The Supreme Court has asked a NEET-UG 2026 candidate, who alleged that his score was reduced from 603 marks to just 32 without any explanation, to approach the appropriate High Court for relief.

The candidate had moved the Supreme Court directly under Article 32 of the Constitution, raising concerns over the alleged discrepancy in his NEET-UG result. However, the court allowed him to withdraw his petition and granted him the liberty to approach the High Court with his grievance.

The Supreme Court's order does not determine whether the alleged change in marks actually took place or whether there was an error in the candidate's result. The matter will now have to be examined by the appropriate High Court based on the records and evidence presented by the petitioner.

The case has emerged amid wider concerns raised by several NEET-UG 2026 candidates over alleged discrepancies between their OMR responses and final scorecards. Some aspirants have sought clarification from the National Testing Agency (NTA) regarding the calculation of their marks and the evaluation of their answer sheets.

In one such case, Maharashtra candidate Soham Gawte approached the Bombay High Court, claiming that his OMR responses indicated a score of around 522 marks, while the scorecard issued by the NTA showed only 95 marks.

The issue has also generated widespread discussion on social media, where several candidates have shared images of their OMR sheets, answer keys and scorecards while alleging errors in evaluation or marks calculation.

However, the NTA has cautioned candidates against relying on documents circulating online without verification. The agency has warned that some OMR sheets and scorecards shared on social media may have been digitally manipulated or generated using artificial intelligence.

Against this backdrop, the latest petition has drawn attention because of the substantial difference alleged by the candidate, who claimed that his marks were initially displayed as 603 before being shown as 32.

While the Supreme Court has not commented on the merits of the allegation, the case adds to the continuing scrutiny surrounding the NEET-UG 2026 examination and result process.

Candidates and parents have increasingly sought greater transparency regarding the evaluation process, calculation of marks, OMR records and discrepancies in final scorecards. The High Court proceedings, if pursued by the petitioner, may provide an opportunity for the alleged discrepancy to be examined through official records.

The development once again underlines the importance of transparent evaluation and clear grievance-redressal mechanisms in high-stakes competitive examinations such as NEET-UG, where even a small discrepancy can significantly affect a student's academic and professional future.

A seven-year-old girl who caught public's fancy on social media for hopping nearly 400 metres to reach her school despite having physical disability will get complete medical treatment from the state government.

Ragini, a class 1 student of Primary School Digheda in Ballia district's Manier area, had gone viral after her video of hopping on one leg to reach the school went viral. The girl from Ranipur village in Manier area has learnt to deal with most of her chores despite her disability.

Her family says a road accident when she was barely six months old left her with a serious leg injury. But that has not stopped the determined girl from wanting to go to school. Although her school is about 400 metres away from her house, she often reaches there by hopping on to her left leg, sometimes helped by her family members.

District Magistrate Mangla Prasad Singh said after interacting with her family, a team of doctors including an orthopaedist and senior-most doctor examined the girl and she would undergo tests at BHU (Banaras Hindu University) after which the medical team will decide if she needs any specific kind of treatment or surgery.

The entire treatment of the girl will be taken care of by the state government.

The District Magistrate also visited the girl's home with other officials where he interacted with her family to know about her medical and personal needs. The district administration has gifted two tricycles, books, a school bag, toys and chocolates to the little girl.

Ragini's mother, Babita Devi said that they were not able to afford any further treatment as her father is a labourer. But the determined little girl wanted to study and would watch other kids going to the school with her bag and ask them to take her too.

The officials have now assured the family that Ragini's financial needs would not be a problem. For the determined little girl, whose inspirational video has gone viral on social media, the state government's support has opened up a new hope that perhaps one day soon she would be able to stand and walk on her own.

Private unaided recognised schools in Delhi have been told to verify the vacant seats of Economically Weaker Section (EWS) and freeship from class 2 onwards by September 3. The directive comes as an effort to ensure that schools allocate seats to eligible candidates through the prescribed admission process.

As per the order issued by the Directorate of Education (DoE) on August 27, all schools, except minority educational institutions, shall cross-verify the vacancies provided by the Directorate. In case of a discrepancy, a representation needs to be made to the concerned education zone within the stipulated time. The district deputy directors of education shall scrutinise such representations and submit their recommendations by September 5.

The verification of vacancies comes as an important step for parents seeking admission under EWS or freeship as the vacancies confirmed by the school will subsequently be put up for allotment through a computerised draw of lots.

Schools which do not make a representation in the prescribed format and time shall be deemed to have agreed with the vacancies provided by the Directorate. The vacancies thus verified shall be taken up for allotment to eligible candidates.

The DoE also clarified that no school will be able to deny admission to a candidate who has been selected through the computerised draw of lots on the grounds that there were no vacancies in the school. A strict action will be taken against schools which deny admission to such candidates as it will be deemed to be a violation of the Delhi School Education Act and Rules, 1973 and Right to Education (RTE) Act, 2009.

The recent step has been taken as a direction from the Delhi High Court in Justice for All vs Directorate of Education case. The bench had remarked that the vacant EWS seats in the classes from 2 onwards need to be filled up.

Section 12 of the RTE Act mandates private unaided recognised schools to provide free and compulsory education to at least 25 per cent of children belonging to the weaker sections and disadvantaged groups at the entry level of elementary school.

The Delhi government has been conducting an online process for admission of candidates belonging to EWS and freeship from class 2 onwards in private unaided recognised schools with land in government ownership since 2021-22 academic session. It was in 2018 that the decision to fill the vacant EWS seats through a draw of lots was taken as the admission process was similar to the entry-level EWS and disadvantaged group admission process.

The step comes as a reminder to parents to keep a watch on the admissions as the vacant seats in EWS and freeship category from class 2 will go through a computerised draw of lots. Parents will need to keep track of the subsequent notifications from the Directorate of Education for the applications and allotment of the seats.

In a major relief for law students, and in a severe rebuke to the Bar Council of India (BCI), the Supreme Court has clarified that neither BCI nor State Bar Councils have “any authority to act against law students”.

The Supreme Court’s observations came while hearing a petition challenging the action of the BCI which had directed the Hyderabad-based NALSAR University to cancel the admission process for the 2026 batch, and probe into allegations of a campaign against the Chief Justice of India (CJI) by some students and faculty members.

The Supreme Court said that disciplinary authority over law students rests with the educational institutes as well as “other authorities” as provided in the regulations, and not with the Bar Council of India or the State Bar Councils.

A bench of the Chief Justice of India Surya Kant, Justice Joymalya Bagchi and Justice V Mohana was hearing a petition filed by two alumni of the NALSAR University, Mihira Sood and Abhishek Tiwari, who sought a declaration that the BCI had no authority to take action against the NALSAR students, and faculty members.

During the hearing, the Supreme Court noted that the directions issued by the BCI Chairman Manan Kumar Mishra on August 13, which included halting the admission process of students for the 2026 batch at the NALSAR University, and initiating an inquiry into the allegations of campaign against the CJI by some students and faculty members, was issued “without any authority of law”.

The controversy started after some students of the NALSAR University allegedly protested against the proposal to invite the CJI for the convocation of the university.

The issue saw a massive debate on the free speech rights of the students, and the disciplinary jurisdiction of the BCI over law universities, and law students in general. In what was perceived as a quick reaction to the protests and criticism from all quarters, the BCI Chairman rescinded his directions within an hour of issuing them, and apologised to the NALSAR students for the same.

However, the two petitioners, Mihira Sood and Abhishek Tiwari, challenged the very authority of the BCI to take disciplinary action against the NALSAR students, and the faculty members, citing that even the rescinding of the order did not answer the fundamental question with regards to the legal authority of the BCI over law students and institutes.

Senior Advocate K Parmweshwar, appearing for the petitioner, sought clarification from the Supreme Court on the legal authority of the BCI to take disciplinary action against the NALSAR students and faculty members. In response, the BCI Chairman Manan Kumar Mishra informed the Court that the impugned directions had been withdrawn, and that the matter had been closed following extensive discussion within the Bar Council.

Nevertheless, the Supreme Court found that the matter requires its attention as it pertains to the disciplinary jurisdiction of the BCI, and observes that the “disciplinary jurisdiction of the Bar Council of India or the State Bar Councils does not extend to law students till they are enrolled as advocates”.

While disposing of the petition, the Supreme Court held that “the communication… issued and withdrawn by the BCI on 13.8.2023 is issued without any authority of law”.Notably, the Supreme Court also ordered that its earlier interim order protecting the NALSAR students and faculty members from any action by the BCI and the State Bar Councils shall remain in force.The Supreme Court’s order has been seen as a major relief for law students across the country, and a stern reminder to the BCI about the limits of its disciplinary jurisdiction 

Himachal Pradesh Chief Minister Sukhvinder Singh Sukhu has instructed the Education Department to implement three-time attendance in 150 government CBSE schools in the state. Attendance will be taken at arrival in the morning, lunch and departure and the move is to enhance discipline, accountability and school functioning. 

In the new attendance system of the CBSE schools in the state of Himachal Pradesh, teachers and students will be marking their attendance thrice in the school day, once in the morning, at lunch time and before leaving the school. Chief Minister Sukhvinder Singh Sukhu made the announcement  after a meeting with the Education Department in Shimla on 1st September.

The government has also declared a separate dress code for the teachers and students of these schools. The dress code for teachers will be effective from October 1, 2026, and each teacher will be provided with single-time assistance of Rs 5,000 to purchase the prescribed dress. A decision on the students’ uniform is expected within a week. 

The Chief Minister said that about 1,200 teachers have been appointed so far. As the state rolls out the CBSE school network, more teachers are expected to be hired. The government has also announced that it will provide an additional Rs 80 crore to enhance infrastructure and facilities for students and teachers.

The broader program aims to offer quality education closer to home, especially in rural areas, said the state government. The Education Department has been requested to ensure the new measures are effectively put in place in the schools.

The Maharashtra government has approved the recruitment of 5,012 assistant professors in non-government aided senior colleges across the state, marking a significant move to fill vacant teaching positions and strengthen higher education institutions.

According to a Government Resolution (GR) issued by the state’s Higher and Technical Education Department, the recruitment will be carried out against posts identified on the basis of student strength and workload requirements across public universities in Maharashtra as of October 2025.

