals and aspiring leaders

New Delhi [India], July 09: As the new academic session gets underway in July 2026, IMT Ghaziabad and IMT Centre for Distance Learning (IMT CDL), Ghaziabad, have strengthened their academic collaboration to deliver future-ready Post Graduate Management Programmes through flexible, technology-enabled learning.

The collaboration brings together IMT Ghaziabad’s distinguished academic legacy, faculty excellence, curriculum leadership and pedagogy-driven learning ecosystem with IMT CDL Ghaziabad’s award-winning digital learning infrastructure, learner support systems and advanced Learning Management System (LMS) capabilities.

The commencement of the July 2026 session marks an important milestone in this collaboration, with learners set to benefit from an academically rigorous and industry-relevant management education experience designed for working professionals, entrepreneurs, fresh graduates and aspiring business leaders.

Under the collaboration, the academic design, curriculum framework, lecture delivery, faculty pool, learning methodologies and quality standards for the management programmes offered through IMT CDL Ghaziabad will be strengthened through the academic expertise and faculty ecosystem of IMT Ghaziabad. IMT CDL Ghaziabad will continue to power the learner experience through its advanced LMS platform, live and interactive learning environment, student engagement systems, enrolment support, alumni integration and digital learning enablement.

The collaboration comes at a time when both institutions are building on significant national and international recognition.

IMT Ghaziabad continues to reinforce its position among India’s leading business schools. In the NIRF 2025 rankings, the institute was ranked 30th in India in the Management category. Its Masters in Finance programme was ranked 59^th globally and 1st in India in the Financial Times ranking 2026. IMT Ghaziabad was also ranked 8th in the Asia-Pacific region in the Bloomberg Businessweek survey, while its programmes continued to feature in the QS World University Rankings – Business Master’s Rankings across Management, Marketing and Finance.

Adding to this momentum, IMT CDL Ghaziabad has been recognised in the Gold Category at the ET Education Excellence Awards 2026, reaffirming its commitment to excellence in technology-enabled and flexible management education. The recognition celebrates IMT CDL’s continued focus on academic quality, learner success, digital innovation and professional growth.

With a legacy spanning more than four decades, IMT CDL Ghaziabad has emerged as one of India’s trusted institutions for flexible and industry-relevant management education. The institution supports a vibrant ecosystem of more than 46,000 alumni across industries and geographies and offers AICTE-approved management programmes aligned with rapidly evolving business, leadership and technology requirements.

The institution’s learner-centric ecosystem is supported by an advanced digital learning infrastructure featuring live virtual classrooms, technology-enabled assessments, personalised learning dashboards, mobile learning solutions, recorded learning resources and industry-integrated pedagogy.

Speaking on the occasion, Dr. Atish Chattopadhyay, Director, IMT Ghaziabad, said:

“The future of management education lies in combining academic rigour with flexibility, accessibility and industry relevance. This collaboration reflects IMT Ghaziabad’s commitment to extending its academic excellence, contemporary curriculum, experienced faculty ecosystem and learner-centric pedagogy to a wider community of ambitious professionals and future leaders. As the July 2026 session begins, we look forward to creating a learning environment that equips participants not only with management knowledge, but also with the strategic thinking, digital capabilities and leadership mindset required to navigate a rapidly changing business world.”

Sharing his perspective on the collaboration and the new academic session, Prof. Ashok Sharma, Dean – Academics, IMT CDL Ghaziabad, said:

“The commencement of the July 2026 session marks an exciting new chapter for our learners. IMT CDL Ghaziabad has always focused on democratising quality management education through innovation, flexibility and learner empowerment. Our strengthened academic collaboration with IMT Ghaziabad enables us to combine strong academic foundations and faculty expertise with IMT CDL’s digital learning capabilities, learner engagement systems and student support ecosystem.”

The collaboration will further enhance programme delivery through contemporary curriculum innovation in emerging and high-impact domains such as Artificial Intelligence in Business, Sustainability, Digital Transformation, Cyber Security, Design Thinking, Business Analytics, Leadership and Cross-Cultural Management.

The programmes will continue to focus on experiential and application-oriented learning through live projects, workshops, case discussions, industry interactions, leadership sessions, masterclasses and skill enhancement initiatives.

The institutions also plan to deepen industry integration through corporate partnerships, executive interactions, innovation initiatives and alumni engagement activities, ensuring that learners remain connected with evolving workplace expectations and emerging business opportunities.

The new academic session will also place emphasis on creating stronger peer-learning opportunities by bringing together professionals from diverse sectors, functions and geographies. Through collaborative learning, faculty interaction, industry engagement and alumni networking, learners will have opportunities to build both management capabilities and meaningful professional networks.

The collaboration reinforces the shared vision of IMT Ghaziabad and IMT CDL Ghaziabad to build a globally relevant, digitally empowered and academically rigorous management education ecosystem that responds to the aspirations of modern learners and the evolving needs of industry.

About IMT Ghaziabad

Established in 1980, IMT Ghaziabad is one of India’s premier management institutions, known for its academic excellence, innovation-led pedagogy, research orientation, global outlook, industry engagement and leadership development focus.

IMT Ghaziabad is ranked 30th in India in the Management category of NIRF 2025. Its Masters in Finance programme has been ranked 59th globally and 1st in India by the Financial Times 2026, while the institution is ranked 8th in the Asia-Pacific region in the Bloomberg Businessweek survey. IMT Ghaziabad also features in the QS Business Master’s Rankings across Management, Marketing and Finance.

Through its academic programmes, research ecosystem, global partnerships, corporate engagement and extensive alumni network, the institution continues to contribute to the development of responsible business leaders, entrepreneurs and professionals across sectors.

About IMT Centre for Distance Learning, Ghaziabad

IMT Centre for Distance Learning (IMT CDL), Ghaziabad, is a leading institution in flexible and technology-enabled management education, operating under the aegis of the Centre for General Education Society.

With a strong legacy spanning more than four decades and an alumni network of over 46,000 professionals, IMT CDL offers industry-oriented and AICTE-approved management programmes supported by an advanced digital learning ecosystem, experienced faculty, live learning opportunities and comprehensive learner support.

