Dharmendra Pradhan, the Union Minister of Education, has stated his belief that India is headed toward being a major power again. Speaking at SGT University's 11th convocation event, when over 2,100 students got degrees—105 of them were gold medalists—Pradhan underlined the vital role that education and youthful talent play in determining the nation's future.

Pradhan made a point in highlighting the fuel for the India growth story students, as SGT University graduates will constitute part of global solutions that can resonate with Indian national ambitions. He related that vision to the National Education Policy, 2020, which an aim to internationalize education in India along with increasing collaborative opportunities at all levels globally with an aim for positioning India to become a significant talent pool to update the curricula.

Pradhan emphasized that Indian students will be better equipped to propel entrepreneurship, research, and innovation globally as a result of these reforms. Additionally, the Minister emphasized the significance of India's G20 Presidency, which has been instrumental in elevating the Global South's voice. He gave praise to Prime Minister Narendra Modi's leadership for changing the world order and making India a major actor in international affairs.

In his remarks, Pradhan reaffirmed the government's dedication to India as a worldwide center for education, fostering cross-border partnerships, and educating children for the future. All of these stakeholders—policymakers, educators, and students—will be making significant contributions to this goal as India expands its influence internationally.

The Global University Fair 2025 has been declared by SI-Global India and will be organized in ten of India's major cities. Over100 prominent universities of the US, UK, Australia, Canada, and other nations will be attending the exhibition, giving students an insider's glimpse into international higher education opportunities.

The Global University Fair 2025 will enable students to gain access to the university officials directly, information on the admission process, scholarships, and the curriculum of the courses, in addition to gaining greater insight into the requirements for foreign studies.

This is at a time when Indian students are more and more interested in going abroad to study, and international degree demand has been rising in response to factors like improved employment prospects, exposure to the world, and varied learning environments.

For those students who are interested in exploring opportunities for international education, the upcoming event has the capability to be a game-changer. Students will get an exhaustive platform to discover their ideal educational options at this one-stop destination. Students will get a chance to find top-ranked universities and the most suitable programs that suit their interests and career goals here. They will also get to know more about the various course options, including research, postgraduate, and undergraduate courses.

Students will also acquire valuable information regarding financial aid and scholarship options for foreign study. Perhaps most importantly, the event will offer a unique networking experience for students to meet with alumni, university staff, and other international students, gaining valuable insights and advice to direct their own educational paths.

Students from all over the country will be able to attend the Global University Fair 2025, which will be held in 10 Indian cities. Students will get the opportunity to meet top foreign colleges and learn about overseas education options at the exhibition, which will be held in Delhi, Mumbai, Bengaluru, Chennai, Hyderabad, Pune, Kolkata, Ahmedabad, and Chandigarh.

Events like these are extremely valuable as more and more Indian students travel abroad. They allow students to discuss application problems, narrow down their options to a few universities, and receive individualized attention all under one roof. The Global University Fair in 2025 is expected to be a historic event, with parents and students searching for the most promising academic opportunities.

Renowned educator Khan Sir has joined a demonstration in Patna, Bihar, calling for a retake of the 70th BPSC Preliminary Exam. The protest, which has been going on for sixty-two days, alleges widespread exam manipulation.

According to Khan Sir, he has evidence of anomalies like the use of three sets of question papers and questionable manipulation of unseated papers. The Patna High Court has received this proof and is probably going to hear the case soon.

The protesters insist on a transparent re-examining process, and their case has attracted considerable judicial and public attention. The Patna High Court has already instructed the BPSC to file an affidavit, and several petitions, including those presented by Jan Suraaj and Pappu Yadav, have been consolidated in court.

Glaring differences in the exam results have also been highlighted by the protest; only 6% of the candidates passed the December 13 exam, whilst 19% passed the January 4 re-exam. These differences, in Khan Sir's opinion, are enough to prove rigging in court and obtain a reexamination order.