The decision is expected to provide a major boost to faculty recruitment in aided colleges, where vacancies have affected teaching capacity and academic workloads. The approved positions will be filled according to institutional requirements and applicable government regulations.

CCTV Recording Mandatory for Interviews

A major feature of the new recruitment framework is the introduction of stricter transparency measures. The Maharashtra government has made CCTV recording mandatory for the entire interview process for assistant professor recruitment.

Colleges conducting interviews will be required to securely preserve the recordings and treat them as confidential documents for at least one year from the date of the interview.

The footage will also have to be retained beyond one year if a complaint, objection, inquiry, court case or any statutory proceeding related to the recruitment process remains pending. In such cases, the recordings cannot be destroyed until the matter has been finally resolved.

The move is aimed at making faculty selection more transparent and ensuring that authorities can review the recruitment process if concerns are raised by candidates or other stakeholders.

University Approval and Newspaper Advertisements

Under the Government Resolution, colleges seeking to fill approved assistant professor posts must first obtain permission from the concerned university before issuing recruitment advertisements.

The vacancies must be advertised in both a national newspaper and a state-level newspaper to ensure wider access to information about available teaching positions.

The government has also allowed institutions to accept applications through both online and offline modes in accordance with the prescribed recruitment guidelines.

UGC Eligibility and Reservation Rules

Candidates will be shortlisted according to the eligibility and selection criteria prescribed by the University Grants Commission (UGC). Colleges will also be required to follow applicable social and parallel reservation policies during the recruitment process.

To improve transparency at the shortlisting stage, institutions must publish the criteria used for selecting candidates and upload the list of shortlisted applicants on their official websites. The same information will also have to be submitted to the concerned university.

The Maharashtra government's decision combines university oversight, mandatory advertising, UGC eligibility norms, reservation policies and CCTV monitoring to create a more accountable recruitment process.

With the approval of 5,012 assistant professor posts, the move is expected to strengthen faculty availability in non-government aided senior colleges while addressing long-standing concerns over transparency in higher education recruitment across Maharashtra.

Maharashtra Food and Drug Administration (FDA) chief Tukaram Mundhe was left stunned by the alleged food-label tampering operation that was discovered in Navi Mumbai. One firm was found to be altering expiry dates and nutritional information of packaged food items that are to be exported.

FDA along with Turbhe police conducted a raid and arrested the 12 people in the case. Nearly 5,000 cartons of packaged food worth around Rs 75.21 lakh were seized during the raid. The authorities said that chemicals to scratch off the original manufacturing and expiry dates and machines to print new information were also recovered. Action has been taken against 12 people in relation to the alleged racket.

The raid came after the Crime Branch’s Central Cell received intelligence about the original expiry dates of various food items being removed and replaced with comparatively later dates. Senior Inspector Ajay Shinde conducted the search of the warehouse in the presence of the media on 24 August and found food items meant for relabelling. As per the police case document, the original manufacturing and expiry dates of the items were either scratched off or removed by chemical action, and fresh dates were printed and pasted. The police also allegedly recovered stock of labels and other machinery used for the alleged activity. Mundhe said that the racket was systematic and well-organized, and expressed his shock at the large-scale operation.

The police said that several items recovered from the warehouse had already expired or was about to expire. The investigating agencies allegedly found products with future manufacturing dates, questioning the authenticity of the given information.

Alleged fraud also involved changing nutritional and ingredient information of the items. FDA found several labels that were supposedly altered to fulfill the specific needs of foreign markets. Nestle’s Maggi noodles and PepsiCo’s Kurkure were among the items whose labels were changed. The altered Maggi packet included the “Product of India” information, while one of the Kurkure packets was found to have a bilingual English-French label, with modified ingredient quantity, calorie information, and serving size.

Lay’s, Kurkure, Maggi Masala Noodles, Knorr Mushroom Soup, Hellmann’s Mayonnaise, Thums Up, and Limca were among the other famous brands whose products were allegedly relabelled and ready for export.

The warehouse is reported to be owned by Sadhana Enterprises. As per the government’s release and police case document, the accused company’s owner claimed to be working for 19 exporters. Following the raid, FDA conducted the paperwork and took action against 12 people in relation to the case.

It is noteworthy that the police case does not involve PepsiCo, Nestle, Coca-Cola, or Unilever in the alleged tampering activity. The authorities clarified that the investigation revolved around the activities conducted in the warehouse.

Mundhe emphasized the need for greater responsibility from companies to ensure that their brand, packing, and sales of food items comply with relevant guidelines and regulations. This includes monitoring the sales of branded items in foreign markets.

Mumbai police have arrested Rutuja Patil who secured the seventh rank in the Maharashtra Public Service Commission (MPSC) Drug Inspector (Group-B) examination in the alleged question paper leak case.

Patil was arrested from Nandurbar by Mumbai Crime Branch's Property Cell. There were seven people arrested in the case, said officials.

Investigators allege that Patil received the leaked question paper before the examination and was told to deliberately answer 10 questions incorrectly to avoid suspicion. Despite the alleged effort to hide the advantage gained from the leaked paper, she eventually secured the seventh rank in the examination.

Patil was produced before a court and remanded to the custody of the Mumbai Crime Branch for further investigation.

Her arrest follows the Mumbai Crime Branch's detention of six other people, including three MPSC officials, for the alleged leak of the Drug Inspector (Group-B) screening examination question paper. The examination was held on March 22 for the recruitment of Drug Inspector posts in Maharashtra's Food and Drug Administration Department.

The other accused include MPSC assistant section officers Vishweshwar Dattatraya Nakate and Gopal Bhattu Marathe, MPSC under secretary Abhijit Ganpatrao Lendwe, Kautilya Academy director Pravin Dilip Patil, and alleged co-conspirators Amrut Namdeo Patil and Lokesh, also known as Gaurav Rajendra Patil.

According to the Mumbai Crime Branch, the accused allegedly obtained questions for the examination before the test and compiled them separately before distributing them to unauthorised individuals.

The screening examination was conducted offline in six divisional headquarters around Maharashtra. Results were announced on June 12 with 506 candidates qualifying for the interview. Out of the 506 candidates, 488 appeared for interviews held between July 1 and July 22.

A provisional merit list was subsequently published which included 488 candidates, including 485 considered eligible for appointment. However, allegations of severe irregularities started to emerge between July 22 and July 26.

Candidates and public representatives alleged that some examinees had received either the complete question paper or questions from it before the examination. The material was also alleged to have been circulated using electronic media.

Following a preliminary inquiry that uncovered a possible breach of the confidentiality of the examination process, the MPSC cancelled the recruitment process and announced that a new examination would be held.

The commission stated that the decision was necessary to protect the fairness, transparency and credibility of the recruitment process and to give equal opportunity to all candidates.

The case has been registered in accordance with the relevant provisions of the Bharatiya Nyaya Sanhita, the Maharashtra Prevention of Malpractices at Competitive Examinations Act and the Prevention of Corruption Act. The accused face allegations of cheating, criminal breach of trust, criminal conspiracy and corruption involving public servants.

The investigation is continuing with the Mumbai Crime Branch examining how the confidential examination material was allegedly accessed and circulated before the test.

A second-year student of Bharata Mata College in Thrikkakara, Ernakulam was detained by police after accusations that he created and circulated digitally morphed images of fellow students and teachers, resulting in protests and concern surrounding the college campus.

The Thrikkakara police filed a case after the college management filed a formal complaint regarding the alleged circulation of manipulated photographs. The incident reportedly came to the attention of a teacher by a former student.

According to the college principal, Soumya Thomas, the institution's disciplinary committee conducted an internal inquiry into the accusations. Upon reviewing them, the college confirmed that the allegations against the student were accurate and dismissed him. In addition, his mobile phone was handed over to the police for investigation.

The incident sparked protests on campus, with students demanding strict action against those responsible. Some students took part in a sit-in protest outside the college office, raising concerns about whether the images were circulated to a wider audience and whether other students might have been involved.

In addition, some protesters accused the accused student of being allowed to leave the campus with his relatives before the police were notified. The college administration, however, stated that it was cooperating with the police investigation and any further action would be taken based on the findings of the authorities.

In addition, students raised concerns that other content could be present on other devices or be shared via online platforms. The college management said it had not verified claims about the involvement of additional students.

Police have launched a detailed investigation into the alleged creation and circulation of the morphed images. A case has reportedly been registered under provisions relating to insulting the modesty of a woman, publishing or transmitting obscene material electronically and violation of privacy through the circulation of photographs.

Investigators are carrying out a forensic examination of the student's mobile phone and examining the online platforms where the images were allegedly shared. The investigation should find out how the images were created, whether they were shared with others and whether additional people were involved in their distribution.

The incident has once again raised concerns about digital safety and the potential misuse of technology on educational campuses. As morphed and manipulated images become easier to create and circulate, institutions are increasingly being forced to confront questions around student privacy, online harassment and the responsibility of digital platforms.

The police investigation is continuing and further action is expected, based on the forensic findings and evidence collected during the inquiry.

The Medical Counselling Committee (MCC) has commenced the registration and choice-filling window for NEET UG Counselling 2026 Round 2 today, September 3. Candidates who have qualified the NEET UG 2026 and wish to participate in the second round of seat allotment can register at the official MCC website, mcc.nic.in. The registration is open till September 8.

Round 2 counselling provides them with a second chance to acquire a medical seat as well as an opportunity to secure their preference of college and course. Candidates who did not receive allotment in Round 1, those desiring to elevate their allotted seat, and eligible candidates who did not participate in the first round can take part in the Round 2 process.

They will be required to submit their preference of colleges and courses during the choice-filling window. The choice is to be locked till September 9. The MCC will process the applications and announce the Round 2 seat allotment result on September 11, 2026.

Candidates who are allotted seats in the second round will have to report to their respective Colleges between September 12 and September 18. They will have to complete the admission formalities and document verification within this timeframe to confirm their allotted seats.

NEET UG Counselling 2026 Round 2: Key Dates

The Round 2 registration and choice-filling window will span from September 3 to September 8, 2026. Candidates will have time till September 9 to lock their choices. The seat allotment result is planned to be announced on September 11, followed by the reporting and admission procedure from September 12 to September 18.

Who can apply for MCC NEET UG Round 2?

