The University Grants Commission (UGC) has imposed a five-year ban on three Rajasthan-based universities—OPJS University, Sunrise University, and Singhania University—from admitting students to their PhD programs. The decision follows an extensive investigation by the UGC’s Standing Committee, which revealed serious academic irregularities.

The investigation uncovered significant lapses in academic practices, including violations of regulatory norms and substandard processes for admitting and awarding PhD degrees. According to the UGC, these shortcomings compromised the quality and credibility of doctoral programs, prompting the stringent action.

The universities are barred from enrolling new PhD students until they demonstrate compliance with UGC regulations.

This action is expected to affect the reputation of the universities, discouraging prospective students from seeking admission. The UGC aims to use this decision as a warning to other institutions, reinforcing the importance of maintaining high academic standards.

The UGC has reiterated its focus on regulating and improving the quality of doctoral programs in India. As part of its broader strategy, the commission has been conducting surprise inspections, monitoring compliance, and encouraging transparency in higher education institutions.

This move has sparked a debate on the need for stricter oversight of private universities to prevent academic malpractices. Experts have called for stronger governance mechanisms and standardized criteria for PhD admissions and evaluations.

The affected institutions have the opportunity to reform their practices and demonstrate compliance with UGC standards during the ban period. This includes improving their admission procedures, enhancing faculty qualifications, and aligning their academic frameworks with national guidelines.

The UGC’s decision serves as a reminder that academic excellence and adherence to regulatory norms are non-negotiable in India’s higher education landscape. Institutions failing to comply risk facing similar sanctions.

India’s space exploration program has reached a historic milestone with the Indian Space Research Organisation (ISRO) successfully executing the SpaDeX (Space Docking Experiment) mission. With this achievement, India joins an elite group of nations—alongside the United States, Russia, and China—that have demonstrated advanced space docking capabilities.

The SpaDeX mission involved the precise rendezvous, docking, and undocking of two satellites—SDX01 (Chaser) and SDX02 (Target)—in low-Earth circular orbit. This successful operation signifies a major step forward for India in mastering critical space technologies.

• Rendezvous and Docking Technology: ISRO successfully demonstrated the complex process of aligning and docking two spacecraft in orbit.
• Electrical Power Transfer: The mission achieved the seamless transfer of power between the docked satellites, a crucial step for sustained operations in space.
• Composite Spacecraft Control: After docking, ISRO engineers operated the combined satellites as a single, integrated spacecraft.
• Payload Operations Post-Undocking: Following separation, both satellites were tested for payload functionality, ensuring operational readiness after undocking.

This mission establishes India’s technological readiness for a variety of future applications:

• Space Station Development: SpaDeX lays the groundwork for constructing and maintaining space stations.
• On-Orbit Servicing: The capability to dock spacecraft enables satellite repairs, refueling, and upgrades in space.
• Interplanetary Missions: Advanced docking technology is critical for assembling spacecraft in orbit for long-duration missions to other planets.

The SpaDeX mission underscores ISRO’s growing stature as a global leader in space technology. It also strengthens India’s position as a reliable partner for collaborative international space ventures. With SpaDeX, ISRO has not only expanded the horizons of India’s space capabilities but also inspired a new generation of space enthusiasts, setting the stage for even greater achievements in the years to come.

The Indian Institute of Technology (IIT) Delhi has introduced an Executive Programme in Robotics, tailored to equip working professionals and entrepreneurs with advanced skills in robotics and allied technologies. This 12-month programme is designed to address the growing demand for expertise in robotics across industries.

With robotics and automation transforming sectors globally, there is an increasing need for skilled professionals to lead innovation in this field. IIT Delhi’s new programme aims to fill this skill gap by offering an in-depth curriculum covering robotics fundamentals, artificial intelligence, machine learning, and cutting-edge applications in the industry.

Programme Highlights

• Duration: 12 months
• Format: Hybrid (a blend of online and offline modules)
• Certification: Awarded by IIT Delhi upon successful completion
• Eligibility: Open to individuals with a bachelor’s degree in a relevant field and at least two years of work experience

This flexible format ensures that working professionals can balance their career commitments while upskilling in robotics and related domains.

Candidates interested in this transformative programme can apply online via the IIT Delhi official website. The selection process includes an evaluation of academic qualifications, professional experience, and a personal statement outlining the applicant’s motivation and goals.

IIT Delhi’s Executive Programme in Robotics is part of its broader initiative to promote innovation and entrepreneurship in cutting-edge technologies. Participants will have opportunities to engage with industry leaders, collaborate with peers, and gain exposure to real-world challenges through project-based learning.

The programme is also designed to nurture entrepreneurial skills, encouraging participants to develop innovative solutions and potentially launch ventures in robotics and automation.

As industries increasingly adopt robotics to enhance efficiency and productivity, this programme is set to empower professionals with the tools and expertise needed to lead in this transformative era. The certificate from IIT Delhi not only enhances career prospects but also opens doors to leadership roles in robotics and technology innovation.

A Bengaluru student has achieved an extraordinary milestone by scoring a perfect 1600 in the US SAT exam, a feat accomplished by fewer than 0.03% of test-takers worldwide. This rare accomplishment highlights the student's dedication, rigorous preparation, and academic brilliance.

The SAT, widely recognized as a key admission test for universities in the United States, assesses students on mathematics and evidence-based reading and writing. Scoring the maximum 1600 is considered a rare distinction, placing the Bengaluru student among the global elite in academic excellence.

Official statistics reveal that less than 0.03% of test-takers achieve a perfect score each year, underlining the significance of this achievement. The Bengaluru student’s performance not only showcases their exceptional aptitude but also serves as a beacon of inspiration for peers aiming to pursue higher education abroad.

