The Central Board of Secondary Education (CBSE) has formally announced the implementation of Open-Book Assessments (OBAs) on the students of Class 9 starting the 2026-27 academic year, one of the most significant shifts within the Indian school examination system this past few years. This is a decision ratified by the CBSE Governing Body on June 25, 2025 and is directly in line with the National Curriculum Framework for School Education (NCFSE) 2023 as well as the National Education Policy (NEP) 2020, with the purpose of bringing about competency based learning and getting rid of rote learning.

What Are CBSE Open-Book Assessment?

In new system students would be allowed to use textbooks, notes taken in the classes, and recommended materials when taking tests. Such open-book tests will focus on key subjects; Language, Mathematics, Science, and Social Science. It is intended to have three pen-paper assessments per term so that OBAs are a natural part of the evaluation process within the institution.

The Reason to Change: The Insider Information

Pilot Project Data: CBSE pilot open-book exam would be run in Classes 9 and 12 in December 2023. The scores of students were between 12 and 47%, which stipulates the initial problem in resources usage and implementation of interdisciplinary concepts. In spite of these, the response of teachers was very positive and their suggestions pointed towards the importance of systematic guidance, instructions and training in tapping the potential of OBAs.

Focus of the Competency: The exams are not meant to assess the ability to memorize but rather test knowledge, problem-solving, and critical thinking. NCFSE emphasizes that open-book tests eliminate the focus on fact recall and regurgitation and focus on application and synthesis of the information-making students ready to succeed in the world.

Less Exam Stress: Preliminary research and board analysis indicate that OBAs may reduce exam-taking stress and foster a deeper sense of conceptual learning by allowing students to develop key tools to think beyond the basic questions in a textbook.

Adoption by Schools: CBSE would only implement guidelines and training and the use of this model remains voluntary and adaptable on how schools incorporate OBAs and when they do it.

Exclusive Details

CBSE is also developing systematic sample papers and teacher training courses to guarantee the quality of assessment as well as question construction that actually measures higher order thinking. The assessment model will be continually developed and improved with the input of the schools, so that the form is maintained as relevant and effective.

Comparison Table: CBSE’s New Open-Book Exams vs Old Assessment Pattern

OBA has created a revolutionary change in the school system in India, as it motivates learners, educators, and parents to embark on a paradigm shift to comprehensive-oriented and analytical learning strategies. Rightful emphasis on problem-solving and conceptual understanding are key aspects that the CBSE seeks to support to make the upcoming generation smarter and more adept to compete at a global scale

'Boss expects seriousness from his interns even though he doesn't treat them seriously…' A viral Reddit post last week stoked the discussion on unpaid internships, pathological work culture, and the increasing disconnect between professional expectations and personal crises. What happened was that an intern requested her boss for a day off to attend to her ailing parents-and was shamed and told she lacked "seriousness."

In this viral WhatsApp conversation, an intern was asking for short-notice leave sanction from her manager, saying that her parents were on bed rest and vowing that the same would "won't happen again." The manager responded: "When you are interning at some place, there is a responsibility too… Three days before a major event, you've gone missing… Anyways, your choice…. This shows seriousness towards your work."

The message left the web with three questions:

Is it possible that emergencies may have an advance schedule?

Where does compassion disappear in the guise of power relations?

Unpaid internship with full-time commitments?

Unpaid Internship and exploitation

As unpaid internship opportunities tend to come with the offer of "experience" and "exposure" issues have been raised time and again in recent days. In this instance, the internet raised even more questions about the fact that this intern worked for free — something that turned online sympathy into outright anger. Even though she was unpaid, she was expected to be treated like a full-time employee and was criticized for requesting time off mere days before a major event. One of the comments said: "If the facility is collapsing by an intern taking a day off, they really shouldn't be employing interns!

"Passive aggression in the workplace Something else fascinating about the boss's note wasn't so much the rejection as the passive aggression interpreted from the tone of the message. Others called it a textbook example of gaslighting, where the boss induced the intern to question her own choice, reality, and judgment with psychological manipulation. Having a superior position, he didn't explicitly say 'no' to the intern.

Instead, he put down: "Anyways, your choice… This shows seriousness towards your work,"-implying that attending to one's parents during an emergency with their health somehow reflects negatively on one's commitment.

Call for much-needed reset?

At its heart, the cause of the virality of this post isn't simply about a single unpaid intern or a single condescending boss. It's about the acceptance of overlooking emotional intelligence in the workplace, and the thinking that time is equal to loyalty.On LinkedIn, someone asked: "Why in India do people still feel ashamed to take their deserving leaves?"

Others saw the boss's reaction as a lesson in professionalism. One post stated:

"It's just a way of showing urgency and having a proper divided workload. Nothing else."-although it was panned for being unkind. The internet agreed on one thing: emergency circumstances must be handled sensitivity and courtesy- without making workers feel guilty for deciding to take care of their family

When Punjab's Minerva Academy under-14 boys boarded a plane to Europe in July 2025, they didn't just have football kits and passports in hand, they had India's eternal aspiration to leave its mark on the world of football.

Three weeks later, they returned to Chandigarh after landing one of the greatest achievements in Indian youth sports history: taking three of the world's most high-profile youth football tournaments consecutively, the Gothia Cup (Sweden), the Dana Cup (Denmark), and the Norway Cup.

None of these achievements had ever been done before by an Indian team according to the records of the tournaments, across any age group.

Key Facts & Figures: Minerva U-14’s 2025 Europe Tour

1. Tournaments Won: Gothia Cup (Sweden), Dana Cup (Denmark), Norway Cup (Norway)
2. Total Matches Played: 21
3. Win Rate: 100% (undefeated in Europe)
4. Goals Scored: 67
5. Goals Conceded: 8
6. Funding: ₹56 lakh from personal loan & mortgaged gold
7. Impact: First-ever Indian team to win all three titles in the same season

The Visionary Coach Who Gambled Everything

At the head of this historic charge was Minerva Academy's maverick owner-coach Ranjit Bajaj, who was already famous for having produced more than 60 players for different Indian national football teams across age groups.

When sponsorships failed to materialize, Bajaj took a personal loan of ₹56-lakh and sold his wife's gold ornaments to fund travel, accommodation, and tournament costs for his lads.

"If I think that my boys can take on the best, I have to support them to the hilt—no excuses,” said Bajaj during his return.

Gothia Cup: Breaking the 'World Youth Cup'

The quest started at the Gothia Cup in Gothenburg, Sweden, the world's biggest youth football tournament. It alone had 1,900 teams from 75 nations this year.

Minerva's U-14s played the best academies of Brazil, Spain, and Sweden. Their aggressive attack coupled with staunch defence resulted in them winning the trophy, leaving veteran European football observers agog. 

Dana Cup: Subduing Denmark

Emboldened by that achievement, the team went to Hjørring, Denmark, for the Dana Cup, where more than 850 teams from 45 countries took part in 2025. Minerva again dominated rivals, sweeping aside Scandinavian opponents who normally dominate the tournament. 

Norway Cup: Completing the Treble

The ultimate test was in Oslo at the Norway Cup, which is considered one of the world's largest youth tournaments with over 30,000 participants each year. Here as well, Minerva's boys were invincible, clinching a hat-trick of titles never achieved before by any Indian team, junior or senior.