Candidates who were not allotted a seat during Round 1 have the option to apply for the second round. Those who received a seat but desire to elevate it to a preferred college or course can also participate, subject to the applicable counselling rules. Candidates who did not register or participate in Round 1 can also apply for Round 2.

How to apply for NEET UG Counselling Round 2?

Candidates should first visit the official website of the MCC, i.e., mcc.nic.in and locate the link for NEET UG Counselling 2026 Round 2 registration. They will have to enter the required credentials, and after completing the registration by providing their personal and NEET-related details, applicants can proceed to choice filling and select their preferred colleges and courses in the order they want.

They will then have to make a payment of the applicable counselling fee. The registration fee is non-refundable, while the security deposit is refundable and is adjusted as per the admission rules. The payment can be made online by employing a credit card, debit card or net banking.

Candidates should exercise diligence in their choices before they lock them, as their application preferences play an important role in the allotment process. They should also keep the registration form, fee payment receipt and choice details handy for future reference.

Sagebrook International School in Nanakramguda, Hyderabad, has opened a campus designed around biophilic architecture, neuro-inclusion and children's wellbeing.

A new approach to school design has arrived in Hyderabad, where architecture, nature and child development come together to create a learning environment designed around how children experience the world.

Sagebrook International School, which opened in Nanakramguda in July 2026, has introduced what it describes as Hyderabad's first-of-its-kind biophilic and neuro-inclusive school campus.

Created in partnership with Whitgift School UK, the campus has been designed to make the physical environment an active part of a child's learning and development rather than simply a place where education takes place.

Designed by Globally Recognised School Architect Prakash Nair

The campus has been designed by Prakash Nair, the founder of Education Design International and a globally recognised architect specialising in educational spaces.

Known for challenging the traditional classroom-and-corridor model, Nair's approach focuses on designing schools around how children learn, interact and develop.

At Sagebrook, wellbeing has been incorporated into the architecture itself.

The school's design philosophy centres around what it calls “regulation over control” — creating spaces that help children feel calm, safe and able to regulate their emotions rather than simply expecting them to remain still and conform to a rigid learning environment.

Classrooms Designed for Calm and Curiosity

Natural light, warm materials and tactile elements form an important part of the campus experience.

Classrooms feature sunlight, birch ply, textured surfaces and carefully planned lighting to create a warm and comfortable environment.

The campus also includes quiet corners and refuge nooks positioned between more active areas.

These spaces are designed to give children opportunities to pause, self-regulate and reflect before returning to learning activities.

According to the school's approach, supporting emotional regulation can help children become more focused, curious and engaged learners.

Learning Through Nature, Food and Sensory Play

One of the defining features of the campus is its focus on experiential learning.

A kitchen garden and Children's Kitchen allow students to engage with food from growing ingredients to preparing and understanding them.

The campus also includes a sand pit for open-ended and sensory play.

A koi pond introduces water and living ecosystems into the daily school environment and reflects the school's “Flow Like a River” philosophy.

Together, these spaces aim to connect children more closely with nature while encouraging exploration and hands-on learning.

Sustainable Materials and Healthier Indoor Spaces

The school's environmental approach also extends to construction materials and infrastructure.

The campus uses low-VOC finishes, materials with recycled content and energy-efficient lighting.

These choices are intended to reduce environmental impact while supporting healthier indoor spaces for children.

The campus has also been designed with modular and adaptable spaces that can evolve as educational needs change.

‘Neuro-Inclusion Is Built Into Every Space’

For Head of School Zoe L. Hauser, neuro-inclusion is not something limited to specialised facilities.

“Neuro-inclusion is not a special room at the end of a hall. It is calm, and safety is built into every space a child moves through.”

The school's founders say the goal was to rethink what a contemporary school campus in India could offer children.

“We did not set out to build a beautiful school, or one more institution to be managed,” said Praveen Raju, who founded Sagebrook with Eshita Kalidindi.

“We built a place designed to be felt, and to raise the bar for what a school in India can be.”

Admissions Open for AY 2027-28

Guided by its values of RISE with Freedom and Joy, Sagebrook International School welcomed its first cohort of students from Beginnings to Grade 3 in July 2026.

The school is now accepting admissions for the 2027-28 academic year.

With its combination of biophilic architecture, neuro-inclusive spaces and experiential learning, the new campus represents a growing shift in education towards environments designed not only to teach children but also to support how they feel, think and develop.

 Teachers across Uttar Pradesh will have to complete 10 sensitisation videos before participating in the screening of children under the Prashast 2.0 initiative, as the state seeks to help educators better understand the educational needs of Gen Alpha students.

The videos, with a combined duration of around 40 minutes, will familiarise teachers with the characteristics and learning requirements of Gen Alpha children, explain the screening process and outline the support that may be required after students are identified.

Teachers must complete videos before screening

Teachers will have to watch all 10 videos through the Prashast App or online portal and complete the prescribed onboarding process before taking part in the screening exercise.

The state government has made the sensitisation programme compulsory to ensure that teachers have a common understanding of the screening process and can assess students in a more informed and sensitive manner.

The training material will guide teachers on understanding children's educational requirements and identifying areas where additional support may be needed.

Government and private schools covered

The initiative will cover teachers from government, private-aided and private-unaided schools, bringing different categories of schools under the same preparation process.

Once teachers complete the videos and onboarding, the screening of students under Prashast 2.0 will begin.

Officials asked to monitor compliance

The state has directed Divisional Assistant Directors of Education and District Basic Education Officers to ensure that teachers under their jurisdiction complete the mandatory sensitisation programme.

The directions follow instructions issued by Director General of School Education Monika Rani.

Education officials have also been asked to monitor the onboarding and completion process before screening begins.

The initiative is aimed at ensuring that children's educational needs are identified at an early stage and that teachers are better equipped to provide appropriate support.

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.

You choose B.Sc Agriculture after a lot of thinking, breakdowns and arguments, and then you reach another point of confusion – which entrance test to pick.

If you have been searching for the best entrance exam after class 12, AIACAT, All India Agriculture Common Aptitude Test, might keep showing up along with some highly competitive and popular admission tests. You might then ask if it is actually worth your time. Should you apply for AIACAT, or should you check other routes to get admission? You may also wonder whether AIACAT allows you to study at the agriculture college you want.

This decision will not be the same for everyone. AIACAT could suit some students who want admission to undergraduate agriculture and similar programs. Still, it depends on the university and the exact course you want. Before you take a final step, read this article.

What is AIACAT?

AIACAT means All India Agriculture Common Aptitude Test. It is made for students who plan to learn agriculture and related fields at the undergraduate or postgraduate level. AIACAT is an online national-level exam. It looks at topics like agricultural science, biology, environmental science, and logical reasoning.

If you are looking for an agriculture entrance test after 12th, AIACAT could be one option to consider. Still, you should confirm which universities accept AIACAT scores. Also check the exact B.Sc Agriculture programs before you apply.

Is AIACAT required for B.Sc Agriculture admission?

No. AIACAT is not compulsory for all B.Sc Agriculture seats in India. Each university sets its own admission rules, so the requirements can change from place to place.

Some students use CUET (ICAR-UG) for undergraduate agriculture and related courses under the ICAR setup. The 2026 ICAR bulletin lists B.Sc (Hons.) Agriculture as one of the courses covered through CUET (ICAR-UG). In general, eligibility means you complete Class 12 and study at least three relevant subjects. Those subjects are usually from Physics, Chemistry, Mathematics, Biology, and Agriculture or Inter-Agriculture. Final eligibility still depends on the university conditions.

So you should not assume that one test works for every college. For B.Sc Agriculture, the accepted entrance exam depends on the university, the specific programme, and the admission path. 

AIACAT vs other B.Sc Agriculture entrance exams

India does not follow one exam pattern for B.Sc Agriculture admissions. Each college links its admission to the test it accepts.

AIACAT is one option that some colleges use for B.Sc Agriculture and similar subjects. Another option is CUET (ICAR-UG). CUET (ICAR-UG) is used for seats in undergraduate agriculture and allied science through the ICAR admission system. ICAR also lists approved agricultural universities and colleges, which can help students when they shortlist schools.

Should you choose AIACAT for B.Sc Agriculture?

You may check AIACAT if your preferred university allows it. You should also confirm that the B.Sc Agriculture course accepts AIACAT scores. For some students, it can work as a backup route after Class 12 when they aim for agriculture admissions.

However, AIACAT should not be assumed as required for every B.Sc Agriculture seat. Read the rules for each target university. Check your eligibility first. Then confirm that the course accepts AIACAT before you apply.

If you want farming and agriculture as a long-term career, the test name should not be the only focus. Do your research about the B.Sc Agriculture programme, look at the syllabus, the practical training, and the value the programme brings for your future goals. If you want, you may connect with the AIACAT team for free career consultation @08071296500  and decide whether B.Sc Agriculture would be the right career for you.

An M.Sc. in Forensic Science with Questioned Documents, Fingerprint and Photography can lead to careers involving scientific evidence, crime-scene examination, forensic laboratory work, research and investigative support. The field is divided into various specialisations such as fingerprint, questioned documents, forensic photography, DNA, toxicology, digital forensics and forensic chemistry.

What is M.Sc. Forensic Science Career Options?

The career prospects after completing M.Sc. Forensic Science with Questioned Documents, Fingerprint and Photography varies based on the specialization, skills acquired, recruitment requirements, and the company hiring. 

Graduates can work in government and private forensic laboratories, investigation related units, research organisations and other areas where scientific evidence is required. Forensic scientist, forensic analyst, crime-scene professional, fingerprint examiner, questioned document examiner, research professional and forensic consultant. Document and fingerprint examination, research and laboratory work are also recognized as potential career paths in current forensic science programs.

The specialisation can offer a pathway for students with a specific interest in fingerprints, questioned documents, and forensic photography to specialise in evidence identification and documentation. Training can involve fingerprint examination, handwriting and signature analysis, document forgery detection and forensic photography. For instance, a special M.Sc. course at Parul University provides hands-on experience in handwriting and signature analysis, fingerprint identification, forensic photography and evidence documentation.

