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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Student union elections have come back to Ambedkar University after a five-year hiatus, and with it, the much-awaited democratic culture on campus. The move is a landmark one for student politics at the university, with the student groups poised to fight it out in an intriguing contest for representation. The elections, to be held within the next few weeks, are likely to witness full student participation as students wait impatiently to be heard.

The lack of a student council that was elected over the last half decade has brought mounting frustration regarding the non-official representation of students in issues related to administration and academics. The elections would hopefully restore a forum for the students to vent their complaints and fight for their rights.

Ambedkar University students' union elections were suspended in 2019, and the students did not have a formal body to negotiate on behalf of themselves. The break extension reason is unknown, but the student unions have been calling for the restoration of elections long on the basis that the lack of a union has hindered their voice for vital issues like hostel facilities, scholarships, academic concerns, and university facilities.

The results of the polls will not only decide the student body leadership but also reflect the broader aspirations and fears of the student community. The reinstatement of student polling has been regarded as a breakthrough towards the build-up of democratic engagement on campus. The students think that the reformed union will give them a voice they can utilize in negotiations with the administration and demanding necessary changes that must be imposed. University authorities have promised that the election will be free and fair, with regulations to see that the proceedings are peaceful and smooth. Now that campaigning is on, Ambedkar University students are waiting with bated breath for an election that not only determines their student life but also rekindles the tradition of student activism that has been the hallmark of university life.

More than 10 students of the Jamia Millia Islamia University were arrested by the Delhi Police on Tuesday after they protested against the disciplinary action initiated by the university against two PhD researchers. The students were agitating against show-cause notices sent to the two researchers on suspicion of conducting a protest in a staged manner last year.

The protest began on Monday with the students under the leadership of protesting against the "crackdown on student activism" of the administration. According to the students, the action of the university was meant to suppress the dissenting voice and stifle freedom of expression.

However, the university administration accused the protesting students of damaging university property, such as the central canteen, and shattering the security advisor's office gate.

Further charges have been made by the university administration against the agitating students. According to them, the students were found in possession of objectionable contraband material.

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

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

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

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

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

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

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

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

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

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

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

A game-changing certification program has been introduced to revolutionize the practice of digital experience design. By merging advanced findings from neuroscience and psychology into conventional UI/UX design practices, this breakthrough program enables designers to create natural, interactive, and human-centered interfaces that harmonically synchronize with human cognition and behavior.

Crossing Psychology and Design for Enhanced User Experience

The new course is unique in that it integrates human-centered design principles with neuroscientific concepts. The students will receive deep understanding of the way users engage with digital platforms so that they can develop designs that improve usability, engagement, and accessibility.

Some of the major topics addressed in the program are:

Learning to empathize with users and design solutions that meet actual-world needs. Knowledge of cognitive functions, attention, and emotional triggers to enhance user engagement. Utilizing iterative problem-solving techniques to ideate, prototype, and iterate UI/UX solutions. Applying data-driven methods to test, analyze, and refine user interfaces. 

The course is targeted at design, psychology, neuroscience, and allied field students as well as professionals. Regardless of whether they wish to become UI/UX designers, product managers, or developers, people will have a competitive edge by acquiring knowledge in the science of user interactions.

Upon successful completion, the students will have an industry-validated certification in UI/UX design, with them being top-priority candidates for top technology firms, design houses, and product development teams. As companies increasingly concentrate on user-experience design, certified experts will be more sought after than ever before in an increasingly booming job market. 

As digital systems grow more fluid, intuitive, and psychologically-based, seamless, intuitive, and psychology-driven experiences will form the backbone of successful product design. Through this groundbreaking certification, new and experienced designers can future-proof their careers and become the architects of the next generation of human-centered digital experiences.

The sudden rise of AI-powered apps, mobile-centric design experiences, and immersive technology such as AR and VR transformed the UI/UX sector. The timing for this certification program couldn't have been better as it empowers designers with the skill to deliver user-centric experiences rooted in science-backed design thinking that addresses users' changing demands in the present digital age.