Though the specific preparation methods of the student have not been disclosed, education experts recommend a structured and disciplined approach to excel in the SAT. Common strategies include:

• Crafting a detailed study plan tailored to strengths and weaknesses
• Utilizing official SAT preparation materials for targeted practice
• Taking full-length mock tests to build familiarity with the exam format
• Developing time management skills to effectively tackle challenging questions
• Ensuring a distraction-free study environment for optimal focus
• These strategies, combined with consistent effort, often contribute to exceptional outcomes in competitive exams like the SAT.

The student’s outstanding achievement has garnered widespread praise and recognition. Educators, classmates, and community members have lauded their hard work and perseverance, describing the feat as a source of pride for Bengaluru.

A perfect SAT score is often a gateway to admission at the world’s most prestigious universities, including Ivy League institutions. The Bengaluru student now stands poised to access unparalleled academic and career opportunities, making their accomplishment not only a personal triumph but also a moment of pride for the community. This achievement serves as a reminder that excellence, when combined with dedication, knows no bounds. Students across India are inspired to aim high and pursue their dreams with unwavering determination.

The Mahakumbh, the largest human gathering in the world, has caught the attention of prestigious Western universities, including Harvard, Stanford, and the University of California, Berkeley. These institutions are sending researchers to study the event's management and logistics, drawn by its scale, complexity, and unique organizational strategies.

Held every 12 years, the Mahakumbh draws over 100 million devotees to the banks of the Ganges River in Prayagraj, making it an unparalleled event globally. Researchers are eager to understand how such a massive gathering is coordinated and managed, focusing on the logistical challenges involved in maintaining order and safety for millions of participants.

Western universities are particularly interested in the management strategies used by Indian organizers, who are tasked with providing basic services such as food, water, shelter, and sanitation to an immense crowd. These logistical solutions offer a unique opportunity for academic research in crowd control, event management, and public safety.

The focus areas for researchers include:

• Crowd Management and Control: Understanding how to ensure the safety of millions of attendees.
• Logistics and Supply Chain Management: Insights into the efficient distribution of resources like food, water, and medical supplies.
• Sanitation and Hygiene: Strategies to maintain public health during large-scale events.
• Food and Water Distribution: Effective systems for feeding and hydrating large numbers of people.
• Emergency Services and Disaster Management: Learning from how the event is prepared for potential emergencies and disasters.

Collaborating for Better Management

Indian experts and Mahakumbh organizers are open to collaboration with Western institutions, seeing the exchange as an opportunity to enhance the event's future management. They believe the research could offer valuable insights into improving operations and addressing challenges during future Kumbh Mela events.

The findings from these studies are expected to benefit global event organizers, disaster management teams, and humanitarian efforts. The Mahakumbh's success in managing one of the largest human gatherings could provide solutions applicable to large-scale events worldwide, such as sports tournaments, festivals, and disaster relief operations.

The collaboration between Indian organizers and international scholars reflects a growing recognition of the Mahakumbh as a model for large-scale event management, showcasing India’s capacity to handle complex logistical challenges.

The Indira Gandhi National Open University (IGNOU) has unveiled a groundbreaking Bachelor of Arts in Micro, Small, and Medium Enterprises (BAMSME) program aimed at fostering entrepreneurship and supporting India's vital MSME sector.

This innovative three-year degree program is designed to equip aspiring entrepreneurs with the skills and expertise needed to excel in the dynamic MSME landscape, a critical driver of India’s economic growth.

Program Highlights

• Eligibility: Open to all students who have completed their 10+2 education.
• Medium of Instruction: English.
• Fee Structure: Detailed information is available on the official IGNOU website.
• Admissions: Offered twice a year, in January and July, through an easy online application process.

Focus on Practical Learning

The BAMSME program emphasizes a hands-on approach, covering key areas such as:

• Business Operations: Insight into day-to-day management and strategy.
• Managerial Skills: Training in leadership and organizational development.
• Innovation and Creativity: Tools to foster entrepreneurial thinking.
• Industry-Relevant Skills: Practical knowledge tailored to real-world MSME challenges.

Delivered through IGNOU’s Open and Distance Learning (ODL) format, the program ensures accessibility for a diverse audience, including working professionals and individuals in remote areas.

By introducing the BAMSME program, IGNOU continues its mission to empower individuals through quality education and skill development. The initiative aligns with the government’s efforts to bolster the MSME sector, which accounts for a significant share of India’s GDP and employment.

Implications for the MSME Sector

The BAMSME program is expected to:

• Enhance MSME Competitiveness: Equip entrepreneurs with tools to navigate market challenges.
• Support Economic Growth: Strengthen the backbone of India’s economy.
• Boost Employment: Create job opportunities through new ventures and startups.

How to Apply

Aspiring entrepreneurs can visit the official IGNOU website to apply for the BAMSME program. The January 2025 session admissions are now open.

With this forward-looking initiative, IGNOU solidifies its position as a leader in entrepreneurial education, empowering individuals to turn their business ideas into reality and contribute to the nation’s economic progress.

The National Testing Agency (NTA) has announced that the National Eligibility cum Entrance Test (NEET) UG 2025 will be conducted in a single-day pen-and-paper format. This marks a significant shift from previous years, simplifying the examination process for over 20 lakh aspiring medical students.

Key Features of the New Exam Format

Traditional Pen-and-Paper Mode: NEET UG 2025 will revert to the offline format, where students will mark their answers on physical answer sheets.
Single-Day Examination: The exam will be held on a single day nationwide, aiming to streamline logistics and reduce the stress of multi-day testing.
The decision underscores NTA’s efforts to enhance efficiency and provide a seamless experience for candidates. This move is expected to ease the burden on candidates, many of whom previously faced challenges with multi-day scheduling. With the single-day format, students can focus on one decisive test date, reducing logistical complications such as travel and accommodation for those living far from exam centers.