More Than Just Football: Changing Lives

These wins are worth much more than medals. Many of the team hail from poor, small-town backgrounds, families of farmers and working-class neighbourhoods. For them, this tour of Europe was an opener to scholarships, talent scouts, and trials in clubs worldwide.

Football pundits observe that such exposure is essential to bridge India's gap with the world's best footballers.

India's Grassroots Football Gets a Global Push

India currently stands 121 in FIFA men's rankings (August 2025). Although senior development has been sluggish, success such as Minerva's treble might ignite a larger grassroots revolution. The All India Football Federation (AIFF) has already congratulated the win, referring to it as "a landmark moment for Indian football" by president Kalyan Chaubey. Ranjit Bajaj now hopes that this moment will spur the government and private sector to invest more in young football, better facilities, more exposure tours, and professional training from a young age.

"These boys have shown the world what India is capable of. Now it's time the country backs them, not just with applause, but with resources," Bajaj insists.

Minerva Academy U-14s have not merely won silverware—they've made a statement: Indian footballing talent, when schooled and exposed to the rest of the world, can equal or surpass the best in the world.

As they came home attired in tricolours, the boys did not only bring medals along but the burden of new expectations. If a dream of India playing one day for a FIFA World Cup exists, then this might very well be the ignition that sets the way.

Tamil Nadu has been a pioneer for decades in evolving Indian education policy in the modern era. Its expenditures  on school infrastructure, student well-being, and inclusive schemes have established standards that compare with many Southeast Asian nations. During 2024-25, the state reaffirmed its dedication by setting aside ₹44,042crore (13.7% of its total budget)on school education, an investment that is among the highest in India. Initiatives such as free books, note books, breakfast, smart classes, and coaching for competitive exams are inculcating tangible gains, with gross enrolment ratios at the primary, upper primary and secondary levels close to or above 95% and retention levels over 97%. 

Education, Equity, and Inclusion

Tamil Nadu's intent is evident: establish an inclusive, equitable, and future-ready  education system. The government's reach enfranchises disadvantaged students and the state's programs, free higher studies for transgender people and support for higher studies, reflect a broader commitment to social justice and equal opportunity. Infrastructure improvement in terms of digital classrooms and up-to-date science laboratories provides all children, across social and economic grounds, access to quality learning spaces.

The Language Issue: Two-Language Formula vs. Three-Language Formula

What separates Tamil Nadu’s education story from other states, however, is its uncompromising stance on language policy. The state has been adhering to the two-language formula: Tamil and English, defying the central government's move towards a three-language policy as in the National Education Policy (NEP) 2020 and previous 1968 & 1986 policies.

Why the Opposition?

The origins of resistance in Tamil Nadu are historical and identity-based. Since the anti-Hindi agitations during the 1930s and the 1965 movement, there has been a general feeling that any compulsory inclusion of Hindi would endanger the predominance of Tamil and erode cultural heritage. Dravidian politics have always protected against what they see as the Centre's efforts to "impose" Hindi on the non-Hindi-speaking areas. 

What Does the NEP Say?

The NEP 2020 keeps the three-language policy but stresses choice and flexibility. Most importantly, it does not require Hindi; rather, states and students can pick any three languages, provided two are Indian languages. Nevertheless, Tamil Nadu is unyielding, claiming that central schemes, such as Samagra Shiksha, tie funding to adherence to the NEP and three-language formula. This has resulted in clashes, such as withheld Center funds for non-implementation of the policy.

Should Tamil Nadu Rethink?

Some recent editorials contend that although linguistic pride is imperative, science and student well-being have to direct education policy, rather than rhetoric or politics. Children acquire multiple languages easily in early school years, and being multilingual can increase cognitive capacities and global competitiveness, research indicates. Tamil Nadu, which has a progressive culture, can explore the possibility of offering more choices to its students, the third language is not necessarily Hindi, but it can be other Dravidian languages, North Indian languages, or even international languages like French, German or Chinese.

A Liberal, Student-Centric Approach

No language should be imposed by force, but neither should the government limit students' options. The flexibility in NEP 2020 can be creatively tailored to Tamil Nadu's singular requirements.It’s like a menu of language choices in government schools in which students might select Tamil, English, and a third language of their choice, that encourages regional pride as well as world readiness.

Tamil Nadu has shown to the rest of India how a student-centered, well-funded, and inclusive education system can be achieved. As a next step, particularly as the state forges ahead as an industrial giant, it must adopt a more liberal, science-based language policy. Giving schools and parents choice, and expanding linguistic possibilities, will better prepare Tamil Nadu's children for local and global possibilities while protecting the rich heritage of its language and culture. Ultimately, decision, not compulsion, must determine language policy in all Indian classrooms.

During a period when broad changes are reshaping the education sector in India, The Indian University: A Critical History by Debaditya Bhattacharya poses an urgent query: Who is the university actually for? It pierces promotional statements to expose a system characterized by profound inequality, political patronage, and increasing disconnection from its public mission.

Published by Orient BlackSwan, the book’s launch at Jawahar Bhawan in Delhi sparked a timely and engaging discussion on the state of higher education in India. Scholars Zoya Hasan, Simona Sawhney, and Tanika Sarkar reflected on how the book reveals the growing influence of ideology, market forces, and historical amnesia in transforming the Indian university—steering it away from its democratic and emancipatory purpose.

For Bhattacharya, the catalyst for writing the book was the National Education Policy (NEP) 2020—a global education milestone that also put India's unsettled contradictions on display.

"I wanted to go back to a self-critique of the Indian university—not a liberal desire for elite universities or a nostalgic imagination of the university," Bhattacharya explained. "I wanted us to start from an acutely self-critical sense of what I term the fraught publicness of the Indian university, and to question: what confers upon it both its Indian-ness and universitarian identity?

The writer included that he was not concerned about complex fantasies of Nalanda and Takshashila. "I illustrate by way of historical archiving, they can't really be described as university concepts at all," he explained.

Myths of the past and the present

Bhattacharya's book leads us on a panoramic tour—from ancient Indian centers of knowledge to the colonial schools and institutions, to the contemporary public university. Along the way, he explores how education in India has always been implicated in issues of power, myth, and social inequality.

Tanika Sarkar appreciated the dual critique for demolishing two long-standing myths in the book: one, the idealisation of India's ancient universities as ipso facto splendid and inevitable; and two, the presumption that those models should inform contemporary institutions.

"He (Bhatta) dispels both of these assumptions with two pieces of myth-busting which are just marvelous," Sarkar said. She pointed out how the author uncovers the limits of the ancient centres of learning and how statistical information is usually used to misleadingly project advancements in Dalit and women empowerment.

Sarkar tracked the increasing power of the RSS, which has informed the NEP with its ideological prism.

"RSS made sophisticated plans and pedagogical strategies with great caution. NEP is partially, if not significantly, determined by its outlook," she cautioned, naming curricula filled with Hindutva ideologies, such as seeing the human form from an Ayurvedic perspective.

This blending of ideology and education is part of a broader, more troubling trend. "Religious nationalism today has a dual role to play: It ties neoliberal privatisation of higher education with a dominant ethnocentric significance." This union of market rationality and ideological control, Sarkar made the case, is remaking education into both politically and economically inflexible form.

Who is the university really for

Sawhney underscored the question of inclusiveness—or the absence thereof. Indian higher education, she averred, is filled with tension between promise and performance, particularly in the case of caste, religion, and actual equity.