M.Sc. Forensic Science Jobs in India

Government forensic labs are a great career choice but not the only one. Graduates of M.Sc Forensic Science with Questioned Documents, Fingerprint and Photography can be employed in Central Forensic Science Laboratory, State Forensic Science Laboratory, Private Forensic Science Laboratory, Investigation related organisations, Research Institutions and Academic institutions based on the recruitment notification and eligibility criteria. Specific skills may also be applicable to document examination, fingerprint analysis and digital or biometric evidence. Eligibility criteria and job titles vary from organisation to organisation and students should always read the recruitment notification and not assume that an M.Sc. will automatically qualify them for all forensic posts.

The following are popular career options after M.Sc. Forensic Science:

• Forensic Scientist
• Fingerprint Examiner/Analyst
• Questioned Document Examiner
• Crime Scene Investigator
• Forensic Laboratory Professional
• Forensic Analyst
• Research Scientist/Research Scholar
• Forensic Consultant

What is the salary after M.Sc. Forensic Science?

The salary of M.Sc. Forensic Science graduates is not fixed. The pay depends on the job role, employer, location, experience, recruitment level and specialisation. The salary figures for forensic careers are reported differently in current career guides, so students should consider the figures online as indicative, not guaranteed.

The pay structure for government jobs is usually the same as that for the job in question, and pay in the private sector may differ from one employer to another. Candidates should therefore consider a job based on the role, responsibilities, required qualifications and career progression and not just the advertised salary figure.

Is M.Sc. Forensic Science a good career choice?

Forensic science may be a suitable postgraduate career for students with an interest in science, investigation, analysis of evidence and laboratory work. It is especially appropriate for those who would rather investigate rather than study from a theoretical standpoint. Forensic work, however, must be accurate, documented, scientific, and have an understanding of how evidence is handled for investigative and legal purposes.

So students who are interested in the M.Sc. programme should not only consider the name of the programme. Research the specialisation, lab facilities, practical training, internships, dissertation opportunities, and requirements prior to applying. Some institutions have specific criteria for eligibility, for instance, NFSU's M.Sc. Forensic Science currently requires a Bachelor's degree in any science-related field, with marks as specified.

Is Forensic Science with Fingerprint and Document Examination a Good Choice?

Yes, if you are interested in identification evidence and forensic work relating to documents. Fingerprint and questioned-document training can cover areas such as fingerprint comparison, handwriting and signature examination, document alterations and forensic evidence documentation. These are integrated into some programmes with forensic photography and practical laboratory work, providing a more focused knowledge of physical evidence.

How to get admission to M.Sc. Forensic Science?

Forensic science aspirants intending to go for M.Sc. Forensic Science with Questioned Documents, Fingerprint and Photography, they can apply through the admission channel provided by their respective universities. The one is All India Forensic Science Entrance Test (AIFSET) which is a national level entrance test for the Forensic Science programmes of the participating universities. .

Anyone who has completed B.Sc. in Forensic Science or a science graduation from an eligible stream with an aggregate of 50% is eligible for admission in the post-graduate forensic science programmes as per the eligibility criteria of the university. AIFSET 2026 is a 100 MCQs based online test with no negative marking and 60 minutes duration.

If a student has a particular interest in a specialisation like Questioned Documents or Fingerprints and Photography, it is important to find out if the university and specialisation they are interested in is offered by AIFSET prior to applying. Postgraduate forensic science admissions are included in the information provided by AIFSET about participating universities, however, students are advised to check the particular programme, eligibility and admission requirements of the university they wish to attend.

What must aspirants know?

An M.Sc. Forensic Science may lead to a variety of opportunities in forensic laboratories, forensic investigation support, research and forensic specialised evidence examination. A programme with a strong practical emphasis on Questioned Documents, Fingerprints and Photography may be suitable for students who are especially interested in these topics and may provide a good foundation for developing the technical skills that are pertinent to these areas. 

Ensure to not choose the university based on the course name; compare the curriculum, laboratory exposure, eligibility, practical training and career pathways offered by each university before enrolling. For assistance, or free career consultation, connect with AIFSET team on 08035018480.

It is a long woven dream to be a doctor and explore the world. MBBS Study abroad offers both together. But what is the MBBS abroad entrance exam for Indian students? There is no single entrance test accepted by every foreign medical university. For Indian citizens and eligible OCI candidates seeking an undergraduate medical qualification abroad, NEET-UG is a key requirement under the applicable NMC framework, while an additional admission test may be required depending on the country, university and programme. Students should therefore check both the latest NMC requirements and the official admission rules of their chosen university before applying.

Which Entrance Exams Are Required for MBBS Abroad?

The most important point for students searching for MBBS abroad for Indian students is that entrance requirements differ by destination. NEET-UG is relevant to Indian students under the NMC framework, while tests such as UCAT, UCAT ANZ and IMAT apply only to specific universities or medical programmes.

The UCAT is taken into account by UK medical schools that take part, plus some overseas universities. The UCAT Consortium site names certain international institutions for the 2027 entry cycle, including Nanyang Technological University, National University of Singapore, and Thammasat University.

In Australia and New Zealand, UCAT ANZ is used as an entry requirement at universities that are part of the consortium. It also applies to relevant courses. The official page lists medical options at Monash University, UNSW, the University of Auckland, and the University of Otago.

That said, UCAT ANZ is not needed for every medical route. Some pathways have different rules. So each applicant should read the requirement for the exact course they want.

Is NEET Required for MBBS Abroad?

If you are an Indian student and you plan to study medicine abroad, NEET should be part of your early planning. Under the NMC rules, Indian citizens and eligible OCI holders who want a main medical qualification abroad must follow the NEET rule that applies to them. Check the latest requirements for your category and your admission year. Do not depend on older guidance.

Also, passing NEET does not automatically mean that every foreign school will use NEET for its own entry process. Some universities may run their own academic checks or entrance exams. They may still have extra admission rules beyond what Indian regulations require for you.

What Is the MBBS Abroad Eligibility for Indian Students?

The MBBS abroad eligibility depends on the university and country, but Indian students must pay particular attention to the NMC requirements if they intend to return to India and seek medical registration. The NMC's Foreign Medical Graduate Licentiate (FMGL) framework sets requirements for foreign medical education, including the duration of the course, medium of instruction, curriculum, clinical training and internship arrangements.

The NMC's current guidance specifies, among other requirements, a minimum 54 months of education in a single institution, a 12-month internship at the same foreign university, English as the medium of instruction and clinical training that is not split across different countries. Students should verify the latest applicable regulations before choosing a university.

Students planning to practise medicine in India after completing their foreign medical degree should also check the applicable NMC requirements for foreign medical graduates, including the requirements for registration and any licensing examination that may apply. The NMC has advised students to verify course duration, curriculum, clinical training and internship arrangements before taking admission, as non-compliance can affect eligibility for registration in India.

What Is the MBBS Abroad Admission Process?

The MBBS abroad admission process begins with choosing a country and university and checking its current eligibility and entrance requirements. Depending on the destination, students may need an admission test, academic qualifications, language proficiency or an interview. For example, Italy's official Universitaly portal states that admission requirements can vary by programme and may include previous qualifications, grades, an admission test or interview and language requirements. Its official information also identifies Medicine and Surgery as a single-cycle programme and provides information on admission to English-taught medical programmes through IMAT.

After confirming eligibility, students generally need to complete the university application, submit the required documents and follow the institution's admission and enrolment process. International students must also separately meet the applicable visa and immigration requirements of their destination country.

What Should Students Check Before Choosing MBBS Abroad?

Before paying an application or admission fee, Indian students should check:

• NEET-UG requirements applicable to their category and admission year.
• Whether the university requires an additional entrance examination.
• The university's academic and language requirements.
• Whether the medical programme complies with the applicable NMC regulations.
• Course duration, clinical training and internship arrangements.
• Whether the programme is conducted in accordance with the requirements applicable to foreign medical graduates who intend to practise in India.

The NMC has specifically warned Indian students about foreign medical institutions that do not comply with its prescribed requirements and advised them to conduct due diligence before admission.

What Must MBBS Study Abroad Aspirants Know

If you are seeking to take one entrance exam only to be eligible for most MBBS universities, there is no such single MBBS abroad entrance exam for all international medical universities. For Indian students, NEET-UG is a crucial regulatory requirement, while additional examinations such as UCAT, UCAT ANZ or IMAT may apply depending on the destination and university. The safest approach is to check the latest NMC rules alongside the official admission requirements of the specific medical university before making a decision.

LLB is a dream career for many students who have the will and desire to change the world. However, only a handful of them succeed in living up to their dream. This is because a 3-year LLB course might be the same on the surface in most colleges and universities but how it is taught, how much exposure it gives, and if the mentor is good, makes a lot more difference.

The 3-year LLB is meant for students who have already completed a bachelor's degree. Unlike BA LLB or BBA LLB programmes, which are generally entered after Class 12, the three-year course allows graduates from different academic backgrounds to move into law. Candidates from Arts, Commerce, Science, Management, Engineering and other recognised disciplines can explore this route, subject to the eligibility criteria of the institution they target.

What are the top 3-year LLB entrance exams in India?

There is no single entrance examination accepted by every three-year LLB college in India. The admission route depends on the university or state. Major options that aspirants should check include NLSAT-LLB, MAH-LL.B. 3-Year CET and, where applicable, CUET-PG for participating universities offering three-year LLB programmes. Students can also explore university-specific examinations and the AICLET Entrance Exam as an additional admission route.

Students are advised to refer to the latest official notification of admission before applying as the eligibility, participating institutes, examination pattern and dates may vary from one admission cycle to another.

What is NLSAT-LLB?

The NLSAT-LLB, National Law School Admission Test, is organized by the National Law School of India University (NLSIU), Bengaluru for admission to its 3-year LLB (Hons.) programme. The programme is open to graduates and students from a variety of disciplines, as long as they meet the university's requirements.

The examination assesses the skills of comprehension, current affairs, critical reasoning, legal aptitude and analytical ability. NLSAT-LLB is not just a multiple-choice exam, but has a subjective component too. This implies that the candidates should acquire objective-question solving skills as well as the skill of presenting their reasoning clearly in writing.

What is MAH-LL.B. 3-Year CET?

The Maharashtra entrance test for admission to the participating three-year LLB colleges of Maharashtra is MAH-LL.B. 3-Year CET. The exam is held by Maharashtra State Common Entrance Test Cell and then followed by Centralised Admission Process (CAP).

Therefore, it is important for the students who wish to pursue law in Maharashtra to know that passing the CET is not the final step in the admission process. Candidates are also required to adhere to the applicable CAP requirements such as registration, filling of preferences, verification of documents and seat allotment.