However, experts have advised students to adapt their preparation strategies to the updated format. Unlike computer-based tests, pen-and-paper exams require precision in manual marking and time management.

Students are encouraged to:

• Practice extensively with offline mock tests to get accustomed to the pen-and-paper format.
• Stay updated on announcements regarding the exam date and guidelines by regularly checking the official NTA website.
• Focus on accurate answer-marking techniques to minimize errors.

NTA’s decision aligns with its mission to improve the exam process, balancing accessibility and efficiency. By conducting NEET UG in a single-day format, the agency aims to address concerns about coordination, scheduling conflicts, and exam fatigue. As the countdown to NEET UG 2025 begins, candidates can look forward to a streamlined and more traditional examination process, providing them with a focused platform to showcase their abilities.

Tata Motors has inaugurated its newly revamped India Design Studio in Pune, a significant step in its mission to redefine automotive design through innovation and technological excellence.

This upgraded facility forms a crucial part of Tata Motors' global design network, which includes studios in Coventry, UK, and Torino, Italy. Equipped with cutting-edge technology, the Pune studio is set to become a hub for developing futuristic and customer-focused automotive designs.

The revamped design studio highlights Tata Motors' unwavering commitment to pushing the boundaries of automotive design. By investing in advanced tools and infrastructure, the company aims to elevate its design capabilities, particularly in the critical stages of product development.

Speaking on the occasion, Tata Motors emphasized that the facility aligns with its vision to create vehicles that resonate with modern consumers while setting new benchmarks in aesthetics and functionality.

Ajay Jain, the Head of Design at the India Design Studio, spearheads the team of 70 designers. With extensive international experience at global design powerhouses like Ford Europe, Daewoo, Saab, and Renault, Jain brings a wealth of expertise to guide the team in crafting innovative and globally appealing designs.

Tata Motors' design philosophy centers on innovation, craftsmanship, and meticulous attention to detail. The studio fosters a collaborative environment where designers work alongside engineers, product developers, and marketing teams to create products that meet and exceed customer expectations.

The revamped Pune studio also signifies Tata Motors' ambition to strengthen its presence in the global automotive market. By integrating the latest design technologies and fostering a culture of innovation, the studio is poised to produce vehicles that reflect global trends while catering to diverse customer preferences.

As Tata Motors continues to redefine its design capabilities, the Pune Design Studio stands as a testament to the company's vision of combining artistry with advanced technology. This facility is expected to play a pivotal role in shaping Tata Motors' future vehicles, ensuring they remain at the forefront of the automotive industry's design evolution.

Nagpur has been selected as the location for the 10th campus of the prestigious National Forensic Science University (NFSU). This development is expected to significantly enhance the city’s reputation as an emerging hub for forensic education and research.

The new campus will be housed at the existing Maharashtra Police Academy premises, marking a collaborative effort to strengthen forensic sciences and allied fields in the region.

The NFSU Nagpur campus will offer a wide array of specialized programs, including forensic science, cyber security, digital forensics, and more. By integrating cutting-edge technology and research opportunities, the campus aims to produce skilled professionals who can address the growing demand for forensic expertise across various sectors.

This expansion is not just a boost to Nagpur’s educational landscape but also positions the city as a pivotal player in India’s forensic science ecosystem. With the establishment of the campus, students from Maharashtra and neighboring states will gain access to world-class forensic education, research, and training.

The presence of NFSU in Nagpur is anticipated to create employment opportunities and attract collaborations with law enforcement agencies, private sectors, and academic institutions. The focus on cyber security and digital forensics aligns with the rising global emphasis on combating digital crimes and securing data integrity.

With the addition of this campus, Maharashtra strengthens its position as a leading state in forensic science education. The initiative reflects the government’s commitment to fostering innovation and providing top-notch resources for higher education. The establishment of the NFSU Nagpur campus is a step forward in building a robust forensic science framework, empowering the next generation of professionals to address modern challenges with precision and expertise.

The National Eligibility cum Entrance Test (NEET) has officially replaced the All India Pre-Medical Test (AIPMT), marking a transformative step in India’s medical education landscape. Implemented by the Central Board of Secondary Education (CBSE) in 2016, NEET serves as the single-window entrance exam for aspiring MBBS and BDS students across the nation.

Streamlined Admissions with NEET

Conducted annually by the National Testing Agency (NTA), NEET has simplified the admission process for medical and dental courses in India. By consolidating multiple entrance exams into one, the system ensures uniformity and transparency, benefiting both students and institutions.

Key Features of NEET:

• A single examination for admission to MBBS and BDS programs nationwide.
• Administered by the NTA, ensuring standardized testing protocols.
• Annual conduct with results determining admissions to medical and dental colleges.
• Inclusion of a vast syllabus to accommodate diverse educational boards.

Transition from AIPMT to NEET

The shift from AIPMT to NEET was a strategic move to reduce the burden of multiple exams and create a level playing field for medical aspirants. With this transition, the official AIPMT website has been redirected to NEET's dedicated portal, providing students with streamlined access to application forms, exam schedules, results, and other essential details.

NEET’s introduction has been a game-changer for medical education in India. By providing a common platform, it reduces regional disparities and ensures merit-based admissions. Students no longer need to appear for multiple state or institution-specific exams, saving time, effort, and financial resources.

The annual exam sees participation from millions of aspirants, making it one of the most competitive entrance tests globally. To secure a seat in reputed medical institutions, candidates must demonstrate strong conceptual knowledge and exam preparation skills.

NEET’s implementation signifies a significant leap toward a standardized medical admission process in India. It fosters inclusivity and fairness, addressing long-standing concerns about the inconsistencies in medical entrance examinations.

