The Gai Jatra festivals of Kathmandu or the variety of rituals and stories that Nepalis attribute to death are reminders that, for Nepalis, grief is a profoundly social experience. However, in the face of impending climate-related disasters, Nepal needs to start conceptualizing ways to understand, mitigate and prepare for them.

The recent disastrous flooding down the Bhote Koshi and other rivers is yet another reminder of this reality. As people get displaced from their homes, their belongings and personal property destroyed in the process, the logical question is, what has caused it? Some may be tempted to attribute it to divine intervention or misfortune. After all, Nepal is a land-locked, mountainous and disaster-prone country, so it is only logical that these disasters befell Nepal. However, if Nepal is to reduce the damage and the human toll that these disasters bring, it must start developing the necessary conceptual tools to prepare for such disasters.

Education for sustainability can teach citizens to think about disaster not just as something that happens but as a condition

Education for Sustainability Beyond Disaster Preparedness

When most people think of education for sustainability, they often associate it with recycling, green initiatives, and water harvesting. They are right to think that way, but people often forget that education for sustainability includes education for climate literacy, disaster preparedness, constructing climate-resilient structures and, more importantly, community preparedness and building climate-resilient communities.

For example, children have to learn why glaciers are melting, how mountainous ecosystems work, why rivers overflow, why trees ought not to be cut down, and where and how to build.

Children need to learn disaster preparedness and get trained in reading hazard maps, responding to earthquake alarms, water conservation techniques, protecting water sources from contamination during flooding, and how to respond during, after, and before a disaster to limit the damage and loss.

By providing children with tools to think through such issues, education for sustainability can help reorient the conversation about disaster around greater degrees of preparedness rather than simply asking, How to deal with it?

Geographical Destiny is Not Inevitable

Compared to many of its neighboring countries, Nepal may indeed have a more challenging topography that makes disaster management more difficult. Nepal sits on a confluence of many continental plates and hence is more susceptible to earthquakes. It has some of the most fragile mountainous ecosystems in the world

But only if one is willing to accept fate.

Two villages can be situated side by side in the mountains, and only one gets damaged by landslides based on where precisely a house is located, the road construction practices, the early warning systems, and the local government’s response, among other factors. Hence, the responsibility rests with local authorities to make sure that they reduce their vulnerability to such disasters. This is the message that Nepal’s education system needs to internalize and subsequently disseminate to the masses. A flood is a natural disaster, but the damage caused by it is man-made, so Nepal needs to start thinking through these issues in such terms. By educating the youth to think about disaster in this way, Nepal can begin to overcome its culture of fatalism around the issue.

From Theory to Practice: Making Schools Into Climate-Resilience Hubs

Nepal’s school system can do a much better job at engaging students in a variety of sustainability-related activities that will promote disaster preparedness, help them understand the local environment and its fragility, and help them think through practical measures that can enhance the region’s preparedness. For example, schools located near rivers can participate in flood-risk mapping, whereas schools situated in mountainous regions can engage in biodiversity mapping and auditing exercises. Students can be encouraged to think about the impact of their waste on downstream water sources or analyze their school buildings’ resilience to earthquakes. Students can work in tandem with local authorities to help the latter develop disaster preparedness plans and conduct drills to test their level of preparedeness.

Science classes can be used to study the connections between weather patterns and groundwater levels, glacial movements, and river flows. Geography classes can be used to study the local topography and help students think through terrain mapping and land-use practices. Finally, civics classes can be used to discuss Nepal’s role in the regional climate change and disaster preparedness ecosystem because many of Nepal’s rivers are shared with its neighbors.

By actively involving students in such activities, Nepal’s schools can help the nation think through a variety of climate-related issues while becoming more prepared for them.

Education Can Make Nepal Less Fatalistic about Disasters

One of the most important roles that education can play in Nepal’s preparedness for climate-related disasters is helping the country overcome fatalism about them. As mentioned above, Nepal has a rich cultural heritage of dealing with loss and the aftermath of disasters. The Gai Jatra festivals are a wonderful example of that. However, a culture of collective grief around the time of disaster needs to be balanced out with a culture of preparedness for the next one.

If Nepal continues to be overwhelmed by the grief and loss following each disaster, it will be hard-pressed to have the political and social capital to think through the preparedness for the next one. Hence, Nepal’s education system needs to help it think through how to cultivate such a culture of preparedness for disaster while encouraging the positive fatalism that Nepal’s unique cultural heritage.

Students need to be encouraged to think critically about the causes of the disasters and the factors that exacerbate them and about ways those factors can be mitigated. More importantly, students need to ask the right questions, such as What happened? Why did it happen? What risks contributed to it? What could have been done to prevent it? What is already being done? What is everyone’s role? What should be done differently?

Education for sustainability needs to focus on answering these questions.

• Education Can Help Build a Culture of Accountability

Disaster preparedness, mitigation, and management are deeply political processes. They entail making sure that institutional structures are in place, policies are coherent, regulations are comprehensive, and early warning systems are efficient. By cultivating political literacy among citizens, education can help Nepal build the culture of accountability that is necessary for effective disaster management.

Making people more politically aware can empower them to hold political leaders, administrators, scientists, local leaders, and even multinational corporations accountable for their roles in Nepal’s preparedness for climate-related disasters. A climate-literate society is more likely to respond appropriately to such disasters while also making responsible choices as a society since it will be aware of the costs and the regulatory frameworks that are in place to help minimize those costs. That is why education for sustainability needs to focus on empowering students to become politically active agents in disaster preparedness for Nepal.

• From Surviving to Being Prepared

Nepal has an incredibly rich cultural heritage around disaster and loss that has allowed it to heal following the many disasters that ravaged the country in the past. Its children may soon be able to develop their own unique cultural practices around disaster preparedness that will help the country as a whole become more prepared for the challenges it will face in the future. After all, Nepal’s experience with disaster is what made its people so resilient in the face of the most destructive events that the country has ever seen. However, this resilience needs to be redirected toward being prepared for the next disaster rather than simply responding to it when and if it comes. Sustainability education can help society as a whole evolve from reacting to disasters to being prepared for them.

It is important to recognize that education for sustainability cannot be a magic bullet that protects countries from all disasters because no government can be completely prepared for every eventuality. Nevertheless, it can help societies reduce human suffering following a disaster by diminishing the number of people exposed to it or making them more prepared to mitigate its effects. The Gai Jatra festivals will continue to remind Nepalis of their losses, but the culture of collective grief needs to be channeled into preparing for future disasters by developing new cultural practices around such preparedness so that Nepal’s people can, once again, be as resilient as they have always been.

The Maharashtra State Common Entrance Test Cell has issued a fresh notice with September 14, 2026, as the cut-off date for admissions to technical education courses for the 2026–27 academic year.

The notice was issued by the Maharashtra CET Cell as part of its latest updates to all courses under Technical Education on September 7, 2026.

Maharashtra CET Overview

• Authority: Maharashtra State Common Entrance Test Cell
• Academic year: 2026–27
• Cut-off date: September 14, 2026
• Applies to: Technical Education courses covered by the CET Cell's notice
• Admission routes: CAP and applicable institute-level/vacant-seat admissions
• Institute-level activity: September 8–14, 2026 for B.E./B.Tech and integrated M.E./M.Tech admissions
• Official source: Maharashtra CET Cell Notices
• Engineering admission portal: Maharashtra B.E./B.Tech Admission Portal 2026–27

What has the CET Cell announced?

The CET Cell has issued an “Important Notice: Regarding the Cut-Off Date for All Courses Under Technical Education – A.Y. 2026–27”, dated September 7, 2026. The notice can be seen in the Technical Education section of the notices page on the authority's website.

The CET Cell has set September 14, 2026, as the cut-off date for admissions under Technical Education for the 2026–27 academic year. The development is particularly significant to those students who are still completing their admissions after the CAP rounds or are seeking seats that remain vacant at the institute-level.

Maharashtra CET admission deadline 2026

The official Maharashtra CET Cell admission schedule sets September 14, 2026, up to 5 PM as the cut-off for all types of admissions. Institutes have until 6 PM on the same day to upload details of admitted candidates.

Who is affected by the notice?

The notice is categorised by the CET Cell under “All Courses Under Technical Education” for the 2026–27 academic year. The CET Cell conducts admissions for professional programmes in fields including engineering, management, pharmacy, agriculture, law, medical, AYUSH and fine arts, but the notice on September 7 is only for courses under Technical Education. 

Students therefore should not consider that the September 14 deadline would apply equally to every professional course conducted by the CET Cell; course-specific admission portals and notices are the right ones to consult.

How will the institute-level admissions proceed?

For engineering admissions, the official B.E./B.Tech admission portal indicates that after CAP, institutes with vacant seats have to display the vacancies and invite applications from registered candidates. They then have to prepare and display a merit list before completing the admissions in accordance with the applicable admission rules.

Candidates should complete the required document verification, fee payment and institute-reporting formalities before treating the admission as confirmed. The official schedule requires institutes to verify documents and upload the admission details through the institute login.

MHT CET CAP 2026 seat allotment/selection should not be considered as complete admission until the applicant has met the applicable fee payment, document submission and reporting/system requirements.

What should the students do before September 14?

Students who have already secured a seat through CAP have to check if all the admission formalities have been completed. Those still looking for seats have to check the institute-level vacancy notices and follow the admission procedures that have been prescribed by the concerned institution/course portal.

The CET Cell has candidates and institutes to follow the course-specific Maharashtra CET Cell admission portal for the latest update and complete the required admission formalities before the applicable deadline.

The Supreme Court has directed the Assam government to stop the appointment or absorption of teachers in schools and colleges on the basis of the provincialisation scheme till further orders.

While hearing a PIL, a bench of Chief Justice Surya Kant, Justice Joymalya Bagchi and Justice V Mohana was informed by senior advocate Ranjit Kumar, appearing for the petitioners Rajesh Chauhan and Madhab Mukunda Pujari, about the details of the submissions made by them. Notices were issued to the Centre, the Assam government and senior officials of the education departments of Assam.

The PIL questioned the constitutional validity of the provincialisation of teachers and personnel of venture educational institutions in Assam. As per the provincialisation scheme, the state bears part of the liabilities of eligible venture educational institutions, including payment of salary, gratuity, pension, and leave encashment as per the rules applicable to government employees.

Challenge to recruitment process

The petitioners argued that as per the provincialisation scheme, the recruitment process of teachers and employees of venture educational institutions was not through a fair, just, and transparent selection process.

The petitioners’ counsel submitted that such recruitment not only violates Articles 14 and 16 of the Constitution but also the Right of Children to Free and Compulsory Education Act, 2009, and the National Council for Teacher Education Act, 1993.

The plea questioned the validity of the Assam Education (Provincialisation of Services of Teachers and Re-organisation of Educational Institutions) Act, 2017. This law, as contended by the petitioners, allows the provincialisation of even those personnel who do not meet the eligibility criteria as stipulated by various statutes, rules, and regulations governing teacher eligibility.

Besides, the petitioners’ counsel said that under the aegis of the Assam Education (Provincialisation of Services of Teachers and Re-organisation of Educational Institutions) Act, 2017, even tutors can be provincialised. They argued that people not meeting eligibility criteria should not be allowed to teach in government or government-aided educational institutions.

Supreme Court puts appointments on hold

The Supreme Court issued an interim order directing that no teacher should be appointed or absorbed under any law till further orders. The plea also questioned the validity of the statutory framework in so far as it relates to the Right of Children to Free and Compulsory Education Act, 2009, the National Council for Teacher Education Act, 1993, the University Grants Commission Act, 1956, and other rules and regulations.

The petitioners have sought a review of teachers and employees already provincialised under the Assam Venture Educational Institutions (Provincialisation of Services) Act, 2011, and the Assam Education (Provincialisation of Services of Teachers and Re-organisation of Educational Institutions) Act, 2017. They want a scrutiny of whether these personnel meet eligibility criteria as stipulated by statutes and rules.

The petitioners have also moved for a direction to the government that no teacher shall be appointed through the provincialisation scheme unless they meet the eligibility criteria as stipulated by law. They have sought a direction for adopting a fair, just, transparent, and merit-based system of teacher recruitment as provided under the Constitution and various statutes.

The Supreme Court’s interim order is likely to have a bearing on Assam’s teacher recruitment and provincialisation policy as the PIL is being heard.

The mother of a 16-year-old scheduled caste girl who committed suicide in Madurai on August 25 has approached the district collector, demanding the arrest of the school headmistress after she allegedly made casteist remarks and humiliated the girl.

P Thavamani, a 40-year-old farmer from Ambedkar Nagar in Thottapanayakanur, Usilampatti, complained to the district collector on Monday about Vimaladevi, the teaching head of Government Model Higher Secondary School in Usilampatti, who allegedly harassed his daughter, P Nisanthi, before her suicide.

Mr. Thavamani told the collector that he and his daughter visited the school on August 24 on the recommendation of a teacher from her previous school to seek admission. He stated that they waited for over 30 minutes before meeting the headmistress, who was not convinced that Nisanthi should join the institution.

“She was rude to us and refused to accept my daughter’s request, even though a teacher from her previous school recommended her,” Mr. Thavamani said. He added that they were pushed away by Vimaladevi when he begged her hands in folded palms to convince her to accept his daughter, and that they were asked to leave the school because admission would not be given to Nisanthi, who belonged to the scheduled caste.

Mr. Thavamani said that Nisanthi was deeply hurt and upset by these remarks but consoled her saying they would find another school so that she could realize her dream of becoming a nurse. However, the teenager committed suicide the following day.

“The headmistress’ demeaning remarks and attitude resulted in the death of my daughter,” Mr. Thavamani said in his complaint to the collector. He has demanded justice for his daughter and asked for the headmistress to be arrested, with a chargesheet being filed against her within the next two months, along with compensation for the loss and damages suffered by his family.

A case was filed against Vimaladevi on August 25 under Section 194 of Bharatiya Nagarik Suraksha Sanhita (BNSS) in relation to the unnatural death. Further, Section 108 of Bharatiya Nyaya Sanhita (BNS) for abetting suicide and Section 3(2)(v) of the Scheduled Castes and Scheduled Tribes (Prevention of Atrocities) Act have also been added to the FIR.

Now the collector has turned the spotlight on the authorities for such harassment of the students of marginalized sections and their parents.

However, the next step will depend on the probe into these allegations, and any further action will be taken based on the results of the investigation.

Rajasthan Governor Haribhau Bagde has said universities should give students an education that goes beyond textbooks and helps them understand life, develop intellectual ability and gain wisdom.

The Governor made the statement in his speech at the eighth convocation of Jagadguru Ramanandacharya Rajasthan Sanskrit University in Jaipur on Monday. He said the education must be practical for the students and must make them capable of distinguishing right from wrong.

Governor's view on higher education

According to Bagde, the function of universities shouldn't be restricted to only teaching those things which are mentioned in textbooks. As per the Governor, the students require education which increases their awareness and intellectual abilities and gives them wisdom.

