Just like a healthy diet supports our body, the right mental diet is also very important for the development of our mind and creativity, stated Yuvraj Malik, director of the National Book Trust, at a 'Mee Lekhak Honarach' workshop held at Savitribai Phule Pune University, on Saturday. He added that the kind of reading, writing, and thinking one does is what actually determines their outlook and creativity, and he therefore invited the budding writers to be selective about the literature they consume.

Organised as a four, day event, the workshop brought together the National Book Trust, Savitribai Phule Pune University, and Samarth Yuva Foundation, with a shared intention of motivating the youth to take up writing as a regular habit and making them aware of the power of writing by understanding its role in making history and changing society. Place- based learning and interactive activities, with listening and speaking techniques, were some of the tools which helped to illustrate that writing is an art, and that one's observing powers and literary knowledge can be used to good effect in national development.

Malik shared a 10+1+1 formula10 pages of reading, 1 page of writing, and 1 minute of speaking daily, an effective method to build a robust literary identity. He pointed out that without facts, statements are just words, so he motivated the students to focus on doing research and writing based on it.

 "The better the content we consume, the better we produce," he remarked, recommending a selection of books for young writers.

ng young authors, and encouraged students to harness their creativity without fear of judgment. "You can transform society through writing. Never crush your creative instincts," he advised.

Vice chancellor Dr Suresh Gosavi praised the Pune Book Festival for fostering a reading culture and highlighted the workshop’s role in preparing new writers. “Such initiatives help students improve their comprehension and research-based writing skills,” he said.

The event also featured the launch of Dr Sadanand Bhosale’s poetry collection 'Main Zinda Hoon', followed by an engaging discussion on literary pursuits.

Usually chocolate is the first thing we think of when talking about indulgence, comfort and celebrations. But every chocolate bar has a tale that is not often told, the environmental cost of its production. From carbon emissions to deforestation and water use, chocolate production has a bigger environmental impact than most consumers realise. Furthermore, as the effects of climate change continue, the sustainability of the cocoa and chocolate industry is a matter of serious debate worldwide.

The Environmental Impact of Chocolate

There are quite a few reasons for which industrial chocolate production has a high carbon footprint, but the most substantial are agriculture and deforestation. For 1 kg of chocolate, the amount of total greenhouse gas emissions is about 47 kg CO2e. The life cycle analysis of 40g milk chocolate bar reveals that nearly 200g of CO2e is emitted for the production of the bar (mostly caused by land use change, and limited but significant processing and supply chain factors) carbon emissions mostly come from land, use change, along with processing and supply chain factors.

Take a look at nature's carbon cycle, for instance, to grasp the scale of this effect. A fully grown tree captures around 22 kilograms of CO2 per annum. Multiply this by the vast number of chocolate bars eaten worldwide, and the environmental price begins to stand out.

The Environmental Problems Associated with Growing Cocoa

The sustainability discussion regarding chocolate is not just about declarations.

Water footprint, To make a 100, gram chocolate bar, almost 1, 000 litres of water are needed. On the other hand, the same water could yield much bigger amounts of other types of crops.

Deforestation, Most of the world's cocoa production has come at the cost of forest clearance. Soil deterioration and chemical dependency, Mono, cropping and use of chemicals lead to soil pollution and herbicide resistance.

Exploitation of children, There have been cases of child labour in the cocoa plantations of various regions. Packaging pollution, Chocolate bars are often wrapped in single, use plastic which ends up in rubbish dumps.

Considering all these factors, it is no surprise that the chocolate industry has been singled out and called upon to make a switch to more eco-friendly production methods.

A Shift Toward Sustainable Chocolate

In response, some emerging chocolate brands are trying to reshape how cocoa is produced, processed and packaged. The goal is to move towards zero-waste production, reduced carbon footprints and ethical supply chains.

Sustainable chocolate initiatives focus on several key areas:

• Supporting environmentally responsible cocoa farming
• Reducing plastic packaging and encouraging recycling
• Promoting ethical labour practices
• Minimising waste throughout the production cycle
• Encouraging mindful consumption rather than over-indulgence

This shift aligns closely with the United Nations Sustainable Development Goals (SDGs), which call for responsible consumption, climate action and sustainable industry practices.

Rethinking Chocolate Consumption However, the sustainability advocates are not giving an ultimatum to the chocolate lovers by asking them to stop consuming it. Rather, they are inviting them to be mindful when consuming chocolate i.e., to recognize chocolate as an art product instead of a product for mass consumption.

In essence, it is no different from the culture of fine coffee or artisanal tea i.e., you consume less but with a deeper level of appreciation and are more aware of the origin.

The Future of Climate, Responsible Chocolate In the face of ongoing climate change, the chocolate industry finds itself at a crossroads. Effective implementation of sustainable agricultural practices, responsible sourcing of products and green packaging may be the determining factors not only in sustaining cocoa production but also allowing it to thrive for years to come.

With regard to chocolate consumers, the takeaway is clear: behind every chocolate bar is a journey encompassing the farmer and the environment. Opting for chocolates made from sustainable production and moderating their consumption are two ways that might pave the way for future generations to savor one of the world's most popular indulgences, without damaging our planet's health.

The task is therefore not to give up rice but to alter the ways in which rice is produced. A very good way of doing this is to drain the paddy fields once in a while instead of always keeping them flooded. Doing so allows the soil to get oxygen and the emission of methane can be reduced by over 40 per cent while the effect on the crop yield is minimal.

Nevertheless, it is still quite tough to habituate on a large scale such nature, friendly farming methods. Besides that, agricultural systems that support subsidies and those other water wasting methods of rice cultivation contend with the problem. Considering that rice is the crop grown on more than 51 million hectares in India, the transformation of the system needs government coordination through policy changes, the support of farmers, and the contribution of scientists.

Experts say that each flooded paddy field functions like a slow and invisible exhaust pipe. With India producing roughly 150 million metric tonnes of rice annually and recently surpassing China to become the world’s largest producer, the cumulative climate impact becomes substantial.

Beyond methane emissions, rice farming also demands enormous amounts of water. Continuous flooding often drains groundwater reserves, especially in regions where irrigation systems are already under pressure. The widespread practice of monoculture—growing the same crop repeatedly on the same land—can further degrade soil health, reduce nutrients, and increase dependence on pesticides and fertilisers.

Studies tracking hundreds of paddy fields across India have found that methane emissions from rice cultivation have steadily increased over the past five decades.

Climate Change Turning Against RiceThe link between rice and climate change is a two way street. The heat that rice production partly causes is now coming back to damage the crop itself.

Changing patterns of rainfall, higher temperatures, and irregular weather events are making rice farming more and more uncertain. Climate predictions indicate that India might lose anywhere between 3 and 22 per cent of its rice production due to climate- related factors by the end of the century.

Even though drought is the main threat, too much rain can also be very harmful. When rain goes beyond a certain limit, it can ruin crops, harm roots, and decrease yields instead of helping the plants to grow.

Why Rice Is Hard to ReplaceIn spite of the environmental worries, getting rid of rice is not a simple fix. In fact, for lots of communities in India, rice is an integral part of food habits, cultural practices, and geographic identities. In certain regions, it even continues to be the cheapest and most readily available staple.

According to experts, no other crop at the moment can replace rice so effortlessly that it integrates well into cultural and dietary systems.

A Way Forward for Climate, Smart Rice

The task is therefore not to give up rice but to alter the ways in which rice is produced. A very good way of doing this is to drain the paddy fields once in a while instead of always keeping them flooded. Doing so allows the soil to get oxygen and the emission of methane can be reduced by over 40 per cent while the effect on the crop yield is minimal.

Nevertheless, it is still quite tough to habituate on a large scale such nature, friendly farming methods. Besides that, agricultural systems that support subsidies and those other water wasting methods of rice cultivation contend with the problem. Considering that rice is the crop grown on more than 51 million hectares in India, the transformation of the system needs government coordination through policy changes, the support of farmers, and the contribution of scientists.

India's Long Standing Food Item

Rice has been majorly responsible for India's food over the years but the climate change is bringing a new angle on production of this major cereal. If sustainable farming and policy reforms do not happen in time, the very grain that will feed the multitudes could be the one that nearly falls under food insecurity.

In such a case, rice would gradually become something other than a typical staple; it might even become a luxury for some households. Considering that rice is deeply integrated into the culture as well as the diet of a country, the consequences could be quite severe.

The Government of India’s push to strengthen the Animation, Visual Effects, Gaming and Comics (AVGC) sector has gained momentum as the Indian Institute of Creative Technologies (IICT) has started groundwork for setting up AVGC content creator labs in 15,000 schools and 500 colleges across the country.

The initiative was initiated by Union Finance Minister Nirmala Sitharaman in the Union Budget speech on 1st February, in which she also revealed a plan to allocate 250 crore for developing creative technology infrastructure for students. The proposal is basically designed to equip the youth of India for the rising demand in the AVGC industry globally, the industry that is expected to require nearly two million professionals by 2030.

As per the figures given by IICT authorities, the new labs would become advanced creative studios where students will be able to work with the software, tools, and production pipelines currently used in animation, gaming, visual effects, and digital storytelling and get their learning hands- on.

IICT held a workshop involving multi, stakeholders and representatives from government and industry bodies, academia, and policy institutions such as NITI Aayog, the Ministry of Education, and the Ministry of Skill Development and Entrepreneurship on the spot with the participation of a total of 75 people. The discussions to determine the laboratories' roadmap were also attended by officials from state governments, industry councils, and academic experts.

The talks were concentrated on incorporating the program with the objectives of the National Education Policy 2020 so that the students get the right balance of both foundational exposure and specialized training in the fields of creative technology. The participants, on the other hand, highlighted the importance of mentorships and the development of original intellectual property (IP) as a means to enhance global employability and promote creative entrepreneurship among students.

Established by the Ministry of Information and Broadcasting in partnership with the Government of Maharashtra and industry bodies under a public-private partnership model, IICT functions as India’s flagship centre for AVGC-XR education and innovation.

Currently operating from the campus of the National Film Development Corporation in Mumbai, IICT offers 18 specialised programmes, including diploma courses, undergraduate diplomas, and short-term certificate programmes in emerging creative technologies.

Varanasi has entered the Guinness World Records by planting 2,51,446 saplings within one hour during a mega plantation drive at the Sujabad Domari area on Sunday, surpassing China’s 2018 record of 1,53,981 saplings.

The record was confirmed by Guinness World Records adjudicator Rishinath after verification through drone surveillance and a digital counting system. The certificate was presented to Mayor Ashok Kumar Tiwari and Municipal Commissioner Himanshu Nagpal at the site.

The UP government, in a statement, informed that the plantation was made over almost 350 bighas, developed as an urban forest through the coordination between the Varanasi Municipal Corporation and various government departments, institutions, and social organizations.

The forest was separated into 60 sectors, each sector was named after the famous ghats of Kashi like Dashashwamedh, Manikarnika, Kedar, and Lalita. In each sector more than 4, 000 saplings were planted.

Officers stated that the work included 27 native species like sheesham, Arjun, teak, and bamboo, along with the fruit, bearing trees such as mango, guava, and papaya, and medicinal plants like ashwagandha, shatavari, and giloy were also planted.

“The miyawaki technique has been used to enable dense and faster growth, and the area is expected to develop into a dense green cover within two to three years,” an official said.

The campaign saw participation from personnel of the Indian Army, NDRF, CRPF, Civil Defence and the Provincial Armed Constabulary, along with teams from the Forest and Agriculture departments, Namami Gange, DUDA, and the Municipal Corporation. Thousands of students, NCC cadets, and NSS volunteers from local educational institutions also took part.

To ensure survival of the saplings, a 10.8-km pipeline network has been laid, supported by 10 borewells and 360 rain gun systems for irrigation, the government said.

Officials said the project is likely to create revenue for the Municipal Corporation through the terms of an agreement with a private agency, and income is estimated to start from year three.