For aspiring doctors and dentists, NEET represents a gateway to fulfilling their professional dreams. As India continues to produce globally acclaimed medical professionals, NEET ensures that the selection process aligns with the country’s high standards of educational excellence.

The Meghalaya Cabinet has taken a pivotal step in improving the state's education and forensic sectors by approving the Meghalaya School Service Rules and Forensic Lab Rules. These initiatives aim to bring clarity and efficiency to the functioning of school services and forensic operations.

First introduced in 2012, the Meghalaya School Service Rules have now been officially approved, providing a structured framework for school employees. These rules cover critical aspects such as:

• Recruitment procedures
• Promotion criteria
• Service conditions

This framework is expected to create a fair and transparent system for educators across the state, fostering professionalism and better opportunities for teachers and other school staff.

Strengthening Crime Investigation with Forensic Lab Rules

The Meghalaya Forensic Science Laboratory Service Rules, 2021, have also been greenlit, offering a much-needed structure to enhance forensic services in the state. These rules are designed to:

• Streamline the operations of the Meghalaya Forensic Science Laboratory
• Ensure timely and efficient services for crime investigations
• Strengthen the delivery of justice through scientific support

This initiative is a major step forward in equipping law enforcement with the necessary tools to handle complex cases more effectively.

The Cabinet's approval of these rules underscores the government’s commitment to addressing systemic issues in key sectors. By formalizing these frameworks, the state aims to create a more organized and accountable system that benefits educators, students, law enforcement, and the general public alike.

With the implementation of the School Service Rules, educators can look forward to a more structured career path, while students will benefit from a stable and motivated teaching workforce. Simultaneously, the Forensic Lab Rules will bolster the state's ability to resolve criminal cases, enhancing public safety and trust in the justice system. These approvals are expected to set a precedent for further advancements in Meghalaya’s governance and public service sectors.

Design

Revolutionary Roguelike Game "Hyper Light Breaker" re-designed

Indie game developer Cory Davis has unveiled Hyper Light Breaker, a trailblazing open-world roguelike game poised to transform the gaming industry. With a procedurally generated world and an innovative blend of mechanics, the game is set to offer players a fresh and immersive experience with every playthrough.

Hyper Light Breaker merges the unpredictability of roguelike games—characterized by permanent death and item randomization—with expansive open-world exploration and high-octane combat. Players will traverse a dynamic world filled with diverse biomes, uncover hidden secrets, and experiment with various playstyles to survive and thrive.

Key features include:

• A procedurally generated universe offering infinite replay-ability
• Roguelike staples such as permanent death and randomized loot
• Open-world exploration focused on discovery and experimentation
• Fast-paced, skill-based combat that challenges players to strategize and adapt

A Vision for Innovation

Cory Davis shared insights into the game’s development, emphasizing its focus on creating a sense of wonder and discovery. “We wanted to push the boundaries of what players expect from roguelike and open-world games. By combining these genres, we’ve created something entirely new,” Davis explained. Extensive experimentation and iteration have been central to perfecting the game’s balance, ensuring a seamless and captivating experience for players.

The announcement of Hyper Light Breaker has sparked excitement among gamers and industry experts alike. Many are hailing it as a potential game-changer that could redefine the roguelike genre and set a new standard for open-world design.

Social media platforms and gaming forums are abuzz with speculation about the game’s features and potential impact. Critics predict that Hyper Light Breaker will not only appeal to roguelike enthusiasts but also attract a broader audience, thanks to its innovative mechanics and visually stunning world.

With its ambitious design and groundbreaking approach, Hyper Light Breaker is shaping up to be one of the most anticipated games of the year. As the release date approaches, gamers can look forward to more updates and previews that showcase the game’s potential to revolutionize open-world and roguelike gaming.

The state government has removed Dr. Sandhya Jain from her position as Principal of the Indore Government Dental College. Dr. Alka Gupta, a senior and experienced faculty member, has been appointed as the new Principal, effective immediately.

While the state government has not officially disclosed the reasons for Dr. Jain’s removal, sources close to the matter suggest the decision aims to bring fresh leadership and stability to the institution.

Dr. Gupta, a respected figure with years of academic and professional experience, expressed her enthusiasm for taking on the new role. The Indore Government Dental College is a renowned institution offering undergraduate and postgraduate programs in dental sciences. Known for its rigorous academic standards and emphasis on practical training, the college has consistently produced skilled dental professionals who excel in the field.

Dr. Gupta plans to focus on modernizing the curriculum, enhancing research opportunities, and strengthening collaborations with leading dental institutions and healthcare organizations. Her vision includes:

• Upgrading Infrastructure: Introducing state-of-the-art equipment and facilities to support advanced dental education and research.
• Promoting Research: Encouraging innovative research in dental sciences to keep the institution at the forefront of academic excellence.
• Student and Faculty Development: Prioritizing workshops, training programs, and international exposure for both students and staff.

The leadership change has generated buzz among students, faculty, and alumni of the college. Many see this as an opportunity for the institution to scale new heights under Dr. Gupta's dynamic leadership.

The Supreme Court of India has announced a recruitment drive to fill 90 vacancies for the position of Law Clerk-Cum-Research Associate. This is a prestigious opportunity for aspiring legal professionals to work closely with the judiciary.

Eligibility Criteria

• Educational Qualification: Candidates must hold a Bachelor’s degree in Law (LLB) from a recognized university in India.
• Age Limit: Applicants must be between 20 and 32 years old as of February 15, 2024.
• Application Fee: ₹500 for candidates belonging to General, OBC, and EWS categories.