His statement is in accordance with his earlier statements on higher education. In June 2025, he had stated that the purpose of education must not be confined to giving the students degrees. The schools, colleges, and universities must teach the students both textbook knowledge and practical knowledge.

In March 2025, in his speech at the IGNOU convocation in Jaipur, Bagde had also advised the students to read the books which contain information about life and changing circumstances instead of limiting themselves to syllabus-based books. 

Haribhau Bagde calls for wider use of Sanskrit 

The Governor also made references to Sanskrit education and its future. According to Bagde, Sanskrit can grow faster if it gets utilized on more occasions. The Governor suggested that the language must be popularized more among the public. In addition, Bagde emphasized that Sanskrit is one of the most ancient languages and, in the past, had been transmitted orally.

Previously, Bagde mentioned that there was a need to promote Sanskrit. During the seventh convocation of the same university in April 2025, he became one of the leaders advocating for the revival and popularization of the language.

Governor draws attention to India's traditional knowledge

Besides, Bagde paid attention to the centuries-old experience of India in the field of knowledge and education. Speaking about Nalanda, Bagde specifically said knowledge could not be destroyed even when Nalanda's library was burnt.

Moreover, Bagde emphasized the contribution of India to science and technologies and asserted that several features of India's traditional knowledge had subsequently been presented as Western accomplishments.

Such topics have previously been mentioned by Bagde in his education-related speeches. Thus, in March 2025, he spoke about connecting students with Indian knowledge and science and stressed that education must increase their intellectual abilities.

PhD degrees and gold medals presented

Convocation also witnessed the conferring of degrees and awards for the students. Bagde conferred PhD degrees and gold medals to meritorious students and other degrees in the function. He launched the website of Rajasthan Mantra Pratishthan, which was set up by the initiative of the university. 

Bagde also highlighted the teachings of the social reformer Ramanandacharya and also talked about the significance of saints and spiritual leaders in the well-being of the society.

The latest statement by the Governor once again raised the question regarding higher education that whether the learning of universities should conclude with the completion of a syllabus or whether students should have the capability of applying their learning in practical life as well.

The National Testing Agency (NTA) has released the UGC NET June 2026 re-examination admit card for candidates appearing for the English, Commerce and Sociology papers. Candidates can now download their hall tickets from the official UGC NET website, ugcnet.nta.nic.in.

The re-examination will be held on September 9 and 10, 2026, following NTA's decision to conduct fresh tests for the three subjects after complaints were raised over errors and irregularities in the original question papers.

UGC NET Admit Card 2026: Download link

Candidates appearing for the UGC NET June 2026 re-examination can download their admit cards by visiting ugcnet.nta.nic.in and accessing the relevant admit-card link under the Candidate Activity section.

Candidates will need their application number and password or other login credentials specified by NTA to access the hall ticket.

Direct UGC NET Admit Card 2026 download link: Click here

UGC NET June 2026 re-exam dates and timings

The NTA re-examination schedule for the three subjects is as follows:

Candidates must follow the date, shift and examination-centre details printed on their individual admit cards, as these will be the final details applicable to them.

Why is UGC NET 2026 being conducted again for three subjects?

NTA announced the re-examination after an expert committee examined complaints received about the English, Commerce and Sociology question papers from the June 2026 session.

According to the agency, the review identified several issues, including factual, typographical, translation and language-related errors. The committee also noted instances of repeated questions and other problems affecting the quality of the papers.

NTA subsequently decided that the three examinations should be conducted afresh rather than resolving the problems only through the question-challenge and deletion process.

The remaining 84 UGC NET subjects were not included in the re-examination.

Will candidates have to pay the UGC NET re-exam fee again?

No. Candidates appearing for the re-examination of English, Commerce or Sociology do not have to pay an additional examination fee, according to NTA.

UGC NET Admit Card 2026: Details candidates should verify

After downloading the hall ticket, candidates should carefully check:

• Name and other personal details
• Application number
• Subject
• Examination date
• Shift and reporting time
• Examination centre and address
• Candidate photograph and other details mentioned on the admit card

Any discrepancy should be brought to the attention of NTA at the earliest. Candidates should also read the examination-day instructions printed on the hall ticket and make arrangements to reach the allotted centre before the reporting time.

How to download UGC NET Admit Card 2026

Candidates can follow these steps to download their re-examination hall ticket:

Step 1: Visit ugcnet.nta.nic.in.

Step 2: Open the admit-card link for the UGC NET June 2026 re-examination.

Step 3: Enter the required login credentials.

Step 4: Submit the details to access the admit card.

Step 5: Download and save the hall ticket.

Step 6: Take a printout for the examination day.

Candidates appearing for the UGC NET June 2026 re-examination should download their admit cards in advance and check all examination details carefully before reaching the centre.

Kochi City Police registered a complaint against Big TV anchor Aparna Kurup for allegedly making contemptuous remarks about Islam during a TV debate. Police have received a complaint from Abdul Hakim of Kasargod that Aparna’s introduction remarks were contemptuous of Islam and caused religious outrage. The channel has already issued an apology for her comments. It was previously reported that police have filed a complaint against Muslim youth leader Abdulla Basil in a similar incident involving the same TV channel.

The two issues originated from a panel discussion, where Aparna presented remarks made by Sunni Muslim leader Kanthapuram A P Aboobacker Musliyar about women’s empowerment in society.

It was on Monday when police registered a case against Aparna as a result of a complaint from Abdul Hakim, a citizen of Kasargod. According to the complainant, the news channel anchor’s introduction of the discussion was disrespectful and caused communal tensions. Aparna and the channel both apologized for the outburst.

On Saturday, police filed a similar complaint against Basil after receiving a complaint from Aparna. She claimed that she was a victim of cyberbullying after Basil criticized the panel discussion on social media. However, police have ordered for the cases to be held on hold for the time being. The Home Department has advised police not to pursue the complaints aggressively while they look into the issues raised in the broadcast.

According to a reliable source, police registered the complaint against Aparna after receiving a complaint from Abdul Hakim that she was being accused of engaging in hate speech and contemptuous behavior toward Islam. Additionally, political figures from the UDF and IUML have urged that the complaint against Basil be dropped.

Muslim Youth League state general secretary and Koduvally MLA P K Firos stated that the issues should not be used as a basis for communal politics. He stated that the Muslim League does not condone communal language, but they will not allow people to be targeted for criticizing communal activities.

Youth Congress leader Rejil Makkutty echoed the same statements, saying that the complaint against Basil should be dropped. Muslim youth leaders from the Wisdom Islamic organization questioned if there was a conspiracy involved in the filing of the case against Basil. The Home Department has also directed police to look into a separate complaint that was brought against former Muslim activist Arif Hussein by Basil.

It was on August 12 that Basil filed a complaint with the Chief Minister and the state police chief about Arif Hussein. According to the accusations, Arif insulted his mother. The complaint was sent to Chakkarakkal police station, where it remains pending.

Panakkad Syed Sadiq Ali Shihab Thangal, the IUML state president, urged people not to allow communal issues to be used against them in an effort to inflame communal tensions. In a Facebook post, he said that communal issues and accusations of hate speech only jeopardize the cultural legacy that has been created through years of collective effort. Shihab Thangal claimed that insulting individuals and engaging in hate speech on social media would not help the situation.

With complaints against both Aparna and Basil, police are looking into the accusations brought up in the broadcast. However, the Home Department’s intervention appears to have stalled the investigations.

A brown bear that has spent decades standing silently behind glass in an English museum is now helping scientists tackle a very modern problem — wildlife crime.

Known as Boris, the taxidermy bear at the Museum of Chelmsford has become an unlikely resource for forensic research more than a century after the animal was preserved. Researchers are studying samples of Boris’s fur to understand whether tiny features in animal hair can help investigators identify species involved in poaching and illegal wildlife trafficking.

The research is being led by Hayden Leigh, a forensic science graduate at the University of Staffordshire. As part of his PhD, Leigh is examining Boris’s hair under the microscope and studying its genetic characteristics. He is comparing the preserved material with characteristics that investigators might find in hair recovered from contemporary wildlife crime scenes.

The aim is to determine whether animal hair can provide useful forensic clues even when investigators do not immediately have access to sophisticated or expensive DNA testing.

Wildlife trafficking investigations can involve animal remains, fur, feathers, bones and other biological material. Establishing which species a sample came from can be critical to an investigation, particularly when traffickers attempt to conceal the origin of illegally obtained wildlife products.

DNA analysis can provide highly precise identification, but it can also be expensive and require specialist facilities. If microscopic examination of hair can reliably narrow down or establish the species involved, it could potentially give investigators another, more accessible tool.

Boris is particularly valuable because museum specimens preserve biological material from animals that lived decades ago. Such collections can offer scientists reference samples that would otherwise be difficult to obtain.

The bear has been part of the Museum of Chelmsford’s story since 1932. According to the BBC, Boris arrived as part of a large collection of taxidermy donated to the museum by a local game hunter. Over the decades, he became one of the institution’s best-known exhibits and something of an unofficial mascot.

Now, his preserved fur is being given a new purpose.

The research also highlights the unexpected scientific value of museum collections. Specimens originally preserved for education or display can decades later become valuable resources for modern forensic science.

For Boris, that means a new chapter long after his death — this time not simply as a museum attraction, but as a potential contributor to the fight against poaching and illegal wildlife trade.

Delhi High Court has summoned senior journalist Sudhir Chaudhary in a defamation case brought by Vijay Sherawat, a volunteer of the Cockroach Janta Party (CJP), over an alleged broadcast maligning him as “anti-national”.

The case against Chaudhary arises from an alleged misidentification during a television programme he was hosting, with Sherawat claiming he was depicted as the one raising slogans such as, “Sansad Bhawan ukhad diya jayega... Nepal bana diya jayega.” Although Sherawat denied having made the statement, he alleged it was done by an unknown individual at a different event.

The complainant accused the respondent of publishing and displaying an image of a different person, as the difference between the two men could be discerned by anyone viewing the broadcast. He further complained of a lack of due diligence in verifying the details prior to its airing, as well as his absence of an opportunity to respond to the allegations.

CJP condemns alleged ‘anti-national’ remarks

The CJP has condemned the alleged misidentification, supporting Sherawat’s defamation lawsuit against the television channel and its host, Sudhir Chaudhary.

CJP Spokesperson Saurav Das posted a series of tweets stating that the organization would keep a close watch on developments in the case, questioning whether authorities would take action to ensure such “dutiful responsibility” in the future, and adding that it would be the youth who would ensure individuals occupying positions of power would be held accountable for similar actions.

Legal Affairs Committee Member of the CJP, Ratna Singh, called the alleged identification of Sherawat as “irresponsible and downright shameful”.

She added that it was obvious that the image used in the broadcast belonged to a different individual, and that it would be apparent to any viewer.

Defamation suit highlights threats made following broadcast

The defamation suit has also brought to light the alleged threats made to Sherawat after the broadcast went viral on social media.

According to the plaint, video clips of the defamatory remarks made by Chaudhary were shared on social media sites including X and Instagram immediately after the broadcast. Sherawat alleged that he was threatened, with one individual going as far as asking for his home address.

The complainant alleged that due to the lack of due diligence in the identification, the broadcast had defamed him, placed his life at risk, and caused him mental anguish and stress.

The Delhi High Court proceedings will determine the truth of the allegations made in the defamation suit and the actions of both the journalist and the organizations named in the case. The accusations made by the complainant must be viewed as allegations only, with due consideration given to the arguments made by the respondents.

The case has also raised questions in terms of due diligence, responsible reporting and the potential consequences of misidentifying an individual in a politically sensitive and emotionally charged environment.

Families still searching for loved ones who were lost in Nepal's floods can expect to find closure through DNA testing of victims.When Amrit Diyali saw a human hand floating down the river he instantly knew it could belong to his brother Raj Kumar, who along with his wife and 4 year old son have been missing since Nepal's monsoon deluges on August 26.

His family's pain is shared by hundreds of others who have lost family members. The process of removing bodies from the water has proved a particularly difficult task.So far only 96 bodies have been positively identified by the Nepal National Disaster Risk Reduction and Management Authority.

A number of those recovered so far have gone unclaimed by families, as they continue to search for loved ones in the debris.Authorities in Nepal are hoping to expedite the laborious process of identification through DNA testing after finding that so far it has proved one of the most challenging tasks in the wake of the disaster.With bodies recovered from the surging waters often mangled or only partially retrieved, DNA-testing is seen as a way to hasten the identification process.

"DNA testing will help in identification. We are facing great difficulties in identifying the dead," Poudel said.

For families still searching for loved ones, though, the process is likely to be painfully slow. With a number of DNA samples still being tested, many people are likely to experience a drawn out period of anxiety before any test results come in. For those waiting for news on a missing relative, DNA testing could prove vital.

They could potentially bring closure to a family in regards to whether or not the loved one survived and if not give the family the ability to make arrangements for the burial.

Authorities have also made the process easier for families searching for loved ones, by helping them access the list of 1,270 unidentified bodies that have so far been recovered and are available for identification. The number of bodies that still need to be identified is a sobering reminder of the human cost of the disaster. For families such as Diyali's, every identified body brings new hope that a loved one might soon return home.

It also bring the dreadful possibility that the next relative to be identified could be one of their own.Many families will be waiting anxious for DNA results to come in as a means for either bringing closure or giving them an answer as to what happened to their loved one.

What began with Rs 800, a leaking cowshed and four children has grown into an educational journey that has changed the lives of more than 2,000 children in Assam.

Uttam Teron started teaching children from remote and disadvantaged communities at a time when many of them had little or no access to formal schooling. He had limited resources, no institutional funding and no team of teachers. But he had a simple belief — a child’s circumstances should not decide how far they can go in life.

Teron’s journey began after he noticed children from remote areas spending their days playing in mud and floodwater, with few opportunities to study. Determined to do something, he opened a makeshift classroom in a cowshed and began teaching four children.

The conditions were far from ideal. The roof leaked and there were hardly any resources. Teron began reaching out to people for help, sending hundreds of emails asking for whatever they could spare — old books, clothes, bamboo, tin sheets and other materials that could make the learning space more suitable for children.

The response was initially limited. But Teron continued.

His original idea was modest. He wanted to prepare the children well enough for them to eventually join government schools. However, the children's parents had a different request: they wanted him to continue teaching their children until Class 10.

Teron agreed.

That decision gradually transformed his small initiative into what would become Parijat Academy, a school and residential learning space for children from some of Assam’s most remote communities.

Today, the academy has educated more than 2,000 children. Around 50 students currently live and study there, receiving an education that goes beyond textbooks and examinations.

Students are taught computers, weaving, sewing, sports and dance alongside their regular academic lessons. The idea is to help children develop practical skills, confidence and the ability to imagine a future beyond the limitations of their circumstances.