She contended that "merit" remains looked at as something unadulterated and untainted, safe from any attempts to redistribute power or privilege. "All these turns toward inclusivity never succeeded in undercutting the belief that something unadulterated, something removed from worldly conditions–namely, merit–was perpetually at risk of being sullied."

However, the reference to the Kothari Commission (1964–1966), a focal point of Bhattacharya's study recognized social inequalities, it stopped short of proposing serious remedies.

Sawhney added that although the Commission advocated the eventual phasing out of tuition fees at all levels, it ended up citing scarce resources to justify the prioritisation of free schooling over free higher education. Essentially, it advocated the principle but compromised on free tuition only at the school level.

Far more disturbing was the way the Kothari Commission report defined excellence. "We have to accept that pursuing excellence demands a discriminatory policy. Equal resources for all, regardless of quality and capability, only encourages mediocrity," Sawhney read out the words of the report. "Unless it possesses a highly trained and motivated educated class, a democracy cannot thrive."

She then remembered BR Ambedkar's 1947 speech to the Maratha Mandir, in which he emphasized that real change for backward classes could only be achieved by access to elite, higher education. "The Brahmin Community is able to keep itself against all odds, against all oppositions, it is because strategic positions are occupied by Brahmins.". That being my opinion, I must say that Maratha Mandir would not be doing justice to the community if it devoted its energy to the simpler task of spreading Primary education or Secondary education. The Governments of most Provinces in India have been strategizing for the expansion of Primary education and a lot of people in India are experiencing a sense of satisfaction and even gratitude. I admit that this step towards the extension of Primary education gives me the cold shivers."  

Fragmentation and interference

Debaditya Bhattacharya's book is strongly critical of the approach of the NEP for reform, which the author identifies as fragmentary. Whereas the policy suggests greater public spending and a doubling of the Gross Enrolment Ratio (GER), it, as part of its reform plan, suggests a reduction in the number of institutions, betrays a deeper contradiction.

"Higher education policy states that universities are supposed to prepare us for endless jobs of the future. Essentially, it gets out and legitimates the gig economy and states that higher education needs to actually work and signal us into the gig economy, into an economy of job loss. And the technical name that it uses for this education is 'multidisciplinarity'," Bhattacharya said. Multidisciplinary education is actually a euphemism for multiskilling a workforce that is heading for recession, says the author.

Though Hassan concurred with Bhattacharya's criticism of NEP 2020 and increasing ideological domination, she also stood in defense of India's public universities' achievements.

None of the South Asian nations have actually succeeded in creating this framework of higher education, the public university framework. The campuses today are much more heterogeneous and inclusive compared to those of a few decades back," Hasan explained, looking back at her four decades of teaching at Jawaharlal Nehru University.

She admitted that there is a crisis but contended that it doesn't result from a defective model per se, but from "persistent political interference, chronic underfunding, and the systematic erosion of institutional autonomy."

Since 2014—and increasingly since 2019—Hasan claimed political intervention in universities has only increased. While public universities are failing, private universities now control almost 60 per cent of higher education, prioritizing technical subjects over humanities and social sciences.

Hasan dismissed the notion that India has an excess of institutions offering higher education. "The fundamental challenge of higher education in India is that we just don't have enough quality and quantity," she maintained.

For her, closing the GER gap with Europe or America will demand a large increase in public university capacity—not only in terms of numbers, but also in terms of commitment to inclusive, high-quality learning.

A major row erupted recently over a map illustration in the new NCERT Class 8 Social Science textbook, with outraged protests against its representation of historical boundaries. The map, featured in chapter "The Rise of the Marathas," shows Jaisalmer (a Rajasthan city) as belonging to the Maratha Empire, it's claimed. This sparked a controversial debate, with top leaders of the erstwhile royal dynasty of Jaisalmer terming the map "factually baseless" and "historically misleading."

Earlier this week, Chaitanya Raj Singh Bhati, a scion of the royal family lineage of Jaisalmer, used social media to call for the rectifications to be made immediately. He said that there is "no authentic historical source that suggests Maratha supremacy, invasion, tax, or control" of Jaisalmer. Singh added that not only does the map falsify historical facts but also has the potential to embarrass the heritage of the rulers of Rajasthan and impact public trust in national education.

The National Council of Educational Research and Training (NCERT) officially responded by setting up a board of senior experts to review the content of the textbook. Council officials made it clear that review committees are part of NCERT's standard procedure whenever there is substantial academic or public feedback received.

The reconstituted committee includes members from the field and professors from top institutions, led by the head of the Curriculum Department. They have been entrusted with examining all the evidence available and recommending the desired course of action at the earliest.

Michel Danino, the head of the NCERT social science curricular committee, dealt with the problem directly. He stated further research is being done to confirm if the markings on the map are wrong. In case errors are found, the map would be rectified and revised in future editions.

Danino also added that the map was drawn under expert guidance from published maps of history never heretofore objected to. He mentioned the subtleties of mapping historical empires, which had permeable frontiers and areas in tribute or temporary arrangement. Significantly, Danino explained that Jaisalmer is not explicitly discussed in the chapter or on the map.

The principal concerns are as follows:

• Historical Accuracy: Maratha domination of Jaisalmer is not documented, argue critics, and the map may prove to be misleading to history students.
• Public Opinion: The controversy demonstrates the sensitivity of historical portrayal, particularly when textbooks shape the worldview of millions of young minds.
• Editorial Oversight: Unlike the Class 7 textbook, the Class 8 book did not include a disclaimer clarifying that map boundaries are approximate. Danino admitted that this caveat should have been included in the latest edition..

The row is after NCERT released new textbooks based on the lines of the National Education Policy (NEP) 2020 and National Curriculum Framework for School Education (NCFSE) 2023. The new books are part of a phased roll-out for Classes 1-8 to restructure and improve India's school curriculum.

This episode also reminds one of the issue that teachers face in portraying complex historical events in the appropriate manner, especially when regional pride and scholastic debate are involved. NCERT's decision to re-advertise and, if needed, alter the textbook is a testimony to the dynamic and evolving nature of academic publication, even at school level.

The next in the process is that all evidence and objections as per historical records and scholarly views will be examined by the committee of experts. If there have been errors, they will be corrected in later editions. NCERT asserts its receptivity to criticism, accepting revisions as a standard when positive feedback is provided.

NCERT textbook map controversy gives us a reminder of how important it is to be accurate and transparent in education. With NCERT's scrutiny, all the students, parents, and people who had criticized the mistake can look forward to having more accurate, evolved Maratha maps and other content in the future, maintaining the historical integrity and providing the right information. 

A reel of a woman dancing to a Bollywood song at the Kasturba Gandhi Balika Vidyalaya (KGBV) campus in Jaspura, Banda district, Uttar Pradesh has gone viral on social media, prompting a formal investigation by education authorities.

The viral clip features a teacher dancing to the song "Sanchi Kaho" on the school campus. Early accusations are that the reel was filmed at school hours by one of the teachers and uploaded on Instagram and Facebook afterwards. The school, which was a girls' school from Class 1 to Class 12, was said to be running when the clip was taken.

Once the KGBV teacher viral video gained thousands of views, the teacher was criticized by the users and some members of the local community, saying that the material was inappropriate for a school environment. KGBV administration, as per reports, had already cautioned the teacher against recording and posting such videos on campus.