Selection Process

The recruitment process will comprise:

• Written Examination: Scheduled for March 10, 2024, the exam will assess the candidates’ legal knowledge and analytical skills.
• Interview: Candidates who clear the written test will be shortlisted for the interview round, where their legal aptitude and suitability for the role will be evaluated.

Key Dates

• Application Start Date: January 25, 2024
• Application End Date: February 15, 2024
• Exam Date: March 10, 2024

Application Procedure

Eligible candidates can apply online through the Supreme Court of India’s official website. The application fee must be paid via debit card, credit card, or net banking. Applicants are advised to fill out the form carefully, as incomplete applications may be rejected.

The position of Law Clerk-Cum-Research Associate offers candidates a unique opportunity to gain insights into judicial processes, assist in legal research, and contribute to the preparation of judgments and legal reports. This role is ideal for law graduates looking to advance their careers in the judiciary or academia.

For detailed information regarding eligibility, syllabus, and other instructions, candidates are encouraged to visit the Supreme Court of India’s official website. This recruitment drive is a stepping stone for aspiring legal professionals to enhance their expertise and contribute to India’s legal system.

The Common Law Admission Test (CLAT) serves as the cornerstone for aspiring law students seeking admission to India’s prestigious National Law Universities (NLUs). Conducted annually by the Consortium of National Law Universities, CLAT is recognized as one of the most competitive and sought-after entrance exams for legal education in the country.

The CLAT exam is held every year, typically in May, providing a single-window opportunity for law aspirants to secure admission to undergraduate (UG) and postgraduate (PG) law programs. Spanning two hours, the test comprises 150 multiple-choice questions designed to assess candidates' aptitude in legal reasoning, logical analysis, and general awareness.

Marking Scheme:

Each correct answer awards +1 mark.
Each incorrect answer results in a penalty of -0.25 marks.

Participating Institutions

CLAT is the gateway to 22 esteemed NLUs across India, including:

• National Law School of India University (NLSIU), Bangalore
• Academy of Legal Studies and Research (NALSAR), Hyderabad
• National Law Institute University (NLIU), Bhopal

These institutions are renowned for their rigorous academic programs, experienced faculty, and exceptional placement opportunities.

Application Process

Prospective candidates can apply for CLAT online via the official website. The application window generally opens in January. Applicants are required to fill out personal details, upload relevant documents, and pay the prescribed application fee.

Alternative Law Entrance Exams

In addition to CLAT, law aspirants may explore other prominent entrance exams, including:

• LSAT India (Law School Admission Test): Accepted by several private law schools in India.
• AILET (All India Law Entrance Test): Specific to National Law University (NLU), Delhi.
• DU LLB Entrance Exam: Conducted for admissions to law programs at Delhi University.

These exams offer diverse pathways for students to pursue their legal aspirations in India’s competitive academic landscape.

CLAT is more than just an entrance exam; it is the starting point for a promising career in law. With access to top-tier institutions, candidates gain opportunities to explore various legal fields, including corporate law, litigation, and public policy. Aspirants are advised to stay updated on official notifications and prepare diligently to secure admission to their desired law schools. For more information and updates, visit the official CLAT website.

The National Law University (NLU), Delhi, has officially released the second merit list for the All India Law Entrance Test (AILET) 2025. Candidates who appeared for the exam held on December 8, 2024, can now check their selection status on the official website at nationallawuniversitydelhi.in.

Candidates can follow these easy steps to access the merit list:

Visit the official website: nationallawuniversitydelhi.in
Log in using your registration credentials.
Locate and click on the link for AILET 2025 Second Merit List.
Download the PDF file and search for your details.

The second merit list provides:

Category-wise selection details
Admit card numbers
All India Ranks (AIR)
Additional information relevant to the admission process
Candidates are advised to thoroughly review their status and follow the required steps for confirming their admission.

Key Dates to Remember

AILET 2025 Exam Date: December 8, 2024
Second Merit List Release: January 10, 2025
Further updates regarding the admission process, including deadlines for fee payment and document verification, will be shared on the official website.

AILET is one of India’s most competitive law entrance exams, offering admission to undergraduate and postgraduate programs at the prestigious National Law University, Delhi. Thousands of aspirants appear each year, making it a significant milestone for candidates seeking a career in law.

Selected candidates are required to complete the admission formalities, including fee payment and document submission, within the stipulated timeline mentioned in the merit list. Failure to comply may result in forfeiture of the seat.

The Madhya Pradesh High Court has issued a landmark directive mandating the digitization of medical records for survivors of the 1984 Bhopal Gas Tragedy. This decision, aimed at enhancing healthcare services for the affected population, instructs both the Union Health Ministry and the Madhya Pradesh government to expedite the process.

The court emphasized the urgency of the project by ordering the following:

• Immediate digitization of medical records for all survivors.
• Submission of an action plan within a week to outline the implementation strategy.
• Timely allocation and release of funds necessary to complete the digitization.

The Bhopal Gas Tragedy, occurring on December 3, 1984, remains one of the world’s worst industrial disasters. A toxic gas leak from the Union Carbide pesticide plant led to the immediate deaths of approximately 3,787 people, with over 500,000 individuals exposed to long-term health risks. For decades, survivors have battled chronic illnesses, necessitating consistent and accurate medical attention.

The digitization initiative is poised to transform healthcare delivery for the tragedy’s survivors. Key benefits include:

• Efficient Record Management: Consolidation of health histories in digital format will enable more precise tracking of patients' medical conditions.
• Error Reduction: Digitization will minimize paperwork-related inaccuracies, ensuring accurate diagnoses and treatment plans.
• Improved Long-Term Care: Healthcare providers will be better equipped to monitor chronic conditions and adapt treatment strategies as needed.