Recognised in the Gold Category at the ET Education Excellence Awards 2026, IMT CDL continues to strengthen its commitment to accessible, flexible, technology-enabled and career-focused management education for working professionals and aspiring leaders across India and beyond

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New Delhi [India], July 6: Jamboree Education, a leading provider of test preparation and academic counselling for students aspiring to study abroad, is excited to announce the launch of four new centres across India. These new locations in Ghodbunder (Mumbai), Nerul (Navi Mumbai), Dwarka (Delhi), and Kharadi (Pune) will cater to the growing demand for study-abroad counselling services and expert coaching in competitive exams such as GMAT, GRE, SAT, TOEFL, IELTS, and more.

Since 1993, Jamboree Education has helped lakhs of students achieve their dreams of studying at top universities worldwide. The expansion of its physical presence is a testament to the company’s commitment to making high-quality education accessible to students across India.

“We are thrilled to open these new centres in four major cities across India. This expansion not only enables us to reach more students, but also allows us to provide personalised coaching and expert advice to help them succeed in their academic and professional pursuits,” said Aryama Dutta Saikia, CEO of Jamboree Education. “These new locations reflect our continued growth and commitment to supporting students in their journeys to study abroad.”

New Locations:

• Ghodbunder (Mumbai) – Conveniently located for students and professionals in Mumbai, this centre will offer personalised coaching for various international entrance exams, along with admissions counselling for universities across the world.
• Nerul (Navi Mumbai) – An accessible centre for students in the Navi Mumbai area, the Nerul centre is poised to serve aspiring students with their higher education goals.
• Dwarka (Delhi) – Located in a prime educational and residential zone, the Dwarka centre will cater to students looking to pursue higher education abroad, providing them with world-class coaching and resources in Delhi.
• Kharadi (Pune) – Known for its thriving student community, the Kharadi Centre in Pune will offer students access to specialised courses designed to help them excel in their global education journey.

These new centres will offer Jamboree’s signature teaching methods, which combine classroom instruction, mock tests, and personalised mentoring to ensure the best results. Each location will be staffed with expert trainers and academic counselors who are dedicated to guiding students through every stage of their exam preparation and application processes.

In addition to test preparation, Jamboree Education provides services such as visa counseling, application assistance, and profile evaluation to ensure that students have a comprehensive support system as they work towards studying abroad.

The launch of these centres is part of Jamboree Education’s broader strategy to provide students with the resources and guidance they need to succeed in an increasingly competitive global education landscape. With these four new centres, Jamboree is set to enhance its footprint and continue helping students realise their dreams of studying at prestigious international institutions.

About Jamboree Education

Jamboree Education is India’s leading institute for standardised test preparation. With over 33 years of experience, the company offers coaching and counseling services for exams such as GRE, GMAT, SAT, IELTS, TOEFL, and others. Jamboree’s expert faculty and comprehensive programs have helped thousands of students gain admission to top universities across the globe. The company is committed to empowering students with the knowledge, skills, and confidence to succeed in their academic and professional aspirations.

For more information, please visit: www.jamboreeindia.com.

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Surat (Gujarat) [India], July 4: Mitraj Sarvajanik Institute of Design, Planning and Technology (MS-IDPT), Sarvajanik University, organized a special Thanksgiving Ceremony, Time Capsule Dedication, and Tree Plantation on 4th July 2024 to commemorate the historic transition of the Faculty of Architecture from its long-standing SCET campus to the new MS-IDPT campus.

Established in 1995, the AAERT & SSB Faculty of Architecture has nurtured generations of architects, planners, designers, artists, and creative professionals. As all undergraduate and postgraduate programmes in Architecture, Interior Design, Planning, Fine Arts, and Visual Arts commence at the new MS-IDPT campus from the academic year 2026–27, the institution expressed gratitude to the campus that shaped its three-decade-long legacy.

The programme began with a Satyanarayan Puja seeking blessings for the institution’s new journey. 

A specially created Timeless Structure and Time Capsule, containing memories, achievements, photographs, publications, reports, and messages contributed by faculty, alumni, students, and well-wishers, was dedicated. The capsule will remain sealed until July 2045, when it will be opened during the Faculty’s Golden Jubilee celebrations.

To symbolize growth, continuity, and sustainability, nine Asopalav saplings were planted by distinguished dignitaries of Sarvajanik Education Society and Sarvajanik University.

The ceremony witnessed the presence of management members, faculty, staff, students, alumni, and invited guests, making it a memorable occasion that celebrated the institution’s rich heritage while embracing its future with renewed commitment.

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GURGAON, HARYANA: Pioneering a groundbreaking fusion of sports entertainment, gaming, health, food, and lifestyle, the highly anticipated Cyber Soccer Stadium Exhibition, District Zero—powered by Cantabil India—made its debut in Gurgaon. The exhibition was conceptualized by visionary entrepreneur Ravi Singh.

The event was inaugurated on June 26, 2026, at JMD Suburio 2, Sector 67, Gurgaon, Haryana, by distinguished Chief Guests: Hon'ble Aman Preet (IRS), Additional Director of Income Tax, and Shalini Arora Kochhar, Founder of Women on Top.

District Zero introduces 'The Third Way' of sports entertainment, moving beyond passive stadium viewership and isolated, screen-only esports. Everyday fans, console gamers, and families become active competitors, commanding high-tech, real-world machines inside a massive arena using standard controllers. The exhibition features a unique mix of two revolutionary sports categories: the Drone Soccer League and the RC Car Soccer League. The exhibition also witnessed brands like Divine Magick, Ekman, Prana, Gaggu Go.

Jaipur: Entrepreneur Outreach, a digital business media platform dedicated to India's rapidly growing startup and MSME ecosystem, is steadily expanding its editorial coverage and content offerings. The platform aims to provide entrepreneurs, startup founders, investors, and small business owners with reliable business news, industry insights, market analysis, and valuable information to support entrepreneurial growth.

According to the company, Entrepreneur Outreach has developed an editorial strategy focused on highlighting entrepreneurs and businesses that often receive limited attention in mainstream business media. Special emphasis is being placed on startups, MSMEs, and innovation-driven enterprises from Tier-2 and Tier-3 cities, showcasing their success stories, challenges, and contributions to local economic development.