The concerned teacher has responded that the video was for her family and posted on social media in private mode. She has asserted never to have created viral reels intentionally and has shown her dedication towards teaching and students.

Avyaktaram Tiwari, District Banda District Basic Shiksha Adhikari (BSA), confirmed that the complaint regarding the teacher's video had been received. The Block Education Officer (BEO), Abha Agarwal, has been directed to investigate the case and a formal notice has been served to the teacher to put forward her explanation. The inquiry has been made to ascertain whether school rules regarding behavior and the use of mobile phones were breached and whether the teacher's act had any influence on the student community.

Additionally, the students and staff have also raised concern regarding the fact that such reels can tarnish the image of the school and divert students from studies.

KGBV institutions under the Samagra Shiksha scheme provide education to girls belonging to the disadvantaged group, from primary to higher secondary levels. Class as well as hostel facilities are available at the Jaspura campus in Banda where this accident took place.

This KGBV teacher viral video incident is a reminder of ongoing issues for teachers: how to balance personal expression with professional norms in India's increasingly online, social-media-conscious culture. Such incidents prompt debate about proper staff behavior, the place of social media in school environments, and preserving the learning environment. Authorities are actively looking into the incident, and the case is a reminder of the need for reasonable guidelines for online behavior within schools. As the official inquiry continues, the final decision would be made on the basis of the inquiry findings and the response of the teacher. Banda KGBV serves as a cautionary reminder to employees in every Indian school to exercise caution while creating content, especially within school premises, as online activity easily goes viral and comes under the lens.

As classical medicine receives increased attention, Gujarat is becoming a national model for Ayurvedic healthcare. Backed by strong government initiative and state-of-the-art infrastructure, the Government Ayurved Hospital in Gandhinagar is showing the way in which ancient medicine can become modern—and successful—in today's medical mainstream.

Patients such as Sarojben of Jamnagar, who have been suffering from insomnia for years, have shown real improvement in merely a few days of treatment. Others with long-standing diseases such as incontinence of urine and migraine are improving phenomenally, indicating the therapeutic potential of Ayurvedic treatment when backed by rational science and institutional support.

The Gujarat state government's strategy is holistic—curing patients as much as establishing a robust institutional base. There are attempts at upgrading the current Ayurvedic hospitals and wellness centers and taking the services to the rural and underprivileged areas. Aiming to build a pipeline of trained specialists and encouraging evidence-based treatment practices, plans for new Ayurvedic colleges and research initiatives are already underway.

This Gujarat Ayurveda renaissance is a component of wider national objectives under the Ayush mission, yet the state is pressing on with unprecedented tempo and intent. By combining ancient indigenous wisdom with modern mechanisms of healthcare delivery, Gujarat is creating a model for the rest of the states to emulate.

What sets this effort apart is not merely the magnitude of investment but real effects on patient care and popular sentiment. Ayurveda, until now considered ancillary or slow-effect, is increasingly being hailed for its prevention and cure potential, especially where the allopath has only symptomatic relief to provide in chronic lifestyle disorders.

With so much of the healthcare world schooled to be controlled by expensive interventions, Gujarat's Ayurvedic initiative is making treatment more accessible, affordable, and culture-focused—reinstating faith in India's ancient ethos while conjoining modern standards of care.

The Medical Counselling Committee (MCC) has made a significant announcement for all NEET UG 2025 candidates. The option filling and locking option for round 1 counselling has been extended up to August 11, 2025, 11:59 PM. This provides students with additional time to choose and lock their desired medical and dental colleges carefully prior to the first round of seat allocation.

What is Choice Filling and Locking?

Choice filling is when the candidates prioritize their desired colleges and courses in order of preference on the MCC official counselling portal. Locking is when the choices are confirmed so that the system can take them into consideration when giving out seats. Choices cannot be altered once they are locked except when the deadline arrives and they can be unlocked.

Why was the Deadline Extended?

The MCC also extended the deadline following several requests from applicants, with some experiencing technical issues while making choices on the MCC's official portal mcc.nic.in. The authorities did not want any student to miss the opportunity to choose their desired seats securely in a timely manner because of last-minute technical issues or delays.

Key highlights

• Choice filling and locking till: August 11, 2025 (11:59 PM)
• Round 1 seat allotment result on: August 11 or shortly thereafter
• Candidates should visit the MCC website periodically for updates.

How to Fill and Lock Choices?

1. Go to the MCC official website at mcc.nic.in.
2. Login via your NEET 2025 roll number and password or application number.
3. Scroll through the list of available colleges and courses.
4. Choose preferred colleges in choice order.
5. Lock your choices prior to the deadline to ensure confirmation.
6. Save and download the confirmation slip for future use.

After declaring the round 1 seat allotment results, the candidates who have been allotted a seat have to report for admission formalities to the respective college within the provided timelines. Candidates who do not receive a seat or who are not content with the seat allotted can opt to attend later counselling rounds.

MCC has also implemented priority groups for Non-Resident Indians (NRI) and their family members for All India Quota seats. Candidates are recommended to enter preferences judiciously since seat allotment relies upon rank, preference, reservation criteria, and available seats. Check the official MCC website regularly for updates and notifications in real-time.

Extension of choice filling deadline to August 11 assists candidates in making definite final career decisions confidently and prevents anxiety due to last-minute mistakes or site problems. It also demonstrates MCC's concern for a transparent and just counselling process for India's next generation doctors and dentists.

Ganesh festival celebration money collection from students of Kurnool Medical College (KMC), suspected by a group of first year MBBS students as a case of ragging, has raised a scare among parents and the authorities. Again, the administration of the college categorically ruled out the occurrence of any case of ragging.

When going for fine collection, some of the senior students were said to have acted violently, and harassed first year students in their hostel rooms. Could no longer take pressure anymore, some of the first year students complained to the college authorities, and thus there was general alarm.

The problem soon snowballed, and attracted the wrath of the National Medical Commission (NMC), which acted decisively. The NMC requested the college administration to submit a report on the problem in detail.

Fueling the flames further, State Health Minister Y Satya Kumar Yadav stepped in, calling up the college principal, and requesting him to explain.

No ragging had taken place: KMC principal

He said that such incidents were bringing a bad reputation to medical institutions, and promised strict action if the complaints were proved to be true.

The Health Minister also told the principal to put forward the report of the Anti-Ragging Committee at the earliest. There would be no leniency towards any harassment or misbehavior by seniors in educational institutions, he declared.

But in a press statement issued on Saturday, Dr K Chitti Narasamma, the principal of the medical college, went flat out and stated categorically that there had been no ragging.

Referring to the results of the in-house inquiry, she said, "There is no substance to the ragging allegations. The college Anti-Ragging Committee made an in-depth inquiry, one-to-one with students, and recorded statements in writing. During the investigation, nowhere were the students in a position to establish instances of ragging."

The principal himself, however, clarified that money collection was a part of regular annual festival activity utilized to be traditionally arranged by hostel students and not on a ragging basis.

Additionally, she assured that in case any student is harassed or disturbed under the guise of Ganesh celebrations, action will be initiated.

In addition to this, alumni and students have also put forward requests for more openness, requesting that the college give preference to student welfare and make such festivals voluntary rather than based on competition between juniors and seniors or coercion

Mumbai has now raised the bar on inclusive education with the launch of the first university-certified Certificate and Diploma level courses focused on training neurodivergent adults of any age. Led by HSNC University and supported by the Skill Shakti Community, this pioneering pilot program meets the college education and professional working skills demanded of individuals with autism spectrum disorder, ADHD, Down Syndrome, intellectual disabilities, or other neurodivergent conditions.