Mayor Ashok Kumar Tiwari mentioned that the move shows Kashi's dedication to environment conservation and at the same time, they rolled out their ecological objectives along with economic planning for the long term.

Visitors filled the Raman Research Institute on Saturday, learning about the sciences through displays ranging from a live satellite feed to demonstrations of more basic concepts. Numbering well over a thousand and largely consisting of schoolchildren, they visited the institute for National Science Day, which marks the anniversary of the Raman Effect discovery.

This is the 98th anniversary of the discovery.

Several sections of the institute that are not always open to visitors were also open. One of these was the Raman Museum that mainly exhibits the items of Sir C V Raman's personal collection. The collection consists of a large number of minerals and fossils, musical instruments, and even a fragment of rock from the Hiroshima atomic bombing. The other one, the Archival Gallery, shows the detailed chronology of C V Raman's life and his discovery along with that of the Raman Institute, also a brief presentation of curiosities such as the different international awards Raman received and the species of trees planted in the institute.

Besides this, there were also some fun activities like a treasure hunt and a quiz meant for the children who were visiting. The institute also held a Meet The Scientist session in which scientists from RRI in different fields participated. Dozens of stalls were also set up featuring experiments organised by different sections of RRI, alongside displays from outside parties.

One example was the RRI's Electronic Engineering Group which showed a satellite dish receiving images from orbit and decoding the data to display phenomena like weather over India and cloud temperature.

Among the student visitors were some of the other prominent attendees at the event, including Malleswaram MLA C N Ashwath Narayan. Speaking to indianexpress.com, he said, "This is a really good initiative, an excellent celebration of Science Day. I also spoke with several students today. I was very happy to see their curiosity."

Professor Tarun Souradeep, Director, RRI, said, "The response is very encouraging. We are glad it is growing, and it has to grow more."

In response to a query on the ability of such events to sensitise youngsters, he said, "To me, that is very important. India has a very large latent talent pool for science, which has not been used... Much of the talent does not get exposed enough to go forward."

He added, "Most exhibits are made here and focus on basic sciences rather than trying to wow visitors... Science ultimately reaches people when it is accessible. If it is packaged very glamorously, people may enjoy it if they see it, but never think they can also be a part of it."

Millions of students take NEET every year for admission to MBBS courses. But there are only a few seats allotted for NEET every year. This leads to frustration for lakhs of students whose dreams of becoming a doctor get crushed. Students often don’t know that there are several other careers in healthcare that are promising. Whether it is nursing, physiotherapy, biotechnology, or medical lab technology, there are several professional courses through which students can build a successful career in healthcare without NEET.

The evolving healthcare sector needs professionals like nurses, lab technologists, pharmacists, radiology technicians, nutritionists and public health experts. With increasing growth of hospitals, diagnostic centres, pharmacies, and health-tech startups, there is a huge scope for these professionals.

Top Medical and Healthcare Courses Without NEET

1. BSc Nursing

Bachelor of Science in Nursing is among the most popular healthcare courses for students interested in patient care and hospital services. The four-year programme focuses on clinical training, community health, and hospital management. Graduates can work as registered nurses, ICU nurses, or public health professionals with starting salaries ranging from ₹3.6–₹6 lakh annually.

2. Bachelor of Pharmacy (BPharm)

Bachelor of Pharmacy prepares students for careers in medicine manufacturing, testing, and pharmaceutical research. Graduates can work as pharmacists, drug inspectors, medical representatives, or clinical researchers. Entry-level salaries typically range between ₹3.5–₹6 lakh per year.

3. Bachelor of Physiotherapy (BPT)

Bachelor of Physiotherapy is ideal for students interested in rehabilitation and physical therapy. The 4–4.5 year course trains students to treat injuries and mobility disorders. Career options include sports physiotherapist, rehabilitation expert, or clinical physiotherapist, with salaries ranging from ₹3–₹7 lakh annually.

4. BSc Medical Laboratory Technology

Bachelor of Science in Medical Laboratory Technology focuses on diagnostic procedures such as blood and urine tests. Lab technologists play a crucial role in disease diagnosis and treatment planning. The course duration is three years and salaries can range from ₹4.5–₹6.5 lakh annually.

5. BSc Radiology and Imaging Technology

Bachelor of Science in Radiology and Imaging Technology trains students in imaging techniques like X-rays, CT scans, and MRI. Radiology technologists are highly sought after in hospitals and diagnostic centres, earning between ₹4–₹10 lakh per year.

6. BSc Nutrition and Dietetics

Bachelor of Science in Nutrition and Dietetics focuses on health, diet planning, and disease prevention through nutrition. Graduates can work as nutritionists, dietitians, or health coaches, earning ₹3.5–₹7.5 lakh annually.

7. BSc Biotechnology and Biomedical Science

Courses like Bachelor of Science in Biotechnology and Biomedical Science open opportunities in pharmaceutical research, medical technology, and clinical trials. Graduates often work as research assistants, scientists, or clinical research associates.

An Increasing Workforce in Healthcare Industry

Health awareness, better technology and equipment, and increasing healthcare infrastructure are helping the allied medical professions demand trained workforce. These courses offer wonderful career opportunities to non-Neff students who wish to work in a fulfilling and well-paying job in the medical and healthcare industry.

In a major anti-drug screening drive in Bengaluru, police authorities have reported that 31 students tested positive for drug consumption during inspections conducted across educational institutions in Bengaluru. The operation was carried out in the Vijayanagar area as part of the Karnataka State Police department’s newly launched anti-drug initiative called Sanmitra.

According to police officials, the initiative aims to address the growing concern of drug addiction among students and youth in Karnataka, while promoting a compassionate and corrective approach rather than a purely punitive one.

The drive was conducted as part of Karnataka State Police department’s newly introduced initiative called “Sanmitra” aimed to address the serious issue of drug addiction, which has been severely impacting the youth across the state, they said.

This initiative aims to adopt a transformative approach to find solutions and take compassionate steps towards building a drug-free society, police said.

According to police, as part of this directive, on March 4, under the leadership of DCP West Division Yatheesh N, inspections related to drug consumption were conducted within the limits of Vijayanagar Sub-Division police stations under Bengaluru City Police Commissionerate.

With the consent and no-objection certificates obtained from the management of six educational institutions and two hostels, inspections and checks were carried out.

“Urine samples were collected from more than 1,200 students, out of which 585 samples were randomly tested, and 31 samples were found to be positive,” police said in a statement.

The operation was conducted with the full cooperation of officers and staff of local police stations, along with doctors, technicians, and staff from nearby hospitals, police said.

Necessary arrangements will be made to provide counseling with mental health professionals and to ensure required medical support for those in need, they said.

The identity and family details of individuals tested will be kept strictly confidential, police assured.

A 23-year-old woman was diagnosed with a panic attack following an earthquake scare, according to a medical prescription dated February 27, 2026.

The prescription, issued by Dr. Sumit Saha, a consultant physician and neuropsychiatrist, records the patient’s name as Arpita Dey, aged 23. The diagnosis noted on the document states “Panic attack following earthquake.”

A reading taken during the check showed the heart beating 122 times each minute, though values might shift slightly on repeat tests. Blood pressure stood at 110 over 80 millimeters of mercury when recorded by hand. Oxygen levels reached full capacity, no shortage detected in circulation. When pulses climb like this, experts often link it to sudden emotional strain rather than physical illness. One clue could lie in how tense the person felt right before measurements.

A pill for anxiety shows up on the list, Zapiz at 0.25 mg, followed by Panazep LS or Paxonil Plus LS instead of it sometimes, plus capsules called Pazop DSR mixed in. Two weeks later, a check in makes sense. Some lab work got flagged too, needed down the line.

How natural disasters affect mental health

Folks who study minds say quakes smash buildings, yet also mess with thoughts just as much. Out of nowhere, a jolt like that might spark panic, even if someone never felt anxious before.

A sudden shake might stop, yet minds keep feeling it, so says Dr. Amit Dias, a psychiatrist based in Goa.

“Earthquakes do not end when the tremors stop. For many survivors, the psychological aftershocks continue for months or even years. It is common for people to experience anxiety, sleep disturbances, fear of entering buildings, and in some cases Post, Traumatic Stress Disorder (PTSD), he said.

It turns out some folks carry invisible scars long after disaster strikes. One report showed up to one in five people might struggle months later. Trauma tends to stick around when bodies are hurt, connections broken, or homes lost. The deeper the shock, the heavier the mental load often becomes.

However, Dr. Dias emphasised that most stress reactions are normal and tend to improve with time and social support. Early psychological first aid, community support systems, access to counselling, and timely mental health care can prevent long, term complications. Recognising distress early and seeking help without stigma is crucial. Disaster response must address not only physical safety, but emotional recovery as well, he said.

Finding yourself anxious, heart racing, passing out, or struggling to sleep following a trauma? Doctors suggest reaching out for help without delay. Talking to someone trained might make things clearer. A checkup could rule out physical causes. Support comes in many forms, not just pills. Sometimes simply sharing what happened shifts something inside. Getting care early often eases longer, term strain. The body holds onto stress in surprising ways. Night after night of broken rest takes its toll. Moments of panic can feel endless when alone. Professional guidance isnt about fixing fast, its about understanding better. Help exists because healing rarely travels straight lines.

A Class 10 student collapsed and died while appearing for her Madhya Pradesh Board examination in Morena district on Tuesday. Doctors have suspected a possible heart attack, though the exact cause of death will be confirmed after the post-mortem report.

The incident occurred at Pandit Nehru Part Two College examination centre in Banmore. Varsha Kushwah, a student of St. Paul School, was writing her Mathematics paper when she suddenly fainted inside the examination hall.

According to school authorities, Varsha became unconscious during the exam. Invigilators and staff members immediately responded, informed her family, and attempted to administer first aid. She was rushed to a nearby hospital, where doctors declared her dead.

Her family later took her to Gajra Raja Medical College (Jay Arogya Hospital) in Gwalior for further confirmation. Doctors there also confirmed her death.

Morena Collector Lokesh Kumar Jangid expressed grief over the incident and said preliminary medical inputs pointed to serious health concerns. “The death of the student is extremely unfortunate. I personally contacted doctors in Gwalior regarding the case. Based on the preliminary report, it has emerged that the student was severely malnourished and was also suffering from acute anemia. It is possible that she suffered a heart attack. The exact cause will be clear after the post-mortem report,” he said.

Varsha’s uncle, Avdhesh Kushwah, stated that she appeared healthy when she left home for the examination. “My younger brother Ajay Kushwah had taken Varsha and her brother to the examination centre. She was completely fine when she went inside. We do not know what happened after that,” he said.

He added that shortly after the exam began, centre staff called Ajay inside, informing him that her condition had worsened. “When he reached there, teachers were massaging her hands and feet. With the help of the school staff, Ajay took her to the hospital,” he said.

Police have initiated an investigation, and authorities are awaiting the post-mortem report to determine the precise cause of death.

In a major shake up of curriculum that reflects National Education Policy 2020, NCERT has revealed that Ayurveda will be part of science educational material for classes 6, 7, and 8. This step is directed towards merging India's age- old knowledge systems with modern scientific education.

Ayurvedic Concepts in Updated Textbooks

NCERT chief Dinesh Prasad Saklani has stated that the updated science syllabus will reveal the basic major features of Ayurveda in an easy and generally scientific manner

Students of Class 6 will learn a list of 20 basic Ayurvedic ideas, especially those connecting physical health, mental function, and lifestyle habits.

The point is to help the pupils get an idea of health beyond the clinical words and identify preventive care as part of the daily routine.

Class 8 will be given a separate unit The union of Body, Mind, and Environment which will illustrate aspects of dinacharya (daily routine), seasonal adjustment, and living in harmony with nature, the Ayurveda era philosophy's main pillars. The science course will show that science is not only a medium of technical progress, but also a means of obtaining balanced nature and health.