The platform publishes a wide range of business-focused content, including startup funding updates, industry trends, founder profiles, expert interviews, fact-based business reports, company profiles, business event listings, gadget reviews, and podcasts. Through this diverse content portfolio, Entrepreneur Outreach seeks to equip entrepreneurs with actionable knowledge while creating opportunities to connect with investors, industry experts, and the broader business community.

The company believes that although India's startup and MSME sectors are experiencing remarkable growth, the achievements of regional entrepreneurs often remain underrepresented. Addressing this gap, Entrepreneur Outreach is committed to bringing forward businesses and founders who are driving innovation, generating employment, and creating a meaningful impact at the grassroots level.

Founder Junjaram Thory stated that millions of inspiring entrepreneurial journeys across India deserve national recognition. He emphasized that Entrepreneur Outreach aims to become more than just a business news platform by building a trusted media destination that promotes entrepreneurship, innovation, and positive stories contributing to India's economic development.

Looking ahead, the company plans to introduce new content sections, in-depth industry analysis, exclusive interviews, data-driven reports, and additional digital resources. These initiatives are intended to further strengthen Entrepreneur Outreach as a comprehensive information and networking platform for India's startup, MSME, and business communities.

Pune (Maharashtra) [India], July 3: Dnyaan Prasad Global University (DPGU) by Dr. D.Y. Patil Unitech Society, Pune, hosted an insightful Academia–Industry Interaction at its School of Pharmacy and Research (SPR) with distinguished guest Mr. Abhay Kumar Srivastava, Senior President – Operations, Mankind Pharma Ltd.

With a long history of academic distinction, innovation, and industry integration, DPGU School of Pharmacy and Research is acknowledged as a leading pharmacy education school. During the interaction, Mr. Srivastava shared valuable insights on faculty development, industry-driven skill upgrading, curricular innovation, and the expanding role of AI in the pharmaceutical industry. Opportunities for cooperative research, internships, certification courses, and increased industry involvement were all discussed as ways to close the gap between academic knowledge and business demands. 

Dr. Somnath P. Patil, Pro-Chancellor, Dnyaan Prasad Global University (DPGU) by Dr. D.Y. Patil Unitech Society, said, “Through such initiatives, we reaffirm our commitment to fostering meaningful academia and industry partnerships that help students with the knowledge, skills, and exposure required to thrive in the evolving pharmaceutical and healthcare sectors. We are delighted to have Mr. Abhay Kumar Srivastava join us and share his valuable experience and guidance with our students.”

Speaking on the occasion, Mr. Abhay Kumar Srivastava, Senior President – Operations, Mankind Pharma Ltd., said, “It is always meaningful to interact with young minds who will soon enter the industry. Such interactions provide students with valuable exposure to real-world industry perspectives. DPGU’s initiative to facilitate these engagements is commendable, as it helps students gain a deeper understanding of industry expectations and prepares them to excel in their careers.”

Dr. Rohini S. Patil, Chief Operating Officer, Dnyaan Prasad Global University (DPGU) by Dr. D.Y. Patil Unitech Society, added, “At DPGU, we strongly believe that industry exposure is an integral part of learning. By bringing accomplished industry leaders to our campus, we create opportunities for students to gain practical insights, understand emerging trends, and build the confidence needed to succeed in a competitive professional environment.”

The session concluded with an engaging interaction between students, faculty members, and industry experts, further strengthening DPGU’s commitment to nurturing future-ready pharmacy professionals through meaningful industry collaborations.

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New Delhi [India], July 3: As online and distance education continues to expand across India due to its affordability and flexibility, more students and working professionals are choosing flexible learning programs over regular programs that require daily classroom attendance. However, they also face several challenges while choosing an online or distance degree program due to a lack of proper guidance and reliable information. To bridge this information gap, SODE (School of Online and Distance Education) Counselling Services LLP, also known as Distance Education School has helped more than4 lakh students and working professionals secure admission to online and distance education programs through free career counselling and access to accurate information.

There is plenty of information available about regular universities and courses, but very little reliable information about online and distance education programs on the internet. Moreover, much of this information is not verified. As a result, students and working professionals often lack the information they need, as visiting multiple universities requires significant time and financial resources. They also remain unaware of eligibility, validity, approvals, career options, placement assistance, student support services, the Learning Management System (LMS), self-learning materials, admission deadlines, the admission process, fee payment methods, EMI facilities, and other important details. Distance Education School addresses these challenges by providing verified information, helping students pursue higher education with a better understanding of universities, courses, and their return on investment. 

Distance Education School has continued its efforts to simplify this process by providing expert counselling and technology-driven guidance to students across India. The institution was established in 2012 to support students who want to pursue higher education with flexibility. The platform has counselled more than 10 lakh students since its establishment, with over 1 lakh students receiving guidance during the last 12 months alone. Distance Education School connects students with information on more than 200 universities, including its partner universities. The portal also provides a verified list of UGC-DEB-approved online and distance education universities in India, NAAC-accredited universities, WES-accredited universities, and fake universities in India. 

SODE Counselling provides free expert career guidance through experienced mentors. There are no hidden charges for counselling or admission-related enquiries. The institution provides guidance based on students’ budgets, interests, and career goals. The portal also provides verified information about distance and online degree courses offered by partner universities such as Lovely Professional University, Manipal University, Amity University, and several others. In addition, Distance Education School provides details about courses offered by government, open, and global universities. This helps students choose the right university and course from a wider range of options.

Still confused about how Distance Education School works for students and working professionals? Click here to watch a brief video about us.

The Distance Education portal also integrates advanced artificial intelligence technology to guide students and working professionals. The portal offers various AI-powered tools, such as Suggest University, Suggest Course, University Comparison, Course Comparison, Schedule Personalised Counselling, Scholarship Coupon Codes, CV Builder, CV Score Checker, and an ROI Calculator. These tools help students select a university and compare universities based on courses, fees, approvals, and other important factors. Students can schedule counselling sessions according to their convenience and also take advantage of video counselling sessions.