What is so Unique About This Course?

Known as InclusivEd, the program allows neurodivergent adults over the age of 16, who are functionally literate and familiar with standard digital tools, to receive official certification by a university. The course is characterized by:

• 2 tiers of certification: Diploma entailing 80 credits, emphasizing on autonomy, decision-making and preparedness to workplaces. Additionally, a Foundation Certificate that takes 20 credits focusing on fundamental life skills and digital literacy.
• Learner-controlled, flexible, and self-paced learning. It is made to enable the learner to study at their own pace which builds confidence and comfort.
• Alignment with India's National Education Policy (NEP) 2020: Internships and micro-business projects as part of academic credits are added.

Empowering the Neurodivergent Adult Skills

InclusivEd equips learners with practical, real-world skills such as:

• Daily life management and independence
• Digital literacy and communication tools
• Workplace readiness and soft skills
• Hands-on experience via internships with corporate partners and community businesses

Participants have engaged in diverse projects like running Instagram-based micro-businesses, culinary ventures, artwork creation, and internships at hospitality giants, enhancing their employability.

Why is this program important?

1. Formal academic recognition: Neurodivergent adults are, for the first time, able to get a certification in university, which offers a valuable credential that is also accepted in the work place.
2. Workforce Inclusion: Diploma holders are considered to have been trained professionally and are willing partners, thus break stereotypes, and make hiring more inclusive.
3. Altering Perceptions: Works on the mindset to go more than charity, as neurodivergent people are good professionals.

Success Leads Through Supporting and Collaborating

Major organisations like the Gateway School and Taj Group of Hotels are also working in unison, providing opportunities that include internships and employment opportunities. As HSNC University Vice-Chancellor Dr. Hemlata Bagla explained, InclusivEd is an expression of accessibility, flexibility, and human nature in education.

Who Can Apply?

Adult neurodivergent persons 16 and older with functional literacy and very basic digital skills, who want to learn in a supportive context. The aptitude of the candidate to the program is decided through an informal interview.

The Indian society and economy that could be affected The potential impact on the Indian society and economy.

This is the first move in Mumbai that has the potential to change the teaching and job opportunities of neurodivergent individuals in India. It opens the gateway to respectful jobs and inclusion in society, as well as allows stakeholders, including families and employers, to see the true potential of neurodiverse talents by offering formal skills and tracking certifications.

To students, teachers and activists in need of new ideas on pushing forward inclusive education, the InclusivEd program in Mumbai provides a ray of hope and a gateway to real possibilities.

Making money, side hustle, social media are some commonly used terms and normalized concerns in today’s era. Knowing about monetising the twitter account will pay off well in the coming months. Additionally, twitter (now "X" under Elon Musk), is fast becoming more than a social network, it's also where you can build a personal brand and earn money online. Below is a concise, research-based guide for Indian students who want to earn money from their presence on Twitter.

1. Create a Twitter/X Profile of Value

To make money, you need influence and participation. That is where you begin:

• Choose your niche: Write about what you know or what you are interested in (e.g., technology, study tips, entertainment, startups, sports, memes, news).
• Daily post: Share daily tips, news, new ideas, or insights.
• Participate: Respond to popular hashtags, interact with fellow Indians/influencers, and participate in Twitter Spaces or Communities.
• Use hashtags wisely: Utilize popular and trending hashtags to reach more.

1. Join Twitter’s Official Monetization Features

• A. Ad Revenue Sharing ("Ads Revenue Sharing" Program)
• Twitter/X shares ad revenue with creators on an eligibility basis.
• To be eligible, your account should:
• Be subscribed to X Premium (paid monthly feature).
• Have a minimum of 5 million post impressions within the last 3 months.
• Pass human review for original, non-violent, non-spam content.
• At least 18 years old and have a Stripe account for payouts (Stripe is accepted in India).
• Go to: Monetization > Join Ad Revenue Sharing (through X Premium Settings).

• B. Subscriptions ("Super Follows" rebranded "Subscriptions")
• Offer high-quality content (premium tweets, Q&A, private Spaces) to subscription-paying followers.
• Charge your own monthly subscription rate (Twitter makes a commission).
• Requirements: 500+ followers, recent action in the past 30 days, and 18+ years.
• Post via Monetization in the Twitter/X sidebar.

1. Brand Promotions and Partnerships

For the ones with a large and relevant audience:

• Collaborate with brands: Brands will pay you to review their products, offer away products, or review their services.
• How to obtain deals: Brands come directly with offers via DMs, or you can register with influencer marketing platforms (like Plixxo, Qoruz, or One Impression).
• Always disclose paid collaborations publicly with #ad or #sponsored according to ASCI and Twitter policy.

1. Affiliate Marketing

Post product affiliate links (Amazon, Flipkart, Skillshare, ed-tech, etc.) and earn a commission on every sale through your link. Couple affiliate offers with useful tips, authentic reviews, or "Top 5" lists to generate clicks.

1. Sell Your Own Products or Services

• Market e-books, study guides, courses online, or tutoring services.
• Offer freelance services (programming, design, writing) and make your Twitter a mini-portfolio.
• Utilize platforms such as Instamojo (India-friendly) or Gumroad for easy payment.

1. Try Twitter Spaces and Communities

Host or participate in Twitter Spaces (live audio discussions) on trending subjects, some creators now host ticketed paid Spaces. Gain knowledge; when you have a large enough audience, brands will compensate you to host or facilitate conversations.

1. Use Comment Feature

Build your presence through commenting. Let X users become familiar with your page/account so as to become a sought-after influencer like Orry. 

Exclusive Tips For Indian  Students

• Start small: Focus on establishing trust and engagement, rather than on the number of followers.
• Keep abreast: Twitter's monetization policies may shift—visit the official "Monetization" page periodically.
• Don't spam: Ethics, quality, and consistency are more valuable than instant self-promotion.
• Payouts: Most Twitter/X payouts (AdShare, Subscriptions) are via Stripe; Indian users will need a PAN, bank account, and GST details for regular compliance.

Earning money on Twitter is possible in India provided one does it creatively, with patience, and with a view to generating real value. Start from what you know, engage with your followers, and try out different opportunities. Twitter/X is no longer a platform to debate, but a real platform for Indian students to earn money online.

FAQs

Can under-18 students earn money on Twitter? 

No, official programs that you sign up for must be 18+. But you can start building your presence and skills early. 

Does Twitter pay for each viral tweet directly? 

No. Only paid profiles in the program can earn money through subscriptions or advertisements. 

Can you Earn From X?

Yes, there are both direct and indirect ways to earn from X.

How much can you make from twitter?

Depending on factors like followers, demand, hype, etc, one can earn from a few thousands to lakhs on X.  

The big question that all job seekers, employees, and HR aspirants are asking now is “Will the HR job still exist in the coming years?”  The answer is simple: Indian HR jobs are evolving but they are not going anywhere. Indeed, as the workplace progressively turns out to be multifaceted, digital, and staff-centred, HR turns out to be more important.

Top Trends Shaping the HR World

1. AI and Automation: Technology Instead of HR?

In large organizations such as IBM, AI currently attends to up to 94 percent of regular HR requests, and it can automate routine activities such as resume evaluation, payroll, onboarding, and schedules, thereby also speeding up and improving accuracy in performing the task.