For Teron, education has never been simply about producing students who can pass examinations. It is about giving children choices.

The impact of that philosophy can be seen in the lives of his former students. Some have gone on to become professionals, including police officers, while others have returned to their communities to contribute in their own ways.

Their journeys have also come full circle. The children who once studied in Teron’s humble learning centre are now helping others — reflecting the very purpose behind his work.

From a leaking cowshed and four students to an institution that has touched the lives of over 2,000 children, Teron’s story is a reminder that meaningful change does not always begin with money or infrastructure. Sometimes, it begins with one person deciding that a child deserves a chance.

The Central Bureau of Investigation (CBI) has arrested five more people in its ongoing probe into digital arrest frauds under Operation Chakra-VI, taking the total number of arrests across three cases to eight.

The latest arrests come after the agency conducted coordinated searches at 89 locations across 20 states in connection with three major digital arrest cases linked to BITS Pilani, Gujarat and Karnataka.

The cases involve victims who were allegedly kept under “digital arrest” for prolonged periods and forced to transfer large sums of money to accounts controlled or arranged by the accused.

In the BITS Pilani-linked case, the victim was allegedly kept under digital arrest for around three months and defrauded of Rs 7.67 crore by individuals posing as police officers. In a separate case registered in Gujarat, another victim was allegedly held under digital arrest for three months and lost Rs 19.24 crore.

The third case, registered in Karnataka, involves a victim who was allegedly subjected to digital arrest for nearly a month and defrauded of Rs 15.45 crore.

The CBI had earlier arrested three people following its searches. They were identified as Akash from Haryana, Raja Karmakar from Kolkata and Jyoti Rani.

According to the agency, Akash allegedly received Rs 1.95 crore of the fraud proceeds in a bank account and transferred the money onward on the same day. Raja Karmakar was allegedly involved in routing Rs 1.5 crore through his firm's account, while Jyoti Rani allegedly withdrew part of the money in cash and transferred the remaining funds to other accounts.

The CBI has now arrested Sanket Bastwar and Pankaj Damade, both from Itarsi, along with Arif alias King Bhai, Harish Purushottam Yadav alias Harry from New Delhi and Shashank Singh alias Ravi from Ghaziabad, Uttar Pradesh.

The agency alleges that Bastwar and Damade arranged a bank account, received fraud proceeds and helped move the money through different channels. Arif, Harish and Shashank were allegedly involved in arranging another bank account used to receive money from a digital arrest victim and subsequently routing the funds through multiple accounts.

Investigators have also alleged that the three installed a malicious APK file on the account holder's mobile phone. The application was allegedly used to intercept bank SMS alerts and facilitate control over the account.

With these arrests, the number of accused apprehended in the three cases has risen to eight. The CBI said its investigation is continuing to identify and apprehend other members of the alleged network, while further investigation into the cases remains underway.

M.Tech, or Master of Technology, is a postgraduate engineering and technology course generally pursued after a relevant bachelor's degree. GATE is the major national-level entrance examination used for M.Tech admissions in India, although individual institutes can have their own eligibility and admission routes. For students planning M.Tech admission, GATE 2027 registration is currently open, with the regular application deadline set for September 27, 2026. 

For the M.Tech 2026 admission cycle, GATE scores have been used by participating institutes through different admission and counselling processes. COAP has handled offers from participating IITs and IISc, while CCMT has handled centralised counselling for participating NITs, IIEST Shibpur, IIITs and CFTIs.

What is M.Tech?

M.Tech is also called Master of Technology. This is a postgraduate course which is aimed at providing advanced knowledge as well as practical/research experience in a particular field of engineering and technology.

There are many specializations available, and they include Computer Science and Engineering, Artificial Intelligence and Machine Learning, Data Science, VLSI, Electronics and Communication, Structural Engineering, Power Systems, Thermal Engineering and Manufacturing Engineering.

What is the Duration of M.Tech?

A standard full-time M.Tech programme is generally two years or four semesters. However, students should check the duration of the particular programme because institutes may offer different structures for specific categories or programmes. 

Who is Eligible for M.Tech Admission?

M.Tech eligibility varies according to the institute, programme and specialisation.

A relevant B.E., B.Tech, B.Arch or equivalent qualification is commonly accepted. However, some programmes can accept candidates with qualifications such as M.Sc., MCA or other approved degrees, depending on their programme-specific rules.

Importantly, GATE eligibility and M.Tech admission eligibility are not the same thing. For GATE 2026, candidates studying in the third year or higher of an eligible undergraduate programme, or candidates who have already completed an approved degree, can appear for the examination. The GATE eligibility list includes B.E./B.Tech./B.Pharm., B.Arch., B.Sc. (Research)/B.S., M.Sc./M.A./MCA and several other qualifications.

But a student who is eligible to appear for GATE is not automatically eligible for every M.Tech programme. The qualifying degree, GATE paper, minimum marks and other requirements can differ from one programme to another.. Different qualifications, GATE papers, marks, and eligibility criteria may vary for different programmes.

M.Tech eligibility generally depends on

• Qualifying Degree and Branch
• Minimum Percentage / CGPA
• GATE Score, wherever required
• Accepted GATE Paper
• Program Specific Criteria
• Eligibility for Category, where necessary

Therefore, it becomes imperative for students to verify the requirements of the particular M.Tech program, rather than relying on generic information.

Which Entrance Tests are Required for M.Tech?

Unlike prominent programs, there is no entrance examination common to all M.Tech institutes in the country.

GATE (Graduate Aptitude Test in Engineering)

GATE is the most well-known entrance test conducted at a national level for post-graduate engineering and technology admissions. GATE scores are accepted for admission in M.Tech in participating IITs, IISc, NITs and many other institutions, based on their respective admission procedures. GATE itself has clearly mentioned that qualifying in the examination is not a guarantee for admission in a post-graduate course.

Some Other M.Tech Entrance Tests

• GCSET: National Level Entrance Examination
• CEETA-PG: Tamil Nadu
• AP PGECET: Andhra Pradesh
• VITMEE – VIT's university-level entrance route

These routes do not provide access to every M.Tech college in India. Their usefulness depends on the participating universities and programmes. This is why students should first shortlist the colleges and specialisations they want and then identify the entrance examination accepted by those institutions.

M.Tech Admission Process

The mode of admissions depends on the institute a candidate wants to get into.

Admission to M.Tech at IITs & IISc

For all those IITs and IISc that participate in this program, COAP i.e., Common Offer Acceptance Portal serves as a common platform to access and select M.Tech admission offers. But COAP is not the application portal for M.Tech admissions. Candidates have to apply separately to these participating institutes. Each institute will follow their own procedure for admission.

For COAP 2026, candidates having valid GATE scores either from 2024, 2025 or 2026 were allowed to register themselves under certain conditions.

M.Tech admission at NITs and other participating institutes

For NITs, IIEST Shibpur and participating IIITs and CFTIs, CCMT 2026 serves as a common counselling body for M.Tech admissions using valid GATE scores. As per the official website of CCMT, candidates can apply for M.Tech courses at eligible participating institutes using only one online application.

What are the Subjects in M.Tech?

M.Tech subjects vary according to the specialisation and university. There is no single M.Tech syllabus followed by every institute. For example, M.Tech programmes can cover areas such as:

• Advanced computer science
• Artificial intelligence and machine learning
• Data science
• VLSI and microelectronics
• Communication engineering
• Power systems
• Thermal engineering
• Manufacturing engineering
• Structural engineering
• Environmental engineering
• Materials engineering
• Computational science

What are the Fees for M.Tech?

There is no standard fee for M.Tech across the nation. M.Tech fees differ according to the institute, programme, category, and type of admission offered. Hence, students should not solely depend on a single average figure while comparing various M.Tech programmes. The official fee structure of the particular institute should be taken into consideration before admission.

Moreover, M.Tech programme students who qualify in GATE are also offered financial assistance as per the concerned government/institute guidelines. According to the GATE 2026 website, financial assistance for eligible M.Tech students is ₹12,400 per month, up to 22 months, depending upon the concerned rules.

However, mere qualifying in GATE does not make sure that the M.Tech programme student will get a scholarship or financial assistance. It depends on the rules of the admitting institute concerned.

Is GATE Mandatory for M.Tech?

No, not for every M.Tech programme in India. GATE is the leading national level entrance test and forms an essential part of admissions via COAP or CCMT process; however, each institute has its own admission categories. GCSET (Global Computer Science Entrance Test) is a better alternative for M.Tech if candidates wish to pursue Computer science or related programmes from a top private institute and get concession on fees. Therefore, students should check whether their chosen M.Tech programme requires GATE, accepts GATE scores or has another admission route.

What is the Difference Between COAP and CCMT?

The two are often confused by M.Tech aspirants. COAP is primarily the common platform for viewing and accepting M.Tech admission offers from participating IITs and IISc. Candidates must apply separately to the institutes. CCMT is the common counselling platform for M.Tech, M.Arch and M.Plan admissions to NITs, IIEST Shibpur and participating IIITs and CFTIs, based on valid GATE scores.

Is M.Tech a Good Career Choice?

M.Tech may prove to be helpful for those students who require advanced specialization, experience in research or more knowledge about a particular field of engineering. The usefulness of an M.Tech course largely depends on the specialization, institute, syllabus, practical experience and career goals of the student.

M.Tech is specially helpful for students who wish to go into the field of engineering for advanced specialization, R & D, specialized jobs in the field of engineering and for further research.

M.Tech: Key Things Students Should Remember

• M.Tech stands for Master of Technology.
• A standard full-time M.Tech generally takes two years.
• GATE is the major national-level entrance examination for M.Tech admissions.
• GATE qualification does not guarantee admission.
• COAP is not an application portal.
• CCMT is a centralised counselling platform for participating NITs, IIEST, IIITs and CFTIs.
• Eligibility differs according to the programme and institute.
• M.Tech fees vary widely between institutions.
• Some institutes offer GATE-exempt or alternative admission routes, but these are subject to specific rules.
• Students should always verify the latest official brochure, eligibility, fees and deadlines before applying.

FAQS

Is GATE required for M.Tech?

GATE is the major national-level entrance route for M.Tech admissions, but not every M.Tech programme necessarily follows the same admission route. Students should check the requirements of their chosen institute.

What is the difference between M.Tech and M.E.?

Both are postgraduate technical degrees, but their nomenclature and programme structure can vary between institutions. Students should compare the curriculum, specialisation, institute and career outcomes rather than choosing solely based on the degree title.

What is the eligibility for M.Tech after B.Tech?

Eligibility depends on the institute and programme. A relevant bachelor's degree and the prescribed minimum marks/CGPA are commonly required, while GATE qualification is required for many GATE-based admissions. CCMT 2026, for example, specifies GATE and qualifying-degree requirements for its participating programmes.

How much does an M.Tech cost in India?

There is no fixed M.Tech fee in India. Fees vary by institute, programme and category, so students should check the official fee structure of the institution they plan to join.

MBBS in Georgia is among the options Indian medical aspirants consider after NEET when they are unable to secure a preferred medical seat in India. Several universities in Georgia offer medical programmes taught in English, with many following a six-year, single-cycle structure. Indian students should, however, verify the foreign medical education requirement of the National Medical Commission (NMC) and the curriculum, clinical training and eligibility of the university before applying for admission.

The total cost of studying medicine in Georgia also depends on the particular university and lifestyle. The provided 2026 fee information puts tuition somewhere in the range of USD 5,000–8,000 per year, with extra costs like housing, meals, insurance, travel and other living expenses being factored out separately. Students should confirm the latest fee structure directly with the university before making any payment.

MBBS in Georgia for Indian students generally involves a six-year medical programme, although the exact course structure and fees vary by university. Based on the fee information considered for 2026, annual tuition can range from around USD 5,000 to USD 8,000, excluding living expenses. Indian students should also check NEET requirements and the National Medical Commission's foreign medical graduate rules before choosing a university.

What is the cost of MBBS in Georgia 2027?

Generally, the price of studying medicine in Georgia for Indian students is composed of tuition fees and living expenses. Based on the fee information available, annual tuition can range from approximately USD 5,000 to USD 8,000, depending on the university and programme. Students should confirm the current fee directly with the institution before making any payment. 

At these annual tuition rates, six years of tuition would amount to approximately USD 30,000–48,000, excluding accommodation, food, insurance, travel and other expenses. Final charges in Indian rupees will be based on the exchange rate and any increase in University charges throughout the course.

Additional costs covered are living expenses. Students have to plan for their housing, meals, local transportation, travel between India and Georgia, and insurance costs. The estimates given above for the cost of living range from ₹25,000–55,000 per month, but this can vary from city to city and lifestyle to lifestyle.

What are the Medicine Universities in Georgia?

There are a number of universities in Georgia that provide medical programmes in English. Examples of Georgian universities offering medical education include Tbilisi State Medical University, the University of Georgia, European University, David Tvildiani Medical University, Caucasus International University and Grigol Robakidze University. Students should verify the current programme, accreditation status, tuition fee and admission requirements directly with each university before applying.

Students must not choose a university because of an advertised annual fee, however. NMC explicitly recommends Indian students to check the duration of the course, medium of instruction, syllabus and course curriculum, clinical training and internship arrangements before applying for an admission to the foreign medical education.

Is NEET Required for MBBS in Georgia?

NEET qualification is a crucial criterion for an Indian student who wants to pursue his medical education abroad and later, register as a physician in India. Students should be able to differentiate between the admission criteria that a Georgian university has and an Indian graduate has to meet to practice medicine in India.

Admission requirements for the university or college may vary. NEET has not been mandated for admission to TSMU itself, according to Tbilisi State Medical University, but it has mentioned that students from countries like India might require NEET for licensing after completing studies at TSMU.

This is why it is advisable to students to not assume that a university's admission requirement is the deciding factor for whether or not the degree is suitable for practice in India.

Which are the Eligibility Conditions of Indian Students?

Specific requirements may differ from one university to another. For Indian students, the provided details specify that going for Class 12th with Physics, Chemistry and Biology along with NEET qualification, age requirements and documents are the key factors.

Please see the university's current admission page for the precise marking requirement, language requirements and document list prior to applying.

Requirements for English language proficiency may vary as well. The University of Georgia for example, admits students whose English language information is at B2 and determines this level of English using an examination, if a certificate is not offered. The international applicants' current FAQ at Tbilisi State Medical University states that the applicant shall have at least B1 level of English proficiency certified by an internationally recognized certificate.

So, it is not correct to refer to the blanket statement that “IELTS/TOEFL is not required” for all Georgian medical universities.

How Long Is MBBS in Georgia?

Most medical courses in Georgia have a single cycle of six years' duration. For instance, the University of Georgia offers Medicine that is taught in English and has a duration of 6 years and a total of 360 ECTS.

For Indian students, however, the duration alone is not enough to establish eligibility for medical registration in India. The NMC advises students to verify that the foreign medical programme meets the applicable FMGL requirements, including course duration, clinical training and internship arrangements.