During its 14-year journey, Distance Education School has focused on building a platform that helps students choose a UGC-recognized university and a course that offers better career returns in the future. The institution continues to study the research behaviour of students and working professionals as they explore admission opportunities in higher education programs in India. It also provides guidance about global universities that offer industry-oriented courses, such as DBA programs. With growing interest in online and distance learning, Distance Education School expects technology-assisted counselling to play an important role in helping students make the right decisions for their future.

“Online and distance education have become easy and affordable options for students and professionals who want to continue their higher education while managing their professional and personal responsibilities,” said Rajesh Kumar, Chief Operating Officer of Distance Education School. “Our objective is to make reliable educational guidance more accessible through experienced counsellors, accurate information, and AI-powered tools. Our free career counselling initiative supports students facing financial challenges and seeking to pursue online and distance education courses. By helping students compare universities, understand eligibility, and evaluate career outcomes, we aim to support the decisions that can make a positive impact on their careers.”

In the future, the company plans to further expand its university network, introduce additional AI-powered guidance tools, and improve counselling services to reach students in every corner of the country. The institution remains committed to supporting students and working professionals with useful information and personalised guidance. It also helps students explore scholarship opportunities, EMI facilities, and other flexible fee payment options. The platform continues to improve its technology-driven guidance tools and make the admission process more transparent and simple. By continuing to invest in innovation and educational guidance, Distance Education School aims to help more students make the right decisions and pursue higher education with confidence.

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New Delhi [India], July 1: As public policy emerges as one of the most relevant and future-focused academic disciplines in India, Lovely Professional University (LPU) has introduced specialized programmes in Public Policy in collaboration with the Centre for Research in Schemes and Policies (CRISP), a leading policy think tank founded by distinguished former civil servants and governance experts.

The launch comes at a time when policy education is gaining increasing prominence across the country. During the rollout of the National Education Policy (NEP) 2020, Prime Minister Narendra Modi emphasized the need for multidisciplinary and future-ready education, encouraging institutions to move beyond conventional academic pathways and equip students with skills relevant to governance, public administration, and societal development. Over the years, this vision has contributed to the growing adoption of public policy education across leading institutions in India.

Building on this national momentum, LPU has introduced B.Sc. (Public Policy) and M.Sc. (Public Policy) programmes in collaboration with CRISP. The initiative follows the Memorandum of Understanding (MoU) signed between LPU and CRISP in November 2025, marking a significant step towards integrating academic learning with real-world governance and policy expertise.

Designed to prepare students for impactful careers in governance, public administration, development organizations, think tanks, NGOs, consulting, and policy research, the programmes focus on policy analysis, governance frameworks, public administration, evidence-based decision-making, leadership development, and policy design. Students will gain a deeper understanding of how government policies shape societies and economies while developing practical skills to address contemporary social and economic challenges.

The three-year B.Sc. (Public Policy) and two-year M.Sc. (Public Policy) programmes have been developed with a strong emphasis on experiential learning and real-world application. Through case studies, research projects, field exposure, and interactions with policy practitioners, students will be equipped to understand national and global policy challenges and contribute meaningfully to public service and governance ecosystems.

Dr. Jaspal Singh Sandhu, Vice Chancellor, Lovely Professional University, said, “Public policy is emerging as a critical field for addressing complex societal and governance challenges. Through these programmes, we aim to equip students with the knowledge, analytical skills, and practical exposure needed to contribute meaningfully to policymaking, public administration, and nation-building. Our collaboration with CRISP further strengthens this vision by bringing real-world expertise into the learning ecosystem.”

A key highlight of the programmes is the guidance of an eminent advisory panel comprising some of India’s most respected administrators and policy experts. 

The panel includes R. Subrahmanyam, former Secretary to the Government of India (Higher Education and Social Justice); Sitaram J. Kunte, former Chief Secretary of Maharashtra; Usha Sharma, former Chief Secretary of Rajasthan and former Secretary, Department of Youth Affairs; Dr. Vijay Raghavan, Project Lead at CRISP and expert in Monitoring & Evaluation; K.S. Srinivas, former IAS officer and Deputy CEO of CRISP; and Radhey Shyam Julaniya (IAS Retd.), Chairperson, Centre for Public Policy & Administrative Research (C-PAR), LPU, and former Secretary to the Government of India.

The collaboration reflects LPU’s commitment to creating future-ready professionals capable of driving meaningful change through informed policymaking, governance innovation, and public leadership. By bringing together academic excellence and the expertise of seasoned policymakers, the university aims to provide students with a unique platform to understand and address complex public challenges.

Beyond training and mentorship, LPU’s broader Edu-Revolution model encourages students to learn through practical application, innovation, and industry engagement. Students are actively involved in live projects, internships, research initiatives, entrepreneurial ventures, and experiential learning opportunities that help bridge the gap between classroom concepts and real-world challenges.

The programmes are internship-embedded, providing students with mandatory field exposure and hands-on experience through engagements with government departments, policy institutions, development organizations, think tanks, and research bodies, ensuring they graduate with both academic knowledge and practical policy experience. Further strengthening this approach is LPU’s unique “Earn Your Fee Back” philosophy, which enables students to transform their skills and learning into meaningful opportunities while pursuing their education.

Through internships, consultancy assignments, industry projects, entrepreneurial ventures, creative productions, and research initiatives, students can gain valuable professional exposure while building practical experience. This ecosystem encourages learners to apply their knowledge in real-world settings, strengthen their resumes, and develop the confidence and competencies that employers increasingly value.

Click here for more details on admissions: Website  

Dehradun (Uttarakhand) [India], June 30: Modern education extends beyond classrooms, preparing students with practical skills, leadership qualities, and real-world exposure. At Sardar Bhagwan Singh University (SBSU), Dehradun, experiential learning is a core part of the academic journey, enabling students to develop both professionally and personally.

In May 2026, SBSU organized two impactful educational initiatives that reflected this commitment. While one group of students explored leadership and discipline at the Indian Military Academy (IMA), Dehradun, another gained hands-on scientific exposure through a visit to the Pharmacology Laboratory at the School of Pharmaceutical Sciences and Technology. These experiences reinforced the University’s belief that meaningful learning happens when students engage with real-world environments.