"Until justice is served," Khan Sir declared to the demonstrators. "The BPSC has to be made accountable for their actions, and a just re-examination should be carried out."

Students and educators who have joined the cause have overwhelmingly backed the demonstration. Everyone is anxiously awaiting the case's verdict since it may have significant ramifications for Bihar's competitive test system going forward.

In the latest development, the National Council for Teacher Education (NCTE) has made known the return of one-year Master of Education (M.Ed) and Bachelor of Education (B.Ed) programs from the next academic year (2026-27).

This phase adheres to the National Higher Education Qualifications Framework established by the University Grants Commission and the National Education Policy (NEP) 2020. For individuals who want to become teachers, this change will result in greater flexibility and a more efficient path.

According to the NCTE, applicants having a four-year undergraduate degree or a postgraduate degree will be offered the one-year B.Ed. program. 

The two-year B.Ed course will remain available for candidates with a three-year undergraduate degree.

One-year M.Ed program will be imparted as full-time, but a part-time two-year program for working professionals. The NCTE also declared the rollout of new specializations such as yoga education, physical education, Sanskrit education, and art education.

Thousands of students who want to become teachers will probably benefit from the return of the one-year B.Ed. and M.Ed. programs. The action is also seen as a step to improve the country's educational system. The move has been praised by education experts, who see it as a step that will provide children with greater freedom and opportunity. The revival of the one-year B.Ed and M.Ed programs is a welcome step towards achieving a more streamlined and flexible education system," remarked an education expert.

The NCTE has directed universities and colleges to start preparing for implementing the new courses from the academic year 2026-27.

The administration of the institution ordered more than 500 Nepali students to leave the campus to stop more disputes. Following violent unrest sparked by a female student's tragic demise, these Nepali students were forced to leave KIIT University in Odisha. Conflicts eventually broke out on campus as a result of the incident, which increased tensions between Indian and Nepali students. These students were enrolled in a variety of undergraduate and graduate programs, so this sudden decision has left them unsure of their academic future.

The incident's specifics are still unknown, even though university authorities have opened an investigation. Concerns about how international students are treated in Indian colleges have only grown as a result of the lack of transparency. Many worry that international students, especially those from nearby nations, could not get enough assistance or security in times of need.

Student organizations and activists are furious about the eviction and have denounced the way the matter has been handled. Critics contend that the university's decision to expel Nepali students has made matters worse rather than safe and secure for all students. To stop such occurrences in the future, they are urging institutions to implement improved crisis management techniques.

Authorities at the university and local law enforcement have promised that all necessary steps would be taken to restore order and guarantee the safety of every student. The abrupt expulsion of Nepali students, however, has sparked intense discussion, with many people wondering if Indian colleges have adequate systems in place to assist overseas students in times of need.

Calls for openness, equitable treatment, and a speedy crisis resolution are intensifying as the situation develops. In addition, the incident has rekindled debates about the larger problem of international student safety in India, calling on educational institutions to give inclusivity and a safe learning environment priority.

Class X board exam faced a substantial delay in starting their test because of his late arrival as he was carrying the question papers. The state education authorities responded promptly, emphasizing the necessity of discipline and punctuality by teachers. The incident took place at Gasbari High School, Goreswar in lower Assam's Baksa district. 

News reports suggested that the headmaster's delay left students and examination authorities inordinately inconvenienced and raised questions on administrative efficiency when it mattered the most during the major academic examinations. The break not only had an impact on the performance of the students but also created logistics problems for invigilators responsible for overseeing a smooth process of examinations.

Assam's education department has made it clear that any negligence on the part of the teachers will be unacceptable. An inquiry has been initiated to investigate the conditions under which the incident took place. The suspended headmaster has been ordered to provide reasons why he was late, and further action will be based on the findings of the inquiry. Education authorities reasserted their commitment to maintaining discipline in the school system and preventing students from being prejudiced due to failure in administrative responsibility.