What Should Indian Students Check Before Choosing a Georgian Medical University?

The most important step is to verify the specific university and programme, rather than relying on general claims about “MBBS in Georgia.”

Students should check the following before paying any admission or tuition fee:

• Whether the programme meets the applicable NMC/FMGL requirements
• Total duration of the programme
• Medium of instruction
• Curriculum and clinical training
• Internship structure and location
• Affiliated hospitals and clinical exposure
• Current tuition fee
• Accommodation and living costs
• Refund and withdrawal rules
• English-language requirements
• Documentation and visa requirements
• Current recognition/accreditation status
• Requirements for medical registration after graduation

The NMC has specifically warned students that non-compliance with foreign medical education requirements can affect their ability to obtain registration in India.

Which is cheaper, MBBS in Georgia or Private Medical Colleges in India?

As per the current data available, the Georgian medical tuition is less than those for many private medical colleges in India. There is however, no fixed fee which can be applied to Georgia or private medical colleges in India and a blanket comparison may be misleading. 

Students should not compare the annual tuition, but the total cost of six years which includes tuition, accommodation, food, travel, insurance and other expenses. The decision should also consider the regulatory requirements for returning to India. A lower advertised fee does not automatically make a foreign medical programme the better option.

What Happens After MBBS in Georgia?

Indian students aspiring to practice medicine in India must comply with the relevant licensing and registration norms for Indian doctors after earning their foreign qualification in medicine. Depending on the changing Indian medical education scenario, examination and internships norms may vary.

The recently issued NMC advisory clearly indicates that students need to make sure about the norms before admission into such universities rather than taking admission assuming automatic registration in India post their foreign medical qualification.

Is MBBS in Georgia Suitable for Indian Students?

Georgia is one option for Indian students seeking a medical program in English overseas, especially when comparing cost and other aspects of admission processes between various countries. However, the final decision should depend on the specific cost of each university, the nature of its practical experience, legal requirements, and the future plan of the candidate.

Thus, it is advised to check the current NMC requirements and the university's official programme details before signing an admission agreement or transferring money. For the 2027 intake, students should also verify the latest fee schedule and admission deadline directly with their shortlisted university, as fees, intake dates and admission conditions can change.

Forensic science entrance tests in India are becoming popular day by day but students are taking it without actually understanding how to crack it. As a student of class 12th planning to pursue a degree course in forensic science, the problem area is not necessarily going to be the subjects but rather the preparation needed for the entrance exam without jeopardizing your studies for the board exams.

If you are a student planning to appear in the All India Forensic Science Entrance Test (AIFSET), there is some good news. The entrance syllabus for BSc Forensic Science entrance test is not entirely new to you. The subjects covered include the science disciplines such as biology, chemistry, physics and mathematics, in addition to forensic sciences. This implies that the science subjects you have been studying in classes 11 and 12th can be the backbone of your preparation.

What needs additional attention is the subject of forensic sciences, in addition to the entrance exam format. AIFSET 2027 is an online examination consisting of 100 multiple choice questions to be solved in 60 minutes. The weight of each correct answer is 1 mark. There is no negative marking for wrong answers.

So the preparation does not have to mean adding another full-time subject to your Class 12 routine. It is more about knowing what you already have, what is missing, and where your preparation needs to become faster. 

Begin with comparing the AIFSET syllabus with what you know

Rather than buying a new book or spending many hours watching entrance preparation videos, begin with the present AIFSET syllabus and compare it with the chapters that you have already studied at school.

The existing BSc syllabus has chapters on biology such as cell biology, biomolecules, physiology of plants and humans, genetics, evolution, human diseases and health, microbes and ecology. Chemistry includes topics such as atomic structure, periodicity, chemical bonding, thermodynamics, equilibrium, organic chemistry, electrochemistry and kinetics. Physics includes mechanics, work and energy, gravitation, electricity, magnetism, optics, modern physics and semiconductor electronics. The list of mathematics as an optional unit is presented in the BSc syllabus.

You may use this information as a basis. Take each subject and divide all the chapters into three categories – comfortable, need revision and not ready. You will find out that the first category includes a much bigger amount of chapters than you thought. These chapters will not take most of your time. The second category will require more attention. The third group can then be worked into your plan according to the time available before the exam.

Official AIFSET UG Syllabus link: AIFSET_2026_BSC_Syllabus.pdf 

This is why preparing for boards and preparing for AIFSET do not have to feel like two unrelated tasks.

Also read: How to Prepare for the AIFSET exam? 

Don't leave forensic science until the very end 

There is one aspect of the preparation process, however, that is unlikely to be presented in the same way by your school books: forensic science. AIFSET has basic concepts like definition and history of forensic science, types of crimes, police organization and crime scenes covered.

If you have never heard these terms, start with the basic meaning of each concept, not trying to memorize a lot of terminology from the beginning.For instance, while reading about crime scene investigation, first try to grasp what actually takes place at a crime scene and why it requires identification and careful collection of evidence. If you come to the subject of questioned documents, realize why there is a need for their scientific analysis. While studying ballistics, find out what kind of evidence is studied in this area.

After having grasped the general picture, it will be much easier for you to memorize the terms and definitions. This is also a good place to remember what you are preparing for. You are applying for an undergraduate programme. You are not expected to already know everything that a professional forensic scientist learns during a degree. 

If Chemistry or Physics is weak, what should you do?

Do not allocate equal time to all subjects just because they are on the syllabus. If you do a quick practice test and discover that you are doing well on most of the Biology questions and poor on Chemistry, then what? It may not be a significant boost in overall preparation to spend another evening editing a chapter of Biology because it is comfortable. Instead, review the Chemistry questions that you missed. If you don't grasp the idea, return to the chapter. If you were familiar with the idea, but forgot a reaction or formula, rewrite it. 

If you didn't understand the concept, go back to the chapter. If you knew the concept but forgot a reaction or formula, revise it. If you understood the question but made a calculation error, solve a few similar problems. And if you knew the answer but spent too long arriving at it, the issue is no longer just subject knowledge. 

Also read: Top Forensic Science Courses to Pursue Through AIFSET: A Complete Guide for BSc & MSc Aspirants 

How to prepare for AIFSET while studying for boards

This could be the most useful aspect of preparation for a Class 12 student. If you are preparing for your board exam, study it correctly once. Then, once you have completed the chapter, answer some Multiple Choice questions on the same topic. You don't need to study the whole chapter just for an entrance test.

The same method can be used for Chemistry and Physics. The difference is that you will have more time to explain a concept, write an answer or work through a problem when preparing a board. The entrance test requires you to identify the question and pick an answer a lot quicker.

After every chapter add a short MCQ session. It may be 15 questions initially. Later, add more as you get more comfortable. This way you can prepare for the entrance exam while you are preparing for school.

What is the daily amount of study that you should be doing?

The answer to the question “How many hours should I study for AIFSET?” is really quite unhelpful. A student who can read a chapter in two concentrated hours is better off than a student who reads the same pages in five hours, but who has not tested himself.

Of course, if you're in Class 12, you will need to spend a significant amount of your study time on your board preparation. AIFSET can be incorporated in shorter regular sessions: a few MCQs after science revision, a bit of forensic science throughout the week and a timed paper when adequate preparation for it is possible.

As the board examinations get closer, your entrance-specific work can become lighter. Once the boards are under control, you can increase the amount of timed practice. Your timetable doesn't have to be the same throughout the year, and because AIFSET is easier if your class 12th and 10th concepts are clear. 

Also read: B.Sc Forensic Science: Eligibility, Top Colleges, Syllabus, Fees & Career Scope 

When to begin taking mock tests?

If you are just starting a chapter, start with questions from that chapter. When a few topics are prepared, combine them. Once you are fairly familiar with the syllabus, progress to full-length tests.

AIFSET 2027 has 60 minutes for 100 questions, giving you an average of 36 seconds per question. This doesn't mean that every question needs to be answered in 36 seconds. Some will be much quicker and some will need more time. But it does not mean that you can't get bogged down in one hard question for several minutes. Learning when to move on and come back later should therefore be a part of practice. Your incorrect responses will tell you more than your score will.

Suppose that you get 64 out of 100 in a practice paper. The score indicates where you are now. The 36 questions you missed can help you figure out what you need to do next.Go through them without rushing to start another test. Were some questions from chapters you had never studied? Did you forget information you had previously learned? Did you misread a question? Did you spend too much time on a calculation? 

It's possible that you're getting 10 wrong answers from just 2 weak chapters. If this is the case, it is likely that another mock paper is not the best use of that evening. Those two chapters might need to be revised. This is one of the easiest ways to make preparation personal. Rather than following someone else's time table, your own errors start to tell you where to invest your time.

What should you use to prepare? 

For Physics, Chemistry, Biology and Mathematics, start from your existing books and notes of class 11, 12 and verify with the current AIFSET syllabus. For forensic science, abide by the present syllabus. The amount of forensic material available on the internet is enormous, and not everything will be applicable to an undergraduate entrance test.

The official website of AIFSET gives information regarding the examination 2027 and there is a download section for preparation material. It also recommends candidates to read the syllabus and exam pattern and then solve the sample papers in its FAQ. It makes sense in that order: first, find out what they are testing, then, what you need to learn.

Can class 12th students apply for AIFSET?

Yes. AIFSET is a national level entrance examination for admission to forensic science courses in the participating universities, and all the students who meet the eligibility criteria can take the entrance test. As per the current AIFSET eligibility candidates who are due to appear in their 10+2 examination are eligible to apply. However, it requires Physics, Chemistry, Biology and/or Mathematics as the primary subjects and an aggregate of at least 50% (if completed schooling) for the undergraduate forensic science pathway. It also mentions that a candidate can take the AIFSET exam at most three times.

Also read: What Can You Do to Be the Best Criminologist? A Complete Guide for Indian Aspirants 

A simple preparation plan for the last few months

If you have several months left, you can divide the preparation into three broad phases rather than following a rigid daily timetable. First, build the base. Finish or revise your Class 11–12 science topics and identify the chapters where you are least confident. Start learning the basic forensic science topics at the same time. Then, start mixing. Move from chapter-wise questions to mixed MCQs. Add a timed test regularly and keep a record of your mistakes. Finally, focus on exam practice. At this point, you should be spending less time learning completely new material and more time revising weak areas, taking full tests and becoming comfortable with the 60-minute format.

The exact point at which you move from one phase to another will depend on how much of your school syllabus you have already covered. There is no benefit in moving to full mocks simply because a timetable says you should if the underlying concepts are still unclear.

What AIFSET preparation should look like for a Class 12 student

By the time you reach the exam, the aim is not to have memorised every page you have ever read about forensic science. You should be comfortable with the science topics in the syllabus, familiar with the basic forensic concepts, able to recognise the type of question being asked and accustomed to working through a large number of MCQs in a limited time.

If forensic science is the course you want to pursue after Class 12, AIFSET gives you a specific entrance route to prepare for. The preparation itself can remain quite familiar, i.e, strengthen the science you are already learning, add the forensic topics that are new to you, and let your practice tests show you where the next hour of study is best spent. That is a much more manageable task than trying to prepare for an entirely new course before you have even entered it.

Remember, a forensic science entrance test can be easy to take only if you are mentally prepared for it. So, spend your time studying instead of worrying and watching videos of how to crack forensic science entrance exams. 

Choosing the right entrance exam is a confusing task for those who are planning to pursue Journalism and Mass Communication after Class 12. There is no single national exam for students to apply to all journalism colleges in India, unlike engineering or medical education. There are various ways to get into different universities and institutions.

For students planning to appear for the 2027 admission cycle, two national-level entrance exams are directly related to media education for undergraduate courses, namely CUET-UG and GMCET. The CUET-UG is organized by the National Testing Agency for admission to undergraduate courses at participating universities, and the GMCET is a national-level entrance test for undergraduate media courses. Students should know the following points before opting for a journalism entrance exam after 12th.

Top National Level Journalism Entrance Exams after 12th

1. CUET-UG

Common University Entrance Test (CUET-UG) is organized by the National Testing Agency (NTA) for admission to the undergraduate courses offered by Central Universities and other participating universities in India. This makes CUET-UG one of the most significant national-level entrance pathways for students seeking higher education in the undergraduate level.

CUET-UG is especially significant for students pursuing journalism and mass communication, as Mass Media/Mass Communication is one of the domain subjects in the exam. Mass Media/Mass Communication is included in the domain subjects of CUET-UG 2026 syllabus with code 318.

However, the usefulness of CUET-UG for journalism varies from university to programme. The choice of CUET subjects and eligibility criteria are at the discretion of the participating universities. For instance, the CUET information for the University of Delhi has B.A. (Hons.). Multi-Media and Mass Communication and Five-Year Integrated Programme in Journalism with specific combinations of subjects.

This does not imply that students should just study for CUET and take it for granted that the same combination of subjects will be applicable to all journalism courses. The programme-wise requirements need to be checked before filling the application form.

• Conducting body: National Testing Agency
• Level: Undergraduate
• Mode: Computer-based examination
• Course: Mass Media/Mass Communication
• Subject code: 318
• Use: Admission to participating universities and programmes

Students are advised to wait for the official notification of NTA for the final examination dates, syllabus and programme-wise requirements for 2027.

2. GMCET

The Global Media Common Entrance Test (GMCET) is a national level entrance test, which is specially designed for students who want to get admission in the undergraduate and postgraduate media courses. The official GMCET website states that the exam provides an entry point to programs such as BJMC, BA-JMC, BMC, BMM and BA Journalism (Hons.) and other media-related undergraduate courses along with MJMC & MAJMC.

GMCET is thus of special relevance for students who have already decided that they wish to pursue a career in the media and communication industry after Class 12. The exam evaluates communication skills, analytical thinking and logical reasoning pertinent to media education.

The current GMCET eligibility information mentions that the candidates should have passed out or be appearing in 10+2 or equivalent qualification for undergraduate applicants. The published minimum aggregate is 50% for General category and 45% for SC/ST/OBC candidates. Students are advised to verify the participating institution and individual course requirements prior to applying as requirements may differ.

• Level: Undergraduate
• Eligibility: 10+2 or equivalent
• Eligibility: UG/PG media programmes.
• Content: Communication, Analytical and Logical skills
• Admission: Participating institutions

CUET-UG vs GMCET: What is the best Journalism Entrance Exam?

It depends on the place where you want to study. CUET-UG can be beneficial for students who wish to have universities that are part of the CUET system as their options. The subject combination and eligibility for each programme will be determined by the participating universities and students should refer to the subject combination and eligibility requirements for each programme.

GMCET, however, is a media entrance exam and has undergraduate journalism and mass communication courses and institutions under its umbrella. 

So, rather than asking “Which is the best journalism entrance exam?”, students should ask: “What entrance exam will allow me to get into the journalism courses and universities that I want?” This simple adjustment can stop pupils from being ready for a test which does not result in the programme they want.