Expansion into Higher Education

The integration effort is not limited to school education. The University Grants Commission, in collaboration with the Ministry of AYUSH, is working on developing structured modules to introduce Ayurvedic studies at the undergraduate level.

Union AYUSH Minister Prataprao Jadhav stated that Ayurveda and allopathy shouldn't be considered as competing systems but complementary ones. He further added that joining modern medical science with traditional healing knowledge would enable India to have a more inclusive and holistic healthcare framework.

Reviving the Indian Knowledge System

This move is a reflection of NEP 2020s extensive dedication to the revival of Bharatiya Gyan Parampara or Indian Knowledge System. The aims are to develop a respect for indigenous sciences, raise awareness of preventive health measures, as well as to provide a balanced perspective of tradition and modernity.

Updated textbooks are planned to be introduced in the 2026 academic session, and teacher training programs will be held so that the implementation will be trouble, free.

Education experts see this change as a revolutionary one that redefines the boundaries of science education by incorporating cultural roots, sustainability, and well, being as equally important aspects along with innovation and research.

The 57th Convocation Ceremony of the Indian Institute of Mass Communication (IIMC), now a deemed-to-be university, was held on Friday at its New Delhi campus. This marks the first graduating batch since IIMC was granted deemed university status in January 2024 — a significant milestone in the institute’s academic journey.

Vice President C. P. Radhakrishnan graced the occasion and laid the foundation stone for a new academic block, signalling a major infrastructure expansion at one of India’s leading mass communication institutes.

VP C. P. Radhakrishnan on Media Responsibility and Nation-Building

Addressing the gathering, the Vice President emphasised the responsibility of journalists and communicators in shaping national discourse. He said media professionals must not ignore challenges but should also highlight progress and nation-building efforts.

Speaking directly to graduating students, he noted that communicators shape aspirations, amplify national priorities, and craft narratives that inspire development. Creativity, he stressed, is not merely a commercial instrument but a catalyst for social transformation.

The Vice President further underlined that while technology and digital platforms continue to evolve, the core values of journalism — accuracy, fairness, integrity, and accountability — must remain non-negotiable. He urged graduates to practise purpose-driven communication and contribute towards building a confident and inclusive India.

Ashwini Vaishnaw Announces Fellowship Programme at IIMC

Union Minister for Information & Broadcasting, Electronics & IT, and Railways, Ashwini Vaishnaw, described IIMC as one of India’s premier media institutions with a strong placement record and graduates widely sought after in the industry.

He announced that from the next academic session, IIMC will introduce a Fellowship Programme for journalists. The initiative aims to enable specialisation in emerging and critical domains such as technology, economy, and strategy, thereby strengthening research capabilities and domain expertise in Indian journalism.

The Minister also highlighted the establishment of an incubator at IIMC, encouraging innovation and media entrepreneurship. He appreciated startups emerging from the institute, including one that is transforming Indian folk tales into technology-driven storytelling formats. Vaishnaw further stressed the importance of “Gen Bharat” in shaping India’s future trajectory.

IIMC Convocation 2026: Graduation Highlights

At the ceremony, 509 students from nine postgraduate diploma programmes across six campuses were awarded diplomas. A total of 35 medals, including 23 accompanied by cash prizes, were presented to toppers.

Currently, IIMC offers eight PG Diploma programmes along with multiple MA programmes. The institute is set to expand further, with three new MA courses scheduled to begin from the 2026–27 academic session.

With its new deemed university status, expanded academic offerings, infrastructure development, and industry-focused initiatives, IIMC is positioning itself as a key hub for journalism and mass communication education in India.

Being a doctor through MBBS is a dream to many Indian students. The road is very competitive. Lakhs of students are taking the NEET every year to get the limited slots while only some crack and only a handful are able to pursue it. The dream of healthcare is not dead, even though MBBS seems unattainable.

The paramedical courses provide science students with a viable and stable career in the medical field. They are trained in diagnostics, therapy and emergency care that assist doctors and hospitals. Skilled paramedical staff is very important in healthcare systems.

The following are five reasons why pursuing paramedical courses can be a good career option in case MBBS feels difficult.

1. The Healthcare Industry has a high demand.  

One of the rapidly developing industries in India is healthcare. Skilled staff is required in hospitals, labs, emergency units and rehab centres. Diagnosis and treatment require the services of lab techs, radiology techs, and physiotherapists. As the number of lifestyle diseases increases and health care facilities continue to be expanded, the demand for trained paramedical workers is on the increase.

2. Shorter Course Duration  

The paramedical programmes have the greatest advantage of being short-term. Whereas an MBBS requires approximately five and a half years with internship, most paramedical courses require two to four years. Students are able to enter the labour force earlier and begin to acquire practical experience earlier.

3. Wide Range of Career Options  

Paramedical training has a variety of specialisations. Popular courses include:  

• Medical Laboratory Technology.  
• Radiology and Imaging Technology.  
• Physiotherapy  
• Operation Theatre Technology  
• Emergency Medical Technology.  

These areas allow you to work in hospitals, laboratories, research centres and rehabilitation clinics.

4. Prospect of working in the Medical Field.  

Those students who are keen on healthcare and cannot find a seat in the MBBS can also be closely engaged in working with doctors and patients. Experts in these positions assist in diagnosing, supporting treatment and recovery. Their services are vital in the smooth running of healthcare systems.

5. Expanding International Business.  

In India, paramedical skills are appreciated in the foreign countries as well. Complex health systems require technicians, therapists and emergency personnel. Graduates will have an opportunity to work in the position of private hospitals, international health organisations, and specialised centres with the necessary qualification.

MBBS is not the ultimate way to a successful career in healthcare. Paramedical training offers on-the-job training, good career opportunities, and an opportunity to make a significant contribution to patient care.

Paramedical education is a viable alternative to MBBS because it is scientific and healthcare-related to students who find it very competitive. As the healthcare needs and the infrastructure continue to expand, the role of trained paramedical professionals will continue to remain crucial in the future of medicine.

Are you someone confused between traditional media education and modern media education? In India media courses have evolved. Conventional courses were on print journalism and radio, whereas the current courses are on digital marketing, social media and AI content creation. The following guide clarifies the differences to the students of Bhubaneswar, Delhi, or any other location that may be seeking the differences in media education, the best mass communication course in 2026, or the reason to study contemporary media.

What is Traditional Media Education?  

The education of traditional media revolves around the traditional mass communication mediums. Consider newspapers, television news, radio and film production of the 20th century.

Key Features:

1. Curriculum: Print journalism, radio jockeying, television reporting, advertising fundamentals, public relations.  
2. Instructional Method: lectures, heavy theory, writing news stories or script assignments.  
3. Skills Learned: News writing, editing, broadcast anchoring, simple photography, ad copywriting.  
4. Equipment: Typewriters (previously), rudimentary cameras, editing programmes such as Final Cut Pro.  
5. Career Choices: newspaper reporter, radio announcer, television reporter, movie editor.  
6. Examples: BA Journalism (Delhi University), Diploma in Mass Communication (Indian Institute of Mass Communication).

What is Contemporary Media Education?  

Modern media education encompasses the new media, which include digital media, social media, and interactive media. It equips students with the current online environment where Instagram reels and YouTube are moving the news at a faster pace than television.

Key Features:

• Curriculum: Digital marketing, social media management, content creation, SEO, data analytics, podcasting, influencer marketing, AR/VR storytelling.  
• Pedagogical Method: Practical projects, live streaming practise, group campaigns, industry internships.  
• Skills Learned: Video editing (Premiere Pro), graphic design (Canva), analytics (Google Analytics), live streaming, AI content tools.  
• Tools: drones, social media dashboards, Smartphones, apps such as CapCut.  
• Career Advice: Digital marketer, content creator, social media manager, YouTuber, OTT platform producer.

The reason why Traditional Media Education is still relevant.

Don’t count it out completely.  

• It develops good basics- grammar, story telling ethics.  
• There are employment in Tier-2 cities in local newspapers and radio.  
• These skills are still required by the big media houses like Times of India and NDTV.  
• Classes are less expensive and do not need much technology.  
• This is the right route to take when one wants a stable job as a reporter in print or TV.

The Reason Students must seek Contemporary Media Education (2026).

By 2026, the market of digital media in India will be 500 crore. The following are the reasons why you should take modern courses:  

• Huge employment pressure: more than half a million jobs in digital-marketing are vacant annually.  
• Social-media managers can receive 5-15 lakhs at the entry level.  
• The average content creators earn ₹8 lakh, and they have the freedom to work as freelancers.  

Skills that will remain relevant in the future are necessary: each company must have an Instagram or Tik Tok strategy. Artificial intelligence such as ChatGPT can assist in the creation of captions, so you will not be replaced. Working remotely is an option- you can work anywhere in India on the U.S. clients.

Best Modern Media Studies in India.  

• BA Digital Media -Symbiosis, Pune ( 4 lakhs)  
• BVoc New Media- Makhanlal Chaturvedi University.  
• MA Social Media Marketing- Lovely Professional University.  

Certifications: Google Digital Garage (free), HubSpot Content Marketing. Entrance tests are IIMC Entrance, GMCET, XIC OET and SET.

Challenges to Consider

1. Traditional: Reduced employment opportunities as newspapers are on the downward slope 10% per year.  
2. Modern: Trends evolve rapidly - Tik Tok was banned, new applications emerge, and therefore it is necessary to constantly upskill.

Which Should You Choose?

Pick Contemporary Media if:  

• You are an Instagram or Tik Tok user.  
• Desire freelance or telecommuting.  
• Technologically minded and likes to edit videos.  
• Aim for a ₹10‑lakhs+ salary early.

Stick with Traditional if:  

• You are a newspaper or television lover.  
• Prefer a stable 10‑to‑5 job.  
• Live in a small town.  
• Have a tight budget.

So,the winner of 2026 is contemporary media education. Digital employment increases by 25 percent per year and the traditional media decreases. In India, the number of internet users is 900 million, which means that content creators are in high demand. It starts with free courses on YouTube, learning how to use Instagram Reels, and then you can think about Symbiosis or LPU or some other top university that aligns with you. Connect with us at 08035018499 for free career consultation. 

In this world of innovation, companies are not only competing with each other in terms of technology but also in terms of design and user experience. It is at this point that the input of a product designer becomes relevant. Product designers can design  varied things from smartphones, smartwatches, to mobile apps, packaging, and even home products.

The question that occurs to the mind of the student who is intending to make a career in product designing is: Is a career in product design good? The response is a resounding yes. The profession of product design has become an opportunity for a promising and futuristic career with the increased need of user-centred product and digital experiences.

Product Design Knowledge.

The art of product design involves the creation of products that are both functional, beautiful and user friendly. It is an area that needs creativity, technical skills, and knowledge of user experiences. Product designers aim to offer solutions to real world problems by creating products that not only satisfy the needs of the people but also satisfy the needs of the business.

The work of a product designer can involve such activities as learning the needs of people, sketching, developing prototypes, and even testing the usability of a product.

Product design does not merely involve the physical things. Nowadays, product design can also involve digital products such as apps, websites, and software.

Why is Product Design an Emerging Profession?

The demand for product designers has increased tremendously in recent years. The demand of product designers has been increasing since organisations are becoming increasingly concerned about the user experience. 

One of the key causes of this rise of demand among product designers is the explosion of the technology and start up world. The online platform, applications, and technology based products require skilled designers to produce user friendly and innovative products. 

Another factor that causes the demand of product designers to grow is the emphasis on user experience. Business has realised that user experience of a product can play a big role in determining the success of a product. High customer experience could lead to higher customer satisfaction and brand identity. 

Automobiles, consumer electronics, healthcare devices, environmentally friendly products and numerous others are some of the technologies that product designers have started being invested in.

Career Design Proficiencies.