It was informed by officials that the teachers and the school principals are responsible for maintaining the dignity of the educational system, and neglect of duties will have stringent penalties. The suspension of the headmaster is an eye-opener for all teachers to maintain professional conduct and to follow up their activities on time. 

The incident has also triggered a discussion among teachers and parents with a majority calling for more regulation to determine responsibility and punctuality among school workers. Different associations of teachers have called for a decent investigation, with the need to investigate if the delay was a result of conditions beyond their control. 

While the investigation goes on, education authorities have ensured that measures will be taken so that such a situation does not recur in the future. The government of Assam continues to stress high standards of education so that students and teachers remain disciplined and professional.

The National Board of Examinations in Medical Sciences (NBEMS) charged NEET-PG 2024 applicants an astounding ₹75 crore, according to a recent Right to Information (RTI) request. Concerns over excessive exam costs, inadequate facilities, and financial opaqueness in India's medical admission exams have been reignited by the exposé.

NEET-PG aspirant Dr. Aman Kaushik filed an RTI request, which showed that the exam costs for NEET-PG 2024 were ₹3,500 for General/OBC students and ₹2,500 for SC/ST/PwD candidates. Concerns have been raised regarding the whereabouts of the ₹75 crore that NBEMS earned from the exam, which attracted over 2 lakh applicants.

Even as the enormous revenue is being collected, NEET-PG aspirants have complained about: Technical issues, insufficient seating, and absence of basic facilities reported by candidates at various centers. Most students were allotted centers in far-off cities, requiring them to pay additional costs for travel and accommodation. The vagueness of exam dates led to mental tension and financial burden on aspirants.

The RTI reply also showed that NBEMS has a cash-based accounting system, i.e., expenses are accounted for only when the invoices are received, not when the services are rendered. According to experts, this lack of financial accountability makes it more difficult to track the use of exam money. Students and medical associations are urging NBEMS to release a thorough audit report on the use of NEET-PG money in response to growing demands for improved exam infrastructure and financial transparency.

A controversial income tax law that would grant tax authorities extensive access to people' social media accounts and electronic gadgets has been introduced. Serious privacy concerns have been brought up by the action, which is meant to reduce tax evasion and improve compliance, among professionals and citizens.

To track financial activities, the measure aims to grant the Income Tax Department access to taxpayers' computers, cell phones, and other electronic devices. To find any discrepancies between claimed income and lifestyle, the authorities will also keep an eye on taxpayers' social media accounts on Facebook, Instagram, and Twitter. The measure seeks to identify unreported earnings by monitoring taxpayers' online activity, spending patterns, and digital footprints.

Opponents of the initiative have expressed worries about privacy rights, arguing that such surveillance could violate people's rights and be abused. However, government officials promise that there will be protection against misuse. As per a Finance Ministry statement: "The bill rightly ensures that the collection of data will be only for tax issues and will not violate personal privacy."

Aside from increased surveillance powers, the bill introduces fundamental reforms to taxation policies: To lower the burden of tax on individuals, the bill suggests modified income tax slabs. Working-class individuals may see relief with a greater standard deduction, considering escalating living expenses. The bill proposes to simplify the TDS rates to lower the compliance costs for taxpayers.

The bill will be brought into Parliament shortly, and its passage could revolutionize India's tax enforcement scenario. It will, however, be opposed by privacy activists, digital rights groups, and citizens who are wary of government overreach. As concern about data privacy and government monitoring increases, the bill's future will rest on whether policymakers implement adequate measures to safeguard taxpayer rights while addressing evasion.

As part of a dramatic shift in educational policy, schools throughout the country are incorporating design thinking for social impact into their curricula. According to a study published in The Hindu, the goal of this new approach is to provide students with the creative, empathetic, and problem-solving abilities necessary to address important social and environmental concerns. Design for Social Impact: An Educationally Transformative Strategy

In a sharp policy change in the education sector, educational institutions across the nation are integrating design thinking for social impact in their curriculum. As a report featured in The Hindu indicates, this new strategy has the objective of putting students in a position to tackle consequential social and environmental issues through innovative creativity, empathy, and problem-solving skills.