Tripura's National Law University (NLU) and National Forensic Sciences University (NFSU) have made history by signing a Memorandum of Understanding (MoU) that will change the way we go about forensic science and legal education. This historic partnership would seek to generate academic excellence, innovative research, and student exchange programs that will fill the hiatus between forensic science and legal studies.

Through collaboration, NLU and NFSU would equip students with the practical understanding and expertise that will help deal with the multifaceted facets of the progressive criminal justice system.

The collaboration will beget collaborative academic courses, research, and training workshops that will work towards merging forensic science with law studies. This merge will produce a new generation of professionals who will be able to move effortlessly between the scientific and legal fields. The MoU was signed in the presence of dignitaries from both institutions, a milestone in the academic history of Tripura. 

According to sources, the MoU will enable universities to introduce joint academic programs that integrate forensic science with legal education.

This interdisciplinary effort will provide students with a well-rounded exposure to the way forensic science works and how it interacts with the judicial system. It also includes the exchange programs among students and instructors for knowledge sharing and collaborative research. There will also be seminars, workshops, and training programs by the universities for increased comprehension of forensic applications.

Speaking on the occasion of the gathering, the Vice-Chancellor of NFSU underscored the importance of the tie-up, stating, "This tie-up will bring a new paradigm in the education and research in forensic science, allowing our students to be ahead of the curve in the fast-changing field."

Equal access to medical care for all children, especially those belonging to poor families, was a key area of concern at a recent seminar where teachers, physicians, and social activists attended. Experts urged closing the gap between poor and rich children by giving top priority to education, health, and skill development.

Medical professionals at the event reiterated that good health holds the secret of a child's future, setting the stage for their ability to learn, develop, and thrive. "It is not just about the curative aspects of healthcare but about preventive healthcare, early interventions, and promoting healthy lifestyles in children," averred a healthcare specialist.

Quality healthcare access guarantees that children are able to go to school on a regular basis, achieve better grades, and become productive citizens.

Specialists referred to how several economically poorer sections' children suffer from deficiencies in proper healthcare, nutrition, and awareness. Malnutrition, uncured illnesses, and psychiatric ailments still stop them from utilizing their potential to the fullest. The debate focused on the government coming in for offering free or subsidized medical attention in the form of vaccinations, periodic check-ups, and counseling for mental conditions.

The conference also noted the increasing alarm regarding children's mental health, particularly in light of learning stress and social issues. One of the psychologists attending noted that mental health is as important as physical health and demanded greater awareness and availability of child-friendly counseling services.

The session also emphasized public-private partnerships for healthcare, challenging hospitals, NGOs, and policymakers to collaborate with one another in ensuring that each child, independent of socio-economic background, receives proper medical care.

"Children need proper nutrition, medical check-ups, and support systems to thrive. Quality healthcare paired with education and vocational skills development will determine a better future," declared a social activist. The forum reasserted that improving health disparities is not a collective endeavor that demands convergence between government entities, civil society, and grassroots communities.

Africians voiced their views, arguing that quality education and health are rights owed to every child. They demanded policymakers provide effective healthcare policy reforms, health campaigns, and resources to children's healthcare clinics.

The meeting was a solid reminder that children who are healthy constitute a healthy society, and it is upon governments, doctors, and members of the society to ensure equality of opportunity to everyone.

IIM Mumbai and IIT Mandi are India's most socially influential education institutions on social media. Based on these parameters, IIM Mumbai ranked first in management school, whereas IIT Mandi was placed first among engineering colleges. As per the survey, IIM Ahmedabad and IIT Bombay were second in their respective domains.

The survey examined Indian educational institutions' social media performance, quantifying such aspects as: Institutions' pace in building their online community. The extent of engagement in the form of likes, shares, and comments. The success of posts in providing value to followers. Partnering with industry and education opinion leaders.

With more and more individuals using digital platforms for communication, networking, and brand establishment, schools and universities need to have a strong online presence. Social media is not only important for enrollment marketing but also for interactions with alumni and stakeholders, research promotion, events, and achievements, campus life and student activities, and collaborations with industry leaders. 

Both IIM Mumbai and IIT Mandi have been able to capitalize on the use of social media in order to stabilize their brand establishment and establish themselves as dynamic institutions in the cyber world. Smart use of sensational content, partnering with industries, and regular communiqués have helped them position themselves at a dominant level on top.