Leadership Through NCC

Twenty-six NCC cadets from SBSU participated in the IMA Darshan Programme, where they experienced the culture of discipline, leadership, and service that defines the Indian Military Academy. Students attended motivational sessions, visited the academy museum, observed military equipment, and participated in a wreath-laying ceremony.

The visit helped students understand the values of teamwork, resilience, integrity, and responsibility while reinforcing SBSU’s focus on developing confident leaders and responsible citizens.

Practical Research Exposure

Students from the B.Sc. and M.Sc. Microbiology programmes visited the Pharmacology Laboratory, where they observed laboratory methodologies, drug testing procedures, research protocols, and scientific experimentation. The visit helped students connect classroom concepts with practical applications in pharmaceutical research and healthcare, preparing them for careers in research, biotechnology, and allied sciences.

Experiential Learning Beyond the Classroom

These visits are part of SBSU’s broader commitment to experiential education. Throughout the year, students participate in industrial visits, research exposures, and institutional interactions that bridge the gap between academics and industry.

Recent educational visits include the Forest Research Institute (FRI), Patanjali Organic Research Institute, Indian Meteorological Department (IMD), and the IMA Blood Bank, where students gained practical exposure to environmental research, advanced laboratory technologies, meteorology, and clinical laboratory operations. These initiatives ensure students graduate with practical knowledge alongside academic excellence.

Holistic Development and Career Readiness

Beyond academics, SBSU promotes holistic development through its active NCC ecosystem and sports initiatives. The University has celebrated several NCC achievements, including successful qualification of cadets in the IGC Examination and hosting large-scale NCC training camps focused on leadership, disaster management, cyber security, and women empowerment.

Backed by 32+ years of academic excellence, ₹2+ crore in research funding, 30+ government-funded projects, 50+ patents, 70+ faculty members, 500+ recruiters, and a 90%+ placement record, SBSU provides students with a strong academic and industry-oriented ecosystem. An alumni network of over 11,000 graduates further reflects the University’s commitment to career success.

By combining experiential learning, research, leadership development, industry exposure, and strong placement support, SBSU continues to prepare students not only for successful careers but also for meaningful and impactful lives.

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From Uttar Pradesh’s First LinkedIn Experience Zone to Industry Immersion and Personalized Mentoring, Invertis University Is Building an Employability-Focused Learning Ecosystem

Bareilly (Uttar Pradesh) [India], June 30: As industries become increasingly technology-driven, employers are looking beyond academic performance for graduates who possess practical skills, digital proficiency, adaptability, and workplace confidence. Recognizing this shift, Invertis University, Bareilly, has built a learning ecosystem that integrates career-readiness into every stage of a student’s academic journey.

Recognized among the leading private universities in Bareilly, the University is bridging the gap between education and employability through industry-led learning, mentorship, and experiential exposure.

Industry-Led Learning Meets Digital Career Development

A major milestone in this journey was the launch of Uttar Pradesh’s First LinkedIn Experience Zone in April 2026 under the guidance of Hon’ble Chancellor Dr. Umesh Gautam and Hon’ble Pro-Chancellor Mr. Parth Gautam. The Experience Zone helps students build skills in personal branding, networking, interview preparation, AI learning, career planning, and workplace communication from the first year itself.

Students also receive access to 16,000+ LinkedIn Learning courses, enabling them to earn industry-recognized certifications in AI, leadership, business communication, and emerging technologies. This learning is complemented by the Student Success Network Program (SSNP), where faculty mentoring, peer learning, study circles, and professional skill workshops provide continuous academic and career guidance.

Preparing Students for the Workplace

The Corporate Resource Centre (CRC) connects students with internships, corporate mentoring, and placement opportunities through resume building, aptitude training, mock interviews, HR conclaves, business simulations, and industry interactions. Students also benefit from certified experiential training worth ₹1.5 lakh through CSED and 100+ Value Added Courses focused on technical, professional, and employability skills.

As one of only three universities in India with an “Industry Inside Campus” model, Invertis further strengthens learning through Industry Immersion Programmes, giving students hands-on exposure to real business environments. The Invertis Innovation & Incubation Centre (III) also supports aspiring entrepreneurs through startup mentoring, business guidance, and networking opportunities.

Strong Outcomes Backed by Industry Connect

The University’s career-focused ecosystem is further enriched through 25+ Global Knowledge Partners, paid international internships, international student exchange programmes, and a 70+ acre hi-tech campus that supports practical learning.

These initiatives have translated into measurable outcomes, including 30,000+ placement offers, 1,200+ recruiters, a 92% Placement Success Rate in 2025, and the highest package of ₹41.7 LPA. Supported by up to 100% merit-based scholarships worth ₹10 crore annually, Invertis University continues to strengthen its position as one of the best universities in Bareilly, preparing students with the skills, confidence, and industry exposure needed to succeed in an evolving global workforce.

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10-month programme to strengthen CFO readiness through strategic finance, risk leadership, digital transformation, capital markets, governance and boardroom decision-making

Lucknow (Uttar Pradesh) [India], June 30: The Indian Institute of Management Lucknow has announced admissions to the 9th batch of its Chief Financial Officer (CFO) Programme, designed for senior finance professionals and aspiring C-suite leaders seeking to lead finance as a strategic enterprise function. The 10-month programme will enable participants to build the financial acumen, leadership judgement and strategic perspective required to steer growth, transformation and value creation in complex business environments.

The programme, in collaboration with TimesPro – a higher edtech platform, brings a sharp strategic focus on CFO readiness and boardroom leadership. It prepares finance managers to move beyond functional expertise and lead critical enterprise priorities such as capital allocation, cost optimisation, long-term value creation, fundraising, valuations, and mergers and acquisitions. Participants will also strengthen their ability to influence C-suite decisions, manage treasury and enterprise risk, guide crisis response, lead cross-functional teams, design performance dashboards and deploy automated forecasting models.

As organisations operate in an environment shaped by volatility, digital disruption, stakeholder scrutiny and heightened governance expectations, the role of the CFO has expanded significantly. Finance leaders are no longer expected to limit their contribution to financial oversight and compliance; they must act as strategic partners to the CEO, enterprise catalysts, custodians of governance and architects of sustainable profitability. Industry perspectives have also highlighted the need for future CFOs to close capability gaps in communication, influence, operational exposure, leadership and strategic thinking, while digital transformation continues to redefine the finance function.