What is the AICLET Entrance Exam?

The AICLET Entrance Exam, also known as All India Common Law Entrance Test, is another option for students who are interested in pursuing a 3-year LLB program. It may be especially applicable to students who wish to pursue law school admission in a state other than the one in which they reside or at a law school other than the one they attended.

AICLET is a 100% online national-level entrance test accepted by over 100 top private law colleges/universities in India. It is designed to help students find the right university as per their requirements and get seamless admission. 

But candidates should not choose an entrance exam randomly. Candidates are advised to read the latest official notification regarding eligibility, exam pattern, participating institutes, programmes and admission procedure before applying. This enables students to see exactly what the exam can lead to and if this aligns with their career goals. This is why AICLET offers free consultation helping students understand their options, future scope, and what is best for them. 

Other 3-Year LLB Entrance Exams

Beyond the entrance routes discussed above, students can also explore state-level and university-specific examinations that offer access to three-year LLB programmes. AP LAWCET is relevant for eligible three-year LLB admissions in Andhra Pradesh, while TS LAWCET serves the corresponding route in Telangana. Other options include PU LLB at Panjab University, ULET for the University of Rajasthan and SLS AIAT for Symbiosis Law School, Pune. These exams can widen the choices available to graduates, particularly those who want to study law in a specific state or at a particular university. The key difference is that these tests are generally tied to a defined set of institutions, making them useful for candidates who already have a preferred location or law school in mind.

What are the eligibility criteria for 3-year LLB after graduation?

The minimum requirement for admission to a three-year LLB is a bachelor's degree from a recognised institution, but the minimum marks and other requirements differ from one entrance examination to another and from one university to another.

If the requirements are fulfilled by the chosen institution, then the students who have passed out from any recognised bachelor's programme can explore the 3-year LLB admissions. Students should also inquire if they can apply and when they must have their degree to graduate in the final year.

Candidates are advised to check:

• Minimum graduation marks
• Recognised degree requirements
• Final-year student eligibility
• Category or reservation requirements
• Age requirements (if applicable),
• Entrance examination requirements

Is there a 3-year LLB for final year students?

Yes, some law schools offer the opportunity for students in the last year of their LLB program to take the three-year exam. However, candidates generally have to complete their bachelor's degree within the deadline specified by the institution.

Hence, it is important for the students of the final year to verify two dates: the date of the application for the entrance exam and the date of the submission of the graduation certificate during the admission process. Failure to meet the requirements for entrance exams does not automatically mean that the student will not be admitted to the program if the qualifying degree is not earned in a timely fashion.

What is the difference between a 3-year LLB and 5-year LLB?

The biggest difference is when a student enters the programme.

Therefore, a student who has already completed graduation generally does not need to pursue another undergraduate-level integrated law programme simply to enter the legal field. The 3-year LLB is the route specifically designed for graduates from fields other than law.

What is the syllabus for 3-year LLB entrance exams?

There is no common syllabus followed by every three-year LLB entrance examination. The subjects and question formats depend on the particular test. Depending on the examination, candidates may need to prepare areas such as:

• Reading comprehension
• Current affairs
• General awareness
• Logical reasoning
• Critical reasoning
• Legal aptitude
• Analytical reasoning
• English or verbal ability

The most effective way is to begin with the official syllabus and examination pattern of the particular test you intend to sit. This is especially important for students applying to more than one examination because the same preparation strategy may not work equally well for every test.

How should you prepare for a 3-year LLB entrance exam?

Start by deciding which law schools you want to target. After knowing the colleges, find out the entrance exams they accept and prepare accordingly. Practicing reading regularly can help with comprehension and current affairs, and practicing reasoning can help with speed and accuracy.

After the basic concepts, candidates should also do mock tests. Students should not just look at their scores, but also consider the questions they missed and determine if it was because they didn't know the answer, they had a poor understanding of the problem, they made careless errors, or they ran out of time.

If there is a subjective part to the examination, then writing practice should be a part of the preparation. Candidates should be able to organise their answer clearly, give reasons and not exceed the word or time limit.

Are there negative marks in the 3 year LLB entrance exams?

Negative marking is used in some exams. All 3-year LLB entrance tests do not have a universal marking scheme.  For instance, AICLET has no negative marking, and is only a 1hr duration exam. Hence, students are advised to refer to the latest official notification of the exam before attempting the questions. A strategy that is effective for an exam that does not have negative marking might not be effective for an exam that does have negative marking.

What comes after the 3-year LLB entrance exam?

The admission process is not complete after the entrance examination results are declared. Candidates might have to go through counselling, preference filling, document verification, seat allocation and fee payment, depending on the institution.

For instance, after the MAH-LL.B. 3-Year CET, candidates who want to get admission through the Maharashtra system should go through the Centralised Admission Process (CAP). Students are thus advised to keep monitoring the official admission portals after the exam and not assume that the result is a confirmation of admission.

What is the best 3-year LLB entrance exam?

The best approach is to select the college first and the exam second. List the law schools you are interested in and verify the law schools' accepted entrance exams, eligibility requirements and admission process.

Aspirants can compare:

• College and course
• Entrance examination
• Eligibility criteria
• Exam syllabus and pattern
• Application fee
• Important dates
• Counselling process
• Course fees
• Internship opportunities
• Career prospects

In addition to the exams like NLSAT-LLB and MAH-LL.B. 3-Year CET, students can also consider AICLET as an alternative entry point. The important thing is to check the most recent institutions and programmes that accept applications before you apply.

A 3-year LLB after graduation can be a practical route for students who decide to enter the legal field after completing another bachelor's degree. The key is to not look for a single standardized test to gain admission to law school; the process is different at each school and in each state.

Candidates can look into the popular choices like NLSAT-LLB and MAH-LL.B. 3-Year CET, and also consider AICLET as an alternate option if their plans align with the participating institutions and programmes. Always check the latest official eligibility criteria, exam pattern, dates and admission requirements before applying.

What if you could attempt an MBA entrance exam without worrying that every wrong answer would cost you marks? For many management aspirants, negative marking can turn even a well-prepared attempt into a calculation of risk. This is why MBA entrance exams without negative marking are attracting attention among students looking for alternative routes to management admissions. Exams such as GMCAT (Global Management Common Aptitude Test), NMAT, IBSAT and ATMA follow no-negative-marking patterns.

Choosing an exam only because it does not penalize wrong answers is not always a smart move. First, students should confirm that the marks count for the colleges they are targeting. They also need to look at the eligibility rules. After that, they should read the exam pattern closely. Students must also keep track of the application deadlines and the complete admission process. Only after these checks should they choose which exam to take.

Which MBA Entrance Exams Have No Negative Marking?

Some MBA and management entrance tests do not cut marks for incorrect replies, or they have had no-penalty rules before. For the 2026 admission cycle, these options may help students who want to take exam without fearing losing extra marks for wrong answers:

Students should therefore compare the admission opportunities associated with each examination rather than choosing an exam only because it has no negative marking.

Is NMAT an MBA entrance exam without negative marking?

Yes. NMAT by GMAC does not have any negative marking for wrong answers. According to the official website of the NMAT, there is no negative marking for incorrect answers. The 2026 testing window is November 2, 2026 - December 20, 2026 and the registration period is August 20, 2026 - October 10, 2026.

NMAT is also flexible and can prove to be beneficial for candidates who wish to give it a second chance. According to the official website, candidates may attempt up to three times in the testing cycle, preview their score and select the order of the sections they wish to attempt.

The exam tests Language Skills, Quantitative Skills and Logical Reasoning. A variety of management institutes accept NMAT scores, such as NMIMS, K J Somaiya Institute of Management, TAPMI and other participating institutes.

NMAT is one of the better choices for those who want to prepare for an MBA entrance test without negative marking and also have access to a wide range of B-schools to pursue their education.

Is there negative marking in IBSAT 2026?

IBSAT does not have negative marking. Official IBS material describes the test as a two-hour computer-based management aptitude test with 140 multiple-choice questions. The four sections are Verbal Ability, Reading Comprehension, Quantitative Aptitude, and Data Adequacy and Data Interpretation.

For the IBSAT 2026 admission cycle, the test is being used for admission to the nine IBS campuses for the MBA/PGPM 2027–29 programmes. The current IBS registration portal confirms the 2026 admission cycle and the nine-campus MBA/PGPM route.

IBSAT is particularly relevant for students who are interested in the ICFAI Business School network. Candidates should nevertheless check the latest eligibility and admission requirements before applying because the exam is primarily connected to admissions through IBS.

The no-negative-marking format means that an incorrect response does not result in a deduction, making IBSAT an option worth considering for students who prefer a less penalty-based marking system.

Is the GMAT Exam an MBA entrance exam without negative marking?

Yes, the GMAT Exam does not use conventional negative marking for incorrect answers. However, students should understand an important difference: the GMAT is a computer-adaptive examination, and its scoring is not based simply on adding marks for correct answers and deducting marks for wrong ones.

The current GMAT Exam consists of three sections: Quantitative Reasoning, Verbal Reasoning and Data Insights, with 64 questions to be completed in 2 hours and 15 minutes, including an optional 10-minute break.

There is also an important caution for candidates. While incorrect answers do not attract conventional negative marking, unanswered questions can affect the score. GMAC states that candidates can be penalised for not completing a section within the allotted time, with the score reflecting the number of questions left unanswered.

Therefore, students should not interpret “no negative marking” on the GMAT as meaning that leaving questions unanswered is a good strategy.

What is GMCAT and does it have negative marking?

The Global Management Common Aptitude Test (GMCAT) also follows a no-negative-marking pattern. According to GMCAT's official 2026 information, the examination was conducted online for 60 minutes, with 100 questions carrying 100 marks. Candidates received one mark for each correct answer and there was no negative marking.

The GMCAT examination pattern covers Management Aptitude, Business Administration, Quantitative and Logical Reasoning, Verbal Ability and Communication Skills, and General Management Awareness.

GMCAT's official information also states that the examination is designed for candidates seeking undergraduate and postgraduate management programmes. Its partner-university list includes institutions such as Starex University, Amity University campuses, CMR University, Jagdish Sheth School of Management and several other institutions.