This acknowledgment is an endorsement of the increasing role social media plays in higher education. The institutions that proactively interact with their online public establish stronger networks, improve the student experience, and become influencers.

As the education landscape keeps changing, Indian universities and colleges will be willing to invest more in online engagement, and social media will become an influencer for reputation and influence.

 

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

Exam Structure and Length

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

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

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

The significance of the AIDAT test

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

How long do design courses last?

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

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

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

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

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

The All India Forensic Science Entrance Test (AIFSET) 2025 has been made more convenient for students now that the test is held online. The candidates can easily appear for the test using their desktops, laptops, or mobile phones from anywhere. Applicants must be aware of the exam guidelines in advance so that they can take the test without any problems and provide a seamless experience.

There will be one right response for each of the 100 multiple-choice questions (MCQs) in AIFSET 2025.  The exam duration is 60 minutes, and one mark will be given for each correct answer. Notably, there is no negative marking for wrong answers, and hence candidates can attempt all the questions without any apprehension of losing marks. For a trouble-free examination procedure, candidates will be required to log in at least 15 minutes before the notified start time on their registered mobile number. While mobile can be used, for a seamless experience, the suggestion is that a laptop or desktop be utilized. The Registered candidate will receive an official Exam Portal link well in advance of the exam.

To keep the exam unbiased, tight surveillance measures have been put into effect. The examination will be proctored with constant observation using cameras, sound listening, and browsing activity tracking. Moreover, the entire screen activity will be logged during the exam period to deter any kind of fraudulent activity. In case of suspicious activity, it can lead to instant disqualification.

Candidates who have enrolled will receive an official link to the Exam Portal. Constant surveillance, including sound detection, video monitoring, and browser activity tracking, will be in place to preserve the integrity of the test. To guard against unfair practices, all screen activity will be logged during the exam, and any questionable behavior could lead to disqualification.

It is recommended that candidates review the "TRAINING" part of their profile before taking the test. This section provides important details about the exam.

The GAHET 2025 exam will be administered online, giving applicants the option to take it on a desktop computer, laptop, or mobile device. Strict rules have been established, meanwhile, to guarantee a seamless and equitable examination procedure.

Exam Format and Scoring System

There will be one right answer for each of the 100 multiple-choice questions (MCQs) on the test. Examinees will have sixty minutes to finish it. One mark will be given for each right answer; wrong responses will not result in a deduction in score. Candidates can now tackle all of the questions without worrying about losing points for errors.

Access to the Exam Portal and Login

Candidates are required to log in at least fifteen minutes prior to the stated start time in order to guarantee a smooth examination experience. They can use their registered cellphone number to access the exam system. Although the test can be completed on a variety of devices, it is highly advised that candidates use a laptop or desktop computer to log in for optimal performance and to make answering questions easier.

A special link that will be supplied before to the test will allow access to the official Exam Portal. To prevent technological interruptions, candidates should make sure they have a steady internet connection and a distraction-free workspace.

Measures for Proctoring and Security

Experts will use cameras, sound detection, and browser activity tracking to keep a tight eye on the test and ensure its integrity. To stop any unethical behavior, the full screen activity will be continually recorded during the exam. Disqualification could result from any suspicious activity or effort to access resources that are not authorized.

Preparing for the Exam

Before taking the test, candidates are strongly encouraged to go over the "TRAINING" portion of their profile. In order to guarantee that applicants are ready and accustomed to the interface, this section offers crucial instructions on how to use the test platform.

Candidates can guarantee a seamless exam experience free from procedural or technical obstacles by adhering to these instructions. A fair and open testing process will be facilitated by punctuality, comprehension of the exam structure, and adherence to security procedures.

Candidates can find more information by visiting the official GAHET 2025 Exam Portal and keeping up with any exam-related news.

For undergraduate media aspirants in South Asia, the Global Media Common Entrance Test (GMCET) promises to be a game-changer. This test provides students with a common point of entry to top media institutes and universities in *India, Bangladesh, Nepal, Sri Lanka, Malaysia, and other countries. It is fueled by edInbox, the region's biggest education-driven platform.