Speaking at the announcement, Professor Ajay Garg, Finance & Accounting, IIM Lucknow, said, “The CFO’s role has evolved into one of enterprise stewardship, strategic counsel, and transformation leadership. Through this programme, IIM Lucknow aims to equip senior finance professionals with the analytical depth, governance perspective, and boardroom confidence required to lead value creation, manage uncertainty, and contribute meaningfully to long-term organisational growth.”

Sridhar Nagarajachar, Business Head – Executive Education, TimesPro said, “Finance leaders today must combine technical rigour with strategic influence, digital fluency, and enterprise-wide decision-making. Our collaboration with IIM Lucknow will enable experienced professionals to build CFO-ready capabilities, engage with contemporary finance practices, and prepare for leadership responsibilities that extend well beyond conventional financial management.”

IIM Lucknow’s CFO Programme offers future-ready learning across 12 modules, including Financial Reporting and Compliance, Performance Management, Strategic Financial Planning, Treasury and Risk Management, Capital Markets and Investor Relations, Digital Finance and Automation, M&As, Strategic Finance, and Tax Strategy and Planning. The curriculum provides comprehensive exposure to board communication, corporate governance, investor relations, integrated reporting, and enterprise performance management.

The programme will be delivered by IIM Lucknow’s distinguished faculty through TimesPro’s Direct-to-Device platform, using live interactive lectures, case studies, quizzes, projects, simulations, and assignments. The contemporary curriculum also integrates areas such as AI-led forecasting, ESG considerations, and digital finance transformation, supported by academic expertise and insights from seasoned industry practitioners.  

Participants will complete a capstone project that requires them to present a financial transformation plan, enabling them to apply programme learnings to real-world business contexts. The programme will also include a two-day campus immersion towards the end of the learning journey. Upon successful completion, participants will be eligible to receive select IIM Lucknow Executive Alumni benefits.

Applicants with a graduation, diploma, or post-graduation degree with a minimum of 50 per cent marks, along with more than 10 years of full-time work experience, will be eligible to apply for the programme.

About IIM Lucknow

The Indian Institute of Management Lucknow (IIM Lucknow), ranked 7th in NIRF 2024, stands among India’s premier business schools with global recognition through AACSB, EQUIS, and AMBA accreditations. With a 200-acre main campus in Lucknow and a strategic presence in Noida, the institute delivers world-class management education, high-impact executive programmes, and industry-driven research, shaping leaders for the future of business.

About TimesPro

TimesPro, established in 2013, is a leading Higher EdTech platform dedicated to empowering the career growth of aspiring learners by equipping them with skills to rise in a competitive world. TimesPro’s H.EdTech programmes are created to meet the rapidly changing industry requirements and have been blended with technology to make them accessible & affordable.

TimesPro offers a variety of created and curated learning programmes across a range of categories, industries, and age groups. They include employment-oriented early career programmes across BFSI, e-Commerce, and technology sectors; executive education for working professionals in collaboration with premier educational institutions like IIMs and IITs; and organisational learning and development interventions at the corporate level.

TimesPro also collaborates with India’s leading organisations across varied sectors to provide upskilling and reskilling solutions to boost employability and create a robust workforce. TimesPro is a Higher EdTech initiative by The Times Group.

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New Delhi [India], June 30: Through international internships, global collaborations, industry-led learning, and career-focused initiatives, Invertis University is preparing students for opportunities beyond geographical boundaries.

Career opportunities today are shaped as much by exposure as they are by education. Experiences such as international internships, student exchange programmes, global collaborations, and cross-cultural learning broaden students’ perspectives, strengthen their confidence, and open doors to career pathways that extend beyond geographical boundaries.

With this vision, Invertis University has built an ecosystem that integrates global exposure with industry-led learning, enabling students to gain the knowledge, skills, and experiences needed to pursue opportunities in India and across the world.

This commitment is reflected through a range of initiatives that expose students to international learning environments even before they graduate. Students have opportunities to undertake paid international internships in countries including Dubai, Mauritius, Singapore, France, and Sweden, gaining hands-on experience in diverse professional settings. Complementing this are international student exchange programmes with institutions in the USA, Germany, and South Africa, helping students develop cross-cultural perspectives while experiencing different academic and professional environments.

These opportunities are further strengthened through 25+ Global Knowledge Partners, creating avenues for industry collaborations, global learning experiences, and exposure to international best practices.

To help students build globally relevant skills, the University has also established Uttar Pradesh’s First LinkedIn Experience Zone, where they develop competencies in personal branding, professional networking, AI learning, workplace communication, and interview preparation. Alongside this, students receive free access to more than 16,000 LinkedIn Learning courses, enabling them to earn industry-recognized certifications while strengthening skills in emerging technologies, leadership, and business communication.

The University’s focus on practical learning is further reinforced through its Industry Inside Campus model, 100+ Value Added Courses, and certified experiential training, ensuring students graduate with both academic knowledge and real-world industry exposure.

The impact of this ecosystem is reflected in the achievements of its alumni. Shobhit Gupta, a BCA alumnus, has built a successful international career as a Solutions Architect at Google in New Jersey, USA. Kapil Mehra, an MBA graduate, currently serves as North India Marketing Manager at Adani Ports and SEZ, while Pulkit Anand, a Civil Engineering alumnus, cleared 13 prestigious government examinations, including positions in the SSC, Delhi Police, and the Income Tax Department. Their diverse career journeys demonstrate how Invertis equips students to excel across global organizations, leadership roles, entrepreneurship, and public service.

Supported by a 92% Placement Success Rate in 2025, 30,000+ placement offers, 1,200+ recruiters, a highest package of ₹41.7 LPA, and up to 100% merit-based scholarships worth ₹10 crore annually, Invertis University continues to strengthen its position as one of the best universities in Bareilly for career-focused education.

By integrating international exposure, industry partnerships, practical learning, and continuous skill development into the academic journey, Invertis University is preparing students with the confidence, perspective, and capabilities to pursue meaningful careers across industries and geographies.