What to Study for the Journalism Entrance Exam?

Preparation varies according to the exam selected. Students aiming for entrance into the media should build a solid base in current affairs, general awareness, language and communication skills, logical reasoning and analytical thinking.

It's also a good idea to get into the habit of reading newspapers and reputable news outlets on a regular basis. Journalism is more than writing. Students entering the field must be able to understand events, be able to identify important information, question claims, communicate clearly, and distinguish facts from opinions.

For a media aspirant, therefore, entrance preparation can be more useful if it is not limited to mere memorisation of general knowledge. It is important to know what happened, but it is also important to understand why it happened.

Do you need to take an Entrance Exam for Journalism after 12th?

No. In India, there is no compulsory national entrance test for all journalism and mass communication courses. some universities conduct CUET-UG and some others have their own admission process. GMCET is another national level entrance test for the participating undergraduate media programmes.

That is why it is important for students to first narrow down their choices of journalism or mass communication courses and institutions and then find out what entrance exam or admission process is needed for each.

After Class 12, what Courses Can You Pursue?

Journalism and mass communication students can consider undergraduate courses like:

• BA Journalism
• BA Journalism and Mass Communication
• BJMC
• BA Mass Communication
• BA Mass Media
• BA Media and Communication
• Other special media and communication programs

The title of the course may differ from institution to institution. For instance, GMCET offers BJMC, BA-JMC, BMC, BMM and BA Journalism (Hons.) as its programmes.

For the other programmes related to media, CUET-UG can be used as per the participating university. For instance, the University of Delhi has the latest information on Multi-Media and Mass Communication and a Five-Year Integrated Programme in Journalism. 

Journalism Entrance Exam 2027: What Aspirants Must Remember

The biggest mistake students can make is assuming that one entrance examination works for every journalism college in India. 

For the 2027 admission cycle, students should shortlist their preferred courses first, check which universities offer them, and then identify the required entrance examination. CUET-UG and GMCET are two important national-level routes to explore, but the final admission rules depend on the institution and programme.

Students should also check official notifications before applying because 2027 dates, eligibility requirements and participating institutions may change from the current admission cycle. 

A career in journalism today can extend far beyond newspapers and television. Digital journalism, multimedia storytelling, broadcast media, content production, public relations and other communication fields have expanded the range of opportunities available to media graduates. The first decision, however, remains to choose the course you want, identify the institutions offering it, and then prepare for the entrance exam that actually leads there.

This is easier said than done. Thus, GMCET offers free career consultation for students who seek clarity and need unbiased advice. Connect with the GMCET team @08035018499.

If you have decided to pursue BBA after Class 12, you may be wondering whether you really need to appear for an entrance exam. The answer is not necessarily yes. Some universities and colleges may accept BBA admissions based on Class 12 results of students, while a few institutes conduct entrance tests to shortlist candidates for BBA admission. This means students looking for admission without an entrance exam may have options, but they need to carefully check the admission rules of each college.

What's important here is not to assume that all BBA colleges go through the same process. Some Universities arrange their own entrance tests and some take the scores of the national level tests. Students can also try out the management aptitude test, which offers them admission in various management courses through a single test. Hence, knowing about these various options beforehand can save you from the time and unnecessary confusion while applying for BBA admission 2027.

Can I get into BBA without appearing in the entrance test?

Yes, there are some colleges in India that offer admission to BBA without conducting an entrance exam. In such cases, admission may be given on the basis of the main marks obtained in Class 12 exam and eligibility criteria laid down by the institution. For instance, some universities may take students that have completed Class 12 from a recognised board and attained their required percentage.

However, “without an entrance exam” does not always mean “direct admission without any selection process”. A college can still have an interview, counselling session, document verification or other internal assessment. The rules may also vary from year to year.

That's why, students should not choose a college just because it is on the list of “BBA colleges without entrance exams”. Before paying the application fee, always visit the official admission page of the University and check the eligibility criteria, selection process and the dates for the year 2027.

How to get BBA Admission in 2027?

There are multiple pathways to enter into a BBA programme. The easiest way is merit based admission, based on class 12th marks. This may be helpful for students who have excelled in school but do not wish to study for an outside entrance exam.

The second way is by appearing in the entrance test conducted by the university for BBA or any national-level entrance exam. Some institutions have their own aptitude tests that test their quantitative ability, reasoning, English and general awareness. Others accept a national-level entrance test. For example, CUET-UG may apply to university admission for the undergraduate admissions of the participating universities but students need to consult the admission requirements of the programme and university.

Apart from this, there are some other prominent and hassle-free admission tests. The Global Management Common Aptitude Test (GMCAT) is one such management entrance exam option for undergraduate and postgraduate management programmes. GMCAT is conducted online for 60 minutes and has 100 questions, with no negative marking. It consists of management aptitude, business administration, quantitative and logical reasoning, verbal ability and communication skills and general management awareness. GMCAT official website

Having an entrance-exam pathway and a merit-based pathway can therefore offer more flexibility for students who are looking at multiple management options instead of just one entrance-exam pathway.

Eligibility for BBA After Class 12

Students who have completed Class 12 or an equivalent qualification from a recognised board can apply for BBA in most cases. This varies according to the programme and university. Students can take admission in BBA courses from various academic streams as many BBA courses don't require studies in Commerce.

This is one reason BBA attracts students from Commerce, Science and Arts/Humanities backgrounds. However, each college could have some other requirements, such as a minimum percentage or specific subjects. Therefore, students are advised to read the requirements of the applicant before applying.

Students often have concerns about maths. Some BBA courses may not demand Mathematics in Class 12 while a few institutions or specialization in management could have different subject requirements. Checking the requirements of your target college is better than assuming that Mathematics is compulsory or unnecessary everywhere.. 

What BBA Entrance Exam To Take?

The right BBA exam is based on the colleges you have shortlisted to apply, their requirements for admission and your level of preparation and how many options you'd like to have.

If the college you want to go to has its own entrance exam, it's not a bad idea to study for that particular exam. For participating universities for CUET-UG, one should follow the criteria as per CUET. For those interested in management-related programs in various institutes, there are also other aptitude tests like the GMCAT which can be considered as an alternative.

The benefit of preparing for an aptitude based exam is that the skills gained are transferable to the outside world: logical reasoning, quantitative skills, communicating, business awareness and decision making. These also are necessary skills for students entering into a management education.

Should BBA Without Entrance Exam be Preferred?

Not necessarily. Not taking an entrance exam shouldn't be the sole criterion for picking a BBA college. A college that provides a comprehensive academic program; has faculty with strong experience in the field; has exposure to the industry; has internships; and has student activities and proper career placement opportunities can be more valuable than a college that just gives you admission without taking a test!

Before choosing, students should take into account the course structure, specialisations, costs, campus facilities, support for placements, location and eligibility. Look out for whether the BBA degree is recognised or not and whether the university is properly accredited to run the programme.

If you are still in 12th class, then an alternative way to do it is to apply to various colleges. It is possible to add universities that have merit-based admission, as well as those that demand entry tests. This helps minimize the chances of relying totally on one admission path.

What Should You Do for BBA Admission 2027?

Start by making a list of the BBA colleges you are genuinely interested in. For each one, note whether admission is through merit, CUET-UG, a university-level entrance test, a common management aptitude exam, interview or a combination of these. Then check the official 2027 admission notification when applications open.

If you want to avoid entrance exams completely, focus on colleges that officially offer merit-based admission. But if you are comfortable taking a test, keeping an entrance-exam option such as GMCAT alongside your merit applications can give you another pathway into management education.

Design that communicates has always intrigued you, hasn't it? You like posters, branding, social media visuals, websites, animation or the way a particular advertisement tells a story. You'll spend hours observing colors, fonts, and layouts. However, there is one thing that is stopping you from taking Communication Design after 12th, and that is you can't draw that well.

Students often have this question before selecting a design course. But you don't have to be an expert artist to study Communication Design.

There's a catch to this, though. Drawing may not be a required skill in all Communication Design courses, however, the ability to draw, sketch, observe and visualise may be assessed in some design entry tests. So, the real question is not simply whether you can draw. It is whether you can communicate an idea visually and are willing to improve your basic drawing skills when required.

If you are thinking about pursuing Communication Design after class 12, here's what's important and which entrance exams you can apply for and why AIDAT might be a great choice for students interested in Communication Design and other design fields.

Is Drawing Skill Required for Communication Design?

No, not all Communication Design courses require advanced drawing skills. Communication Design is about using visual and digital forms to communicate an idea, message or experience. Depending on the programme, students can work with graphic design, typography and branding, illustration, photography, motion graphics, animation, digital media, visual storytelling and UI/UX. Studying Communication Design does not mean you are training to become a fine artist or illustrator. However, a designer could be asked to answer questions like:

• What is the best way to convey a brand's character?
• What steps can be taken to make information more understandable?
• What should a poster do to direct the viewers?
• What can make an app interface more user-friendly?
• How to convey an idea in a few seconds through a social campaign?
• What can a visual story do to elicit the appropriate feeling?

You don't need beautiful drawings to solve these problems, you need observation, ideas, visual thinking and problem solving. Indeed, the official syllabus of UCEED divides the drawing and design aptitude. The Design aptitude element involves solving problems/situations in an innovative and empathetic way. This is relevant to students who may have the thought in their head that “I can't draw, I can't be a designer.” 

For Communication Design Entrance Exams Do You Need to Draw?

Sometimes, yes. This is where design aspirants must be cautious. There is no single entrance exam for every Communication Design course in India. Admission requirements vary by university and institute. There may be different admission procedures for each university/institute. You can find a Design Test of your college of interest or an AIDAT, NID DAT, UCEED or an Entrance Test of your institute. These tests are not all based on the same way of assessing students. As a result, AIDAT is a good fit for communication design aspirants.

AIDAT for Communication Design Admission

If students are still in the process of considering their options after Class 12, they can try the All India Design Aptitude Test (AIDAT) as one of the options of entrance. Candidates with 10+2 education from any recognised board can apply for the undergraduate diploma and degree courses. It's listed in the design areas of Communication Design and graphic, fashion, interior, product, UX and other creative disciplines.

It can be useful for a student who is not certain about exactly what his or her design specialisation will be because the process isn't just a drawing test. The existing AIDAT system comprises 100 MCQs based level-1 exams of 60 minutes, a portfolio round later, counselling (college section) and interview phases.

Its syllabus includes design aptitude, 2D/3D visualisation, observation, design principles, creative thinking, logical reasoning, design ability, aesthetic sense, form and function, perspective and visual logic.

If you're more of a thinker when it comes to design and solving visual problems, then AIDAT could be worth a look. It is also crucial to grasp the nature, and non-nature,  of AIDAT. AIDAT is a national level design entry system that provides access to different design courses offered by participating institutions. AIDAT is not accepted by every Communication Design college in India. Students should therefore check whether their preferred college and programme participate in the AIDAT admission pathway before applying.

NID DAT Is Another Major Option

NID's B.Des programme offers Communication Design courses like Graphic Design, Animation Film Design, Film and Video Communication and Exhibition Design at its Ahmedabad campus. Selection is based on his/her performance in the Design Aptitude Test (DAT) in two stages.

NID's B.Des programme includes Communication Design disciplines such as Graphic Design, Animation Film Design, Film and Video Communication and Exhibition Design at its Ahmedabad campus. Admission is based on performance in two stages of the Design Aptitude Test.

NID's 2026–27 B.Des eligibility allowed students from Science, Commerce, Arts, Humanities and other recognised 10+2 streams, subject to the prescribed eligibility and age conditions.

For a student who is weak at drawing, however, NID DAT should not be approached with the assumption that drawing does not matter. The test assesses design-related knowledge, skills and qualities, and preparation should include visualisation and drawing alongside broader design aptitude. 

UCEED Entrance Test If You Are Targeting IIT Design

The admissions for B.des are made based on the scores of UCEED. Institutes like IIT Bombay, IIT Delhi, IIT Guwahati, IIT Hyderabad, IIT Indore, IIT Roorkee and IIITDM Jabalpur are accepting admission. The scores of UCEED are also accepted by several other institutes through their direct admissions.

The students who are from Science, Commerce and Arts & Humanities could appear for UCEED 2026 provided that they fulfill the eligibility criteria for the exam. However, if you are not good at drawing, you need to be aware of one thing before taking the admission to UCEED: They actually test drawing.

Drawing products, people or scenes with an awareness of proportion, line quality, composition, perspective and shading is a part of the UCEED syllabus. It also assesses design ability and problem solving skills. You need not be an expert artist, but if UCEED is in the list of your targets, you should practise drawing.

NIFT Entrance Test

NIFT is relevant primarily if you are interested in Fashion Communication, rather than assuming it is the standard entrance exam for every Communication Design degree.

NIFT's B.Des programmes include Fashion Communication, alongside areas such as Fashion Design, Accessory Design, Textile Design and others. Its 2026 entrance framework included the General Ability Test and Creative Ability Test for B.Des programmes.

This distinction matters because Communication Design and Fashion Communication overlap in some skills but are not automatically the same course. Always check the exact programme title before preparing for an entrance exam.

AIDAT vs NID DAT vs UCEED for a Student Who Is Bad at Drawing

Instead of asking “Which exam is easiest?”, ask “Which exam matches the type of design education I want?”

The important takeaway is that being weak at drawing should not stop you from applying for design, but it should influence how you prepare.

What If You Cannot Draw Realistically?

You may be able to come up with creative ideas but struggle to draw a realistic face, person or object. This doesn't mean that you are automatically bad at Communication Design. Design entrance preparation is different from preparing for a fine-arts competition. In many designs, a sketch is used to convey an idea, not a finished piece of art. A rough drawing that clearly shows how a person might use an object or how a visual story could unfold can be more useful than a highly detailed drawing that does not communicate the idea.

That's why students who are preparing for an entrance exam for Communication Design after 12th should practice drawing for the purpose of visual communication and not artistic perfection only. For instance, consider an ordinary item like a chair, bottle or school bag and attempt to reimagine it for other users or different situations. Think about how you would make it easier to carry, more suitable for a child or more practical in a small room. The exercise is not about making the sketch pretty. It is about showing how you observe a problem and turn an idea into a visual solution.

It is an important concept for students to grasp that you are not training to be a fine artist, but to be able to express yourself by design.

How Should You Prepare If You Are Bad at Drawing?

If drawing is your weak area, don't spend months simply copying portraits. Your preparation should be a mixture of the basic drawing skills, observation and design thinking. Create with common items and develop to proportion, perspective, the basic figure of the human form, gesture and visual narration.

A helpful practice exercise is:

• Observation: Sketch objects that you see in everyday life, focusing on the shape, size and details.
• Perspective: To understand how objects look different from different perspectives and distances.
• Human figures: Start working on basic poses and gestures rather than getting the in-depth anatomy straight away.
• Visual storytelling: Explain a basic situation using a series of sketches.
• Design thinking: Consider what you would do to make a normal product, poster or sign better.
• Timed practice: Practice questions in an allotted time to learn to communicate an idea quickly.