India's biggest undergraduate media entry test, GMCET is expected to receive more than 5,000 registrations and be conducted once a month between April to September 2025. To students wanting to specialize in media studies, public communication, journalism, or online content creation, the program aims to speed up the admission process.

Candidates are evaluated by GMCET on critical skills required for media careers, including analytical thinking, logical reasoning, and communication. The test is specifically implemented to assess the understanding of various situations of the candidates and the capacity to predict outcomes, which is highly essential in media jobs.

Once the students pass the GMCET, they can enroll themselves in various undergraduate level media courses such as:

✔ **Bachelor of Arts in Journalism & Mass Communication & BJMC**  **BA (Media & Communication)** ✔ **BSc (Animation & Graphics)** ✔ **BSc (Media Technologies)** ✔ **BMS** (Bachelor of Media Studies) ✔ **BMC** (Bachelor of Mass Communication) ✔ **BMM** (Bachelor of Mass Media)

A more than a mere admission test, GMCET-2025 is an interregional program that connects South Asian students to prominent media schools. The examination creates cross-border study opportunities and strengthens the foundation for a global competitive media industry through the coming together of colleges of many countries.

GMCET-2025 is expected to set a new benchmark in media education, and edInbox is at the forefront.

Vaikunta Baliga College of Law will be hosting the highly awaited Advocate P. Shivaji Shetty National Moot Court Competition, which will offer a stage for law students from all over India to showcase their advocacy skills in a competitive setting.

This nation-wide contest will be conducted with students of LL.B. (3-year/5-year courses) studying in institutions of law all over the country. All teams of competitors will have two speakers and a researcher, who will present arguments in the mock court situation.

The competition will test the students in issues of legal skills, sense of strategy, and capacity to present simple arguments under stress.

Prestigious Awards & Recognition

In addition to the priceless experience, the competition also carries substantial cash awards:

Winning team: ₹50,000

Runners-up: ₹30,000

Nonetheless, the competition is not merely about money and trophies. It is a rigorous training ground for prospective legal professionals, giving them real advocacy experience.

The participants will hone their legal thinking, research, and courtroom manners, readying them for the rigors of a professional legal career.

Registration & Participation

Teams that wish to compete are required to register prior to the deadline by providing the necessary forms and fees. With some of the country's best law students likely to be in attendance, this competition is set to be an exciting and intellectually challenging experience.

As Udupi gets ready to host the next generation of legal minds, this moot court competition is a reflection of the excellence and commitment of India's future legal professionals.

The Delhi High Court has urged the Bar Council of India (BCI) and Delhi University (DU) to implement online classes for those law students who have been wanting to attend. This is made with the motive to help such students who find it difficult to attend regular classes for one or another reason.

The judge's suggestion arose from a request by a student of law, who was disqualified from sitting for exams because she had not acquired the required attendance. The law student contended that the obligatory 70% attendance requirement for law classes was unjust and subject to review.

Incorporating online classes for students with attendance deficiencies is a significant step toward ensuring flexibility and equity in education. The DU and BCI have been asked to develop a system whereby students can cover up for attendance shortfalls within a specified time.

DU needs to implement this suggestion as early as possible. Providing online classes to law students with attendance issues will make the learning environment more inclusive and flexible.

This is done to help students who cannot attend regular classes for one reason or another. The court suggested a petition from a law student who was not allowed to sit for exams because of low attendance. The student had claimed that the 70% attendance requirement in law courses was unjust and required review.

Initiating online classes for students with attendance deficits is a significant move towards encouraging flexibility and fairness in studies. BCI and DU have been called upon to introduce a mechanism through which students can cover up for attendance deficits within a specified period.

DU ought to adopt this recommendation urgently. Providing online classes for law students who are not able to manage attendance will serve to establish a more inclusive and flexible learning experience.The Delhi High Court has ordered DU to put the attendance record of every student on the notice board, giving students a clear picture of lectures and practicals attended. The court has also advised that students should be provided an opportunity to plead their cases in respect of short attendance, where a fair hearing would be granted.

The suggestion of introducing online classes for law students with attendance deficits is a crucial move towards encouraging flexibility and justice in the education sector. The BCI and DU have been asked to develop a mechanism for online classes through which students can compensate for attendance deficits within a limited period.