To be a successful product designer, one should possess creative and cognitive abilities. It is of utmost importance to think creatively and generate ideas, but the designer should also be capable of thinking critically and analysing the problem.

The most important skills that one will require in a product design career will be design thinking and problem-solving skills. Designers of products have to be inventive and need to devise new problem solving methods.

Along with design thinking, technical skills are also necessitated as far as a career in product design is concerned. Most designers use the digital tools namely CAD, Adobe Creative Suite and the new-age UI/UX, Figma and Sketch.

Good communication skills are also necessary in a product design career as most of the time a designer is expected to work in a team and share his or her ideas with others.

Career Opportunities in Product Design

There are various career opportunities in the field of product design. Product designers can find jobs in tech firms, manufacturing organizations, and consumer goods companies. The emergence of startups has also created more opportunities for creative professionals to find jobs in this field, as they can create innovative products from scratch.

Some of the most common job titles in the field of product design are product designer, industrial designer, UX/UI designer, interaction designer, and design researcher. With more experience, professionals can also take up leadership positions such as design lead, creative director, and product manager. Many of these product designers also prefer to become freelancers and create their own design-driven startups.

Salary and Growth Potential

Product design is considered a highly rewarding career option, both from a creative and financial point of view. For an entry-level product designer, the salary ranges from Rs 4 lakh to Rs 8 lakh annually, depending on the company and other factors. However, as they grow and become more proficient in product design, they can expect a higher salary.

For instance, product designers, design managers, and product leaders in technology companies can draw higher salaries. For those who wish to work internationally, product designers employed with major technology companies across the globe can expect highly competitive salaries.

Since product design is considered a key element for business growth and innovation, the career prospects for product designers are highly promising.

Best Product Design Courses Post 12 th in India.

• Options for Indian students:
• Degree: B.Des Product Design (NID Ahmedabad, IIT Guwahati, MIT Institute of Design Pune) 4 years, 5-15 lakhs in total.
• Diploma: 1-2 years at Srishti Institute Bengaluru or Pearl Academy.
• Online: Google UX Design Certificate (Coursera), Interaction Design Foundation courses.
• Entrance Exams: UCEED (IITs), AIDAT, NID DAT, NIFT.
• Best Colleges: NID, IIT Bombay (IDC), Unitedworld Institute of Design.

Job Roles in Product Design

Job roles students are pursuing in 2026 and aspiring for, are as follows:

• Product Designer: Entire product cycle.
• UX/UI Designer: Concentrate on apps/websites.
• Industrial Designer: Physical goods.
• Service Designer: Experiences/systems.
• Career ladder: Junior to Lead to Head of Design to Chief Design Officer.

Challenges to Consider

• Competition: There are numerous competitors through bootcamps; shine through portfolio.
• Strict Deadlines: Customer stress, cycles.
• Continuous education: The trends evolve rapidly (AI tools now).
• Freelance Risk: Earnings shaky at first.

Product Design: Is It Right?

Yes, if:

• You like to solve user issues.
• Tech-savvy and creative.
• Okay with feedback loops.
• Want remote/global work.

No, if:

• Hate computers/tools.
• Prefer solo art over teams.
• Want guaranteed 9-5 stability.

In conclusion, Product design has become one of the most exciting careers in today’s innovation economy. As companies strive to create products that are intuitive, meaningful, and user-friendly, the role of designers continues to grow in importance.

For students passionate about creativity and problem-solving, pursuing product design can open doors to diverse industries, global opportunities, and the chance to shape products that millions of people use every day.

For students who are taking Class 12th final exams (science stream) or have completed their schooling and seeking a stable career, the availability of ample career paths might be overwhelming. This is not indecisiveness or lack of knowledge, it is the fear of ending up with a mid-range life. But if you are passionate about science, investigating, and solving real-world problems, forensic science may be the perfect field for you offering a lucrative future. The All India Forensic Science Entrance Test (AIFSET) is helping students pursue B.Sc Forensic Science from the top universities across India.

What is AIFSET?

All India Forensic Science Entrance Test (AIFSET) is an entrance test conducted at the national level to facilitate the admission in undergraduate courses in forensic science in the participating institutions. It is an organised and transparent route for students who wish to pursue B.Sc. Forensic Science and allied courses after completion of their 12th standard. 

The exam is basically directed towards the students from science streams (PCB/PCM), and is aimed at making those who have the right academic foundation, step confidently into this specialised field.

Why Forensic Science is a Growing Career Option

Forensic science is an important part of contemporary criminal investigations. From analysing fingerprints to DNA to dealing with evidence of cybercrimes and toxicology reports, forensic experts assist law enforcement agencies and the judicial system with scientific accuracy.

With the increase in technological advancements and the need for scientific methods of investigation, there are huge career opportunities in forensic science. Students can consider a variety of roles including:

• Crime Scene Investigator
• Forensic Analyst
• Digital/Cyber Forensic Expert
• Forensic Toxicologist
• Forensic Biologist

Choosing the right entrance exam is the first step to get access to quality education in these fields. Enroll for AIFSET Exam 2026 from its official website. 

How AIFSET is helpful for 12th Class Students

AIFSET is a targeted and streamlined pathway for admission for students with an interest in forensic science. Instead of having to go through multiple admission procedures, candidates can take one standardised entrance exam.

Key benefits include:

• Access to forensic science programmes in participating institutions
• A selection process based on merit
• Clear eligibility criteria for 12 science students
• Transparent exam structure

By appearing for AIFSET, students are demonstrating their commitment to follow a specialised and skill-based career.

Exam Structure and Eligibility

AIFSET is aimed at students who have taken or are taking Class 12 examinations with a science background. The test is based on the evaluation of knowledge in core subjects like Physics, Chemistry, Biology, and Mathematics, depending upon the stream of the candidate.

For detailed information regarding eligibility criteria, exam dates, syllabus and application process, students are encouraged to refer only to the official AIFSET website in order to ensure accuracy and authenticity.

Increasing Recognition and Awareness

The growing awareness surrounding forensic science as an option for a career reflects a shift in the way students think about non-traditional science careers. National media platforms have also recognised this new interest. Leading Hindi newspaper, Dainik Bhaskar, recently published an article in its “yuva, shiksha, avsar” section, highlighting the significance of structured entrance examinations, referring to AIFSET, in helping the next generation make a promising career in forensic science. Such recognition highlights the increasing relevance of this area in the Indian academic and professional arena.

Why Students Should Consider AIFSET After Class 12

If you are in Class 12 and are seeking a career that will provide both stability and purpose, forensic science can be a great option that combines scientific knowledge with real-world impact. The demand for trained forensic professionals is expected to increase because the system of investigation is increasingly relying on sophisticated scientific methods.

Appearing for AIFSET allows students to:

1. Take an early step to a specialised career
2. Explore interdisciplinary opportunities in science and law
3. Contribute to justice and public safety
4. Develop expertise in high-demand technical areas

Career choices after Class 12 form long-term career paths. The All India Forensic Science Entrance Test (AIFSET) is an opportunity for students of science to enter a field that is intellectually challenging and socially impactful.

With the growing awareness, media recognition, and growing career opportunities, forensic science is becoming a good choice for the next generation of science students in India. Those who are interested should be aware of the updates through official channels, eligibility criteria, and be strategic in preparing for this opportunity.

For 12th class students who want a future that involves a combination of science, investigation, and making a meaningful contribution to society, AIFSET may be the first step to a rewarding career in forensic science.

The current generation of students is actually gravitating toward sustainable agriculture and it is not hard to understand why when you consider job trends, climate concerns and new career opportunities in India. Cities and villages have a number of young people registering in organic farming and agroecology courses that provide practical work, which is meaningful.

What is Sustainable  Agriculture? Why Are Students Choosing to Pursue it?

Sustainable agriculture is the type of agriculture that satisfies the current food requirements without compromising the land to the future. It makes soil healthy, conserves water, reduces the amount of chemicals, and preserves nature to ensure that crops and animals can live over years.

Key Simple Practices

• Crop rotation: Alternate crops once in a year to develop the strength of the soil.
• Organic practices: Pest control is natural, there is no heavy pesticides.
• Water wise: Drip irrigation or rain water harvest to prevent waste.
• Biodiversity: Combine plants and animals to have a balanced farm.

In India, it combats dry seasons and increases harvests within the programs such as PM Krishi Sinchayee Yojana. Organic sales bring farmers a consistent income, and young people receive employment in the green agri-tech sector. The following are the best reasons as to why sustainable agriculture courses are a trending career pick:

Increasing Youth Interest

The number of students enrolling in agriculture programmes that focus on sustainability has been increasing over the past few years. Students are swamping to organic farming courses in places such as Shoolini University in Himachal Pradesh due to the government subsidies and practical labs in the hills. According to surveys by Tamil Nadu Agricultural University, students who have some background in farming, as well as who have access to markets tend to choose farming careers despite such obstacles as price volatility. In India, initiatives such as the green skills training of young people through ChildFund have resulted in youth streamlining family income with integrated farming of veggies, poultry and composting.

The same trends are reflected in the US where 430 students enrolled in organic internships in UC campuses and agroecology majors enrollments, particularly underrepresented groups. Lovely Professional University records that BSc Agriculture graduates are more than ever considering sustainable jobs as opposed to the conventional ones.

The Shift is fuelled by Climate and Food Security

The youth is concerned about climate change and unstable food stocks, struck by pandemics and climate changes. Cycles such as no-till farming, crop rotation, and natural pest control remedy soil health and reduce emissions, which provides the opportunity to act locally. In Himachal, the projects touch on 222,000 hectares and enhance yields and incomes and create resilience. Students perceive farming as an act of activism for food that will combat hunger and will heal land. The Indian drive in NEP 2020 to have a comprehensive education fits this, which incorporates ecology and agricultural skills.​

Lucrative Career Options After Sustainable Agriculture Courses

Farming is no longer a low pay job. Agribusiness, research, extension services and eco-entrepreneurship come with the help of sustainable agriculture. The markets dealing with organic produce rise rapidly, and minimum support prices and connections occur in such states as Himachal. Young people are trained in vermiculture, value addition, and supply chains which result in government initiative positions or startups.

A stable future is at the top of the list - 33% of students look at farming as a stable job in the middle of the market doubts. Courses such as sustainable agriculture at Azim Premji University associate it with rural development.

Meaning, outdoorsness, and Wellness Fit

Some of them are finding themselves in the rut of desk jobs that have little impact. This is because through farming, they can witness the daily outcome which is healthier soil, crops, and community connections. The fact that it is possible to work outside and with animals, addressing a large-scale problem such as biodiversity, makes it attractive to those who want to avoid the noise of city life.

In Indian cities where there is a lot of pollution, it provides clean air, routine with the sunrise, and a sense of purpose in feeding the people in a sustainable way. LEISA India emphasises the contribution of agroecology to reducing the cost of inputs and initiating rural enterprises.

Of course, such problems as climatic hazards and market costs are still present, but students do not stop at such technologies as accuracy farming and policy assistance. Universities combine classroom instruction with visits to the farm, where they are mentored by actual farmers.

This combination of intent, occupation, and working on actual issues is the reason behind the attraction. Sustainable agriculture can provide change and stability by offering Indian youth with a green career opportunity.

How to become a Sustainable Agriculture Professional.

Ready to jump in? The following is a simple roadmap, which would be used by Indian Class 12 students or graduates changing their major.

Step 1: Develop the Right Foundation.

Begin with a BSc in Agriculture, Horticulture or Forestry in ICAR approved colleges such as Tamil Nadu Agricultural University or Punjab Agricultural University. Search streams that have sustainability or organic focus. Admission tests such as ICAR AIEEA-UG, AIACAT secure your seats (Target 60% in PCB/PCA in 12th).

To access it faster, consider diplomas of Krishi Vigyan Kendras (KVKs) or IGNOU certificate in organic farming. Prices? 50k -2 lakh/annually, and state agri dept scholarships.