The court’s intervention marks a critical step in addressing the lingering health challenges faced by survivors. By mandating modernized record-keeping, the decision underscores the importance of equitable access to healthcare for victims of industrial disasters.

Survivors and advocacy groups have welcomed the court’s order, expressing hope that digitization will streamline healthcare delivery and help address the long-standing health concerns resulting from the tragedy. Authorities have been directed to act swiftly, with the court emphasizing the need for urgency in executing the digitization project. As implementation begins, the initiative is expected to set a precedent for managing healthcare needs in the wake of large-scale industrial disasters.

The Supreme Court has granted relief to students affected by a policy change from the Joint Admission Board (JAB), allowing those who dropped out of college between November 5-18, 2024, to attempt the JEE Advanced examination three times. This decision offers a renewed opportunity for aspirants to pursue their academic ambitions.

The ruling comes in response to widespread concerns raised by students and parents regarding the JAB’s sudden policy revision. The change had rendered students who left college during the specified period ineligible for the JEE Advanced, creating significant uncertainty and distress among those aiming for admission to premier engineering institutions.

The Supreme Court’s intervention addresses these concerns, reinstating eligibility for affected students under the existing rules. By allowing three attempts at the examination, the court has effectively provided a lifeline to those whose dreams of entering top engineering colleges had been jeopardized by the abrupt policy shift.

This decision is expected to benefit hundreds of students who were impacted by the JAB’s earlier stance. Legal experts and educationists have hailed the ruling as a victory for fairness and equity, emphasizing the importance of accommodating students who were unfairly disadvantaged by policy changes beyond their control.

For the affected aspirants, this judgment represents a crucial second chance to secure admission to institutions like the Indian Institutes of Technology (IITs). Many of these students had been preparing rigorously for the competitive exam, and the sudden change in eligibility rules had left them disheartened.

The Supreme Court’s ruling underscores the need for transparency and consistency in policymaking, particularly in matters that significantly impact students' futures. It also highlights the judiciary’s role in safeguarding the interests of students and ensuring that policies do not create undue hardships for those pursuing education.

With this judgment, the affected candidates can now focus on their preparations with clarity and renewed determination. The decision is likely to have a far-reaching impact, serving as a precedent for addressing grievances arising from abrupt policy changes in the education sector.

As the JEE Advanced exam remains a gateway to some of the country’s most prestigious engineering programs, this ruling reaffirms the principle of equal opportunity for all deserving aspirants.

Major media companies Disney, Fox, and Warner Bros. are preparing to challenge a court-imposed ban on the launch of Venu, a new sports streaming service. The service, which promises exclusive sports content, has faced delays due to a legal dispute with International Management Group (IMG), a prominent sports broadcaster.

The media giants argue that the ban, which is based on a contract between IMG and the companies, is unjust and detrimental to their business interests. They contend that the agreement does not apply to Venu, which they describe as a unique and innovative service separate from IMG's rights to existing sports content.

The conflict stems from IMG’s claim that the companies' contract with them includes restrictions that prevent launching competing sports services. Disney, Fox, and Warner Bros. dispute this, asserting that Venu offers new opportunities for sports streaming and does not violate the terms of the contract.

The case has garnered significant attention within the media and sports industries, with far-reaching implications for the future of sports broadcasting and streaming platforms. If the ban remains in place, it could set a precedent for future legal battles over exclusive content and competition in the rapidly growing streaming market.

Key Players--

• Disney: Owner of ESPN and numerous sports media assets
• Fox: Owner of Fox Sports and related media properties
• Warner Bros.: Owner of Turner Sports and other sports media assets
• IMG: Sports broadcaster and rights holder

What’s at Stake--

• Launch of Venu: A new sports streaming platform designed to offer exclusive sports content
• Future of Sports Broadcasting: Potential changes to how sports content is distributed and consumed in the streaming era
• Business Interests: The financial success and investments of Disney, Fox, and Warner Bros. in Venu are crucial to their overall media strategies.

The outcome of this case will likely influence the landscape of sports broadcasting and streaming, particularly as more companies seek to capitalize on exclusive sports content in the digital age.

As a society, we often prioritise academic achievement over the emotional well-being of our children. The stress of shifting schools and cities can have a profound impact on young minds, leading to feelings of loneliness, anxiety, and isolation.

Reminiscing 2020’s global house-arrest and with campuses being closed and online learning being pursued, edtech push by COVID is now stronger than the fintech push by demonetization. The teacher-student model has ceased to exist for ever now, and we are moving to a qualitatively different mentor-learner model not just in the current digital learning phase, but also in the post pandemic times ahead. Beyond this complete campus lockdown phase, during which time mentoring-learning-assessing has gone online globally, we shall be moving towards blended phygital education ahead, which will be the new normal ahead, and will make the new model of mentor-learner firmly entrenched.

Learning or academics or education broadly has three functions: creation of learning content through research, writing, packaging with visuals; dissemination of learning through classes, lectures, notes, self-study, discussions; & assessment and evaluation of the education of the learner by various methods. All these three have been majorly impacted by the self-isolation imposed to ensure social distancing so that the learners and the mentors may first be protected from the spread of the infection of COVID19. The lockdown across the world is simultaneously a boon and a bane for the teaching-learning community today.

Teacher to Mentor:

The teacher was a sage on the stage, introducing every new topic, speaking the last word on it, sticking to a structured syllabus as prescribed, interpreting it as s/he deems right, finishing the syllabus and focusing on examination and evaluation to complete the cycle of delivery of education. He often demands respect, and relies on the power to punish to set things right (not always, though). Teacher teaches and often sermonizes.

Each premise noted above is changing now.