Experts think design is more than looks—it's a powerful mechanism for creating social change. Integrating design learning with practical concerns, teachers are equipping students to be community change-makers.

As opposed to the conventional ways of teaching, this model is stakeholder-focused and community-centric. Students are led to confront social issues in a hands-on manner, partnering with policymakers, non-profits, and communities to create sustainable solutions.

This transition is set to transform education into making learning more impactful and goal-directed. Organizations that are implementing this framework are noting that students are getting a better appreciation of actual issues and complexity while acquiring problem-solving experience at the practical level.

This method not only gives students academic advantages but also prepares them for employment in social impact design. Professionals with the ability to combine creativity and social consciousness are in greater demand in fields including human-centered design, sustainability, public health, and urban planning.

As the need for socially conscious design solutions grows, educators are stressing how crucial it is that colleges and institutions prioritize impact-led learning. Incorporating design for social good may be the new education standard that not only determines future professions but also creates a more aware and active generation.

As more education institutions come to appreciate the importance of this process, the trend towards educating people in design for social impact will be a crucial factor in driving a more accountable and creative society.

Dr. James Donovan, a prominent forensic scientist of the Garda Technical Bureau, passed away. At the age of 80, Dr. Donovan passed away in Tallaght Hospital. He was a crucial prosecution witness at the trial of a man found guilty of helping to kill Lord Louis Mountbatten and three other people, including a 15-year-old kid, in 1979 when the IRA detonated his yacht in County Sligo.

Additionally, he had severe, life-altering injuries in 1982 as a result of a car bombing perpetrated by criminal Martin Cahill, also known as "The General." Dr Donovan continued to work for another 20 years after the accident and retired in 2002. Not only did his job advance the profession, but it also motivated an entire generation of professionals who followed him.

Aside from his professional achievements, Dr Donovan was a mentor and role model to many young scholars and practitioners. He is recalled by those lucky enough to work with him as a visionary who combined intellectual brilliance with a deep dedication to education and scholarship. His ability to challenge conventional wisdom and break barriers earned him a position of respect in his profession.

Condolence messages have been pouring in from all over the world, with the majority recalling his kindness, wisdom, and commitment to his work. Social media has been abuzz with tributes, as former students and colleagues share memories of his mentorship and how he impacted their careers.

Dr Donovan was born in Co Cork in 1944 and educated in science in Ireland, England, and the UK before becoming a forensic scientist in the civilian ranks of An Garda Síochána. He revolutionized and developed the use of forensic evidence in the investigation of crime.

He was described as an inventive director of Forensic Science Ireland and a remarkable servant to the State by the Minister for Justice. Additionally, the minister expressed his deepest sympathies to Dr. Donovan's wife, Mary, as well as his former coworkers at FSI and An Garda Síochána.

Dr. V.K. Paul, NITI Aayog Member (Health), has underlined the necessity for India to broaden its healthcare knowledge beyond medical school. Dr. Paul stressed the significance of developing a skilled health workforce that comprises nurses, technologists, and other medical professionals during a recent conference.

In the view of Dr. Paul, India's recent emphasis on medical education is still inadequate to meet the healthcare requirements of its huge and diverse population. He highlighted the fact that the nation lacks skilled healthcare providers in adequate numbers, especially in rural regions.

The existing healthcare education system is not sufficient to meet the needs of the healthcare industry," stated Dr. Paul. "We have to establish a more integrated and comprehensive healthcare education system that transcends medical education."

Dr. Paul had suggested that establishing a separate ministry or department for healthcare education and skill development could be a good first step. He also laid stress on public-private partnerships to establish more healthcare education and training schemes.

Technology-enabled learning platforms may also have a significant role to play in increasing healthcare skilling and education, Dr. Paul further added. Through technology, India can enhance access to healthcare education and training, especially in rural and disadvantaged regions.

