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The University of Delhi is expected to activate its Common Seat Allocation System (CSAS) portal this week, allowing candidates to register and fill in their college and course preferences based on CUET-UG 2026 scores.

Academic session from July 21: Delhi University plans to commence the new undergraduate academic session on July 21, aiming to restore a more streamlined admission calendar after delays in recent years.

Admissions based on CUET scores: University officials have reiterated that undergraduate admissions will be conducted solely on the basis of CUET-UG 2026 performance and candidates’ preferences.

The University of Delhi (DU) is preparing to launch its undergraduate admission process for the 2026-27 academic year, following the declaration of the CUET-UG 2026 results. According to university officials, the Common Seat Allocation System (CSAS) portal is in the final stages of preparation and is expected to go live this week.

Delhi University attracts lakhs of applicants every year for more than 71,000 undergraduate seats across 79 programmes offered by over 70 colleges.

CSAS Portal Activation Soon

DU Registrar Vikas Gupta stated that final checks of the portal are underway and that students will soon be able to register online. Once activated, candidates will need to:

• Register on the CSAS portal
• Submit personal and academic details
• Fill in programme and college preferences
• Participate in seat allocation rounds based on CUET scores

The university will release seat allotments in multiple rounds, considering candidates' CUET-UG 2026 scores and their selected preferences.

Freeze or Upgrade Options

After each round of allocation, candidates will have two choices:

• Freeze: Accept the allotted seat and confirm admission.
• Upgrade: Retain eligibility for higher-preference courses or colleges in subsequent rounds.

This system allows students to improve their allocation without losing their currently allotted seat.

Academic Session to Start on July 21

Delhi University aims to begin classes on July 21, 2026, significantly earlier than in recent admission cycles.

In 2025, classes commenced on August 1, while admission and mop-up rounds continued until late September. Similarly, in 2024, delays in CUET result declaration pushed the academic session start date to August 29, with admissions extending into October.

University authorities hope that a quicker admission process this year will minimize disruptions and ensure students join classes on time.

Why CUET Matters

Delhi University Vice-Chancellor Yogesh Singh emphasized that CUET has created a uniform admission benchmark for students from different school boards.

Before CUET, admissions were largely based on Class 12 marks, leading to concerns about variations in evaluation standards among different boards. The introduction of the Common University Entrance Test has helped establish a standardized and transparent admission process.

Advice for Aspirants

The Vice-Chancellor urged students not to panic during the admission process and advised them to:

• Fill in as many course and college preferences as possible.
• Carefully prioritize their choices.
• Monitor CSAS announcements regularly.
• Complete document verification promptly.

He also clarified that if a student's Class 12 marks change after re-evaluation, updated documents can be uploaded until September 30, with the possibility of an extension until October if required.

Key Highlights

• CSAS portal expected to open this week.
• Admissions based entirely on CUET-UG 2026 scores.
• More than 71,000 seats available across 79 undergraduate programmes.
• Academic session scheduled to begin on July 21, 2026.
• Candidates can choose to freeze or upgrade seats during allocation rounds.
• Updated Class 12 mark sheets can be submitted after re-evaluation.

With the admission process set to begin shortly, thousands of CUET-qualified students are now preparing to compete for seats in some of the country's most sought-after undergraduate programmes at Delhi University.

The National Council of Educational Research and Training (NCERT) has introduced a dedicated section on the 1975–77 Emergency in its newly developed Class 9 Social Science textbook, describing it as one of the most significant challenges to Indian democracy.

Focus on democratic values: The chapter discusses the suspension of Fundamental Rights, press censorship, arrests of political leaders, and the strain placed on democratic institutions during the Emergency period.

Broader civic education: The revised textbook also addresses contemporary challenges such as fake news, misinformation, poverty, regionalism, gender inequality, and social discrimination, while emphasising citizen participation in democracy.

In a significant revision to school education content, NCERT has included a chapter on the 1975–77 Emergency in the new Class 9 Social Science textbook, Understanding Society: India and Beyond. According to NCERT officials, this is the first time the Emergency has been formally introduced at the Class 9 level.

The chapter presents the Emergency as a major test for Indian democracy. It explains that growing public dissatisfaction with the government in the early 1970s, rising inflation, unemployment, and allegations of misgovernance led to widespread protests across the country.

The textbook states that in June 1975, a National Emergency was declared under Article 352 of the Constitution on the grounds of internal disturbance. During this period, several Fundamental Rights were suspended, the press faced censorship, and many political leaders and activists were detained. The text describes the period as one during which democratic institutions came under severe pressure and citizens' freedoms were significantly restricted.

The role of Jayaprakash Narayan is highlighted

The revised textbook also discusses the role of Jayaprakash Narayan, popularly known as Lok Nayak, in leading mass movements against the Emergency. It notes that students and citizens, particularly in Bihar and Gujarat, participated in large-scale protests demanding democratic reforms.

The chapter explains that the Emergency was lifted in 1977, followed by general elections in which voters expressed their democratic choice through the ballot box. The defeat of the ruling government is presented as an example of the resilience and strength of Indian democracy.