Step 2: Gain Hands-On Skills

Theory alone won't cut it. Participate in farm internships through MANAGE or NAARM summer programmes. Sow plant saplings, test pH of soil, study no-till. There are also apps such as Kisan Suvidha or DeHaat that teach you how to use precision farming on your phone.

Field time and networks are provided by volunteering in NGOs such as PRADAN or Watershed Organisation Trust (WOTR) in Maharashtra.

Step 3: Level 3: Advanced Study.

BSc: Take MSc. in Agroecology, Soil Science or Environmental Farming at IARI Delhi or PAU Ludhiana. Online options? Sustainable Agriculture of Wageningen University in Coursera or edX in IITs. PhD is appropriate to research enthusiasts, and ICAR fellowships (25k stipend).

Step 4: Land the Job

• Government: Agri Field Officer in banks: Clear IBPS SO AFO exam (pay: 7-10 lakh start).
• Private: Applicants to ITC Agri, Mahyco, or Ninjacart through Naukri/LinkedIn.
• Startups/Entrepreneurship: PMFME scheme on food processing units; take up loans up to 10 crore.
• Outside the country: Certifiers of organic products in Canada or Australia recruit through visas.
• Create a portfolio - pictures of your demonstration farm plot, success stories of yield increases. 

Apart from these,  the foundational challenge is water shortage and pests that aspiring sustainable agriculture professionals face, but technological advances such as solar pumps can assist. Begin small - rent 1 acre in case of short family land. Women have challenges but programmes such as Mahila Kisan Sashaktikaran encourage them.

Sustainable agriculture, in a nutshell, attracts students who desire meaningful work that can nourish people and rescue the earth. As India looks at green tech in its 2026 agri budget, it is time to begin. Take the AIACAT entrance test and start your journey. 

The Global Computer Science Entrance Test (GCSET) 2026 provides students who aspire to establish a good career in the technology field with a good chance. Being an online national-level test, GCSET is designed to help find the talented and aspiring students, who want to study undergraduate and postgraduate courses in computer science and other similar areas.

To those students who are seeking a B.Tech entrance test in Computer Science, GCSET is a genZ-friendly gateway to courses like B.Tech, BCA, B.Sc IT, M.Tech, M.Sc, and MCA in top universities. The test is aimed at testing abilities, technical knowledge, and critical thinking.  main attributes to be effective in the current competitive environment of technology.

Why take the GCSET for B.Tech Admission?

GCSET is a career-focused entrance test helping students gain admission in top private universities with just one score. As the field of artificial intelligence, data analytics, cloud computing, cybersecurity, and software development is expanding, the number of required skilled specialists is increasing.

The projections in the industry are:

These statistics indicate that computer science is becoming increasingly broad in its field, and GCSET is a good and timely option to consider by students intending to pursue their B.Tech studies.

GCSET 2026 Exam Process

The Global Computer Science Entrance Test is a 60-minute online based test that is meant to be available and convenient.

The process of admission entails:

• Registration:; Registration of the candidates will be done via the portals of the official registration.
• Examination: Present in the on-line entrance examination, according to the date of examination.
• Result
• Access candidate portal and view results and download the scorecard.
• Counselling: Choose the favoured campuses in the counselling process.
• Admission: pay the provisional fee and secure your seat

Admission Open for 2026

The GCSET 2026 application can be found on its official portal. Candidates will be expected to fill their full name, mobile number, and email address through the enquiry form and consent to receive a response on their application.

Through its high focus on innovation, technical knowledge and academic excellence, GCSET 2026 offers a clear route to students who are willing to be admitted to the best computer science programmes such as B.Tech. To students who are determined to have a future in technology, this entrance examination would be the start of a long-lasting success.

Why higher education in India is being reshaped by war, heat, money stress, migration shocks, mental strain and AI

There was a time when people liked to imagine that universities stood slightly above history. Outside the campus gates there might be recession, political upheaval, or social unrest. Yet within the university, life seemed to move in a calmer rhythm. Students walked to class carrying backpacks and unfinished dreams. Professors debated ideas rather than airspace closures. Libraries stayed open. Laboratories hummed with quiet activity. Hostels remained alive with late-night discussions about careers, cinema, politics and love.

That picture still appears in university brochures. In reality, it has faded.

Higher education today is experiencing what scholars increasingly describe as a polycrisis,not one single disruption but several crises unfolding simultaneously, overlapping, feeding one another and turning universities into shock absorbers for problems they did not create. Wars interrupt student mobility. Visa restrictions strain university finances. Climate events force campuses to close or alter schedules. Housing shortages reshape international education policy. Artificial intelligence unsettles traditional teaching and assessment. Mental health challenges quietly weaken learning capacity.

None of these pressures now exists in isolation. They collide and compound, producing cascading effects.

This is why the current moment feels fundamentally different from the earlier crises universities were used to managing. It is no longer primarily about curriculum reform, accreditation standards, teaching methods or faculty shortages—though those issues remain important. Today, the biggest shocks to higher education often come from far outside the classroom. They are geopolitical, climatic, technological, economic and psychological.

A war in Europe can disrupt the future of a medical student in Kolkata. Instability in West Asia can suddenly raise flight costs for a student studying in London who wants to return home to Hyderabad. A housing shortage in Canada can narrow the aspirations of thousands of Indian families. A severe heatwave in Odisha can shift classes from afternoon hours to early mornings.

For India, these are not distant developments. They are deeply intertwined with the country’s educational story.

India hosts one of the largest higher education systems in the world. It has a massive youth population, a long cultural belief that education offers dignity and social mobility, and a growing community of students seeking opportunities abroad. At the same time, India is deeply connected to global migration, Gulf remittances, Western education markets, climate stress and digital transformation.

When the world becomes unstable, Indian higher education does not observe from a safe distance. It feels the tremor immediately.

The classroom, in other words, is no longer a shelter from global turmoil. It has become one of the places where the fractures of the world appear most clearly.

The Day the Ivory Tower Stopped Being Ivory

The phrase “ivory tower” has always carried a hint of arrogance. It implied distance from ordinary life—from urgency, noise and material struggle. Yet during much of the twentieth century universities did enjoy a certain insulation. Governments changed, markets fluctuated, but universities were still imagined as long-duration institutions—slow, stable places where time moved differently.

That insulation has weakened dramatically.

The reason is not simply that higher education has become global. It is that it has become deeply entangled. Universities now depend on international students for revenue, on aviation networks for mobility, on digital platforms for continuity, on cross-border research collaborations for prestige, on immigration policies for access and on public trust for legitimacy.

A university today is not merely a campus. It is a node in a vast and fragile network. When that network shakes, every node shakes as well.

This is precisely what the idea of polycrisis captures. Crises no longer arrive one by one. They arrive together. War drives up prices. Rising prices increase student stress. Stress undermines learning. Visa restrictions reduce international admissions. Reduced admissions weaken finances. Financial pressure erodes student services. Climate shocks interrupt classes. Artificial intelligence confuses assessment systems.

The crisis is not a single blow. It is a sequence of blows.

Universities are therefore being asked to do something far more difficult than simply educating. They must remain functional while the ground beneath them keeps shifting.

When Missiles Fly, Students Run

Nothing exposes the vulnerability of higher education more starkly than war.

The Russia-Ukraine war provided a striking example. Before the invasion, Ukraine had become a popular destination for affordable higher education, particularly in medicine. For many Indian families who could not afford expensive private medical education at home, Ukraine offered a narrow but genuine path into the profession.

Tuition was manageable. Degrees were recognised. Aspirations had a route.

Then war began, and that route collapsed.

Lecture halls became shelters. Anatomy laboratories fell silent. Students who had travelled abroad to become doctors suddenly found themselves counting border crossings, rationing food, charging phones in basements and searching for safe corridors out of a war zone.

India’s Operation Ganga evacuated more than 22,000 Indian nationals from the conflict area. But evacuation was only the beginning. The deeper question remained: what happens to a student’s future when the country hosting their education is suddenly at war?

In India the impact was deeply personal. In West Bengal alone, hundreds of returning students and workers arrived home from the conflict zone. Families who once proudly spoke about a child “studying MBBS in Ukraine” now found themselves speaking about transfer rules, recognition problems, internship placements and regulatory limitations.

The state attempted creative responses. First-year medical students were placed in state medical colleges. Advanced medical and dental students were allowed to continue practical work and internships in government hospitals. Engineering students were accommodated in private institutions. Veterinary students were adjusted elsewhere.

The response was compassionate and serious. Yet it also revealed the rigidity of regulatory structures. Medical education cannot absorb large numbers overnight. Faculty ratios, clinical training requirements and seat limits impose hard constraints.

The episode revealed a painful truth many Indian families already sensed: education may be a dream, but it is also a fragile logistical chain. A single geopolitical rupture can break it.

Inside Ukraine, the damage was even deeper. Universities were damaged or destroyed. Laboratories built over decades vanished. Scholars were displaced. Teaching often continued only through emergency online systems, where education became less an academic routine and more a tool of psychological survival.

Even countries far from the battlefield felt indirect effects. The war disrupted global food supply chains, raising prices worldwide. That meant higher catering costs and living expenses for students in universities thousands of kilometres away.

In today’s higher education ecosystem, even the canteen bill can carry the shadow of a distant war.

When the Sky Closes

If the Ukraine conflict showed how war can collapse educational pathways, instability in the Middle East reveals how quickly the machinery of global education can stall.

The region matters for two crucial reasons. It is a major aviation corridor and a central hub of labour migration and remittance flows for South Asia.

When instability rises in the Middle East, the consequences are both logistical and financial.

Many Indian students travelling to Europe or North America rely on flight routes through Gulf hubs. Under normal conditions these journeys are manageable. But during military escalation, airlines are forced into long detours. Ticket prices that once hovered around ₹45,000 can suddenly exceed ₹2 lakh.

This is not a minor inconvenience. It transforms mobility into privilege.

The Gulf also hosts major education hubs. Dubai contains several branch campuses of global universities. Qatar’s Education City has become internationally recognised. Students were attracted by their global branding, infrastructure and geographical proximity to South Asia.

Yet the promise of stability is fragile. The moment families begin to worry about safety, student flows change quickly. Universities can shift lectures online, but they cannot easily restore peace of mind.

Then there is the remittance dimension. India receives roughly $130–140 billion annually in remittances, the largest amount in the world, with a substantial portion coming from Gulf economies.

For many households, that money pays for far more than daily living expenses. It funds school fees, coaching centres, hostels and postgraduate education.

When Gulf economies face instability, the consequences ripple outward. A job crisis in Dubai can become a dropout risk in Kolkata. A slowdown in Saudi Arabia can postpone a master’s degree in Kerala.

This is globalisation from below: a child’s education resting on the economic stability of a distant labour market.

The West Is No Longer Permanently Stable

For decades, Indian middle-class aspiration followed a familiar map. The most ambitious students aimed for universities in the United States, the United Kingdom, Canada or Australia—countries viewed as stable, prestigious and institutionally dependable.

That map is now shifting.

Western universities are facing their own crises. Many institutions built financial models heavily dependent on international students paying high fees.

As long as global mobility kept rising, the model worked. But politics, demography and cost-of-living pressures have begun to challenge it.

Brexit disrupted the United Kingdom’s higher education sector by altering fee structures and visa rules for European students. Enrolments declined, revealing the system’s financial vulnerabilities.

Canada offered an even clearer example. It had become one of the most popular destinations for Indian students. But housing shortages and infrastructure stress pushed the government to impose caps on international student permits.

Suddenly, colleges that had built recruitment pipelines in India faced sharp declines in admissions.

For Indian families, the message was sobering. A study-abroad dream can now be derailed not by academic performance but by foreign housing politics.

The United States faces a different challenge: the demographic cliff. Declining birth rates after the 2008 financial crisis mean fewer domestic students reaching college age. Smaller institutions now face fierce competition, mergers and closures.