The growth of skilling in healthcare beyond medical training is essential to solving India's healthcare issues. Through the development of a more diverse and skilled healthcare workforce, India can enhance the quality of healthcare services, diminish health disparities, and enhance health outcomes.

Sai Manogna Guthikonda, aged 17, has established a motivating benchmark by giving greater importance to focus rather than social media. She owes her brilliant performance—a 100 percentile score in JEE Main 2024—to one decisive action: deactivating her Instagram account.

By removing herself from social media, which ultimately helped her pass one of the most difficult tests in India. Her story serves as a reminder of social media's potential for distraction and the importance of striking a good balance between one's online and academic lives.

Joint Entrance Examination (JEE) Main is among India's most competitive exams, and it demands serious preparation and relentless focus. To avoid the distraction that social media can create, Sai Manogna deliberately avoided Instagram for some time. She was able to dedicate more hours to studying, which improved her efficiency and academic performance dramatically.

Hundreds of students who struggle to balance their studies and internet activities can relate to her story. Usually, the allure of conversing, following trends, and continuously scrolling through posts comes at the expense of useful study time. By removing this digital distraction, Sai Manogna was able to concentrate more effectively and with less distraction.

She discussed her experience and underlined the need to exercise self-control and setting clear priorities. "While social media can be a lot of fun, it can easily divert your attention. It was much easier for me to just study after I stopped using Instagram because I didn't have to constantly check my phone," she said. Her strategy highlights one of the growing worries for educators and parents.

Despite mounting privacy concerns among parents, educators, and advocacy groups, a federal judge has ruled in favor of Doge Team, an Elon Musk-funded education platform, permitting it to access and collect student data.

The move, announced on February 17, lets Doge Team collect and review students' academic records, internet browsing activity, and other personal data to strengthen its AI-based learning platform. While proponents claim this will revolutionize adaptive education, opponents caution about significant privacy hazards and data abuse.

Doge Team is an AI-based learning platform that uses machine learning algorithms and monitoring of data in real- to optimize student learning outcomes. According to the site, it provides performance data, adaptive learning tools, and personalized study plans to help students reach their maximum potential.

However, because of its data-based strategy, which requires unrestricted access to student data, there are now significant ethical and security concerns. Privacy organizations and academic institutions have strongly opposed the new verdict, raising concerns about serious dangers connected to the gathering and use of student data. 

A pernicious precedent has been created by this ruling, allowing corporations to extract student data under the guise of 'enhancing education.' Once that door is opened, it is hard for the uses to which such data is put to be policed," is stated by Lena Thompson, director of the Digital Privacy Alliance.

The federal judge determined that Doge Team's collection methods of data adhere to federal education statutes, including the Family Educational Rights and Privacy Act (FERPA), which regulates the access and use of student records. Legal professionals point out that this reading of FERPA potentially undermines student privacy protections, setting the stage for additional education technology platforms to require similar access.

The ruling will be challenged and legislated against, advocacy groups are already demanding more control over student data use. Simultaneously, Doge Team has said that it is working to develop its platform further and add new AI-based learning functionalities, sparking more controversy regarding technology in schools.

For those dreaming of design and innovation, getting admission is no longer a pain! In a breakthrough, many top design institutes in India have collaborated with the AIDAT Exam, presenting students with the facility of single-window, smooth admissions to many top design programs in the country.

Some of the esteemed institutions affiliated with AIDAT Exam are Galgotias University, Sharda University, Integral University, K.R. Mangalam University, and Mewar University. This tie-up is an important milestone toward streamlining design-oriented students' admissions, thereby making it more accessible and less cumbersome to receive world-class design education.

Why AIDAT? A Revolution in Design Admissions

A reputable national entrance exam, the AIDAT connects gifted students with top-tier design schools. Students are no longer obliged to go through numerous admissions procedures for different universities thanks to its user-friendly, single-window application system. Applying to prestigious design schools is made simpler and less stressful by this unified method.