Nevertheless, there is nothing like the human touch. The HR field is transforming into work that requires empathy, strategic vision, and problem-solving skills, such as employee relations, leadership development, inclusiveness and wellbeing.

AI is not a substitute. They require intelligent HR to deploy, utilize and optimize those technology tools so that there is fairness, and there are ethical practices.

2. Expanding Industries Require HR More than Before

Areas such as IT, start-ups, healthcare, financial, ecommerce, and retail are hot markets and they all require robust HR departments to oversee the process of hiring, engagement, compliance, and culture development.

The job market in India is on track with an estimated growth of 9 % in the year 2025 in HR roles, especially in the tier 2/ 3 cities.

3. Emerging New HR Career Opportunities

Some of the next-gen HR roles are People Scientist, Diversity Manager, HR Data Analyst, Employee Experience Specialist, Chief AI Officer- which demonstrates the evolution of niche and tech-focused career paths in HR.

Required skills: Data analytics, DEI (diversity, equity, inclusion), people management, digital transformation, and crisis management.

4. Status and Salaries of HR 

The average salary of HR managers in India has risen to between 7 lakh to 14 lakh in a year and the number is much higher in cases involving leadership positions. Indeed, CHRO (Chief HR Officer) compensation has risen five times as quickly as CEO compensation in the last twenty years.

The role of human resource management has become a strategic activity: Whether it is recruiting talent or advancing employee well-being, human resource management is core to the success of businesses and more Indian companies are turning to employee retention, skills, and building diverse teams.

Quick Facts: Future of HR Jobs

Future HR workforce will be required to change: According to experts, within the next three years, approximately 40 per cent of the workforce will ask something new because of AI but the role of HR will be to assist and advise the transition.

As routine HR tasks become automated, there will only be an increase in the need of skilled, creative human resource professionals and new HR positions. HR will always be critical in defining the workplace of the future as long as businesses recognize the importance of their people.

OpenAI backed off its plan to entirely phase out GPT-4o with the new GPT-5 rollout, reinstating GPT-4o as a ChatGPT Plus member option after mass user outcry and dissatisfaction. This came only a few days after OpenAI had made GPT-5 the default AI model for all, deleting the model selection dropdown which was used to toggle between GPT-4o, GPT-5, and other models.

In early August 2025, OpenAI replaced ChatGPT with GPT-5 as its new default AI experience, which possessed improved reasoning, writing, and coding ability compared to previous versions like GPT-4o and o3. However, some of the Plus users, who were accustomed to the individual style and behavior of GPT-4o, were disappointed. Some of them complained that GPT-5, though capable, was less conversational and lacked some stylistic features users enjoyed in GPT-4o.

To solve these problems, OpenAI CEO Sam Altman posted on social media platform X that GPT-4o will be kept available for paying customers so that users will have their go-to model to work with. OpenAI will monitor usage patterns to decide how long to support legacy models.

Released in May 2025, GPT-4o was one of the top choices from the outset for speed, expressiveness, and multimodality tuned for chat and for voice. People enjoyed GPT-4o's rich output and sense of familiarity. It also had features such as long-term storage, where continuous personalized conversation was possible, and this was something that appealed to some people very strongly.

Model Options Available to Plus Users

1. GPT-5: The latest, smartest, and quickest AI with expert-level thinking and enterprise-level functionality.
2. GPT-4o: Currently kept alive by user request, wanted for more expressive, conversational applications.
3. The other versions such as o3 and 4.1 mini: Used still for niche developer and basic tasks.

The return of GPT-4o indicates that OpenAI is dedicated to innovation and to user satisfaction. The Plus members can now select between GPT-5 or GPT-4o based on their requirements, whether they require the latest AI or a friendly-to- conversational tone. The menu of choices was temporarily suspended but is now being brought back because of backlash.

OpenAI's reversal in removing GPT-4o highlights the need to listen to users, particularly paying customers who depend on certain model characteristics. Because AI models are changing so quickly, model adaptability ensures users can achieve the appropriate power, pace, and personality in their interactions.

The GPT-4o return restores the power of the user and shows OpenAI's responsive strategy to developing AI products, a determining factor for the millions of consumers across the globe, including India's increasing AI-aware population.

A career in forensic science is a possibility if you wish to pursue it in India. The All India Forensic Science Entrance Test (AIFSET) is your gateway to B.Sc. and M.Sc. programs at top universities in India. So, if you are someone preparing for AIFSET 2026, here is everything you need to know.

What is AIFSET?

AIFSET (All India Forensic Science Entrance Test) is a national-level online exam for students aspiring to join B.Sc. and M.Sc. Forensic Science programs across various participating Indian universities. The exam is conducted online; you can take it from a mobile, laptop, or desktop at home. The test duration is 60 minutes and has 100 multiple choice questions (MCQs). There is no negative marking. 

AIFSET 2025: Key Facts

• Eligibility: Passed (or appearing for) 10+2 in Science for B.Sc., and graduation in relevant field for M.Sc.
• Exam Date: Conducted in multiple phases; confirm latest dates and schedule on the official website ([aifset.com]).
• Exam Pattern: 100 MCQs, 1 mark each, 60 minutes, online mode, English language, no negative marking.
• Application Fee: ₹2,000 (non-refundable), to be paid online.

What’s on the AIFSET Syllabus?

For B.Sc. Forensic Science aspirants, the syllabus focuses on:

• Biology: Diversity in Living World, Plant/Animal Kingdom, Cell Structure.
• Chemistry: Atomic Structure, Chemical Bonding, States of Matter.
• Physics: Electrostatics, Magnetism, Motion, Thermodynamics.
• Mathematics: Relations and Functions, Trigonometry (basic).
• Forensic Science: Definition, History, Types of Crime, Police Organization, Crime Scene, Ballistics, Questioned Documents.
• Psychometric & Aptitude: Reasoning, General English, Quantitative Aptitude, Memory & Learning.

For M.Sc., the focus is deeper into all core forensic branches, police science, forensic biology/toxicology, crime scene management, and advanced instrumentation.

Always check the detailed syllabus PDF linked on the official site for updates and exact topics relevant to your session.

Prep Hints/Tips: Cracking AIFSET

1. Familiarize with Syllabus & Exam Pattern

Get the syllabus at the official site ([aifset.com]) and divide it into everyday goals.

Learn about the format of the exam MCQ and the time limit given- prepare accordingly.

2. Develop Robust Science Concepts

NCERT books revision (Class 11 & 12) Biology, Physics, Chemistry and simple Mathematics.

Engage in concept mastery particularly when it comes to fundamentals in genetics, cell structure, chemical reactions, and fundamentals of criminal law.

3. Pay Special Attention to Forensics

Read introductory textbooks on forensic science or credible online materials.

Get acquainted with typical forensic procedures (such as chain of custody, crime scene investigation, basics of toxicology).

4. Mock tests & Previous Year Papers

Take some online mock tests on the official site and education websites. Set a time of 60 minutes.

Sample papers enhance velocity and precision, as a sample paper helps to identify both strengths and so-called areas of weakness.

5. Revise Smartly

Write short notes, flash cards and formulas lists of important scientific terms and forensic facts.

Give precedence to those questions commonly requested (DNA profiling, toxicology, ballistics, crime scene procedures).