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New Delhi [India], June 29: CoGrad successfully organized its School Incubation Program at the Senate Hall, Research & Development (R&D) Building, Indian Institute of Information Technology Delhi (IIIT-Delhi), bringing together eminent education leaders, policymakers, school founders, principals, and educators from across the country to deliberate on the future of school education and institutional excellence.

The one-day program served as a platform for collaboration, innovation, and knowledge sharing, with discussions centered on Artificial Intelligence in education, school leadership, institutional planning, digital transformation, branding, teacher engagement, and creating future-ready schools.

During the event, CoGrad reaffirmed its commitment to transforming India’s education ecosystem through innovation-led school development. The organization also highlighted its growing national recognition, including its feature on Shark Tank India, its ongoing work in rural India to improve access to quality education, and its long-term vision of supporting schools through structured incubation programs.

CoGrad Signs MoUs with Participating Schools

One of the key highlights of the program was the signing of Memorandums of Understanding (MoUs) between CoGrad and participating schools. Through these collaborations, CoGrad will work with schools to strengthen institutional leadership, improve academic quality, integrate technology and Artificial Intelligence, enhance teacher capacity, and develop sustainable school growth strategies.

Building on the success of this initiative, CoGrad announced its ambitious goal of expanding its school incubation network by partnering with 50 schools across India by next year.

Participating Schools

The program witnessed participation from more than 20 schools representing different regions of the country, including:

• Dr. Bachcha Prasad Memorial School
• St. Joseph’s School
• Chandrawati River Valley International School
• Maharshi Dayanand Senior Secondary School, Khudan
• Kids World School
• St. Mark’s High School
• P.D.M. Convent School, Puraini, Uttar Pradesh
• Shree Ji Karuna Sagar Senior Secondary School
• B.S.D. Public School
• M.Y.K. Global Academy
• A.K.C. Secondary School
• Ideal Radiant Public School
• Guru Madhav Prasad Shukla Inter College
• R.B. Public School
• B.L.A. Navyug Public High School, Ahar
• Babulal Satbhaiya Memorial Saraswati Gyan Mandir Inter College, Gouna, Narahat
• National Brains Academy
• Abdul Hakeem Abdul Kalam Progressive Inter College

…along with several other schools, educators, and institutional leaders from across India who participated in the School Incubation Program and contributed to meaningful discussions on innovation, leadership, and the future of school education.

Distinguished Speakers

K. S. Upadhyay

Chief Executive Officer, CM SHRI Schools, Government of NCT of Delhi

Spoke on government-led school transformation initiatives, innovation in education, and the role of AI-enabled learning in building future-ready schools.

Vikram Joshi

Former Joint Commissioner, Navodaya Vidyalaya Samiti (NVS)

Shared his expertise on institutional planning, educational leadership, and long-term strategic development of schools.

Sudhir Sharma

Strategic Advisor & Leadership Expert

With more than 35 years of experience in education, public policy, and institutional development, he addressed school branding, leadership, and institutional excellence.

Nandini Sharma

Digital Educator, TEDx Speaker & Content Creator (“This is Alaska”)

Highlighted the growing importance of digital presence, communication, and online reputation for schools.

Dr. Bhavana Kulshreshtha

Education Mentor, Former Educator (DPS, Amity & KVS), CBSE Master Trainer

Spoke about changing parental expectations and the importance of holistic education for student success.

Ankit Jha

AI Educator & Technology Mentor

Demonstrated practical applications of Artificial Intelligence in education and responsible AI adoption in schools.

Himanshu Chaurasia

Founder & Chief Executive Officer, CoGrad

Presented CoGrad’s vision of building India’s largest school incubation ecosystem by empowering educational institutions through innovation, leadership, and technology.

Hariom Chaurasia

Education Influencer & Student Engagement Mentor (“Baccho Ka Dost”)

Emphasized the importance of teacher-student relationships and positive school culture in improving learning outcomes.

About CoGrad

CoGrad is an education-focused organization dedicated to transforming schools through structured incubation programs, leadership development, innovation, and technology integration. With a strong focus on rural India, CoGrad is committed to empowering schools, supporting educators, and creating equitable learning opportunities for students across the country.

Jamshedpur (Jharkhand) [India], June 26: XLRI – Xavier School of Management has been awarded the Level 5 Positive Impact Rating (PIR) 2026, reaffirming its position among globally recognised business schools committed to creating meaningful societal impact through responsible management education.

The Positive Impact Rating (PIR) is a globally recognised, student-led rating initiative that evaluates business schools on their contribution towards society through responsible leadership, ethics, sustainability, governance, and their ability to prepare future leaders capable of addressing contemporary social, environmental, and economic challenges.

The Level 5 recognition reflects XLRI’s continued commitment to its Jesuit philosophy of “For the Greater Good”, where academic excellence is complemented by ethical leadership, social responsibility, and a strong sense of purpose.

The Positive Impact Rating is based on students’ perceptions of how effectively their institution integrates responsible leadership and sustainable development into its academic ecosystem, institutional culture, governance, and engagement with society. The recognition underscores XLRI’s sustained efforts in embedding ethics, sustainability, inclusivity, and responsible decision-making across its teaching, research, executive education, and community engagement initiatives.

For over seven decades, XLRI has remained steadfast in its mission of developing leaders who combine professional competence with integrity, compassion, and a commitment to the greater common good. Through interdisciplinary learning, impactful research, industry collaboration, social immersion programmes, and initiatives focused on sustainability and inclusive development, the Institute continues to prepare leaders capable of creating lasting value for business and society.

The Level 5 Positive Impact Rating further strengthens XLRI’s global standing as a business school that places societal impact at the heart of management education. It reinforces the Institute’s vision of nurturing future leaders who not only excel professionally but also contribute meaningfully towards building a more equitable, sustainable, and responsible world.

This global recognition marks another significant milestone in XLRI’s enduring legacy of excellence, integrity, and purpose-driven leadership, further advancing its mission of creating transformative impact for the Greater Good.

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Inside the cockpit of a Piper Archer DX, at Chimes Aviation Academy.