Another aspect to consider is starting to notice the design you see every day. Pay attention to the packaging, ads, websites, apps, posters and public signs. Why one design attracts you and why another does not. This type of observation can enhance visual thinking skills which are valuable beyond drawing.

Can Commerce and Science students study Communication Design?

Yes, if they are eligible for the specific programme. The Communication Design course is not restricted to Fine Arts students, and does not require them to have taken Fine Arts in classes 11 and 12.

For example, NID's 2026–27 B.The candidates from Science, Arts, Commerce and Humanities were all accepted by Des admission process as per the prescribed eligibility and age criteria. UCEED 2026 also has an option for candidates of Science, Commerce and Arts & Humanities to appear for the examination, but the participating institutes may have their own admission criteria.

After class 12 students may also pursue a course in AIDAT. Its eligibility details show that candidates who have passed out 10+2 from any recognised board are eligible to apply for its design undergraduate program which includes Communication Design and other design courses.

Hence, if you have been in Arts, Commerce or Science, this should not deter you from considering Communication Design as your stream of your School. It's all about the eligibility of the specific course, how you are getting in, and ultimately, if you want to do work with design.

What Actually Makes Someone Good at Communication Design?

It's helpful to be creative, but it's not enough to be creative to be a good designer. Communication Design is largely about making decisions — how an idea should look, what the audience should notice first and how easily they should understand the message

Constantly, a designer will ask himself/herself the following questions:

• Why is one font better than another?
• What makes a specific image looking for a specific position?
• Why is a poster hard to comprehend?
• Why is one package different on a shelf?
• How can a user learn one interface so easily, and not easily the other?
• What is the simplest way to get an idea across in a visual form?

These are questions of design. You can use drawing to explain the answer, but it is as important to explain the thinking that led you to the answer. Good observation, storytelling, problem solving and understanding people skills can lead to effective design skills even if students are not naturally gifted as artists.

After 12th, what Communication Design Entrance Exam Should You Take?

Unlike other courses, there isn't any entrance examination that is mandatory for all Communication Design courses in India. The right exam depends on the college and programme you want to pursue. 

For example:

• NID DAT — relevant if NID is your target.
• UCEED — important for students targeting B.Des admissions through participating IITs and other institutes.
• NIFT Entrance Exam — relevant if you are interested in programmes such as Fashion Communication at NIFT.
• AIDAT — worth exploring if you want a broader design-aptitude route across participating institutions and are considering Communication Design along with other design disciplines.

What must Communication Design Aspirants Know?

You do not need to walk in as a skilled artist. What matters is that you are ready to work on drawing, careful observation, and visual thinking. This is extra important if the entrance test you pick checks these areas.

A better question is this: do you enjoy solving communication tasks using visuals? If you feel interested in how a brand should look, how an app can explain its purpose, how data can be shown in a clearer way, or how a story can be told with images, then your current skill level should not be the only factor.

When you choose an entrance test after 12th grade, start with the program and college you want. Then look at the eligibility rules and how the selection works. After that, pick the test that matches your target.

For many students, AIDAT can be a good option because it focuses on a wider design skill path. NID DAT and UCEED can fit students who already know they want specific institutions.

You might not draw perfectly right now. Still, you can learn how designers think. So, if you are sure you want to pursue this course, give your 100% and build a successful career. Remember the most famous line always: where there is a will, there’s a way.

The rural school is not redundant. Its delivery model is.

India has largely won the battle to get children into school. The harder battle is ensuring that the classroom gives them the abilities they need for life. Across rural India, government schools remain physically present but are increasingly losing their place in family aspirations. The question is no longer simply whether a child is enrolled, but whether she can read with understanding, handle numbers, communicate across languages, use technology safely, question an AI-generated answer and imagine a livelihood beyond inherited occupations.

This is not an argument that every government school is failing or that private schools are automatically better. States such as Kerala, Himachal Pradesh, Punjab and Tamil Nadu show that public education can be effective and trusted. Nor is school consolidation inherently wrong. A tiny school with five children and one overburdened teacher may benefit from becoming part of a stronger school complex. But consolidation cannot become a convenient substitute for rebuilding public education.

The numbers expose the gap between access and learning. ASER 2024 found that 98.1% of rural children aged 6-14 were enrolled. Yet only 23.4% of Grade III children in government schools could read a Grade II-level text. By Grade V, the figure rose to 44.8%, compared with 59.3% in private schools. Mathematics is equally worrying. Only 27.6% of Grade III government-school children could solve a subtraction problem.

Among rural youth aged 14-18, ASER’s 2023 Beyond Basics survey found that just 43.3% could correctly solve a three-digit-by-one-digit division problem. About one in four could not fluently read a Grade II-level text in the regional language. Digital familiarity has not automatically translated into digital capability either. While 82.2% of 14-16-year-olds knew how to use a smartphone, only 57% had used one for education in the previous week, compared with 76% for social media.

This is where the promise of the National Education Policy 2020 meets the reality of the village classroom. NEP envisages foundational literacy and numeracy, multilingual learning, competency-based education, vocational exposure, digital learning and stronger teachers. NIPUN Bharat set Grade III as the target for foundational skills. That deadline has passed, while the learning gap remains.

The problem is therefore less about policy ambition than delivery. A curriculum cannot transform a classroom when there is no teacher, laboratory, library, reliable electricity, functioning toilet, transport or professional support. Rural schools are often handed reform as a PDF and expected to deliver it through compliance forms.

NITI Aayog’s 2026 analysis reinforces this concern. Government schools accounted for 49.25% of enrolment in 2024-25, down from 54.3% a decade earlier, while private unaided schools increased their share from 31.7% to 38.8%. More than one-third of schools have fewer than 50 students, while 1,04,125 schools have only one teacher. Infrastructure statistics also conceal functionality gaps: thousands of schools still lack usable toilets, drinking water or functional electricity, while internet access remains far from universal.

The decline of nearly 94,000 government schools between 2014-15 and 2024-25 must also be read carefully. Not every missing school record represents a physical closure; mergers, reclassification, data cleaning, demographic decline and migration all matter. But demographics cannot become an excuse for declining public trust.

For families, the decision is often simple. They see whether a child can read a paragraph, calculate wages, understand a bank message or complete an online form. A private school may not always provide better learning, but its English-medium promise, tests, uniforms, transport and perceived seriousness can signal a future. Government schools must respond by making learning visibly useful.

That means connecting mathematics to markets and farms, science to water and soil, language to communication and digital education to public services and livelihoods. Vocational education should introduce children to agriculture, repair, food processing, crafts, energy, healthcare, logistics and digital services without trapping them in caste or class-based occupations.

The answer is not simply to spend more. It is to spend differently. The Union’s 2026-27 education allocation is substantial, but the real test is whether money reaches the last mile as a functioning service. Remote, tribal, migrant and disability-heavy schools need greater support. Maintenance funds must be predictable, teacher vacancies filled and educators protected from excessive non-teaching duties.

Citizen scrutiny can help, but it must be lawful and responsible. The 2026 “School Thik Karo” campaign by the youth group Cockroach Janata Party brought cameras into schools and highlighted basic failures in water, toilets, electricity, classrooms, meals and teacher attendance. Such campaigns cannot replace professional inspections or become mob justice. But when a phone camera reveals what an official dashboard calls “available”, it exposes a real accountability gap.

There are also reasons for optimism. Karnataka’s Kotlapur government school, once virtually abandoned by families, reportedly rebuilt enrolment through stronger leadership, parent outreach, a language laboratory, library, basic amenities and community participation. By 2025-26, enrolment had reportedly risen to 42 students with four teachers.

The lesson from Kotlapur is both encouraging and uncomfortable: public schools can recover trust, but basic functionality should not depend on a heroic headmaster or community donations. Successful elements from Kerala, Tamil Nadu, Himachal Pradesh, Punjab and other states should be adapted locally rather than copied mechanically.

By 2030, India needs a simple rural school guarantee: safe classrooms, usable toilets, drinking water, electricity, accessibility, nutrition, libraries, play spaces and predictable maintenance. Schools with multiple grades need at least two trained primary teachers and access to specialist teachers through school complexes. Foundational reading, writing and numeracy must be assessed every year, followed by stigma-free catch-up support.

Digital and AI literacy must go beyond teaching children how to operate devices. Students should learn source verification, privacy, cybersecurity, bias, copyright and how to question an automated answer. Technology should strengthen judgement, not replace it.

School mergers must similarly be judged by travel time, safety, monsoon access, disability access, girls’ safety, attendance and learning—not merely administrative efficiency. Where consolidation is necessary, buses, bicycles, escorts or hostels may be required.

Most importantly, every rural child should have multiple routes forward. Schools should connect with ITIs, universities, apprenticeships, self-help groups, Krishi Vigyan Kendras, cooperatives and local enterprises. A child should be able to learn a practical skill without being told that it is the only future available to them.

The 2030 test is brutally simple: Can a rural child read a new text and explain it? Can she calculate, estimate and reason? Can she use English and digital tools without losing her home language? Can she challenge an AI answer? Can she learn a local skill without being trapped by caste or class? Can she remain in school through adolescence because food, transport, safety, health and hope are available?

A private tutor can sell English. A smartphone can deliver a lesson. A skill centre can teach a machine.

Only a strong public school can bring knowledge, citizenship, nutrition, dignity, community and opportunity together for every child—including the child whose parents cannot afford alternatives.

The rural school is not obsolete. What is obsolete is a model that mistakes enrolment for education, infrastructure for functionality and technology for learning. By 2030, India must judge its government schools not by how many buildings remain on a spreadsheet, but by how much power they give a child to understand, question, create and choose.

A student can spend an entire day studying and still have very little time to think. School in the morning, coaching in the evening, homework at night, a test tomorrow and an assignment due next week. From the outside, it looks like commitment. From the student’s side, it can feel like moving from one deadline to another. Somewhere along the way, education has acquired a strange equation: a busy student must be a serious student. But what if being constantly occupied is sometimes getting in the way of actually learning?

It is normal to feel stuck here. Learning takes work, and adults can easily notice the work part. An assignment gets finished. A sheet gets counted. Study time can be written down. Test results can be lined up and compared. What is harder to spot is real understanding. Did the student dig in, ask questions, link the topic to something else, or start using the idea on their own?

Because of this, some students get skilled at “showing effort”. They hand in proof that they did the steps. Yet they may not have had enough time to reach what learning needs. They are busy, but the deeper part can still be missing.

This is not really about homework, coaching, or clubs. Those things can help. Practice can firm up a concept. Coaching can offer extra help when school gets unclear. Activities beyond class can grow confidence, routine, and new interests. The trouble starts when doing tasks is treated as the same thing as progress. A student wraps up one job and jumps right to the next. Then another. Before long, the packed day starts to feel like success. 

But more completed work does not always mean more understanding. One student might spend an hour wrestling with a tough idea and learn more from that struggle than another student who spends four hours running through tasks. The second student may keep going without pausing to ask if any of it actually fits.

There is a psychological reason this culture is so difficult to escape. Students quickly notice what adults reward. If being constantly occupied is treated as ambition, they begin to associate exhaustion with achievement. If the first question after school is, “How much did you study today?” rather than, “What did you understand today?”, the number of hours gradually becomes more important than the quality of those hours. And when every free afternoon is filled with another class, course, test or competition, having nothing scheduled can begin to feel like falling behind. A child can slowly learn to measure progress by how tired they are.

Some pressure can change how students feel about what they like. A hobby may turn into a box to tick. A contest can turn into a mark that sits on a page. Even reading can start to feel like a task with a result at the end. Curiosity itself can get shaped by the need to perform. Students may pick things because they believe it will help with getting in or make them seem more capable. From the outside, it may look like a student is highly driven. But at times, they are just good at hitting what others want.

This matters because some of the most important parts of learning do not look productive. Understanding a difficult concept can require sitting with confusion. Solving a problem may involve getting it wrong several times. Creativity often begins when there is no immediate instruction about what to do next. A student may spend an afternoon reading about something outside the syllabus, exploring an unusual question or attempting a project that fails completely. None of these experiences necessarily produces a certificate, a completed worksheet or a higher test score. Yet they can develop something far more valuable: the ability to think independently.

Not every empty hour is wasted time. Some of it is where thinking begins.

Schools and parents need to recognise one important difference: keeping children busy is not the same as helping them think and learn. A classroom can be full of activity without students engaging deeply with an idea. A timetable can be perfectly organised without leaving enough space for curiosity, questions or independent thought.

For parents, this is tough because they feel real pressure. Places like good schools, good colleges, and strong jobs matter a lot. Many families want their children to be ready. When a new coaching class is added, it can feel like extra safety. Another test can feel like more help. Yet a free afternoon can seem like time lost. Still, there is a line. After that line, “more prep” may not add much. A new worksheet does not always mean deeper understanding. Another test does not always build a new skill.

Children need preparation for the future, but they also need enough space to become the people who will live that future.

The same question applies to schools. If students spend most of their time completing prescribed tasks, when do they learn to decide what is worth exploring? If every problem comes with a method, when do they learn to find their own? If every mistake is corrected immediately, when do they learn to sit with uncertainty and work their way through it? The world outside school will not always provide a syllabus, four answer choices or a teacher explaining what comes next. Students will eventually face problems that have never appeared in a textbook.

That is why education should not simply ask how much work a student has completed. It should ask what that work has changed… Did the student understand something today that they did not understand yesterday? Did they learn to solve a problem without being shown the method? Did they discover a question they had never thought about before? Did they make a mistake and understand why it happened? These are harder things to measure, but they are much closer to the meaning of learning.

The goal should not be to push students less. It should not be to take away all structure. Discipline still matters, practice still matters, getting ready still matters.  But learning is what outweighs it all.

Yet a packed timetable should not decide who is a good student. When schools chase productivity more and more, we should pause. Kids are not tools that improve by the count of tasks finished. They are learners. Learning can take time. Some of that time does not fit into a scoreboard.

Perhaps the better question at the end of a school day is not, “How much did you finish?” It is “What can you understand now that you could not understand before?”

If the answer is something meaningful, the day was productive, even if the notebook is not full, the calendar has a gap and nothing was added to a résumé. Because the purpose of education was never to create the busiest students in the room; it was to give them enough knowledge, confidence and curiosity to think when nobody is telling them what to do next.

India can land a spacecraft on the Moon and still mistake freezer ice for a divine visitation. The next science mission is not only to communicate achievements, but to build citizens who can question, verify and use technology without surrendering judgment.

A freezer, a foot bath, and a warning

In July 2026, an ordinary household refrigerator in Agra became an extraordinary destination. An ice formation inside the freezer took on a shape that some residents read as a Shivling. News spread, people arrived, flowers and belpatra were offered, water was poured in jalabhishek, and devotional chants filled a private home. The reports also recorded the obvious alternative explanation: freezing conditions had produced a naturally formed shape. No religious authority had authenticated it. No laboratory was needed to see the basic fact. Ice can take suggestive forms.