6. Take the No Negative Marking Advantage

Try each and every question; when in doubt, educated guess rather than leaving blanks.

7. Stay Exam-Ready

Make sure the internet connection is stable and test your device prior to exams.

Enter log using registered credentials in time. Always have your admit card and stationery where you can do rough work.

8. Mindset can be improved.

Do not cram at the last minute, revise and learn to relax.

Have a good night of sleep, keep your foods light and have faith in your prep.

Quick Checklist

1.  Download syllabus from official site
2.  Make a schedule: cover all units, with more time for weak areas
3.  Revise NCERTs and forensic basics
4.  Practice at least 5 mock papers
5.  Prepare login details and tech setup for online mode
6.  Stay confident and attempt all questions

Pro-Tip: Visit the official AIFSET portal regularly for notices, exam guidelines, and mock tests. Connect with successful seniors or forums for extra insights. 

So, start your AIFSET preparation with the right strategy and you’ll give yourself the best shot at success in the AIFSET exam.

Mark the calendars if you want to take GATE 2026! The Graduate Aptitude Test in Engineering (GATE) 2026, which is to be conducted in February 2026, is organized by the Indian Institute of Technology (IIT) Guwahati. This is everything you need to know about the registration, exam dates, requirements, eligibility, and advantages of clearing the GATE exam.

GATE 2026 Registration Schedule

• Online registration starts: August 25, 2025 (Monday)
• Deadline of regular registration: September 25, 2025 (Thursday)
• Late registration period (late fee): October 6, 2025 (Monday)
• The dates of the GATE 2026 exam are February 7, 8, 14, 15, 2026
• Announcement of results: March 19, 2026

The applicants must enroll through the official portal: gate2026.iitg.ac.in 

What is GATE?

GATE is a national-level entrance exam that tests a candidate’s understanding of undergraduate-level subjects in Engineering and other allied fields. The GATE scores are used at many places: 

• Admission to postgraduate (Master’s/Doctoral) programs in leading institutes for Engineering, Technology, Science, Architecture, Commerce, Arts, and Humanities.
• Recruitment by leading Public Sector Undertakings (PSUs) listed on the official GATE 2026 website. 
• Financial assistance from the Ministry of Education (MoE) and other government bodies.

Who Can Apply for GATE 2026?

The following are the requirements in which you are allowed to make applications:

• In the third year or above of an undergraduate degree program.
• Has qualified with a degree relevant Engineering, Technology, Architecture, Science, Commerce, Arts or Humanities degree at a recognized institution.
• Be of official certifications awarded by MoE, AICTE, UGC, or UPSC as being equivalent to BE/BTech/BArch/BPlanning.
• Individuals with the respective equivalent degree obtained or in progress in foreign Universities also qualify to be candidates.

How do GATE Qualifiers Benefit?

Clearing GATE makes one eligible for attractive stipends like M.Tech students can get ₹12,400 per month for up to 22 months, and direct PhD (after BE/BTech/MSc) aspirants can get ₹37,000 per month for the first two years, increasing to ₹42,000 per month from the third to fifth year.

Application Fee Details

To all the GATE aspirants, keep an eye on the developments through gate2026.iitg.ac.in. Collect all the required documents and make sure you meet the eligibility requirements prior to the registration. Ensure you are timely because the earlier you register, the more fees you save and the less of a rush you have to go through.

To have a detailed guideline and up-to-date information, access the official GATE 2026 site regularly and continue preparing for the test. 

After more than 50 years of service, the Indian Postal Department has bid farewell to one of its most cherished traditional mail delivery services. As of now, only the Speed Post will remain functional, which will be a crucial change in Indian post history. Such transformation is a reflection of how technology, the internet and computerization transformed communication as the communication modes ( postcards and handwritten letters) were transformed to faster and instant mode (SMS, Whatsapp, email). The article is a nostalgic and insightful overview of how the mail delivery system in India changed and why the days of the classic mail are drawing to a close.

The Traditional Mail Delivery Service as a Legacy of India

For decades, the Indian Postal Service was the backbone of communication for people across cities, towns, and rural India. Millions were united by the service that delivered letters, postcards, and parcels serving as one of the only connections between families that were far apart. The postal system had been introduced in the British colonial age and extended to post-independent India and became a source of daily Indian life. Sending a handwritten letter or postcard was more than a task; it was a personal and emotional experience.

The arrival of letters with the postman brought excitement and joy to households. It was a school subject to be able to write letters, and stamps were treasured. The postcards, often beautifully illustrated with images of Indian heritage, were souvenirs and greetings wrapped in emotions. The postal service was affordable, dependable and a very trusted social cultural fabric of the country. 

Communication transformation of Technology in India

The advent of computers, the internet, and mobility technology brought a systemic revolution to the way the Indians communicate. Due to the increased number of emails, instant messaging apps and social media, soon the usage of traditional postal letters and postcards started fading. The speed of doing anything online changed as instant communication now became the new normal because one could connect to the other across distances via a few clicks or taps.

Digitization came along with some set of advantages:

• Messages were received immediately, or in days or weeks as compared to postal mails.
• Exchange of photos, videos, and voice messages enhanced communication to its richest proportions. 
• This was enabled by the comfort of smartphones and internet linkages, which was simply impossible in the postal era, one that required real-time connection. 

Consequently, the everyday use of postal letters and postcards in India diminished drastically. Smartphones allow mail to be viewed as an archaic form of communication by many young Indians. Those with this view grew up with smartphones and associate these gadgets with official accounts or special moments.

The Indian Postal Department’s Shift to Speed Post

In the observation of these dynamic changes, the postal department did launch the Speed Post, a service that offered fast and assured delivery services with a tracking capability. Speed Post guarantees next-day or two day delivery in large parts of India and serves the business and e-commerce markets widely. It is a symbol of the Indian Postal Service trying to keep up with the times by modernizing the postal service.

Now, with the discontinuation of traditional mail delivery, Speed Post will be the primary option for sending parcels and letters nationwide. While it leverages technology for speed and security, this move also reflects broader shifts in the country’s communication.

Emotional Connection but The End of An Era 

The end of mail service is the end of an era, the end of an emotional age. Letters were reality to millions of Indians as they were the way to express love, hope, and memories sent at a distance. This involved writing, selecting stamps, waiting anxiously to receive an in-coming reply, which was part of the certain magic of communication.

Many people on social media are recalling  the joy of receiving postcards from relatives visiting other states, or letters filled with the dreams of young couples separated by circumstances. The postal system was patient and personal, values often lost in today’s instant messaging world. As India advances technologically, some parts of this warmth are fading away.

Why does this change matter?

1. The shift supports India’s digital ambitions under initiatives like Digital India, focusing on speed, efficiency, and transparency.
2. It enhances e-commerce delivery capacities, crucial in a booming online shopping economy.
3. It aligns with global trends where countries streamline postal systems to focus on modern logistics and parcel delivery.

Irrespective of these benefits, there is still a nostalgia of having handwritten letters and postcards particularly among the older generations and individuals who embrace personal touches in the way people communicate. 

The Past and the Future

The postal system of India which was once considered the largest and most reliable in the world defined relationships amongst people over the centuries. The switch between the regular mail and Speed Post makes us recall the process of evolution between the slow and considered communication, and the speedy and digital one.