Mentor today is a co-learner, may be the first stimulus for a topic but never the last word, starts from a structured syllabus but is expected to move towards organic learning depending upon the variegated interest areas of groups of learners, aggregates learning resources from multiple sources and shares with the learners, is more a guide, second parent and agony shelter of sorts for the learners. Examination also is diverse and evaluation is just one more function and not the ultimate yardstick of learning and brilliance of the learner. Mentor may often be less informed about an issue, but with a better perspective to guide. Mentor engages and inspires.

Learning Resources Aggregation & Delivery:

To begin with being the new age mentor, a massive train the trainer and capacity building is needed today. For this, first the mentor has to be a digital personality with smartphone and net connection, and with laptop and wifi connection. Next, one has to learn how to create, deliver and engage in content across multiple online platforms, and how to take matter learnt online to matter practiced offline face to face. Third, one has to now learn assessment with open book through analysis and application, through quiz, through applied projects, through phygital presentation and actual work in labs and studios after using virtual labs and studios.

Creating the learning resources was quite easy earlier. There were the books, often called text and reference books, then the power-point presentation of the teacher, and then chalk and talk. And the topic was first introduced in a class, post which notes were given, books were mentioned, and later examination was conducted to check memory and a bit of understanding.

The game is changed now. And totally so.

The concept of proprietary content (the mentor’s own videos, audio or podcast content, power-points, cases, info-graphics etc), aggregated content (books, monographs, videos, podcasts, URLs, pdfs, cases, etc taken from the internet, YouTube and Vimeo, etc), and also massive open/closed online learning resources (free ones like Swayam or NAPTEL, paid ones like those of Coursera or LinkedIn, and the university’s own online courses): these three are the learning resources today.

The mentor is expected to make a mix of proprietary, aggregated and online learning resources, suitably arranging them from the easies one to the toughest one and offer to the learners digitally (using Google Class, emails, or better, Learning Management Systems like Canvas or TCSion, Blackboard or Collaborate, etc,) at least a week or more before they meet digitally or physically to discuss the content. This is called Flipped Classroom where the learners get learning content much in advance, read, watch or listen to the same asynchronously at their own time, place or pace, note down things they have not understood or have questions on, and come to the digital/physical classroom synchronously, to clarify doubts, discuss cases, debate on conclusions drawn and participate in quiz or analytical or applied assignments. Delivery of the online session can be on any platform: MS Teams, Zoom, Webex, Google Meet and can move from the synchronous digital classroom to asynchronous digital chatroom debates and discussions for further clarification.

This makes the task for Content Creation and Content Delivery for the mentors much more diverse, tech-savvy, and tougher than the traditional teacher’s job.

Learners’ Engagement & Evaluation:

Further, education will now move from a system imposed disciplined endeavour to voluntarily participated and internalized process. It will be truly a learner-centric education now in the new normal, and shall be far more participative than the past. The learner in the digital or blended mode is learning voluntarily and not on the basis of an imposed discipline on campus through a web of rules and power dynamics. While voluntary learning will throw many non-interested or apathetic learners out of the learning circle, it will also make many focused learners internalize education better and apply it in a more focused manner at his or her individual level.

Also, with Artificial Intelligence, robotics, automation, Machine Learning and internet of things being the other emerging realities, the skills for mass production or education to do the same work repeatedly will be totally irrelevant ahead when machines will take over almost all such work (more than three fourths of all human work today). Hence, new age skills, apart from technology use, have to be in areas like creativity, innovation, incubation, problem-solving, teamwork, leadership, critical thinking, design thinking, empathy, emotional intelligence and risk management. Each of these can be qualitatively and quantitatively mentored to any youth from an early age of say 15 years till 25 years of age, and will become his or her second nature.

To deliver such a learning, the learners’ engagement techniques have to be more tech-savvy (google forms, polls, surveys, quiz, virtual lab and studio, AI tools, etc) and also with higher emotional quotient (use of humour, videos, info-graphics, empathy in the class, allowing diversity of opinion, wellness conscious, etc).

Even the evaluation or assessment has to be diverse. Assessment refers to learner performance; it helps us decide if students are learning and where improvement in that learning is needed. Evaluation refers to a systematic process of determining the merit value or worth of the instruction or programme; it helps us determine if a course is effective (course goals) and informs our design efforts. Assessment and evaluation can be both formative (carried out during the course) and summative (carried out following the course). There can be many ways for the same. Mentors can make learners aware of expectations in advance (e.g. one week for feedback from deadline) and keep them posted (announcement: all projects have been marked). For example, one can create tests that are multiple choice, true/false, or short answer essays and one can set the assessments to automatically provide feedback.

When online, evaluation can be on the basis of proctored digital examination or open-book analytical and applied evaluation with non-google-able questions. And this is surely not an easy task for the mentors as teachers of the past were used to repeat past questions, had set patterns of questions, examinations were ‘suggestions’ and memory based, and not application based in general. Online quiz, open book examination with time-managed and proctored question paper delivered online, applied questions not based on memory but comprehension, telephonic interview etc have been the usual ways of digital assessment and evaluation of learning.

There will be offline evaluation also. Here, the assessment can be based on offline written examinations, field-survey based presentation or report writing, debates, lab/studio-based practical, or a peer-group work, or a submission of a long-term real life or live project.

Digital Learning Tools Today:

The pandemic requires universities to rapidly offer online learning to their students. Fortunately, technology and content are available to help universities transition online quickly and with high quality, especially on the digital plank, though at a cost and with the risk of several teachers and administrators being forced to go out of the system.

Digital learning on the go or from distance calls for tech-led holistic solutions. It requires several content pieces to be transmitted digitally. These content pieces can be in the form of pdfs, ppts, URLs, YouTube links, podcast links, case-studies, etc. There can also be e-books, audio-books, kindle based content, magzter sourced magazines, etc. Then this can involve learning without being face to face through boxes, as in Google Class, or learning face to face as in Zoom live audio-visual discussions. People may also use GoToMeetings or MicrosoftMeet sessions also. Attendance can be taken on Google Spreadsheet and through WhatsApp Group chat of a batch of students too.