The episode would be comic if it ended as a neighbourhood curiosity. It becomes revealing when a resemblance is promoted into a revelation before anyone asks the simplest question: what else could explain this?

That question has become increasingly important in a country where faith, technology and digital misinformation now intersect in powerful ways. Recent incidents offer uncomfortable reminders. In Pune, videos surfaced showing women followers of self-styled godman Radhamohan Mishra washing his feet and drinking milk poured over them, amid a police investigation into allegations of exploitation and psychological manipulation at an ashram. In late 2024, visitors at Vrindavan's Banke Bihari temple were filmed drinking water dripping from an elephant-shaped outlet as charan amrit. Reports later identified it as air-conditioning discharge, yet some continued despite warnings.

These are not interchangeable incidents. A freezer is not an ashram, reverence is not coercion, and a viral video is not a completed investigation. But together they raise a larger question: why does a society that celebrates scientific achievement sometimes suspend ordinary standards of evidence when a claim is wrapped in sanctity, charisma or collective excitement?

The answer cannot simply be that Indians are irrational or that religion is the enemy. That conclusion is both simplistic and unhelpful. The harder truth is that India has become remarkably effective at communicating science when there is a mission, a government programme, a public benefit or a spectacular event. It has been less successful at developing the everyday civic habit of asking: How do we know? What do we not know? Who is accountable? And what happens if the claim is wrong?

In an era of deepfakes, generative AI, miracle cures, climate stress and mass digital persuasion, this is no longer merely a cultural concern. It is a public-safety issue.

Faith is not on trial. Unaccountable certainty is.

Article 51A(h) of the Constitution calls upon citizens to develop scientific temper, humanism and the spirit of inquiry and reform. Scientific temper does not require anyone to abandon prayer, ritual or imagination. It requires claims about health, safety, nature, public policy and human rights to remain open to evidence and correction.

A person can find meaning in a sacred symbol and still know that frost is frost. A family can respect a guru while refusing an unsafe medical treatment. The real dividing line is not between the religious and the secular. It is between meaning and manipulation, private devotion and public harm, humility before mystery and unquestioning obedience to someone claiming immunity from scrutiny.

The hierarchy normalised by some godman practices is particularly disturbing. When a leader's body is presented as a source of healing or supernatural authority, followers can gradually surrender dignity, bodily autonomy and medical judgment. Maharashtra reported cases in 2025 involving a self-styled godman accused of violent and degrading practices in the name of exorcism. In Damoh, an OBC man was allegedly forced to wash a Brahmin man's feet and drink the water as atonement after an AI-generated image triggered a caste dispute; the Madhya Pradesh High Court took suo motu cognisance.

The stakes can become catastrophic. The 2024 Hathras stampede killed 121 people at a gathering associated with Bhole Baba, where the crowd vastly exceeded the permitted number. Such tragedies cannot be explained simply through ridicule of believers. Illness, insecurity, deprivation, discrimination, loneliness and the need for hope can all make charismatic figures attractive.

A humanist response therefore has to ask different questions: Who profits from vulnerability? Where are safe alternatives? Why are public institutions absent when desperation arrives?

India already knows how to make science visible

India has a rich science-communication inheritance. CSIR's popular-science initiatives, Vigyan Pragati, science museums, radio, mobile exhibitions, NCSTC, university outreach, community radio and people's science movements have repeatedly attempted to take knowledge beyond laboratories and examination halls.

Public-health campaigns offer another important lesson. Smallpox eradication, polio elimination, HIV/AIDS communication, immunisation drives and COVID-19 messaging demonstrated that communication works best when it is accompanied by delivery, trust, repetition and local engagement.

Polio did not succeed because of a single poster. It depended on house-to-house mobilisation, vaccine booths, surveillance, health workers, local leaders, repeated rounds and responses to rumours. People trusted the message partly because the service was physically present and there was someone nearby to answer questions.

India's space programme has made science equally visible. Aryabhata, Chandrayaan-1, the Mars Orbiter Mission, Chandrayaan-2, Chandrayaan-3, Aditya-L1 and XPoSat have transformed engineering and research into subjects of popular fascination. Chandrayaan-2 offered a public lesson in failure and iteration; Chandrayaan-3 demonstrated how software, materials, navigation, testing and teamwork can turn a difficult attempt into a successful landing.

Digital India demonstrates another form of technological adoption. UPI, DigiLocker, online public services and digital public infrastructure show that Indians can adopt complex technologies at enormous scale when those technologies are useful, supported and embedded in everyday life.

Yet admiration for science is not the same as scientific temper.

A person can admire a rocket, scan a QR code and use an AI assistant while still struggling to evaluate a health claim, interpret a graph, identify a manipulated video or question an automated decision.

The next challenge is therefore to turn admiration into reasoning.

The SWOT verdict: powerful, partial and precarious

India's greatest strength is its distributed scientific and educational infrastructure. DST-NCSTC, CSIR-NIScPR, NCSM, ISRO, ICMR, DBT, ICAR, universities, IISERs, museums and civil-society networks possess expertise, channels and institutional legitimacy. Science clubs, street theatre, demonstrations, jathas and local-language campaigns add a participatory tradition that cannot be created by central publicity alone.

The weakness lies in what gets celebrated. Public communication often focuses on what an institution has announced, launched or achieved. Achievement is important, but it can crowd out method, uncertainty, failure, independent verification, social costs and affected communities.

A rocket launch is visible. Calibration, data analysis and the labour behind it are not. A medical breakthrough makes a compelling headline. Sample size, adverse effects, cost, comparators and limitations are harder to explain.

This is where technology communication and science communication must be separated.

Technology communication teaches use. Science communication teaches judgment.

The gap is compounded by language inequality, rote learning, fragmented media coverage and weak professional pathways. The 2024 FAST India SciComm ThinkLabs report, based on a small, non-representative practitioner sample, found that 54 per cent of respondents had no formal training, while about 95 per cent used English in their current work.

India does not lack enthusiasm. It lacks continuity, translation, evaluation and safety.

The closure of Vigyan Prasar, completed in October 2024 following a Union Cabinet winding-up decision, makes the institutional question sharper. The lesson should not be to romanticise one organisation or create another official voice. It is that archives, networks, professional memory and public-interest communication can disappear unless they are deliberately protected.

Build scientific citizenship, not just science fans

India now has an opportunity to make scientific thinking a design requirement of public life.

Every major research or technology initiative should have two outcomes: the immediate service or achievement, and a lasting increase in the public's ability to question, verify, use safely and participate.

A Scientific Citizenship Charter for ministries, regulators, universities, schools, hospitals and publicly funded projects could require plain-language evidence, methods wherever possible, uncertainty, conflicts of interest, risks, consequences, public question logs and visible correction mechanisms.

Transparency should be treated as part of scientific excellence, not as an attack on institutional prestige.

The effort must also be local. Evidence translated into Bengali, Marathi, Tamil, Hindi, Assamese or tribal languages is useful, but translation alone is insufficient. Communities need explanations in their own idiom, demonstrations, trusted facilitators and opportunities to respond.

Scientific citizenship grows when people investigate problems they can see: water quality, classroom heat, crop health, waste, disease, air pollution or biodiversity—and then watch institutions respond.

Make the classroom a laboratory for doubt

Scientific temper will not be created by slogans, National Science Day speeches or one-off AI-awareness programmes. It has to be practised until questioning becomes ordinary.

History can teach source criticism. Civics can examine evidence in public decisions. Geography can involve local mapping. Mathematics can teach estimation and uncertainty. Biology can address health, ecology and misinformation. Languages can teach argument and revision. Computer science can explore data, models, bias and human oversight.

The goal is not to make children recite the scientific method. It is to make them comfortable designing a fair test, explaining an anomaly, comparing sources and changing an answer when evidence demands it.

Teachers are central to this effort. They need continuing professional development, experiment kits, local datasets, libraries, mentors and the freedom to spend time on questions.

Assessment must also change. A polished AI-generated answer should not automatically score higher than a modest answer that shows where the student checked, doubted and reached a conclusion.

Projects can begin with local questions: Does shade reduce classroom heat? What is the quality of neighbourhood water? How does a vaccination rumour spread? What happens to a discarded phone?

Students can observe, measure, interview, test, analyse, present and revise. They learn that evidence is not an external authority. It is a shared practice.

Put the human being back in the AI loop

AI literacy must go beyond prompt-writing. Citizens need to understand when AI should be used, when it should not be used and who remains responsible after the system produces an answer.

A practical human-in-the-loop routine should be taught from school to the workplace: frame the question; check data and permissions; protect privacy; use AI for a bounded task; record the output; verify it against trusted sources; identify what the system could not establish; accept, revise, reject or escalate the result; disclose AI assistance; and identify the uncertainty or condition under which AI should not be used.

The principle applies everywhere.

In a newsroom, AI can transcribe while a journalist verifies. In government, a model can draft while a human preserves the record and answers an appeal. In medicine, education, law and welfare, people affected by automated decisions must have a way to understand the basis, correct an error and seek review.

Human-in-the-loop cannot mean a ceremonial human click after the machine has already decided. It means responsibility before, during and after the system acts.

The newest godman may not always appear on a stage. Sometimes he—or the illusion of omniscience—may arrive through a chat window.

Build a public-reasoning grid, not a propaganda machine

India needs a long-term National Mission for Scientific Temper and Public Reasoning, supported by an independent observatory. Its purpose should be coordination and capacity-building, not narrative control.

Such a mission could map existing assets, identify language and access gaps, fund independent evaluations, monitor misinformation, preserve scientific archives and publish an annual assessment of reasoning, trust, safety and equity.

The architecture should be federated. NCSTC can provide a backbone; NIScPR can strengthen research communication; NCSM can support hands-on learning. Universities, IISERs, state councils, community radio, civil-society organisations, journalists and creators can provide local capacity.

The media must also invest. A public-interest fund with editorial firewalls could support science, health, climate and technology journalism in regional languages. Newsrooms need access to primary papers and data, specialist training, expert networks, visible corrections and sufficient time for follow-up reporting.

A high-quality science story should answer six questions: What is the claim? What is the evidence? What remains uncertain? What are the limits? Who is affected? Where can people verify the information or seek help?

Climate and nature should run through this work. A heatwave story should include exposure, housing, work, cooling and health services. A river story should examine ecology, livelihoods, pollution, infrastructure and governance. An AI story should address data, labour, energy, water, privacy and recourse.

The question is no longer simply, “Does this technology work?” It must also be, “For whom, for how long, at what cost, and what happens after disposal?”

Protect those who ask inconvenient questions

Scientific temper cannot be a public duty if those who defend it are left vulnerable.

Narendra Dabholkar was murdered in Pune in 2013 after campaigning against exploitative superstition and black magic. A 2024 special-court conviction brought some accountability, but the larger lesson remains institutional: rationalist work requires protection, not applause after tragedy.

Anti-superstition efforts should bring together rationalist organisations, teachers, doctors, journalists, fact-checkers, psychologists, lawyers, police, public-health officials and community leaders. The response to harmful claims should identify the harm, explain the evidence, provide safer alternatives, connect vulnerable people to services and protect those willing to speak.

At the same time, the state must guard against another danger: a national scientific-temper mission becoming a censorship mechanism or AI monitoring becoming surveillance.

Pluralism, dissent, privacy, due process and independent evaluation are not obstacles to scientific temper. They are its conditions.

Stop counting applause. Measure agency.

India's communication system often counts events, impressions, clicks, downloads and views. These numbers have value, but they do not tell us whether citizens have become more capable.

A campaign with a million views and little change in understanding should not automatically outrank a local programme involving 5,000 people who can identify a rumour, demonstrate a method or demand a correction.

A National Scientific Temper and Public Reasoning Index could measure comprehension of evidence and uncertainty, source-checking, willingness to revise beliefs, calibrated trust, safe AI use and civic agency. It should also assess whether institutions answer questions, publish corrections and include affected communities.

Results should be examined across language, geography, gender, caste, disability, age, education and income. A national average can hide a thousand exclusions.

Progress is not louder applause for science. It is the ability to disagree without violence, reject a fraudulent cure, recognise a deepfake, ask a public office for evidence, appeal an automated decision, protect dignity and make choices within ecological limits.

The Agra freezer did not reveal a divine crisis. It revealed a civic one: how quickly resemblance can become certainty when a crowd, a camera and sacred vocabulary meet.

The answer should not be ridicule. India needs stronger institutions, better journalism, classrooms that reward questioning, public-health systems people can trust, local networks that can counter misinformation and a more honest relationship with uncertainty.

India has already demonstrated that it can communicate a polio campaign, a digital service and a lunar landing to millions. The next task is harder: communicating the method and the limits.

A rocket landing can give a nation a shared moment of wonder. Scientific citizenship can give it a shared capacity to decide.

That capacity must become ordinary—in the classroom, clinic, newsroom, village meeting, public office, family WhatsApp group and AI tab open at midnight.

The future of science communication in India will be determined not only by how brilliantly the country explains what it can build, but by whether its citizens can ask what is true, what is uncertain, who bears the risk and what must change.

In an age of blind faith and intelligent machines, that is not merely science communication. It is the infrastructure of freedom.

Artificial intelligence is rapidly transforming education, but it is also forcing schools and universities to confront an uncomfortable question: what happens when the quality of a student’s output becomes better than the student’s actual understanding?

A learner today can produce a polished essay, solve a mathematical problem, write computer code or prepare an impressive presentation with AI assistance—sometimes before developing the reasoning that such work appears to demonstrate. The danger, therefore, is not simply cheating. It is something deeper: the artefact may outrun the learner.

The answer is neither to ban artificial intelligence nor to surrender education to it. The challenge is to build a human-led learning system in which AI expands access and capability while teachers and learners retain judgement, verification, responsibility and ownership. As Prof Ujjwal K. Chowdhury argues, the goal should not be less AI, but more learner.

AI undoubtedly has a place in education. It can translate difficult concepts, generate additional examples, provide practice questions, simulate debates and offer feedback without embarrassment or fatigue. For students struggling with language, accessibility or access to personalised support, these possibilities can be transformative. But convenience must not become substitution. When AI performs the thinking before the learner has made a genuine attempt, it can remove the productive struggle through which understanding is built.

Education needs friction. Students must still retrieve information, make predictions, attempt solutions, make mistakes, test assumptions and explain their reasoning. A correct answer is not necessarily evidence of learning. The real test is whether the learner can explain, defend and transfer an idea when the screen goes dark.

This is where the idea of the “human-in-the-loop” becomes crucial. Human involvement cannot mean a teacher merely approving an AI-generated final submission. The learner must remain involved before, during and after AI use. A simple principle can guide classrooms: human first, AI in the middle, human last.