Since design jobs are in high demand in fields like fashion, interior design, product design, UX/UI, animation, and communication design, the first step is to get admitted into a prestigious design school. AIDAT Exam makes it possible for more students to obtain top-notch design education by broadening the scope of these institutions.

These institutions provide world-renowned instructors, industry partnerships, and state-of-the-art curriculum that allow you to develop your creative abilities and turn ideas into physical reality, whether your goal is to produce cutting-edge fashion collections, space-age habitats, or virtual experiences.

AIDAT Exam is revolutionizing the way students enter the design field by combining leading design schools with a methodical admissions procedure. For the creative minds, there will be no more complicated application procedures—just a simple, efficient, and transparent admittance process.

If you’re a design-focused student looking to make your mark in the industry, this is your opportunity! Apply through AIDAT Exam and take the first step toward a transformative design education.

Future forensic science students must get ready for the upcoming entrance exam as the AIFSET 2025 online registration period ends on February 21, 2025. Students can pursue professions in crime investigation, forensic analysis, and scientific research by passing the national exam, which opens the door to the best forensic science programs in India.

AIFSET 2025 will be held online on February 22, 2025, from where candidates can appear for the examination using their mobile, laptop, or desktop. The result will be announced promptly on February 25, 2025, to maintain a smooth admission process. As such, it is important to know the question paper pattern for effective preparation.

Question Paper Pattern for AIFSET 2025

The AIFSET 2025 question paper is framed in such a way as to test the knowledge of the candidates in forensic science, basic sciences, logical reasoning, and general awareness. The question paper has 100 multiple-choice questions (MCQs), each worth 1 mark, for a total of 100 marks. The duration of the test is 60 minutes, and the medium of communication is English.

A notable feature of the AIFSET 2025 is its student-friendly marking scheme. Candidates will be awarded +1 mark for each correct answer, but there is no negative marking for incorrect responses. This allows test-takers to attempt all questions without fear of losing marks for wrong answers, encouraging them to maximize their score.

Exam Format and Preparation Strategy

Because the AIFSET 2025 exam will be online, students need to have a stable internet connection and an appropriate device for the test. Practicing mock tests to get familiar with the online exam interface can prevent technical problems at the last minute.

Candidates must prioritize basic forensic science principles, logic, and analytical thinking in order to do well on the test. Performance can be enhanced by reviewing past years' question patterns, rehearsing sample papers, and managing time throughout the test.

Candidates must move quickly to secure a spot as AIFSET 2025 registrations are set to close. The exam's structure is fair and focused on the needs of the students, giving everyone who wants to work as a forensic scientist a decent chance. The key to passing the test will be early preparation, effective time management, and a thorough understanding of the format of the questions.

Don't miss this chance if forensic science is your dream! Submit your application by February 21, 2025.

Aspiring medical professionals looking to enroll in allied health programs in India must pass the Graduate Allied Health Entrance Test (GAHET) Paramedical, formerly known as the AIPMCET. By changing the name of the test, GAHET hopes to provide a uniform method for assessing applicants for undergraduate, graduate, and diploma programs in the paramedical profession.

In light of the growing need for qualified allied health professionals, the 2025 counseling process is essential to guarantee that students get admitted to the top universities according to their choices, credentials, and career goals.

Following the announcement of the GAHET 2025 results, candidates must go through the counseling process to be admitted. The following are the main steps in the process: First, the candidates must select their preferred allied health college and course based on factors such as faculty, specialization, facilities, and placement chances. The options include diploma programs in allied health, post-twelfth-grade undergraduate courses, and advanced courses following graduation. Second, the documentation and application Together with the necessary paperwork, including identification documents, academic certificates, and other qualifications, a completed application form should be submitted. Third, Seat Allocation & Confirmation: Seats will be distributed to candidates according to availability and merit. 