Higher education in parts of the West is not expanding. It is contracting.

For India, this change brings both uncertainty and opportunity.

When Heat Enters the Timetable

Climate change was once a subject studied in classrooms. Today it shapes how classrooms function.

UNICEF estimates that over 240 million students worldwide experienced educational disruption due to climate-related events in 2024 alone.

India offers clear examples. Severe heatwaves have forced states such as Odisha to shift classes and examinations to early morning hours.

What appears to be a simple administrative adjustment signals something much larger: the environment has begun structuring the academic day.

Floods, cyclones and rising temperatures affect campuses, hostels, transport systems and laboratories. Elite institutions may adapt with cooling systems, upgraded infrastructure and hybrid learning models. Smaller institutions struggle.

Climate resilience is rapidly becoming a new axis of educational inequality.

The Quietest Crisis

Some crises arrive with explosions and headlines. Others spread quietly.

Mental health belongs to the second category.

Across campuses, anxiety, depression and emotional exhaustion are increasingly visible. Students carry financial worries, social media pressures, climate anxiety and uncertainty about jobs.

Faculty members face their own pressures: administrative burdens, publication demands, digitisation expectations and rising student distress.

Universities may appear functional on paper while exhaustion quietly spreads within them.

Mental health is no longer separate from academic quality. It has become one of its hidden foundations.

The AI Storm in the Classroom

As universities struggled with geopolitical shocks and climate disruptions, another transformation arrived: generative AI.

The immediate fear was academic dishonesty. If a machine can produce essays, code and research summaries instantly, what happens to traditional assignments?

But the deeper question is philosophical: what exactly are universities assessing?

If AI can generate competent academic writing, does a written submission demonstrate knowledge, skill, prompting ability or simply access to technology?

For a country like India, where large classrooms already complicate assessment, this challenge is profound.

AI may also offer opportunities: tutoring support, translation assistance and personalised learning.

The challenge is redesigning pedagogy quickly enough to preserve genuine learning.

India’s Moment and Its Test

Amid global disruption, the hierarchy of higher education is shifting. Several Global South countries are expanding capacity, and India is part of that transformation.

The National Education Policy 2020 envisions a more international and interdisciplinary system. India aims to attract far more international students by 2030.

Demographically, India holds a major advantage: while many Western nations face shrinking youth populations, India still has a large and growing college-age cohort.

But scale alone is not enough.

Students now ask deeper questions:
Can an institution remain stable during crisis?
Does it support international students effectively?
Is the campus climate-resilient?
Are mental health services meaningful?
Is governance credible?

These questions matter as much as rankings.

The University That Will Survive This Decade

The central lesson is clear: universities can no longer be designed only for normal times.

They must be built for interruption.

That means institutions capable of switching teaching modes quickly, maintaining communication across borders, supporting student welfare, ensuring climate resilience and adopting ethical AI policies.

Most importantly, they must treat trust as infrastructure.

Students and families increasingly judge universities not only by prestige but by how they behave under pressure.

A great university today is not simply one that excels during calm periods. It is one that continues to teach, research and support its community even when the world outside is unstable.

The Final Truth

The crisis in higher education is not a single story. It is many stories unfolding at once.

It is the story of Indian medical students in Ukraine discovering how quickly war can shatter a career path.
It is the story of families in Kerala or Kolkata worrying that Gulf instability could affect education funding.
It is the story of a Canadian housing shortage altering Indian study-abroad plans.
It is the story of an Odisha heatwave entering the timetable.
It is the story of a student silently struggling with anxiety.
It is the story of teachers trying to evaluate learning in an AI-saturated world.

Universities are no longer sheltered islands. They are deeply exposed institutions woven into the global flows of migration, money, technology, climate and power.

Yet their importance has only grown.

When the world becomes unstable, universities do more than grant degrees. They preserve continuity. They sustain aspiration. They train the professionals and citizens who must make sense of disorder.

The campus is no longer outside history.

It is one of the places where history now arrives first.

And the real test for higher education—both in India and across the world—is no longer whether it can shine during peaceful times.

The real test is whether it can endure, adapt and continue educating when the age itself becomes turbulent.

Union Budget 2026 has made it very clear that no country can afford to ignore the education sector anymore. Increasing the education budget from 1.28 lakh crore to 1.39 lakh crore is more than just a change in figures; it symbolizes a new perspective that views education as the basis of a nation's strength. The immediate increase of nearly 11, 000 crore shows that the government is aware that if India wants to be at par with the world, it has to start with education.

The government is making a move beyond just the focus on rote learning, which is a good sign. School reforms, along with higher education, are being discussed as well, including digital classrooms, skill development, research, and National Education Policy implementation. The focus on skills, artificial intelligence, technology, and job- ready students indicate a deliberate effort to make education a means of employability. This is also a time driven shift as today's economy prioritizes skills more than just degrees.

However, when India’s education budget is viewed in a global context, the picture becomes more complex. The United States spends nearly $82.4 billion on education, or roughly 7.5 lakh crore, which is many times more than India's current expenditure. The US puts a lot of money into education, research, teacher training, and advanced technologies. This has led to it having some of the world's top universities such as MIT, Harvard, and Stanford. There is no doubt that increased investment brings higher quality.

China is another interesting case for comparison. For one thing, its education budget is said to be on a par with Indians. However, the main difference lies in the fact that China is focused more on skill and vocational education and is very systematic in how it spends its budget. The country has thus grown to be a global leader in manufacturing and technical skills. Russia also invests more in education per student than India as it has a smaller population. This has enabled it to continue excelling in the fields of science and technology.

India and Pakistan are the biggest contrast in South Asia if we compare them. Education is one of the areas where the difference is visible. India's education infrastructure is mostly funded by the government and the spending is over one lakh crore rupees, whereas Pakistan's education budget is just a few thousand crore rupees. Such a comparison certainly indicates that India is way ahead of its neighbors in the race of progress, but it is not enough simply being ahead.

The real question is how the increased budget will be utilised. If the additional funds are confined to infrastructure, announcements, and paperwork, the impact on the ground will remain limited. What is needed is tangible improvement in school quality, better teacher training, genuine support for research, and skill development that truly enhances students’ employability.

Budget 2026 has clearly sent a favourable signal to the education sector. The real test now is to make sure that these higher allocations are backed up by the right priorities and that the implementation is done efficiently. It will only be through this that education can really be the main pillar of a stronger nation instead of merely being a catchy part of budget speeches.

India’s economic story is often told through two extremes. At one end stand the large corporations, the unicorns, the glittering towers of finance and technology. At the other end exists a vast, restless universe of nano and micro businesses—tea sellers, women running papad units from their kitchens, handloom weavers, street repairers, waste pickers,

small farmers, village processors, home bakers, informal tutors. This is not a fringe economy. This is the real India. It is messy, human, informal, resilient—and chronically underestimated.

For decades, grassroots enterprises have been seen as survival mechanisms, not growth engines. Policy treated them as welfare cases, not as businesses with ambition. Banks saw them as risky. Markets saw them as unreliable. Yet quietly, across villages, bastis, and small towns, something has begun to change. A new generation of nano entrepreneurs is no longer satisfied with mere survival. They want dignity, scale, stability, and aspiration. They want their businesses to outlive them. This shift demands a new way of thinking. Not academic theory. Not

MBA jargon. But a grounded, practical framework that speaks the language of the street, the field, the workshop, and the kitchen. This is where the idea of the 12Ps of nano and micro business becomes powerful. It is not about marketing alone. It is about reimagining the

entire life cycle of grassroots enterprise—from the first spark of intent to long-term sustainability and even exit.

What follows is a story of how these 12Ps can help India rethink its grassroots economy, not as a burden to be managed, but as a force waiting to be unleashed, drawing conceptually from the framework detailed in the uploaded document

The First Shift: From Earning a Living to Building a Future (Plan)

Every nano business begins with a plan, even if it is unspoken. Traditionally, that plan has been painfully short-term. Earn today, eat today, survive this month. The kirana store owner worries about tomorrow’s cash flow, not next year’s expansion. The woman making pickles at home focuses on the next order, not on brand or scale.

The first and most radical change is mental. Planning at the grassroots must move from survival thinking to future thinking. This does not mean five-year projections or spreadsheets. It means clarity. Why am I doing this business? What problem am I solving? Who will still need this five

years from now? Consider a vegetable vendor who realises that her real asset is not vegetables but trust. Or a village carpenter who understands that his skill is not labour but design knowledge passed down generations. When the plan shifts from “how do I earn today?” to “how do I grow tomorrow?”, the entire business begins to change shape.

At the nano level, planning must be phased. First, stabilise income so the family does not consume business capital. Then consolidate one strong product or service. Only then think of expansion. This phased planning is what allows a small enterprise to breathe before it dreams.

Solving Real Problems, Not Chasing Fancy Ideas (Product) 

Grassroots India does not need clever products. It needs useful ones. The most successful nano businesses are born not from trends but from friction. They emerge where daily life is hard, inefficient, or unfair.

A woman in a village who makes compostable sanitary pads is not innovating for applause. She is solving a problem of health, dignity, cost, and waste. A farmer who builds a low-cost storage solution is not chasing technology. He is fighting distress sale. These products succeed because

they are rooted in lived reality. At the nano level, a product is rarely just an object. It is often a bundled solution. A spice mix is not only taste; it is trust, purity, memory, and convenience. A handwoven bag is not just fabric; it is labour, culture, and story. Crucially, grassroots products gain strength when they move from raw to refined. Selling turmeric roots keeps a farmer poor. Turning that turmeric into cleaned, processed, branded powder begins to create value. The leap from commodity to product is one of the most powerful transformations in the nano economy.

Geography Is No Longer a Prison (Place)

For generations, place limited possibility. If your business was in a village, your market was the village. If your town was remote, growth was impossible. Today, that wall is cracking. Physical presence still matters. Trust is built face to face. The local haat, the neighbourhood lane, the weekly market remain foundational. But now, digital bridges allow nano businesses to travel far without leaving home.

A home-based oil maker in Maharashtra can sell to a customer in Delhi. A bamboo artisan in the Northeast can find buyers in Bengaluru. Place has become layered—local for trust, digital for scale. This shift is not just about e-commerce. It is about confidence. When a small producer realises that geography no longer defines destiny, ambition awakens. The village is no longer the end of the road. It is the starting point.

Pricing with Self-Respect, Not Fear (Price)

One of the most damaging habits in the grassroots economy is under- pricing. Nano entrepreneurs often charge less than their worth out of fear—fear of losing customers, fear of seeming expensive, fear of rejection. But price is not just a number. It is a signal. It tells the market how you value yourself. The poorest businesses often pay the highest hidden costs. Long hours, unpaid family labour, health damage, environmental harm. When prices ignore these realities, the business bleeds invisibly.

Smart grassroots pricing begins with honesty. What does it truly cost to make this product or deliver this service with dignity? Then comes creativity. Smaller pack sizes, flexible units, subscription models, community pricing. This is how affordability and sustainability meet.

Over time, as trust grows, pricing power grows too. The journey from cheap to fair to premium is not arrogance. It is maturation. 

Owning a Clear Identity in a Crowded World (Positioning)

In a market flooded with sameness, clarity becomes power. Nano businesses cannot compete by copying big brands. They win by being unmistakably themselves. Positioning at the grassroots is often cultural. Local taste. Local language. Local memory. A beverage that tastes like childhood. A fabric that carries regional motifs. A food item that reminds migrants of home.

When a product knows who it is for and what it stands for, it stops shouting and starts attracting. Positioning is not about being everything to everyone. It is about being deeply meaningful to someone.

For grassroots enterprises, identity is often their greatest asset. It cannot be imported. It cannot be replicated easily. It must be honoured, not diluted. 