The learner should begin by thinking independently—forming a question, making an attempt or outlining an idea. AI can then assist with hints, counterarguments, examples or feedback. But the final responsibility must return to the learner, who verifies the information, revises the work, explains the reasoning and demonstrates genuine understanding.

This approach also demands a rethinking of assessment. Educational institutions cannot spend the next decade endlessly trying to detect whether AI has touched an assignment. The more important question is: what evidence shows what a learner can actually do? Process logs, oral defences, practical demonstrations, live problem-solving and short micro-vivas may become more valuable than polished take-home submissions alone.

Teachers, too, must be recognised as more important—not less important—in the AI era. Their role is evolving from information providers to learning architects. AI may help automate repetitive work, but teachers remain uniquely capable of identifying misconceptions, understanding context, building confidence and deciding when a student needs challenge rather than another answer.

For India, the opportunity is significant. The principles of inquiry, experiential learning, problem-solving and competency-based education already align with the need for responsible AI integration. But technology must not deepen inequality. A sustainable AI-enabled education system must ensure that learning does not depend on expensive subscriptions, high-speed internet or perfect English.

The final measure of educational technology is simple. After AI has helped, can the learner still think independently, explain clearly, solve a new problem and act responsibly?

If the answer is yes, AI is strengthening education. If the answer is no, then the system may have produced better assignments while producing weaker learners.

The future of education should not belong to the machine that speaks the most fluently. It should belong to the learner who, with or without AI, still knows how to think.

India's student protests have entered a new phase. What began as anger over the cancellation of NEET-UG 2026 has expanded into a broader youth movement questioning examination systems, recruitment processes, policing and the everyday failures of public education. From Jantar Mantar to Jharkhand, Bihar and the school gate, young citizens are increasingly learning to turn protest into institutional pressure.

The Supreme Court's September 1 order has provided an important legal pause. Invoking Article 142, the Court directed that FIRs registered across India in connection with protest incidents between July 20 and 25 should be closed and barred fresh FIRs concerning those incidents. The relief is not a blanket declaration of innocence: the Court permitted the Centre and Delhi Police to register a fresh FIR concerning 2,873 people identified as having serious criminal antecedents, limited to allegations involving bodily harm or destruction of public or private property. The Court also made clear that the order was based on the peculiar circumstances of the case and would not constitute a precedent.

The Court's intervention also addressed one of the most painful dimensions of the NEET crisis. It recorded the Centre's commitment to formulate a pan-India compensation policy for families of students who died by suicide following the cancellation of NEET-UG 2026. The distinction matters. The Court did not award ₹1 crore to every family; that was a demand raised by the Cockroach Janta Party (CJP). The government's commitment is to formulate a compensation framework, in consultation with the states and Union Territories, within the stipulated three-month period. The real test will be whether that promise becomes an accessible, transparent and accountable mechanism.

CJP subsequently withdrew its proposed September 5 march from India Gate to New Delhi Police Headquarters. The withdrawal should not be read as the disappearance of the movement. It is better understood as a conditional pause. The protesters have received an institutional response; the state has gained time to demonstrate that its assurances can become policy. Trust will depend not on the announcement but on implementation.

The roots of the agitation lie in the disruption of NEET-UG 2026. More than 22 lakh candidates appeared for the May 3 examination, which the National Testing Agency cancelled on May 12 after concerns raised through law-enforcement inputs. A re-examination was subsequently held on June 21. For students who had spent years preparing through coaching, mock tests and family sacrifice, the cancellation was more than an administrative inconvenience. It disrupted their expectation that a stable process would translate effort into opportunity. The controversy therefore became a question of institutional credibility: if the rules governing merit can collapse, how much trust can students place in the system?

That anxiety found its most visible expression at Jantar Mantar. The July 20 attempt to move towards Parliament escalated the confrontation between protesters and police, with competing claims over the use of force and allegations of violence and property damage. The Supreme Court's later intervention is significant precisely because it separates participation in a protest from individual criminal responsibility. An FIR is not a conviction, but a prolonged criminal case can nevertheless affect a young person's education, employment and future prospects. Protecting peaceful dissent while retaining accountability for genuine violence is therefore not a contradiction; it is the difficult balance democracy requires.

The movement has also spread beyond Delhi. AISA's Gen Z Rising campaign, launched in Ranchi on August 7, has taken the debate across several cities, expanding the agenda from examination irregularities to the abolition of the National Testing Agency, opposition to the National Education Policy, affordable education and employment. This widening is politically significant. A movement that begins with a question paper can quickly become a debate about who gets access to education, who bears the cost of failure and whether degrees still provide a credible route to employment. Political parties may amplify these concerns, but student movements must retain the freedom to disagree with the parties that seek to speak for them.

Jharkhand demonstrates both the power and complexity of student mobilisation. Protests over alleged irregularities in recruitment examinations prompted the state government on August 19 to announce the cancellation of 44 recruitment examinations and processes involving bodies including JPSC, JSSC and TDPL, alongside measures aimed at strengthening recruitment and investigation mechanisms. Yet cancellation is not synonymous with justice. Thousands of legitimate candidates can also suffer when an examination is scrapped. The challenge is to identify wrongdoing without punishing those who played by the rules—a task that ultimately requires evidence, individual accountability and due process.

Bihar offers another version of the same story. Teacher aspirants protesting over the fourth Teacher Recruitment Examination secured the government's decision to conduct TRE-4 as a single-stage examination. The agitation was subsequently withdrawn. But a government promise is only the beginning. The real measure of success will be whether the decision is implemented transparently and whether wider complaints about recruitment examinations are addressed within clear, publicly verifiable timelines.

The appearance of a six-year-old boy at the Bihar protest site added an uncomfortable dimension to the politics of dissent. Children have a right to be heard, but they should never become political shields or be exposed unnecessarily to adult confrontation. Allegations of police excess must be investigated fairly, while parents and organisers also carry a responsibility to safeguard children. A democracy that listens to children must not ask them to carry adult political battles.

The youth movement is now reaching an even more fundamental level—the school gate. CJP's School Thik Karo campaign, launched on August 15 in Maharashtra, seeks to document basic deficiencies in government schools, including drinking water, toilets, electricity, seating and midday meals. This changes the nature of protest. A paper leak can be difficult for an ordinary citizen to verify; a broken toilet, missing teacher or classroom without adequate facilities can be documented. The political value of such a campaign will depend on whether complaints are converted into evidence, responsibility and deadlines for repair.

Across these movements, a new vocabulary is emerging. Young protesters are no longer asking only, "Why has this happened?" They are asking: Who made the decision? Who is responsible? What evidence exists? When will it be corrected? What is the appeal process? What is the deadline? The language of protest is acquiring procedural words—FIR, committee, retest, eligibility, compensation, evidence, appeal and accountability.

This may be the most important transformation of all. Youth dissent is moving from grievance towards agency. A crowd can attract attention, but institutions change only when demands are translated into rules, records and measurable outcomes. Protest can force a government to listen; democratic accountability begins when that listening produces a document, a deadline and a result.

The Constitution protects freedom of speech and peaceful assembly, subject to reasonable restrictions. But the right to protest is not immunity from accountability, just as the state's responsibility to maintain order is not a licence for disproportionate force. Protesters must reject violence and protect vulnerable participants; police must distinguish peaceful assembly from criminal conduct; courts must protect dissent while allowing genuine allegations of violence to be tested through due process.

The Supreme Court's September 1 order embodies that difficult balance. It provides event-specific relief to protesters while preserving a narrow route for investigating serious allegations. It records a compensation commitment without fixing an arbitrary amount. Most importantly, it moves the immediate dispute from confrontation towards implementation.

That is where the next chapter will be written. The Centre's compensation framework, the implementation of the Supreme Court's FIR directions, Jharkhand's recruitment reforms, Bihar's examination commitments and school-level audits will reveal whether this season of protest produces lasting institutional change or merely another cycle of headlines.

The September 5 march may have been withdrawn, but the movement has not disappeared. The street has simply handed the argument to courtrooms, government files, examination calendars and school registers. The strongest youth movements are not those that never shout; they are those that learn to turn a shout into a demand, a demand into evidence, evidence into a hearing and a hearing into a rule that can be checked.

India's young citizens are learning that democracy is not merely the freedom to object. It is the harder task of making institutions answer. The Supreme Court has provided a legal pause. The government has made commitments. The protesters have stepped back.

Now comes the real test: delivery.

Because trust in a republic is not created when an assurance is made. It is created when that assurance survives the file, the deadline, the examination hall and the public record. The republic has begun to listen. Whether it has truly learned to listen will depend on what happens next.

Before power could command the world, knowledge had already begun to shape it; education became the vessel through which that knowledge travelled from one generation to another. Education is often presented as the road to a better career, a higher income and a secure future. Its most remarkable strength, however, lies far beyond employment. Education changes how people understand the world. It gives them the ability to read laws, understand history, question information, recognise manipulation and demand accountability. Hence, the idea of education as power has remained relevant across generations.

A person with knowledge is not necessarily powerful. However, an individual who knows how to think, question and apply knowledge can be much more difficult to control. This is where education goes beyond a degree or certificate. It turns into a way of freedom, and allows people to make choices instead of taking things on faith. This is why unaccountable power fears an educated population because education gives people the tools to question authority.

How can education be a source of power?

Knowledge alters the options that are available to a person. When a child learns to read, he or she can gain access to ideas that are beyond the immediate context. A student with an understanding of technology can find opportunities that other generations may not have found. A citizen who knows his/her rights will know when they are being violated. This is what education does to a society — makes it powerful.

Education also provides people with the capacity to analyze information rather than taking everything they read at face value. A learned individual can ask: What is the evidence? Who is making this argument? What is not stated? What are the advantages of this decision? These questions might seem straightforward, but they are the building blocks of thinking and responsible citizenship.

Why is it that the powerful do not like an educated society?

It would be unkind to claim that all rulers and governments are afraid of educated people. Institutions must be strong and accountable, and they should be open to an informed population, as they can be made more transparent and effective through scrutiny. What is it that the power which is insecure and unaccountable fears? Education itself? No, it is people who know and are confident enough to question it.

An educated population is harder to control with misinformation, fear or empty promises. People who understand history are better equipped to recognise patterns that have appeared before. Those who know the law have the right to challenge decisions that are made without justification. Individuals who are able to assess evidence are less likely to believe a claim just because it is made by an authority figure. Education does not teach people to rebel against authority, it teaches them how to comprehend and assess authority.

The best lesson is to ask why

The best classroom is not the one that teaches students the most. It is the one in which students learn to ask better questions. Why is this true? What is the evidence for it? Is there another reason? What if this decision is incorrect?

These questions lie at the heart of science, journalism, law and democracy. The advancement of science requires challenging accepted theories. Journalism requires tough questions. Examination of evidence is the basis of law. Citizens need to evaluate conflicting claims in order to ensure democracy. A student who learns to question respectfully is not being disobedient, they are learning one of the most important skills that education can give them: critical thinking.

Education is a key component of a healthy democracy

Democracy requires more than just voters. It requires informed citizens who can comprehend information, identify misinformation and make informed decisions. This is especially significant in the context of today's world where information can spread around the globe in seconds.

Fake news can be spread through social media, and AI can create convincing text, images and videos. In this context, it is not enough to have access to information. Students should be taught to check sources, identify bias, to distinguish between fact and opinion, and to assess evidence. Education is thus emerging as one of the best lines of defence against misinformation.

Education does not necessarily equal a degree

In modern society, education is often judged by marks, degrees, rankings and placements. While these accomplishments are important, especially in a competitive job market, they don't necessarily tell the whole story. A student can get very good grades without being confident enough to challenge an idea. A graduate can enter a prestigious profession and still remain vulnerable to misinformation. A person may be technically very knowledgeable but not be aware of the ethical implications.

The success of education should therefore not be judged by what a student remembers. It should also be judged on their ability to comprehend, ask questions, analyse and create. Knowledge is truly empowering when it transforms the way that a person views the world and equips them with the power to make informed decisions.

Can education become a tool of control?

The connection between education and power is complex, as education can free people, but it can also shape their beliefs. What students learn is important, but what they don't learn can be important. A classroom may challenge youth to think differently or may give them one interpretation of an issue.

This is why it is important to foster curiosity and intellectual freedom in education. When students are taught only what to believe, education runs the risk of becoming conditioning. When they learn to evaluate ideas, to compare evidence and to draw their own conclusions, education becomes a liberating force. Education is not about teaching students to think for you, it's about teaching students how to think for themselves.

Why universities must protect the freedom to disagree

A good university is not a place where everyone agrees with each other. It should be a place where ideas are challenged by evidence, reasoning and respectful debate. Students should be able to ask questions of their teachers, researchers should be able to challenge accepted ideas, and alternative perspectives should be explored and not simply rejected.

It is not a failure of education when there is disagreement. At times, it's proof that learning is taking place. The seeds of intellectual development can be sown when a person is confronted with an idea that contradicts his or her own beliefs. The aim of higher education should not be to get all students to the same conclusion, but to enable students to make conclusions based on reasoning and evidence.

Education empowers people to change their future

The most intimate form of educational power is the capacity to envision an alternative future. A child from a disadvantaged background can find opportunities that might not have been apparent to them that he or she could discover through education. It can provide communities with knowledge and skills that generate economic and social opportunities. It can also assist people to realize that their current situation does not have to be their future.

Education doesn't just affect one student. Knowledge is transferred from students to families, from families to communities and from one generation to the next. A teacher can impact hundreds of young minds, and one educated person can impact the decisions and aspirations of a whole family. This is the way education slowly starts to become a tool for social change.

The future is for those who can THINK

The world is changing at a rapid pace thanks to artificial intelligence, automation and digital media. Information is now more easily available, but determining what is true is increasingly difficult. Students therefore need more than the ability to memorise information.They must be curious, analytical, adaptable and capable of evaluating the information they encounter.

Students who know all the answers will not necessarily be the ones best equipped for the future. They will be the ones who can ask the right questions, look at evidence, change when necessary and think for themselves. With technology increasingly able to answer questions, perhaps the most important skill will be knowing which questions to ask.

Education is power that creates independent minds

Education can open a mind, a degree can open a career. Knowledge can enable a person to identify injustice, grasp opportunity and challenge misinformation. A falsehood can be challenged by critical thinking and intellectual freedom can help a society not accept authority without question.

So, education is the power, not because education makes people rebellious or against those who govern, but because it makes them independent thinkers. That's why unaccountable power has always been uneasy with an educated society.

Apparently, the best education system is not one that produces citizens who agree with everything they hear. It is one that produces citizens who can ask difficult questions, demand evidence, tolerate disagreement and imagine something better. 

Thus, a society that teaches its people to think produces citizens capable of shaping their own future, and this is indeed intimidating to those in power who wish to rule and not serve. So, the question is whether we wish to hone education as power or be honed by those in power.