For MBA aspirants, GMCAT's official eligibility information requires a bachelor's degree or equivalent qualification, subject to the eligibility conditions specified by the examination. Candidates should check the official eligibility page before applying.

One important point for students searching for an exam right now is that the GMCAT 2026 examination cycle has already concluded. The official website lists February 27, 2026 as the last date for online registration and February 28, 2026 as the examination date.

Which MBA entrance exam without negative marking is best for you?

There is no single answer because the best examination depends on the colleges and programmes a student wants to target.

NMAT can be a strong choice for students who want a current 2026 testing window, multiple attempts and a broad set of participating B-schools.

IBSAT is worth considering for students specifically interested in the IBS MBA/PGPM route and who prefer a 140-question test without negative marking.

GMAT may suit candidates targeting business schools that accept the GMAT score, particularly those who prefer a flexible, computer-adaptive examination. However, students must understand that unanswered questions can affect the score.

GMCAT can be considered by eligible candidates for programmes and institutions accepting its score, but its 2026 examination has already been conducted.

Does no negative marking make an MBA entrance exam easier?

Not necessarily. A no-negative-marking policy only means that candidates are not penalised in the conventional way for incorrect answers. It does not automatically make the examination easy. The difficulty can depend on the syllabus, question level, time available, number of questions, competition and the admission requirements of the colleges accepting the score.

For example, GMCAT's 2026 pattern had 100 questions to be attempted in 60 minutes, while IBSAT had 140 questions to be completed in 120 minutes. The GMAT is different again because it uses computer-adaptive scoring and considers factors such as the difficulty of questions and the number of questions answered. Therefore, aspirants should treat no negative marking as a test-taking advantage, not as proof that an examination is easier.

How should you attempt an MBA entrance exam without negative marking?

A no-negative-marking exam can change the way a candidate approaches uncertain questions. When an incorrect response does not result in a conventional mark deduction, students may have more reason to attempt questions rather than leave them unanswered. However, that does not mean candidates should spend excessive time on difficult questions. Time management remains important, particularly in exams with a large number of questions.

A practical approach is to first attempt questions where the answer is clear, then return to questions that require more calculation or reasoning. Candidates can use the remaining time for unanswered questions, provided this is consistent with the specific exam's rules.

The strategy is different for the GMAT because unanswered questions can affect the score. Candidates should therefore follow the specific examination's official instructions instead of applying the same approach to every no-negative-marking test.

What should you check before choosing an MBA entrance exam?

The absence of negative marking should be only one factor in your decision. Before filling out an application form, check whether your preferred colleges accept the exam score and whether you meet their eligibility requirements.

Students should also compare the exam date, application deadline, examination fee, number of attempts, syllabus, duration, mode of examination and selection process.

It is equally important to understand whether the examination is a common route to several institutions or is primarily connected to a particular university or group of institutions. This distinction can significantly affect your admission options.

For example, IBSAT is linked to the IBS MBA/PGPM admission route, while NMAT is accepted by participating B-schools. GMCAT has its own partner-university network, and GMAT scores are used by business schools in India and internationally.

Key takeaway for MBA aspirants

If you dislike losing marks for wrong answers, you should look at GMCAT, NMAT, IBSAT, and GMAT. This no-negative marking pattern can make it less risky to try a question when you are unsure. However, it is important to not confuse no negative marking with no marks deducted. If the answer is wrong, the marks will be zero for that question. 

It is also advised to compare more details, see which colleges accept the score of your chosen MBA Entrance Exam, check eligibility rules, confirm the test dates, review how many tries you get, check the fee, go through the syllabus, and understand everything that follows. 

For MBA applications, start by making a list of exams that match the colleges you plan to target. Then, on test day, use the no-negative-marking approach to help you decide what to attempt.

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.

History remembers civilizations not by how rich people were, but by what they thought, learnt, invented, and discovered. 

The Library of Alexandria still feels heavy as one of history’s biggest tragedies, not because the building got burned, but because humanity lost whole bodies of knowledge that we couldn’t just recover later. Wars wrecked manuscripts, dictators put a chokehold on books, and time itself erased countless stories, bit by bit, until they were gone. Each generation looks back at those disappearances with this regret, wondering how history might have moved in a different direction if those volumes had survived.

But here we are, in one of the most technologically advanced eras humans have ever lived through, and it seems we’re making a similar mistake again, not with fire, but with scanners this time. And who is to be blamed? Human greed. 

Videos of rare books being cut are circulating online. Fresh reports say AI companies have been buying massive quantities of physical books, even rare copies and out-of-print editions, then cutting off their spines and scanning every page just to train artificial intelligence models. Afterward, the original books get destroyed, because it’s supposedly cheaper and quicker than preserving them intact. Court papers and legal hearings indicate that this kind of destructive scanning is now baked into the AI industry’s competitive push for high-quality, human-written data.

Legally, a lot of this might be allowed. Morally, though, it leaves behind questions no courtroom can really settle , at least not in any satisfying way. Because a book isn’t only information written on papers. A book is memory , culture, and history you can actually hold in your hands.

Destroying Books Was a Choice, Not a Necessity

The most uncomfortable aspect of this story is that the destruction of books was never an unavoidable consequence of digitisation. And that's where this approach becomes ethically and morally wrong.  Libraries, museums and universities have spent decades preserving fragile manuscripts while simultaneously making them available digitally. Many institutions, including Harvard University, have shown that we can scan and digitalise books without actually destroying the original!

However special equipment, trained archivists, careful handling and much more time is needed for preservation of books, and this is the economical factor that is being avoided. The same operation of cutting the spine off a book and putting it through an industrial scanner is a dramatic improvement in both speed and cost. The financial reward for the industry that's racing to develop the next generation of AI models is clear.

This is where the discussion goes beyond the technical and into the philosophical realm. But whether books can be preserved is no longer the question. They can. The problem is that these big AI Companies who can easily pay for preserving these books are okay with destroying them.

No AI company has publicly claimed that history is expendable, nor is there evidence that they intend to erase literary heritage. But, every industry shows its priorities in the decisions it takes. With the continuing triumph of speed over preservation, when it's done for efficiency and cost-saving, a question arises: Are the commercial considerations starting to undermine cultural responsibility?

Throughout the history of technology, new innovations have always promised to make life simpler. It should never lead to us being lax in what we inherit. 

A Book Is More Than Just The Words Inside It Is

There are people who believe in destructive scanning who say that nothing is being destroyed since everything is kept in a digital format. If the information persists, why should the material object? The answer is no big surprise for those who have a deep passion for books.

A book is not a piece of information. If it were just information, printed books would have been eliminated on the day the Internet came along. After all, almost all classic novels, scientific papers and historical texts are on the internet and available within a few seconds. But bookstores are still thriving, libraries are never empty and millions of readers opt to read books instead of e-books.

This decision does not have much to do with convenience. Books are experiences. They smell of old paper, feel like worn paper and have the feel of a product designed to last generations. The second hand book will most likely be marked in some way with underlined passages, missing bookmarks or handwritten notes that were written by an owner who the reader will never see. Those little flaws become the unspoken dialogue in time.

The words narrate one story while the book tells another. This is something that people who don't read novels very often do know unconsciously. Often students will print out key notes rather than read the notes on screen. Even if you've a laptop and a tablet, writers still carry notebooks around. Individuals write letters rather than scan them into folders. Childhood diaries, family recipe books and old journals are kept as they have emotional value in themselves.

Humans aren't just focused on consuming information, we establish connections with it. What might be preserved here is the text, but all the things that made books part of our common literary culture are lost.

Profit Is Starting To Decide What We Preserve

Books are necessary for AI companies because they require humanity. But guess the irony is greater.  Technology has been offering a vision of a future where machines would produce unlimited knowledge for years. Rather, the AI craze has exposed something new. Human creativity is used in machines. They need authentic writing produced by authors, researchers, journalists and thinkers long before artificial intelligence became part of everyday life. 

That reliance has made books one of the most valuable commodities in the AI economy. The use of AI to learn from human knowledge isn't inherently bad. All generations have brought learning from others. What concerns them now is that centuries of human creativity are becoming seen as just a source for commercial products.

A rare book that used to be cultural heritage gets turned into training data, a cultural heritage book becomes a training data set, a book that was exclusively written, becomes a mere data, and the books that survived invasions, world wars and natural calamities are all now a mere set of data.  The transformation is subtle, but its implications are profound. History stops being something to preserve and gradually becomes something to process.

This may be the natural consequence of a competitive industry. All firms wish for bigger data sets, improved models, and quicker product releases. Growth is expected by investors and timing is all about money and efficiency in the markets. In such an environment, it's logical for a company to select the less expensive choice. However, economically sound is not necessarily ethically sound, isn’t it?

Civilisations have been able to thrive because previous generations saved far more than they immediately needed. . They preserved monuments for their own sake, defended languages known by only a few, and preserved libraries containing books which many never read. They knew that culture does not necessarily have to be quantified monetarily.

Today It Is Rare Books. Where Does the Line Move?

At present, reports largely involve rare and out-of-print books rather than unique historical manuscripts. It would be inaccurate to suggest otherwise. But technological history teaches us that practices rarely remain confined to their original boundaries.

The original social media were never designed to affect elections. Smartphones weren't meant to be a constant presence in every human moment. Streaming services had no idea that they would come along and dramatically change entire film industries. Technology grows where it is encouraged to grow. The same applies with this also.

With the growing diversity and realness of the sources that AI models depend on for human writing, society will have more challenging questions to answer. What happens when there is very little regional literature and it becomes very profitable? Where do endangered-language books go? If there are only a few physical copies remaining, what then?

These are not forecasts or estimates, but questions that deserve to be asked before circumstances force us to answer them. Once destroyed, there is no second chance for reconsidering a rare book. A copy in digital form can retain all words but can it maintain authenticity?

In Trying to Make AI More Human, Are We Making Humans More Like Machines?

It might be the strangest irony of this technological revolution that it has nothing to do with artificial intelligence. It is all about us!

Over the past few decades, researchers have been making efforts to equip machines with human-like thinking capabilities. They have taught them to recognise emotions and communicate naturally, imitate creativity, and understand language. Each advancement has led to machines being closer and closer to human actions. But, as machines grow increasingly human, human beings appear to be going in the other direction.