This innovation is anticipated to help many law students who experience attendance shortages for one reason or another, such as health problems, family crises, and other personal factors. The introduction of online classes will give students a chance to catch up on lost classes and finish their law degrees without any obstacles.

The proposal from the Delhi High Court is an appreciable development, and BCI and DU should immediately put into effect the recommendation. Institution of online courses for law students who lack sufficient attendance will go a long way in ensuring inclusive and flexible learning

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

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

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

Teacher to Mentor:

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

Each premise noted above is changing now.

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

Learning Resources Aggregation & Delivery:

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

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

The game is changed now. And totally so.

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

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

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

Learners’ Engagement & Evaluation:

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

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

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

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

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

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

Digital Learning Tools Today:

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

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

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

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

Digital Learning Value-adds:

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

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

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

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

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

Students to Learners:

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

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

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

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

Conclusion:

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

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

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Prof. Ujjwal Anu Chowdhury

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

 

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

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

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The Central Board of Secondary Education (CBSE) has just announced the dates for the 2025 board exams, and the students have a mixed reaction. Some students welcome that the exams start later than usual, while others worry about the reduced amount of time remaining for preparation.

The CBSE board examinations for 2025 will start on February 15, 2025, and end on April 10, 2025. The exam schedule for this year has been rescheduled to suit the upcoming assembly elections. However, the shorter period for preparation has made some students nervous and stressed.

"I'm glad the exams are coming a little late, but then again, I'm also scared about less preparation time," noted Ria, a Class 12 student. "I would have appreciated the CBSE allowing us a better preparation time. The shortness of the preparation time is going to be problematic for us," added Rohan, a Class 10 student.

In spite of the fear, the CBSE has reassured students that the exam dates have been fixed so that the students will have enough time to prepare. The board has also announced that it will offer extra help to students in the form of extra study materials and counseling sessions.

While a section of students welcome the additional help, others are doubtful. "I do not know how much additional study materials and counseling will benefit. We require additional time to prepare, not additional resources," stated a Class 12 student who preferred not to be named. 

CBSE's decision to postpone the exams might have its advantages and disadvantages, but it is certainly beyond doubt that students will have to make the best of it and make the most of the time at hand.

Reporting the stories that matter, holding the powerful accountable, and giving voice to those who are too often silenced were the only goals of the journalism industry in the past. However, journalism has also changed in tandem with the digital age. 

The search for truth is increasingly being replaced by the search for virality. Sensationalized headlines, conjecture reporting, and cut-and-pasted stories are now the rule, creating a crisis of trust in the media.

Once the cornerstones of effective reporting, accuracy, impartiality, and transparency are increasingly being sacrificed on the altar of engagement metrics. Journalism's integrity is ultimately suffering in this battle for clicks.

How can we regain our profession, then?

First, we need to reaffirm our commitment to strict fact-checking. In an attempt to be the first, hastily publishing unsupported claims causes more harm than benefit. Patience, diligence, and a resolute unwillingness to distort the facts are all necessary for good journalism.

Secondly, we must resist the temptation to sensationalize. Our purpose is to enlighten, not to influence. Instead of being hyped for effect, stories should be compelling because they are significant.

Third, modern journalism must be built on the principle of transparency. It should be the readers' right to know how information is obtained, what drives coverage, and when mistakes are made. 

The repercussions are severe and genuine. False stories have devastated lives, disinformation has caused strife within communities, and the line between reality and fiction has become so hazy that it is no longer distinguishable.

This change in emphasis is not only an ethical failure but also a betrayal of the fundamental values upon which journalism is founded. 

Admitting to errors is not a sign of weakness—it's a show of credibility.

But this is not a call to journalists alone. Readers also have a part to play. The pressure for good journalism has to come from the audience itself. Encouraging media houses that value fact-based reporting and boycotting those that do not is the only way to change the tide.

We are at a crossroads. Either we allow speculation and sensationalism to define our industry, or we reclaim journalism’s integrity by making truth the only currency that matters. The choice is ours.