Gurugram (Haryana) [India], June 27: India’s commercial aviation sector is in the midst of a structural transformation. Airlines are placing orders for hundreds of new aircraft, passenger numbers are surging, and regional connectivity under the UDAN scheme is opening up air routes at a pace the country has never seen. But alongside this expansion comes an acute and growing challenge: the country needs more commercially licensed pilots – and it needs them ready for the cockpit of a modern airliner from day one.

That distinction matters more than it may appear. Today’s airline cockpits – across the Airbus A320 family, the Boeing 737 MAX, the ATR 72-600 – are fully digital environments. Primary Flight Displays, Multi-Function Displays, GPS navigation, ADS-B traffic awareness, synthetic vision terrain systems: modern commercial aviation is glass all the way. The question India’s pilot training industry has long faced is why are so many student pilots still completing their licences on analogue aircraft, only to confront an entirely different avionics environment when they reach type rating.

Chimes Aviation Academy (CAA), a DGCA-approved Flying Training Organisation based in Madhya Pradesh, has made a clear institutional choice on this question – and built an entire training infrastructure around it.

A fleet designed around the commercial cockpit

Established in 2007 and operationalised in 2008, CAA has spent nearly two decades constructing what it describes as one of India’s most modern and largest training fleets. With 33 modern aircraft operating across airfields in Madhya Pradesh, the fleet reflects a deliberate training philosophy: every aircraft, from the ab initio Cessna 172 R/S to the multi-engine Diamond DA42, is fully equipped with the Garmin G1000 NXi Glass Cockpit.

The fleet comprises 30 single-engine aircraft across three types — the Cessna 172 R/S, Piper Archer DX, and Tecnam P2010 Tdi — and 3 Diamond DA42 twin-engine aircraft used for Multi-Engine Instrument Rating (MEIR) training. What is significant here is not simply the number of aircraft, but the consistency of philosophy across the entire fleet. 

Every aircraft, from the primary trainers to the multi-engine capstone, shares the same Garmin G1000 NXi glass cockpit suite, ADS-B capability, and FADEC engines. A student at CAA encounters glass cockpit avionics on day one of flying training and continues to build on that foundation through every stage, up to and including multi-engine operations. 

Why glass cockpit training from day one

The case for glass cockpit-first training has strengthened considerably as the industry has matured. The airlines that employ the graduates of flying training organisations operate an exclusively glass cockpit fleet. The transition from an analogue training environment to an airliner’s Primary Flight Display has historically required additional adaptation time – a cost borne both by the cadet and, to varying degrees, by airline training departments.

CAA’s position is that this transition cost is avoidable. As the academy puts it, the Garmin NXi glass cockpit integration “ensures that cadets cultivate an acute sense of situational awareness and proficiency in navigation, helping them transition easily to operating the sophisticated avionics predominant in modern commercial aircraft.”

The benefits are cumulative. A cadet who has spent 200 flying hours interpreting a PFD, managing GPS navigation, reading synthetic vision terrain, and operating ADS-B traffic awareness systems arrives at type rating training with a mental model that is directly applicable to the airline cockpit. The learning curve at that stage narrows considerably – and in an industry where type rating represents  a significant financial and time commitment, that narrowing carries real value for both the cadets and the airlines they join.

The training ecosystem: from ground school to commercial licence

The fleet strategy sits within a larger training infrastructure that CAA has built across  Madhya Pradesh, supported by its Ground Training School and corporate office in Gurugram, Haryana.

Ground Training School, Gurugram: The entry point for every CAA cadet. Located in Gurugram and co-located with the academy’s corporate office, the GTS provides cadets with DGCA theoretical examination preparation and houses an ADAPT Test Centre. DGCA examination pass rates are one of the key indicators used by the academy to measure ground school performance.

Dhana Airfield, Madhya Pradesh: CAA’s founding flying base, operational for over 18 years. It provides secure on-campus accommodation for 100+ cadets, dining facilities, and a CAR-145-certified maintenance facility – meaning all aircraft maintenance is conducted in-house, under the same roof where training operations run.

Neemuch Airfield, Madhya Pradesh: A more recent addition and fully operational training base, Neemuch houses 150+ cadets and features its own CAR-145 maintenance centre. The base plays an important role in CAA’s flight training operations and supports its growing fleet of modern training aircraft which are located across both bases.  

The geographic design of the airfields network carries a training logic of its own. The two active airfields are approximately a cross-country flight apart – a fact that CAA highlights as an embedded training advantage, given that cross-country navigation is a mandatory component of CPL licence requirements. Madhya Pradesh’s year-round flying weather further ensures that training hours are not eroded by seasonal disruptions, a meaningful differentiator for cadets whose program timelines are tied to flying hour milestones.

The IndiGo association: a structured pathway to the airline cockpit

The most consequential expression of CAA’s pilot-readiness philosophy is its formal association with IndiGo, India’s largest airline by market share. Since 2019, CAA has operated the CAA-IndiGo Cadet Pilot Program (CPP), which CAA describes as India’s only entirely homegrown, full-time cadet pilot program for IndiGo.

The program runs end-to-end: cadets begin with DGCA ground school in Gurugram, proceed to flying training at the Madhya Pradesh airfields, and complete the journey with an Airbus A320 Type Rating before joining IndiGo as Junior First Officers. Total program duration is approximately 20 months.

By May 2026, CAA had conducted the Letter of Intent signing ceremony for IndiGo Cadet Program Batch 12, marking over six years of continuous cadet program delivery. The sustained, multi-batch operation of an airline-linked cadet pipeline is a distinction that only one flying training organisation in India can claim, and it reflects the degree to which CAA’s training standards have been calibrated to airline requirements rather than to a generic CPL threshold.

The numbers behind 18 years of operations

Since its founding, CAA has accumulated a set of operational milestones that speak to both scale and consistency:

• 200,000+ total flying hours logged since inception
• 1,000+ alumni now employed across the aviation sector
• 33 aircraft in the current active fleet
• 11 months – average CPL training duration
• Among the lowest incident rates in the Indian FTO sector over 18+ years of operations
• Associated with IndiGo for their Cadet Pilot Program since 2019