Then there are MOOCs, collaborative distance learning, wikis, blogs etc. Individual resource-rich institutes develop their customized secured and IPR protected Learning Management Systems, through the use of BlackBoard or TCSion LMS. Other LMS options like Kaltura or Impartus allowing video recording of talks also ar in use in many places. There are CourseEra courses, Swayam online lessons from UGC and similar other avenues to learn online.

Learning digitally can be further assisted with Virtual Reality (VR), Augmented Reality (AR) and Mixed Reality (MR) which can take the viewer to an enhanced experience even integrating scenarios which are yet to happen creatively bringing them within the learning experience. These are immersive and contextual experiences, and artificial intelligence driven chatbots can further enhance the digital interface of the learner and the mentor.

Digital Learning Value-adds:

Incorporating big data analytics and content management, educators can develop an individualized curriculum that enhances how each student learns (e.g. playlist of learning content in WiseWire changing for each student). Many in the West have started the use of the millennials' language and style: Khan Academy video lessons, YouTube use, distinct style and language for young learners. Twitter, Tumblr, Snapchat, Imessage, Instagram, Facebook & Whatsapp are being creatively integrated with school education. There is a case of a management school in India, where the professor sends a 3 minutes interesting video on the subject he is taking up next through group whatsapp to increase interest in the batch towards the topic being taught.

In the US, the smart-phone applications like Socrative and Plickers are helping teachers interact and assess students’ progress, collaborate via cloud-based applications to work and solve a common goal. Teachers can publish real-time quizzes and polls for students via mobile devices to keep them engaged.

Further, using anything from iMovie to WeVideo, learners can create video as a learning resource. YouTube (with privacy settings) and SeeSaw or Flipgrid are also alternatives learners can make use of. The benefits of SeeSaw and Flipgrid are that students can add voice recordings or text sharing feedback with peers. Students became the co-creators of content and as a result, more engaged, including their parents. Useful apps like Book Creator, Explain Everything and EduCreations can be utilised towards this end. 

There are various software used to create digital content, like Camtasia, Raptivity, Captivate, Articulate Online, etc.

Yes alongside, social media use extensively will support learning online. Facebook Page can broadcast updates and alerts. Facebook Group or Google Hangout with advanced features in G-suite can stream live lectures and host discussions. Twitter can act as a class message board. The 256 characters help to keep messages succinct. Instagram can be used for photo essays. One can create a class blog for discussions. There are many different platforms available, such as WordPress, SquareSpace, Wix, Blogger for that. And, one can create a class-specific Pinterest board as well.

Students to Learners:

With mentors replacing teachers, the students cannot be the pre COVID typical students any more going ahead.

Students study in classroom, are taught by teachers, limited to given syllabus, and study for marks, grades, degrees. Students give exams in written and on the basis of suggestions or set patters of evaluation.

Learners study within and beyond the classroom, from mentors, peers, personal experience, books, digitally aggregated content, through projects and through assignments. Learners learn for lifetime application, and hence learn to learn further as things learnt today are obsolete soon. Self-learning or learning to learn is hence a major cultivated skill for the present day learners, especially in higher education, as techniques and technologies are changing in the work-place in less than five years now. Learners also learn organically. While structured syllabus must be completed for foundation and examination, organic learning is about self-driven learning in few chosen areas out of interest, assisted by the mentors.

Yes, for this, doubling public education expenditure, digital access to the hinterland, considering digital connectivity as a human right, digital literacy as a fundamental pre-requisite in any work, providing cell phones and laptops or tabs en masse, announcing cheaper data packages for students, CSR in the field of domain of digital connectivity by corporate houses, etc and more would be needed soonest to bridge the yawning digital divide in the otherwise class divided society. It must be noted that even UNESCO has noted that only 48% of Indian learners’ community of 283 million is receiving some sort of online education today, the rest 52% going bereft of any form of formal learning whatsoever for more than a year now! And among these 48%, the girl-students are having a worse fate in the poorer families due to limited digital devices to which the sons have a higher access than the daughters.

Conclusion:

India has been speaking of digital education for long but it has stayed on as a possibility and not a reality for more than a decade now. Even IITs and IIMs have used digital platforms on the side for sharing of content and debating on issues sporadically. The larger mass of 1300 plus universities and some 44,000 colleges have actually not digitized their content, not made access to online learning mainstay of their teaching-learning process, except the distance learning universities. In fact, the old school educationists looked at online and distance education with some disdain all across South Asia. They are in for a major shock now. The digital divide needs fast bridging through the promise of 6% of the GDP for public education, through 2% of profits for CSR given here, and through civil society initiatives like getting smart-phones, laptops and tabs for the less privileged.

It is clear that going ahead digital access will be a human right, and those in governance must wake up to the reality that youngsters need in expensive tablets and easy data access. A nation that spends less than 3% of national budget for public education (lower than Tanzania, Angola and Ghana, et al), with the states putting in 2.5 (Bihar) to 26% (Delhi), with Delhi being the only state in double digits, cannot ensure digital education for the masses, unless allocation of funds and their transparent spending happen.

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Prof. Ujjwal Anu Chowdhury

The author is Vice President, Washington University of Science and Technology and Editorial Mentor, edInbox.com

The last two years have clearly shown that technology-aided remote schooling is neither fully possible nor completely desirable. 

Lest we forget that India is a nation of more than one-third of the population in the 15 to 25 years age-bracket, the most promising period of life when one decides career path, subjects for learning, types of work to do, and becomes self-dependent in the process.