The National Company Law Appellate Tribunal (NCLAT) instructed the National Company Law Tribunal (NCLT) to resolve the settlement between Byju and the Board of Control for Cricket in India (BCCI) within one week. The order followed after the BCCI claimed Byju had defaulted on a payment of ₹158 crore, and the company was subject to insolvency proceedings. The settlement of the issue entails Byju's paying ₹158 crore to the BCCI.

This choice will be a deciding moment in what the future holds for both parties. The war of words between the BCCI and Byju's has been going on for several months. The BCCI had asserted that Byju had defaulted in paying up, which made the cricket board seek insolvency proceedings.

The NCLAT order has been viewed as a turning point to settle the case between the two firms. The NCLT order will be closely observed by both parties since it will dictate the way forward for the case. Reports say that the NCLAT has instructed the NCLT to order on the settlement plea submitted by BCCI and withdrawal of the insolvency proceeding against Byju's within one week.

Byju has argued that it has not failed to pay and has presented an offer to resolve the matter amicably.The company has even filed a settlement plea in the NCLT, which remains pending.

Think of this: You're just another online student sitting in another online class, gazing at slides of bullet points, your brain drifting toward what you're going to have for dinner. Now imagine this instead—your history class reads like an exciting novel, your science class is an action movie, and math? It's a mystery you can't wait to unravel.

That's the sort of magic being woven by Krupali and Amrut Desai in online education. This married couple feels that storytelling isn't reserved for bedtime or Hollywood blockbusters—it's the magic ingredient that can transform learning into something thrilling, memorable, and, heaven forbid, enjoyable!

Why Storytelling?

"Consider your favorite novel or film—you recall the plot, don't you? But do you recall all the dates from your previous history lesson?" queries Krupali with a smile of knowing. That's precisely why they've taken it upon themselves to make boring lessons engaging experiences.

Instead of filling courses with jargon and verbose descriptions, they braid knowledge into compelling stories. A lesson in physics is an exciting space mission. A history lesson is a time-traveling adventure. And yes, even math gets a makeover with real-world enigmas to crack.

Not Just Another Online Course

As opposed to the typical e-learning sites that can be just plain robotic (yeah, we're including you, AI-created monotone lectures), Krupali and Amrut's style is about being human. They design lessons that are more like a chat with an excellent storyteller—one who has you in stitches, keeps you on the edge of your seat, and gets you feeling a sense of awe.

"Break the mold of the old-school, everything-is-the-same approach," Amrut says. "Each child learns differently, so why not make it flexible and personal?"

With their method, students can work at their speed, select their learning styles, and soak up lessons that take hold.

A Future Where Learning Feels Like Entertainment

Their mission? To make education an experience that everyone shares—no matter age, location, or background. "We want learning to be less like homework and more like finding an awesome new series you can't put down," says Krupali.

In a world of education changing more rapidly than ever before, their narrative-based lessons could be just the revolution we're looking for. Who tells us learning won't be as thrilling as our favorite Netflix series?

It is an incredible feat that Atharva Kulkarni has achieved the status of JEE Main 2025 topper, leaving a trail of inspiration behind for aspiring candidates. As we hear about his path, we discover the devotion, perseverance, and planning that led him to the pinnacle.

His journey began in Class 11, when he firmly decided and set out to study for JEE Main. Early training gave him adequate time to learn complex concepts, hone his problem-solving skills, and stay one step ahead of preparation.

With the improvements in Atharva, he formulated a study schedule that spent special time on each of his subjects. Through this reflective approach, he succeeded in planning and scheduling his study routine in such a manner that he conserved his precious time without neglecting the aspect that he covered all the subjects exhaustively and multiple times. His schedule reflected his sincerity and commitment towards achieving his desired goal.

To acquaint himself with the exam format and improve his problem-solving skills, Atharva solved mock tests and previous year papers. With this rigorous practice, he could identify areas where he needed to improve and develop strategies to tackle complex problems. As the examination date neared, Atharva intensified his preparation, staying motivated and engrossed.

To avert burnout, he took breaks in time, sought advice of teachers and guides when needed, and celebrated small milestones with small celebrations. All his hard work paid off because he scored exceptionally well in the exams, showing his mastery over the subjects.

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