We are becoming more and more about celebrating speed over patience, summaries over understanding and efficiency over experience. AI composes our messages, condenses our books, creates our reports and spawns our concepts. We skim, rather than read. Rather than reflect, we encourage. Rather than make, we automate.

The threat is not one of total replacement of the human race by AI. The greatest risk is that man slowly starts to imbibe the values of machines.  When every choice is made on the basis of speed, cost and optimisation, we may end up being a civilization of output over understanding. One day we might know that we have the most intelligent machines ever created and forget to remember why books, art and history were important other than for the information they contained.

The Future Should Not Make Us Forget The Past

AI is definitely one of the greatest technological accomplishments of humankind. It could change medicine, education, scientific discovery and many other things. It should keep on going. 

True progress never came when cultural responsibility was given up. It is not a debate on scanning books or training AI Models. It's about the values that will define the future that we are creating. When it comes to preserving our literary heritage, if we're only looking at reducing expenses, we might end up with a world that's been digitised, but with far fewer books remaining.

Inventions are not the only things by which a civilisation is judged in history but also the treasures it chooses to preserve. Maybe someday AI will have the ability to recall all the books people have ever written. But what’s a bigger issue is whether humans will still be able to recall why those books even existed. The problem is trivial right now but in the long run it’ll change the world, and that, perhaps, won’t be for good. 

The resignation of Union Education Minister Dharmendra Pradhan marks more than the political fallout of a controversial examination. It represents a defining moment in the relationship between India's youth and the state. Whether viewed as an act of accountability, a strategic political concession, or a response to sustained public pressure, the episode underscores a larger truth: India's education system has reached a point where public trust can no longer be taken for granted.

The NEET-UG 2026 controversy was never merely about a paper leak. It evolved into a national conversation about fairness, institutional credibility, unemployment, and the aspirations of millions of young Indians. For students who had invested years of preparation, family savings, and emotional resilience into one examination, the cancellation of the test represented more than administrative failure—it felt like a breach of the social contract. The examination system had failed those who had done everything society had asked of them.

What transformed this grievance into a nationwide movement was the ability of Generation Z to redefine political participation. Often dismissed as distracted, screen-obsessed, or disengaged, young Indians demonstrated that social media can be the starting point—not the endpoint—of civic action. Memes evolved into mobilisation, online campaigns became street demonstrations, and digital communities translated into disciplined negotiations with the government. The movement challenged long-held assumptions that internet activism lacks endurance or organisational depth.

The emergence of the Cockroach Janta Party as a symbolic platform reflected this shift. By reclaiming a term perceived as derogatory and transforming it into an emblem of resilience, young protesters created a language that resonated with millions facing educational uncertainty and limited employment opportunities. Yet the movement was never confined to one organisation or personality. Independent students, social media creators, established student organisations, educators, and public intellectuals all contributed to a broad coalition that transcended ideological boundaries.

Among the movement's most influential voices was Sonam Wangchuk, whose hunger strike gave the agitation moral legitimacy beyond conventional politics. His insistence on non-violence, dialogue, and constitutional methods shifted public attention from partisan debate to ethical responsibility. Even when his deteriorating health became a matter of national concern, the focus remained on institutional reform rather than individual heroism. His eventual decision to end the fast after receiving written assurances reflected a belief that democratic negotiation remains preferable to permanent confrontation.

Equally significant was the turning point created by the July 20 march towards Parliament. While isolated incidents of violence require impartial investigation, the widespread images of police action altered public perception. The debate expanded beyond examination irregularities to include broader questions about the state's response to peaceful dissent. History repeatedly demonstrates that excessive force often strengthens rather than weakens public movements. According to the source document, attendance at protest sites increased after the crackdown, suggesting that coercion amplified public sympathy instead of discouraging participation.

The political opposition undoubtedly amplified the issue by raising it inside Parliament and demanding ministerial accountability. However, the movement's strength lay in the fact that it could not easily be dismissed as a partisan campaign. Students from diverse ideological, social, and regional backgrounds participated because examination integrity affects every aspirant regardless of political preference. The document further argues that attempts to communalise the protests failed because paper leaks and educational uncertainty cut across religious and party identities. Merit, anxiety, and career aspirations proved stronger unifying forces than identity politics.

The movement also exposed the evolving nature of information warfare. Competing narratives, manipulated visuals, and unverified allegations circulated on all sides. Yet misinformation struggled to overwhelm lived experience. Students did not require political narratives to convince them that an examination had been cancelled or that months of preparation had been disrupted. Their personal experience remained the movement's most persuasive evidence. This highlights an important lesson in the digital age: while misinformation can shape narratives, it cannot easily erase realities experienced by millions.

The government's eventual acceptance of the minister's resignation appears, in the document's analysis, to have been driven by converging pressures—continued protests, parliamentary disruption, expanding public support, and concern that a single examination controversy could evolve into a broader youth movement centred on unemployment, institutional credibility, and governance. The resignation thus served both as an acknowledgment of accountability and as an attempt to contain an escalating crisis.

Yet resignations alone do not repair broken institutions. Restoring confidence in India's examination system demands transparent investigations, stronger safeguards against paper leaks, faster prosecution of offenders, protection for whistle-blowers, and meaningful reforms to testing agencies. Most importantly, students must regain confidence that merit—not manipulation—determines opportunity.

The lasting significance of this episode therefore lies beyond one minister or one examination. It demonstrated that India's youth possess both the organisational capacity and democratic maturity to shape public discourse through constitutional means. They showed that digital mobilisation can coexist with peaceful protest, negotiation, and institutional engagement. Whether governments of the future choose confrontation or dialogue, one message is unmistakable: young citizens expect accountability, transparency, and respect.

India's demographic dividend will remain its greatest strength only if its institutions command the confidence of those who depend on them. The NEET crisis should therefore be remembered not simply as a political controversy, but as a reminder that the future of education rests as much on public trust as on policy itself.

Prof. Ujjwal Anu Chowdhury

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

CJP Protests made genZ mature. Take a moment to think, no child grows up dreaming of standing behind a police barricade or leading a students’ protest; they dream of standing on a college campus, seeing their parents smile after years of sacrifices, opening an exam result that changes their family's life forever. That is how millions of young Indians are raised.

“Study, work harder, believe that merit will reward you.” For years, that promise kept an entire generation going. Then something changed… When allegations of repeated examination paper leaks and irregularities began shaking the country's biggest competitive exams, students did not just feel cheated.

Many felt that the one thing they had always trusted, i.e. the idea that dedication is enough, was slowly slipping away. That is why what happened at Delhi's Jantar Mantar isn’t a random protest. It became something far bigger; it became a generation asking one question that nobody in power could ignore anymore. It proved the system was gravely defective and that the most unserious generation had to come down to streets for one of the most serious protests while the government only focused on saving its throne!

Neither Education Nor Government Stood For its Youth

What started as a protest over exam irregularities and NEET paper leak turned into one of the country’s biggest youth-led movements in recent years. Thousands of students, job aspirants, parents and supporters gathered at Jantar Mantar with this simple message: if examinations decide a young person’s future then those examinations must be fair, transparent and accountable.

The movement was led by the Cockroach Janta Party (CJP), a youth organisation that pushed for the resignation of Union Education Minister Dharmendra Pradhan and also demanded broader reforms in India’s examination system. Over the next few days, the protest went way beyond one political demand. It became, somehow, a conversation about trust, and the biggest yet basic demand – accountability! 

The youth demanded answers from the same government who is pushing to make India vishwaguru. However, with all the paperleaks, youths’ potential going to waste, a corrupted system and monarchy disguised as democracy, the protest that erupted in 2026 was NEEDED. Because it’s better to fight today than let our children fight later. 

Also Read: The Rise of the ‘Cockroach Generation’: Young Indians Are Tired of Pretending Everything Is Fine 

Vishwaguru? Let the Gurus be Educated First!

The matter might look trivial on papers reading as ‘yet another paper leak that caused distress and a few suicides’, but the ground reality is  far beyond mere words inked down; it’s about the basic need from our education system. 

From 2021, the government aggressively started to promote and persuade people to help India become Vishwaguru again. The students took it positively, genZ really set their minds into studying, which was clearly visible as instagram started flooding with memes that could only be understood by educated people. Yes, brainrot trended and cringe content still peaked but memes, phrases, and references that surfaced somewhere reflected how a generation was also focusing on studying.  

However, in the 2026 NEET paper, one of India’s biggest exams, leaked, and when the students demanded answers, when they demanded the system to be fixed permanently so that such an incident never happens, the government ignored, AVOIDED its own youth. Students only yearned for fair exams, better systems, and unbiased education opportunities because corruption only leads to most undeserving people climbing the ladder and decaying the whole civilisation in the long-run. 

Also Read: Cockroach Janta Party Founder Abhijeet Dipke To Protest in Delhi, Demands Education Minister Dharmendra Pradhan's Resignation 

NEET Paper Leak 2026

The initial cause for the protest was said to be irregularities in the competitive exams, but the discussion at Jantar Mantar soon shifted from a single examination or recruitment process. Students talked about years of preparation.

Parents shared their experiences of money spent on coaching. Repeated claims of paper leaks and examination failures had led to uncertainty about merit, many protesters said. It wasn't just about one result for them. It was a question of whether hard work still brought opportunity. This fear was not just felt in Delhi, but throughout young India. 

Also read: Why NEET Is No Longer an Entrance Exam Students Can Trust Blindly 

A Protest that Refused to Just Fade Away

The movement picked up speed as students from different states travelled to Delhi. Some had spent years preparing for competitive examinations. Others had watched the same kind of paper-leak allegations keep showing up on headlines. Many arrived with the sense that they had already tried everything else , so this was the last option.

The protest then leaned into something more moral when climate activist Sonam Wangchuk joined the movement and started an indefinite hunger strike, in solidarity with the students.  His presence changed what had looked like yet another student demonstration into a wider national discussion about the future of education.

After 21 days of fasting, Wangchuk was removed from the protest site by Delhi Police and moved to Safdarjung Hospital. Police said the decision came after medical advice and instructions connected to matters before the Delhi High Court, once his health deteriorated. Protest organisers, however, described the removal as forcible , and the videos from the incident spread quickly across social media, sparking a lot of debate.

With Wangchuk hospitalized, CJP founder Abhijeet Dipke announced that he would continue the hunger strike, declaring that the movement would not stop and the Parliament March on 20th July;2026 was still on.