The GAHET Paramedical 2025 counseling procedure is essential for connecting students with the most appropriate schools. It is impossible to overstate the importance of structured counseling given the evolving landscape of healthcare education. Making the Correct Course Choice Counseling, which offers a wide range of paramedical specialties, assists candidates in identifying employment options and choosing a course that aligns with their goals.

Access to Up-to-Date Information: Since colleges, entrance standards, and deadlines vary from one another, students must stay informed through counseling sessions. Improved Placement Opportunities The best paramedical schools in India offer internships, industry partnerships, and hands-on training; therefore, obtGAHET Paramedical 2025: An All-Inclusive Handbook for Admission and Counseling

A groundbreaking step toward standardizing exams for students aspiring to work in the media industry was taken with the introduction of the Global Media Common Entrance Test (GMCET) by the Global Media Education Council (GMEC). The goal of this historic endeavor is to establish a standard for students taking media education courses worldwide.

With esteemed members representing a wide range of disciplines, GMEC plays an active part in informing learning methods, assessment instruments, and talent acquisition for media schools. The Council also seeks to act as a go-between for media teachers, students, and recruiters from the industry, to have academic courses mirror changing industry requirements.

GMEC is first being set up in India as a non-profit entity, complying with Indian law. The Council does have big plans to grow, though, with national chapters in various nations and an international governing body to oversee media education standards globally.

There are many advantages to getting evaluated for a media job. First of all, it enables people to assess whether they are qualified for a career in this industry. Expert guidance on a range of media specializations, possibilities, and necessary skills is also offered by academic and industry professionals. After finishing, students obtain a standardized score that many Indian universities accept, giving them priority entrance. Additionally, through GMEC member universities, this assessment provides access to intriguing professional prospects such as internships, live media projects, and placement chances.

One of the top Indian education portals, EdInbox.com, helped design and support the GMCET concept. The portal's management team will play a key role in helping the Council accomplish its objectives effectively. This action is a huge step toward bridging the gap between academia and business by introducing a structured, standardized, and globally recognized approach to media education

A national exam called the All India Design Aptitude Test (AIDAT) is used to assess applicants' aptitude and skill in the design field. The following are crucial details you need to be aware of if you plan to participate in AIDAT 2025:

Exam Structure and Length

There are 100 multiple-choice questions (MCQs) about AIDAT 2025, and you have 60 minutes to respond. One of the main advantages of this test is that applicants can tackle every question without worrying about receiving a lower score because there is no penalty for incorrect responses.

Candidates who want to do well on AIDAT 2025 should: Review pertinent study materials available on the official AIDAT website.

To gain a better understanding of the exam format, practice sample questions and mock exams. Learn important design ideas to improve their foundational knowledge. To complete the test in the allotted time, practice time management. During the registration process, candidates who plan to take the AIDAT 2025 exam must pay an examination fee of Rs. 2000. For information on further application requirements and payment deadlines, it is recommended to visit the official website.

The significance of the AIDAT test

An essential tool for identifying qualified applicants for design-related fields such as fashion, industrial, graphic, and UI/UX design is the AIDAT exam. Gaining admission to prestigious design schools and promising employment opportunities can be achieved by passing the AIDAT.

How long do design courses last?

Following AIDAT, The length of time needed to complete design courses following AIDAT varies depending on the program chosen. Applicants may pursue:

• certificate programs that are only a few months long.
• Bachelor's degree programs typically last three to four years (B.Des).
• Master's degrees (M.Des.) typically last two years.
• Top Design Programs with the Highest Pay Potential

Depending on market demand and skill specialization, certain design courses offer higher compensation possibilities. The design professions with the highest salaries are:

• Fashion Design: Possibilities for luxury and international fashion firms.
• The most demanding in IT organizations for creating user-friendly interfaces is UI/UX design.

Industrial design is the process of creating cutting-edge goods for the manufacturing and technology sectors. Young designers have a great opportunity to showcase their skills and get accepted into respectable design schools during AIDAT 2025. With adequate study and understanding of the test format, candidates stand a good chance of passing and can launch a lucrative career in design.

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.