Reaching the Customer Without Losing Control (Placement)

Distribution has historically been where nano businesses lose power. Middlemen control access, squeeze margins, delay payments. The producer works hard while someone else controls the shelf. New models are changing this balance. Direct selling, digital networks, community aggregators, producer collectives. These do not eliminate

intermediaries but rebalance relationships. Smart placement is about choice. Selling some volume locally for cash flow. Some digitally for growth. Some in bulk for stability. A single channel is fragile. Multiple pathways create resilience. When a nano business controls even part of its placement, it regains dignity. It stops begging for market access and starts negotiating.

When the Wrapper Speaks Louder Than Words (Packaging)

Packaging was once an afterthought for grassroots businesses. Whatever was cheap. Whatever was available. But today, packaging tells a story before the product is even touched. Good packaging at the nano level does not mean expensive boxes. It means clean, safe, thoughtful, and honest. It means protecting the product. It means respecting the buyer.

Increasingly, packaging also reflects values. Eco-friendly materials. Minimal waste. Reusable containers. For many consumers, packaging is now a moral signal. A small label, a simple design, and a short story can transform perception. Packaging becomes the silent salesman, especially when the maker is not present.

Businesses Are Built by Humans, Not Models (People)

At the heart of every nano enterprise are people—families, neighbours, communities. The success of a grassroots business often depends less on strategy and more on relationships.

Leadership at this level is intimate. The entrepreneur is manager, worker, mentor, negotiator, and caregiver. Emotional intelligence matters as much as skill. As businesses grow, people systems must grow too. Training, trust, delegation. Moving from “I do everything” to “we build together” is a difficult but necessary shift.

The most transformative grassroots businesses are those where workers become stakeholders, where women gain voice, where confidence grows alongside income. People are not a cost. They are the core.

Sustainability as Survival, Not Luxury (Planet)

For nano businesses, sustainability is not a trend. It is instinct. When resources are scarce, waste is unaffordable. Many grassroots enterprises are naturally circular. Reusing materials.

Repairing instead of replacing. Extracting multiple uses from one resource. This is not ideology; it is wisdom.

As markets become more environmentally conscious, this traditional frugality becomes a competitive advantage. What was once seen as backward is now seen as responsible.

When nano businesses consciously align with the planet, they future- proof themselves. They reduce dependency on volatile inputs. They build moral credibility. They sleep better.

How You Work Matters as Much as What You Sell (Process)

The informal economy often runs on invisible processes—long hours, child labour, unsafe practices, delayed payments. These hidden costs keep businesses small and vulnerable.

As nano enterprises formalise, process becomes power. Clear workflows. Fair wages. Consistent quality. Transparent sourcing. These are not bureaucratic burdens; they are growth enablers. Good processes build trust—with customers, partners, lenders. They turn

a hustle into a system. They allow replication without collapse.

For grassroots businesses, improving process is often the bridge between being tolerated and being respected.

Infrastructure That Protects Value (Physicality)

A farmer without storage loses value overnight. A baker without refrigeration wastes effort. A craftsperson without safe transport risks breakage. Physical infrastructure—however small—multiplies income. A cold box. A shared workspace. A drying unit. A transport crate. These humble assets protect months of labour. When physical constraints ease, confidence rises. The entrepreneur can wait, negotiate, plan. Physicality gives bargaining power. Investing in the right physical assets at the right time often marks the turning point from struggle to stability.

Telling Your Story in the Digital Gali (Promotion)

Grassroots promotion no longer needs hoardings or television. It happens in chats, videos, voice notes, reels. It is conversational, not corporate. When a maker speaks directly to a buyer—showing how something is made, why it matters—trust forms quickly. This human promotion is difficult for large brands to fake. Language matters. Local stories matter. Familiar faces matter. Promotion at the nano level works best when it feels like a recommendation, not an advertisement. In the digital gali, authenticity travels faster than polish.

From Livelihood to Legacy: Progress

The final and most important factor is progress. Not just income growth,

but confidence growth. Agency growth. The belief that tomorrow can be

better than today. When nano businesses think in terms of progress, new possibilities open.

Expansion. Collaboration. Succession. Even exit.

A business that can be sold, inherited, franchised, or partnered has

crossed a historic threshold. It has moved from hand-to-mouth existence

to asset creation. This is the quiet revolution unfolding across India’s grassroots economy.

A New Imagination for India’s Smallest Businesses

The 12Ps are not a formula. They are a lens. A way to see nano and micro enterprises not as problems to be fixed but as systems to be strengthened. When planning replaces panic, when products solve real pain, when pricing carries self-respect, when people grow alongside profit, the grassroots economy transforms.

India does not need to wait for the next big startup to create jobs. Millions of nano businesses are already here. With the right thinking, they can become engines of dignity, resilience, and inclusive growth. The future of India’s economy will not be built only in boardrooms. It is

being shaped right now—in kitchens, lanes, fields, workshops—by entrepreneurs who are small in size, but vast in potential.

I had an opportunity to interact with Sir Mark Tully, and each conversation reinforced why he remained one of the most morally anchored voices in journalism. During one such interaction in Goa in 2019, Tully spoke candidly about India’s declining position on the global press freedom index and what he saw as the troubling silence of the Prime Minister when atrocities are committed in the country. 

He argued that when such incidents occur, the Prime Minister must speak out decisively, adding that silence distorts political debate and shifts public attention from governance failures to manufactured sensations. Tully was particularly critical of the lack of serious discussion on administrative reforms, noting that there is little public accountability for how government programmes are implemented on the ground. He stressed that governments must be prepared to face journalistic scrutiny, describing criticism by the press as invaluable to democracy, and warned that attempts to control the media are dangerous, calling the steady decline in India’s press freedom ranking deeply alarming.

Reflecting on governance, Tully observed that despite visible policy initiatives, administrative functioning remains pervaded by a lingering colonial mindset. He cited examples from rural India, where welfare schemes are often misdirected, such as Below Poverty Line cards being issued to those who least need them, while genuine beneficiaries are ignored, and complaints to block-level officials are routinely dismissed or met with hostility. For Tully, rural India remained central to understanding the country’s real governance challenges, as corruption, nepotism, and systemic failures are most visible at the grassroots. He repeatedly emphasised that journalism must venture beyond urban narratives to document these realities.

Recounting the personal risks he faced as a reporter, Tully shared an incident from his early career while covering riots in Faisalabad, where he returned to a burning site to file his story, was briefly detained, and overheard Indian journalists discussing his situation before they helped secure his release, allowing him to complete the report. The episode, like much of his career, underscored his belief that truthful reporting often demands courage, persistence, and an unwavering commitment to bearing witness.

Early Life

Mark Tully, the legendary BBC journalist often described as the “voice of India”, has passed away, leaving behind a body of work that shaped how the world listened to, argued with, and understood India for more than four decades. For generations of listeners, his measured baritone on the BBC World Service was not merely reporting India—it was interpreting its contradictions with empathy, scepticism, and rare moral clarity.

Born in Kolkata in 1935, the same year the Government of India Act set in motion the final phase of British withdrawal, Tully’s life mirrored the arc of the country he would one day chronicle. Son of a senior colonial-era business executive, he grew up insulated by the privileges and prejudices of the fading Raj. A childhood incident—being slapped by his nanny for learning to count in Hindi—became emblematic of the distance colonial society enforced between itself and India. Tully later referred to himself, half-ironically, as a “relic of the Raj,” fully aware of the contradiction he embodied.

Yet history has a way of reclaiming its own. When Tully returned to India in the early 1960s as Assistant Representative at the BBC’s New Delhi bureau, he encountered a nation that no longer belonged to the empire but to uncertainty, ambition, and democratic churn. Carving a space for the BBC in an airwave landscape dominated by Akashvani and Radio Ceylon was no small task. What distinguished Tully was not speed or sensationalism, but patience—listening longer, asking harder questions, and refusing to simplify India for foreign consumption.

Under his stewardship, the BBC reported on India’s most defining moments: the 1965 and 1971 wars, the birth of Bangladesh, the Emergency of 1975, Punjab’s insurgency, and Operation Blue Star. His journalism was not detached; it was deeply contextual, often uncomfortable, and fiercely independent. During the Soviet invasion of Afghanistan in 1979, when most agencies fled, Tully and colleague Satish Jacob reconstructed the conflict from Delhi airport interviews—an exercise in journalistic ingenuity that later revealed the shadowy movements of Murtaza Bhutto.

Legends followed him. During the Emergency, an alleged broadcast nearly landed him in jail on Indira Gandhi’s orders—until I K Gujral discovered the report was fiction. For 22 years as BBC’s India Bureau Chief, Tully became an institution unto himself. After radio, he turned to documentaries and books, most notably India’s Unending Journey, continuing his lifelong interrogation of power, faith, and democracy.

Knighted in 2002 and awarded the Padma Bhushan in 2005, Sir Mark Tully remained a familiar presence at the Press Club of India—curious, accessible, and always listening. He arrived as an outsider. He stayed long enough to become indispensable. And in doing so, Mark Tully did what few correspondents ever manage: he stopped reporting India from a distance and began speaking with it.

India’s higher education has carried a quiet contradiction for decades.We promised mass access and global competitiveness in the same breath, but we continued to run universities on a timetable-and-classroom logic designed for a smaller, more uniform learner population.

The UGC (Minimum Standards of Instruction for the Grant of Undergraduate Degree and Postgraduate Degree) Regulations, 2025 effectively updates that operating system—without shouting—by shifting the sector from rigid, single-track journeys to stackable, flexible,credit-based learning lives.Placed alongside the National Credit Framework ecosystem and theemerging practice of blended learning and multi-assessment, the 2025 direction is not incremental reform. It is a new design philosophy: higher education as a portfolio of capabilities, not a single linear credential. The young learner today does not want only “a degree”; they want a credible pathway to a job, a career pivot, an enterprise, a second skill stack,and—most importantly—a sense that learning can keep pace with life.What follows is a pro-student, pro-placements, pro-entrepreneurship reading of the five major “game changers” now made possible at scale: two admissions a year; open choice of discipline; dual degrees including online pathways; up to 50% credits as skills/vocation/apprenticeship; and a decisive movement toward continuous, authentic assessment beyond written exams. These are not five separate reforms. They are five parts of one larger shift: the university becoming a platform where learning, work, and capability development meet.

The Second Intake Revolution: Ending the “Lost Year” Penalty Two admissions a year—July/August and January/February—may look like a calendar adjustment, but it is, in reality, an equity reform. India has a large pool of “near entrants”: students who are qualified and motivated, yet miss admission windows because of a medical crisis at home, a financial disruption, a delayed result, a migration, or a caregiving obligation. In the old system, missing one deadline often meant losing one full year, and the “lost year” frequently became a lost Learner.Biannual admissions convert that leakage into enrolment. They also change the psychology of aspiration. A student who misses an intake no longer feels “I failed” but “I will enter in the next cycle.” In several contexts, universities have already begun aligning processes with this logic; Gujarat University’s reported second-phase admissions and the idea of direct entry into the second semester signal how institutions can operationalise the principle.The deeper opportunity is even more consequential. Two intakes normalize work-integrated entry. A learner can spend six months in an apprenticeship, a skilling term, or a structured internship, and still enter the degree pathway in January without losing academic rhythm. When the university begins to recognise that learning happens in seasons—sometimes in classrooms, sometimes in workplaces—it becomes far more attractive to first-generation learners and working learners who cannot afford “education without earnings.”Discipline Is No Longer Destiny: Freedom to Choose, with Bridge-to-Choice UGC 2025 takes a bold position that Indian education has needed for a long time: the subjects you studied in Class 12 should not imprison your future. If a learner clears the relevant entrance examination, they can enter an undergraduate discipline irrespective of their school subject combination, with the institution empowered to provide bridge courses to address gaps. The same spirit extends to postgraduate entry as well: learners can move across domains, provided they meet entrance requirements and complete any necessary foundational support.This is pro-student, but it is also pro-economy. The job market is reorganising around skill clusters, not traditional departments. It is increasingly normal for careers to sit at intersections: data plus domain knowledge; design plus business; psychology plus HR analytics; law plus technology; sustainability plus finance; communication plus digital strategy. In such a world, forcing learners to stay “within lane” is not academic purity; it is employability sabotage.
There is also a deeply Indian reason this matters. Many learners discover their real interests late, often after exposure to the world of work or after encountering the right mentor. A student who chose science in school under family pressure may genuinely belong to media and communication; a commerce student may find their calling in product design or public policy. The new flexibility makes the university a place where such discovery is possible without social penalty.The institution-level implementation cue is clear: build a flexible major–minor architecture and a meaningful common core. A learner should be able to hold a primary identity—say, engineering or commerce—while building a formal secondary identity through a minor,a certificate, or a cross-faculty sequence. A common core that includes design thinking, financial literacy, and AI ethics is no longer “nice to have”; it is baseline competence for citizenship and work.The bridge-course mindset will decide whether this reform becomes liberating or merely procedural. If bridge courses become remedial and stigmatizing, the reform will underperform. If bridge courses are designed as launchpads—short, studio-like foundational modules that build confidence through applied learning—discipline mobility will become a genuine democratizer.