Also read: Indian Students Are Exhausted: How NEET 2026 Exposed a Growing Trust Crisis in Education 

The turning point was the march of "Sansad Chalo"

Despite Delhi Police declaring the march unauthorised and tightening security across central Delhi, thousands gathered with the intention of marching (peacefully) towards Parliament.

What ensued was the most controversial period in the movement. Police deployed barricades, lathi-charge and tear gas when protesters tried to march towards Parliament. As per ground videos, the tear bombs used were expired (the most concerning part). Expired tear gas can become more unstable and potentially more harmful, causing intensified irritation, chemical burns, and unpredictable reactions.

Meanwhile, protest organisers and many participants alleged that police used excessive force against peaceful protesters and falsely accused the protestors of being violent. The internet was flooded with videos showing protestors trying to save themselves from police who started hitting in an attempt to provoke protestors to be violent, until the government decided to cut the internet. 

In all of this, genz and gen alpha clearly saw one basic question arise: what’s something that the government is trying to save or hide?  Because it was a peaceful protest for mere accountability. Moreover, if Dharmendra Pradhan took action or wholeheartedly claimed responsibility, things could have been very different. 

The Images Of The Day Tell Two Stories Now

Some displayed injured police officers, broken barricades and roads strewn with stones. Others were seen carrying injured young protesters to safety, students sitting on roads with handwritten placards, and volunteers carrying the injured to safety while tear gas filled the streets around Parliament. The events were soon the topic of public discussion.

During the protest week, things took a turn as people from different communities started to join. However, because of massive headcounts it became difficult to differentiate between true students and goons disguised as protestors. There were fights, violence that started happening from the protestors’ end. This triggered speculations about conspiracies and ill intentions of an unknown group or party. Despite this, students kept flocking at Jantar Mantar and other districts for peaceful protest while the police allegedly continued provoking them and detaining them. 

Public Voices Join In The Movement

The protests continued and public figures started to react. Actor Alia Bhatt applauded the bravery of the protesters. “Examination paper leaks are a serious matter,” Salman Khan said, adding his condolences to the students who were injured during the protests. He also said, "Sonam, it's done bro," that went viral. 

Veteran actor Naseeruddin Shah, who peacefully went to Jantar Mantar to support the students’ protest, shared a video later questioning why other members of the film industry had not spoken up. 

Singer Arijit Singh condemned the violence witnessed during the protests and later clarified that he was not in favour of the violent protesters or the CJP. He said that students' concerns should have been addressed before it got to this level.

Social activist Anna Hazare appealed to Prime Minister Narendra Modi to listen to the students' concerns and said that accountability makes the government stronger, not weaker. The movement was now a part of the public discourse.

Dhurandhar actress Ayesha Khan who participated in CJP Protest in Mumbai was detained. She shared a video claiming how police detained her and her friend, forced them into the police van and stopped them for joining the protest. 

There were many other influencers who came forward to do what mainstream media refused to do. Big influencers did ground-reporting showing exactly what is happening while other micro influencers who had good followings contributed by choosing to be truthful despite knowing they could be detained or fined for speaking the truth against the government. 

Few of them shared reels and claimed the government emailed them asking to make reels criticizing the movement while appreciating the government efforts, and to get compensation of 40-60 thousand rupees per reel. They also clarified that doing so could make them get arrested or liable to legal actions but are still doing it. They also urged the viewers to remember this as the videos could be taken down very soon. These claims aren’t independently verified, however, the screenshots they attached felt non-ai. Apparently, the credibility remains vague. 

Politics, Accountability And Irony

The political debate on Education Minister Dharmendra Pradhan was one of the most talked about issues of the protest. The movement's supporters often cited reports from 1997, when Pradhan was allegedly involved in protests against a paper leak as a student leader.

Critics argued that students demanding accountability today deserved the same hearing that earlier generations had sought. But those who supported the government argued that the current movement had political elements and should not be directly compared with the previous student agitations. The debate was indicative of the extent to which the issue had become a part of the political discourse in India.

The Government's First Response

On 22nd July, Union Health Minister JP Nadda said the ongoing CJP protest and the issues raised by the students should be discussed in Parliament so that a solution can be found.

Speaking amid the continuing agitation over the NEET paper leak, Nadda said it is the responsibility of both the government and the Opposition to discuss the matter in Parliament and work towards resolving it in the interest of students. His remarks came as the protest at Delhi's Jantar Mantar continued to draw nationwide attention and political reactions.

Prime Minister Narendra Modi announced the government would set up fast-track courts to probe examination paper leak cases as pressure mounted. The Prime Minister said that the future of the youth of the country would not be jeopardised by those who would try to do so and added that the protection of students was a national priority.

The announcement was seen by many as a sign that the integrity of exams had become a national issue. But the announcement also left a bigger question unanswered. Does the swiftness of punishment alone restore public confidence?

Also read: PM Modi Announces Fast-Track Courts for Paper Leak Cases, Says Those 'Playing With Students' Future Will Not Be Spared' 

Inside The Movement

As with any large-scale public protest, the demonstrations had their own internal issues. Online criticism was raised after videos were released of a CJP spokesperson visiting fast food restaurants during the protests. The organisation later dismissed him from his official role, stating that his actions were not in line with the values of the movement.

The decision was welcomed by some supporters as evidence that the organisation was willing to hold its own members accountable.

In the interim, the CJP broadened its demands to include the dropping of cases against protesters and action against police officers accused by the organisation of using excessive force. Despite detentions, police presence and repeated clashes, the protests persisted.

Also Read: Sonam Wangchuk Shifted to Hospital, CJP Founder Abhijeet Dipke Begins Hunger Strike; Alleges Police Detention 

Sonam Wangchuk Ends Hunger Strike after 26 Days

On July 23, 2026, Sonam Wangchuk concluded his 26-day hunger strike after he met Union Ministers JP Nadda and Jitendra Singh at Medanta Hospital in Gurugram. He broke his fast in the presence of the ministers and senior leaders of Apex Body of Leh Ladakh. Wangchuk's choice was made after a long negotiation and fear of potential violence in the country. He thanked the Members of Parliament for their support, and called for caution against violence, which has been 65 in number. The government pledged to take no action against the protesters who were demonstrating peacefully and said it was discussing paper leaks and educational reforms.

PM Modi On NEET Paper Leak Released a Midnight Video

Later on 23rd July, PM Modi released a video at midnight addressing the heated topic of NEET Paper leak calling the issue "very painful" and acknowledging the concerns of students and parents. He assured that strict actions would be taken. 

The Prime Minister said several accused in paper leak cases had been identified and arrested over the past two and a half months, and promised strict action against those responsible. He also said that re-examinations were held for almost 22 lakh students and results were declared on July 19 to ensure that their admissions were not delayed.

Modi also said the Union Cabinet would hold a discussion on a proposed anti-paper leak law that will be introduced in Parliament next week. The draft bill would also introduce tougher penalties for those involved in the examination malpractices and fast-track courts to speed up paper leak cases.

Congress leader Rahul Gandhi criticized the address by the Prime Minister for not responding to the demand for the resignation of Union Education Minister Dharmendra Pradhan. Gandhi restated the demands which included the removal of Pradhan, action against those who allegedly assaulted protesting students and an apology from the government.

The Prime Minister's message came before the nationwide protests against the alleged examination irregularities and just after the activist Sonam Wangchuk called off his 26-day hunger strike. The Centre said more legal and administrative changes may be implemented in the future to build trust in the competitive examination system in India.

On the 24th night again PM Modi shared a video to keep Genz engaged. In the reel he thanked them for their feedback on his earlier video and said that it was “good to interact”. In the caption of the reel said, “Thanks to the youngsters who watched my video yesterday and sent insightful suggestions.” GenZ apparently commented funny things but between the lines it reflected how frustrated they felt about the “illogical-reel” that had nothing to do with the trivial demand of students. 

Also Read: PM Modi Releases Midnight Video on NEET Paper Leak as Sonam Wangchuk Ends Hunger Strike on day 26 

Protest That Went Beyond Delhi

What happened in Parliament Street or Jantar Mantar was perhaps the most remarkable aspect of the movement. It was the same in households all over India. Parents who had never protested found themselves talking about examination reforms.

Teachers debated accountability. Students who were preparing for future exams were asking themselves if the system they believed in could ensure fairness. The protest wasn't about ideology for many of the young people. It was a question of certainty. The confidence that years of study should not be jeopardized by alleged corruption or administrative failures.

Dharmendra Pradhan Resigned 

On 25th July, 2026, Union Education Minister Dharmendra Pradhan reportedly sent his resignation to Prime Minister Narendra Modi amid the ongoing Cockroach Janta Party (CJP) protests (students protest) in Jantar Mantar demanding his removal over NEET paper leak irregularities.

The development comes hours before the scheduled talks between the Centre and CJP representatives. The two-page letter, addressed to the country's youth and shared on social media, marks one of the biggest political fallouts yet from this year's NEET paper leak controversy.. 

Pradhan in the letter said, “I do not want any student’s future entangled in legal complications. I want our children to focus on studies and career building”.

He also mentioned that the last 10 days had been disturbing to him and that his choice was not based on his image but his conscience. He noted the rising discontent over the issue, including protests at Jantar Mantar, and said that people in power had deceived students during the crisis and that the situation was being politicized.

Also read: CJP Forces Historic Resignation: Education Minister Dharmendra Pradhan Resigns  

A Generation Pleading To Be HEARD

Each generation has one question that it will leave behind. This is what it might look like for this generation: Can a nation be a global knowledge power (vishwaguru) if its students don't believe in the exams that define their future?

The CJP protest will be evaluated in a multitude of ways, from the number of people who participated, the debates it provoked, the political debates it created, and the changes it brought and did not bring.

However, its biggest legacy might be something much simpler. It brought India to the realization that every roll number has a name, every result has a family and every allegation of paper leak has the potential of ruining years of hard work.

Some may have agreed with all the memes, slogans, all the demands, all the methods, but the protest put the issue on the agenda that could no longer be ignored. For thousands of young Indians who stood in Delhi for not just an examination but the concept of accountability itself, that conversation could turn out to be the movement's greatest legacy.

In the words of Abhijeet Dipke: Jhukti hai duniya, jhukane wala cahiye