The Indian Postal Department’s decision to phase out traditional mail delivery after 50 years is a milestone. It shows the impact of technology and changing lifestyles on the manner in which India remains connected. As Speed Post takes center stage, prioritizing speed and digital communication, the gentle nostalgia of letters and postcards lingers, reminding us of a more patient and heartfelt era of communication that is now gracefully preserved in the pages of history.

Agriculture is no longer about ploughing the field or caring for crops only. It is a rapidly evolving field that integrates advanced technology, ecology, and science to meet food issues in the world. There are 5 careers in the field of agriculture which are booming in the world today and should definitely be considered by students and professionals who are seeking career paths that are future proof and have a high earning potential as well as a high degree of impact.

1. Agribusiness and Agricultural Technology

Smart farming, also referred to as precision farming, makes use of technology to be as efficient as possible. Experts use drones, IoT sensors, GPS and big data to optimize all the processes regularly- planting, irrigation, fertilising, even harvesting. The role is highly demanded in India and the world at that, due to its ability to boost the produce and minimize expenses. The skills required include drone operation, tech troubleshooting, GIS (geographic information system), data analysis.

This career is booking because more firms and farmers are injecting money into intelligent solutions to cope with uncertain weather and resource shortage. Additionally, the salary range   is between 4-12 Lakh per annum; and across the world it is up to 70,000 USD.

2. Agro Scientist/ Agronomist

Agricultural scientists (or agronomists) create a study to help produce superior crops, soil health, and beneficial farming. They solve problems such as food security, pest control and climate resilience and they are critical in providing food to the ever-increasing human population. Abilities required include a good foundation in biology, chemistry, research, analysis, and communication.  

It is booming because countries (including India) will require more scientists in future endeavors to guarantee the availability of food and also be in a better position to cope with climatic change.

Talking about the salary, one can expect that the pay range for this profession can be between 4-8 lakh a year (it can rise very high with experience). 

3. Agri-Tech Specialist

Agriculture and technology loss An agricultural tech expert combines agriculture and technology- designing, deploying or supporting digital tools in the farms or agriculture business. They may collaborate with mobile applications, Software-as-a-Service, autonomous irrigation, or intelligent crop advisory frameworks. Additionally, digital transformation is driving startups and even established businesses to put their money where their mouths may be, hence hybrid tech-agri jobs being red-hot in 2025. 

4. Sustainable Farming Advisor

With environmentally friendly farming gaining popularity, these consultants guide on practices and guidelines in organic farming, identifying an eco-certification, and sustainable supply chains. They assist businesses and farmers in meeting green requirements, using fewer resources, and accessing premium markets. 

The skills needed for this role includes environmental science expertise, sustainability, project management, regulatory expertise. This role is booming because the call on organic, low-carbon and climate-smart farming is powerful on the Indian and international fronts. Moreover, the present range is between 5-10 lakh per annum or so and can be expected to grow further in the future.

5. Food Scientist

Food scientists control the route between the farm gate and the dinner plate. They pioneer in food processing, preservation, nutrition, and safety- tackling food waste and enhancing nutrition in the food people consume.

The skills required include food chemistry, microbiology, research and development, and attention to detail.  The demand for food scientists is increasing because consumers across the entire world are increasingly demanding more healthy, long-lasting, and safe foods, especially in urban areas. Additionally, in India, 7-18 lakh a year is the average salary for this role, whereas  worldwide it goes up to 110,000 in senior posts. 

Farming is evolving with lightning-fast speed-mixing old with new in unprecedented ways. These are the highest-paying jobs in the food security and sustainability sector, so in case you are determined to be a game-changer working with a purpose, and having high salaries, these careers are for you in 2025 and beyond. The industry is happy to expose new ideas especially those people who integrate science, technology, and problem solving.

Tip: Internships, certifications, and online workshops are ways to enhance your skills and attract employers, even when you have a traditional background.

The new green revolution requires intelligent, talented, and brave professionals. Why not have a career that nourishes the world and keeps it going? 

India's rise to third position in the world in terms of research paper retractions, after only the United States and China, should stir the country to introspection, not despair. Alarming as the increasing number of retractions may be, is the institutional lethargy that has permitted scholarly malpractice to simmer undetected for years.

So far, the National Institutional Ranking Framework (NIRF) has favored quantity over quality, where institutions have rewarded paper numbers and not academic integrity. That policy is now changing. From 2025, NIRF will start penalizing institutions for retracted papers. It is a good decision, but belatedly so.

Jawaharlal Nehru University (JNU) is in the news after retired professor Rajeev Kumar blamed his former PhD student Om Prakash for pilfering and publishing his work in an IEEE journal without permission. The questionable paper, Detection of Fake Accounts on Social Media Using Multimodal Data With Deep Learning, was released on August 7, 2023, with seven co-authors from other institutions. The question is: why are professors at esteemed institutions being unethical — or are they being forced to be?

Some of the high-profile examples are like Prof. Zillur Rahman's case from IIT Roorkee who is representative of this broader malaise. Even though five of his papers were retracted between 2004 and 2020 for plagiarism, duplication, and dubious data, he continued to serve as dean up to May 2025. When whistleblower Achal Agarwal from India Research Watchdog brought the matter to the attention of the institute, he was ignored. Neither the professor nor the institute gave any response.

Figures from post-pub indicate that the retraction rate for India rose from 1.5 per 1,000 articles in 2012 to 3.5 in 2022. Pressure to publish—particularly on aspiring PhDs and young teaching faculty—is real. However, the underlying issue is the lack of legal protection. Whereas nations like Denmark and the UK have an independent agency to probe research misconduct, India lacks one. Rather than addressing complaints, they are shuffled between regulatory bodies such as the UGC and Department of Science and Technology—typically with no follow-up.

Even among public universities, the rot does not stop. Private colleges, influenced by the NIRF's measurements, tend to pressure professors to produce research without proper funding. It is no surprise that this creates hasty, subpar publications—many in predatory journals that bypass quality checks altogether.

A few institutions like BITS Pilani are already leading the way by establishing Research Integrity Offices and making ethics training investments reducing AInxiety in students and professors.. Isolated interventions, however, cannot repair a damaged system. It’s a game of quality vs. quantity — which one wins?

The forthcoming Higher Education Commission of India (HECI) can provide more regulatory bite. But with or without participation by state governments, it is questionable whether it will be effective.

If India wants to be a world center for research, integrity cannot be a choice. Academic dishonesty must have actual, career-changing penalties. Otherwise, the harm to India's reputation as scholars will go on—beneath the radar, but never-ending.

Bio: Nibedita is an independent journalist honoured by the Government of India for her contributions to defence journalism. With over 15 years of experience in print and digital media, she has extensively covered rural India, healthcare, education, and women’s issues. Her in-depth reporting has earned her an award from the Government of Goa back to back in 2018 and 2019. Nibedita’s work has been featured in leading national and international publications such as The Jerusalem Post, Down To Earth, Alt News, Sakal Times, and others.

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

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

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

Teacher to Mentor:

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

Each premise noted above is changing now.

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

Learning Resources Aggregation & Delivery:

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

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

The game is changed now. And totally so.

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

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

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

Learners’ Engagement & Evaluation:

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

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

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

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

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

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

Digital Learning Tools Today:

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

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

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

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

Digital Learning Value-adds:

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

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

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

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

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

Students to Learners:

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

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

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

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

Conclusion:

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

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

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Prof. Ujjwal Anu Chowdhury

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

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

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