Dual Degrees: The Portfolio Learner Becomes Legitimate UGC 2025 formally recognises the possibility of pursuing two UG programmes simultaneously and two PG programmes simultaneously,within the flexibility frameworks notified by the Commission. This sits comfortably with the earlier logic that allowed two programmes across modes—one physical and one ODL/online, or even two ODL/online—subject to recognition, overlap rules, and compliance.At its best, dual-degree design solves a real market problem. Graduates frequently emerge with either domain knowledge without contemporary skills, or skills without domain anchoring. Dual learning allows breadth without abandoning depth. It also legitimises the “hybrid professional,” increasingly the most employable person in the room: the BA/BCom learner with data foundations; the BSc learner with UI/UX and product thinking; the engineer with entrepreneurship and management; the humanities learner with digital media and analytics.

Consider a realistic student in Kolkata or Raipur: enrolled in a conventional undergraduate programme, but also pursuing an online pathway in data analysis, digital marketing, or product design from a recognised provider. In three years, that learner’s transcript becomes a portfolio: one part disciplinary training, one part employability stack,and one part demonstrated work. The university stops producing “graduates,” and starts producing “profiles.” The foreign online degree possibility adds a further layer of opportunity: global exposure, benchmarking, and network effects. But it must be handled with adult caution. Recognition and regulatory alignment matter, and learners must be protected from non-recognised or non-transferable traps. The safest, most student-friendly pathway is not to discourage international online learning, but to build advising and due diligence so students choose credible, recognised options and understand how these credentials will be valued by employers and Institutions.

In other words, dual degrees can democratise global learning, but only if the university becomes a guide, not a bystander.

When 50% Credits Can Be Skills: The Degree Learns to Work One of the most transformative possibilities in UGC 2025 is the explicit permission to structure learning such that while a learner secures a minimum 50% of total credits in the discipline to earn a major, the remaining 50% may come from skill courses, apprenticeships, and multidisciplinary subjects. The regulations also emphasise integrating vocational education, training and skilling, and internships within UG/PG structures. This is not cosmetic. It dismantles an old hierarchy where skills were treated as “extra,” and signals a new reality: a degree is not only knowledge; it is capability. Once skills and work-based learning carry real credit weight, higher education becomes attractive to those who were previously ambivalent about universities—working learners who need flexibility, first-generation learners who demand employability value, and families who cannot afford years of education without visible Outcomes. This is precisely where the National Credit Framework logic becomes operational. If up to half the learning can be creditised across academic,vocational, skills, and experiential domains—recorded through appropriate credit banks and mapped to outcomes—then education and training stop competing. They begin to blend. The employability engine is simple but often missed: skills must be embedded inside the curriculum, not treated as a weekend add-on. When skills training, interdisciplinarity, organic learning, and multi-assessment work together, graduates become demonstrable problem-solvers rather than transcript-holders. A student who has completed a credit-bearing apprenticeship in a local industry cluster, a stackable micro-credential aligned to hiring needs, and a capstone that solves a real problem is not merely “qualified.” They are employable with evidence.

This shift also energises entrepreneurship. A skill minor in product Management or digital commerce can feed directly into venture building.

A vocational-credit sequence in sustainability auditing can become a service enterprise. A design-and-business blend can produce founders

who understand both creation and markets. When credits legitimise skill-building, the university begins to generate not only job seekers but

job creators.

Exams Make Way for Evidence: Continuous, Authentic, and Not Only Written

UGC 2025 decisively broadens evaluation beyond written examinations.It expands the units of evaluation to include seminars, presentations,class performance, fieldwork, and similar demonstrations, with weightage determined transparently by academic bodies. It mandates continuous evaluation alongside semester or year-end examinations and asks institutions to prioritise formative assessment.

The most important implication is cultural: assessment begins to shift from testing memory to validating capability. Many people fear that continuous and non-written assessment “lowers standards.” In reality, it often raises standards because it makes learning harder to fake. A written exam can be gamed; a portfolio of work, a live project, a lab demonstration, a reflective log of problem-solving, and a capstone cannot be replicated without real engagement. Multi-assessment, as an institutional practice, reduces the high-stakes pressure of single-shot exams and makes evaluation more inclusive for diverse learners. It also creates richer employability signals. Employers do not hire marks; they hire evidence of capability. When assessment includes performance-based tasks, inquiry-driven assignments,collaborative work, and reflective documentation, the transcript becomes a story of what the learner can actually do. Indian universities already offer hints of how this can work. Delhi University’s UGCF entrepreneurship track, for instance, speaks the language of venture building—idea validation, market research, prototype or MVP development—essentially treating entrepreneurship as assessable learning rather than as extracurricular theatre. That is exactly the shift India needs: assessment as proof of creation, not proof of recall.

A well-designed system will make e-portfolios and capstones mainstream. The e-portfolio becomes the learner’s public ledger: curated projects, fieldwork, presentations, prototypes, writing samples, and reflections. It is simultaneously an assessment tool and a placement asset. Done properly, it becomes the learner’s most powerful negotiation instrument in the job market.

The Missing Link: Blended Learning and a Project Ecology that Protects Equity

None of these reforms scale unless universities can deliver learning through a blended, flexible architecture. Blended learning is not a superficial “tech addition.” It is the cohesive integration of face-to-face and online modes through curriculum redesign—moving passive content delivery into flexible spaces and using in-person time for active,participative learning.

But India’s equity constraint is real. The digital divide is not a slogan; it is a structural barrier. If blended learning is designed around data-heavy, synchronous video models suited to high-resource environments,it will exclude precisely those learners higher education must include.This is why an “asynchronous-first” design philosophy matters. When content is accessible on low bandwidth, mobile-first platforms; when learning resources can be downloaded and revisited; when engagement is designed through thoughtful discussion prompts and periodic high-impact in-person sessions—then blended learning becomes a tool of inclusion rather than exclusion.

A strong blended model also builds a project ecology. It frees campus time for studios, collaboration, fieldwork, and project-based learning. It encourages interdisciplinarity because real projects rarely respect departmental boundaries. It makes room for apprenticeships and internships because learning can be planned around work cycles. In short, blended learning is not merely a delivery mode; it is the infrastructure of flexibility.

The New Campus Engine: When Placements and Entrepreneurship Share One Wheel

UGC 2025 gives the policy space, but universities must build the institutional machinery. A key shift is to stop treating placement as a seasonal activity and begin treating it as a year-round academic engine. That means building a robust Collaboration and Placement Centre with a dual mandate: placements and entrepreneurship. In a developing economy, employability and enterprise creation are not separate missions; they are two sides of the same economic development coin. This is where industry engagement becomes more than MoUs and guest lectures. Partnerships must mature into structured pipelines: internship quotas, live projects, co-developed modules, mentorship, and recruitment alignment. When industry advisory boards inform curricula, when projects are sourced from real industry pain points, and when evaluation is built around authentic outcomes, placements stop being a last-semester scramble. They become the natural consequence of the learning model. India has already seen how institutional ecosystems can shape entrepreneurial outcomes. Incubation and innovation models associated with leading institutions—such as structured entrepreneurship and incubation ecosystems—show that when mentorship, networks, and real problem solving are institutionalised, venture creation rises. UGC 2025, through credit flexibility and authentic assessment, makes it possible to embed those ecosystems into mainstream degrees, not only into elite Islands. A More Humane, More Useful University UGC 2025 should be understood as a shift from degree delivery to capability development—multiple entry points, multiple pacing options, and multiple ways to prove competence. It is pro-student because it respects life realities. It is pro-placements because it legitimises skills, portfolios, apprenticeships, and industry-facing outcomes. It is pro- entrepreneurship because it makes projects and venture-building assessable within formal education.

The true “game changer” is not any single clause. It is the combined effect: a university that can admit more learners, let them build hybrid identities, let them earn skill credits meaningfully, and let them prove learning through authentic work. Done well, this is how India increases participation, reduces dropouts, improves graduate outcomes, and creates a generation that is not only educated, but employable, entrepreneurial, and future-ready.

An astounding feature of India's higher education is that it ranks among the biggest in the world, with a plethora of colleges, a few hundred universities, and an annual output of millions of graduates. Nevertheless, such a vast setup is confronted with a critical issue: why is it that not even one Indian university, despite its magnitude, finds a regular place among the worlds top, ranked institutions?

That question is, in fact, more poignant if we actually recall that this same land was a world centre of learning some two millennia ago. Universities like Nalanda and Takshashila were not only India’s pride but part of the world’s shared intellectual heritage. Today, it seems the roles have been reversed since Indian students have been going abroad for studies in increasing numbers, Indian universities have been continuously falling behind in global rankings.

At the heart of the problem, there is a university system in India that is not strong in research culture, that is not well funded, that lacks academic freedom and that is not globally oriented. It is quite true that India is a major contributor to the world's research papers, but their citation impact of these papers is much lower than that of leading countries. The main reasons are: very limited spreading of funds, no high tech facilities, very few opportunities, and overburdening of the teaching faculty. If researchers are not given sufficient time and resources, production of high, quality work is very unlikely.

Institutions such as the IITs churn out brilliant engineers, but if they fail to massively integrate disciplines like medicine, law, social sciences, and public policy, they won't be able to meet the global standards. At the same time, the top universities in the world are dependent on interdisciplinary ecosystems that incubate creativity and innovation. India's system, however, remains confined to silos.

Governance and autonomy issues are also major impediments. A large number of Indian universities are so deeply caught up in bureaucratic controls and policy limitations that they almost cannot make quick, autonomous decisions. Meanwhile, leading global universities attract top talent because of their flexibility and freedom.

Equally concerning is the near absence of foreign faculty on Indian campuses. Visa rules, salary caps, and the red tape of the bureaucracy are some of the things that prevent talented people from all over the world from coming to India. Consequently, Indian higher education institutions do not have the international mix that is one of the factors directly affecting the global rankings of universities.

Yet, there is still some small hope at the end of the tunnel. The rise of a handful of private universities, such as Ashoka, O.P. Jindal, and Amrita, show that Indian universities can really compete at the global level if they are given proper autonomy and the right facilities. A major aspect of their fast progression has been their freedom to form partnerships abroad.

In essence, the main question should not be why India is losing ground but what great leap it can take by 2047. The National Education Policy (NEP) 2020 has set broad directions by focusing on multidisciplinary education, research, and granting more autonomy to institutions. However, policies by themselves do not suffice. India should take bold steps in making research a high priority, training professors, forming partnerships abroad, and structurally upgrading its universities.

If India successfully tackles the above challenge, then it will not only be an economic giant but also a world intellectual leader by 2047. On the other hand, if the slow pace continues, the rest of the world will advance, and India will keep questioning: why are our universities not among the best?st global academic legacy.