New section connects democracy to students' lives

A new feature titled "Democracy and You" has been introduced to help students connect classroom learning with their role as active citizens. The section encourages young learners to understand democratic participation, civic responsibilities, and public engagement.

Coverage of modern democratic challenges

Beyond the Emergency, the textbook examines several contemporary challenges facing democratic societies, including:

• Fake news and misinformation
• Damage to public property
• Violation of public rules
• Poverty and inequality
• Regionalism
• Social discrimination
• Gender inequality

The book also describes the media as the "fourth pillar of democracy”, emphasizing its role in safeguarding democratic values and amplifying public concerns.

Spotlight on grassroots democracy and women's participation

To demonstrate democratic participation at the local level, the textbook includes case studies of panchayats in Gujarat and Tripura. It also features a dedicated section on women's voting rights and reservations in local governance institutions.

Additionally, updated statistics on voter participation, polling infrastructure, and political representation have been included to illustrate the scale and functioning of India's democratic system.

The inclusion of the Emergency chapter comes as India marks 50 years since the declaration of the Emergency, reflecting NCERT's effort to provide students with a broader understanding of democratic institutions, constitutional values, and historical challenges faced by the nation.

India has secured the 13th position globally in AI economy readiness in the QS World Future Skills Index 2027, emerging as the highest-ranked lower-middle-income country and the top-performing nation in South Asia. The latest report highlights India's rapid progress in artificial intelligence (AI), supported by strong economic growth, rising investments, and increasing AI adoption across industries.

One of the key highlights of the report is India's perfect score of 100 in the Economic Capacity category, reflecting the country's strong GDP growth, expanding AI infrastructure, and growing investment ecosystem. According to the report, India had attracted nearly $90 billion in AI investments as of February 2026, making it one of the fastest-growing AI markets globally.

The report also places India fifth worldwide in the Future of Work category, recognising the increasing adoption of AI technologies by businesses and the growing demand for AI-related jobs across sectors. The ranking reflects India's accelerating transition towards an AI-driven economy and its expanding role in the global technology landscape.

However, the report also highlights areas requiring attention. India ranked 18th in Skills Alignment and 22nd in Academic Readiness, indicating that higher education institutions and training providers need to further strengthen AI-focused education and develop industry-ready talent to meet the demands of the evolving workforce.

The findings suggest that while India's economy and businesses are rapidly embracing artificial intelligence, bridging the AI skills gap will be critical for sustaining long-term growth and maintaining global competitiveness.

The QS World Future Skills Index 2027 evaluates countries on their preparedness for the future economy by assessing economic capacity, workforce readiness, skills alignment, and academic preparedness. India's performance underscores its emergence as a leading AI economy among developing nations while highlighting the importance of continued investment in future-ready education and workforce development.

With strong economic fundamentals, growing AI adoption, and significant investment inflows, India continues to strengthen its position as one of the world's fastest-growing artificial intelligence ecosystems. The report notes that enhancing academic readiness and aligning education with industry requirements will be essential for the country to fully realise its AI ambitions in the years ahead.

Supreme Court on EWS Quota and Private Medical College Fees: What the Ruling Means for Medical Aspirants

In a significant ruling on the affordability of medical education, the Supreme Court has dismissed a petition filed by an Economically Weaker Sections (EWS) candidate challenging the high fees charged by private medical colleges in Rajasthan.

The petitioner argued that the annual income ceiling of Rs 8 lakh for EWS eligibility contradicts the reality of private medical college fees, which range from Rs 18.9 lakh to Rs 25 lakh per year, making medical education inaccessible to many deserving students.

However, a Bench comprising Justices B V Nagarathna and Joymalya Bagchi upheld the Rajasthan High Court's decision, ruling that the fee structure approved by the State Fee Regulatory Committee is legally valid and does not violate EWS reservation provisions.

Private Medical Colleges Cannot Charge Government-Level Fees: Supreme Court

During the hearing, Justice Nagarathna observed that private medical colleges and government medical colleges operate under fundamentally different financial models.

"You cannot say private educational institutions shall charge the same fees as government institutions. These are self-financing institutions, while government colleges receive state subsidies," the Court noted.

The Bench emphasized that private institutions play a critical role in expanding medical education capacity in India and cannot be expected to function on subsidised fee structures similar to government-funded colleges.

Referring to landmark judgments, including the Supreme Court's decision in the TMA Pai Foundation case, the Court reiterated that while capitation fees are prohibited, private colleges are legally entitled to charge reasonable tuition fees determined by regulatory authorities.

EWS Reservation Does Not Guarantee Fee Concession

A key issue raised by the petitioner was whether EWS reservation loses its purpose when students from low-income families are unable to afford private medical college fees despite securing admission under the quota.

The Rajasthan High Court had earlier clarified that EWS reservation applies only during the admission process and does not automatically entitle students to reduced tuition fees in private institutions.

The court further noted that no existing law mandates private medical colleges to provide fee concessions or subsidies specifically for EWS candidates.

The Supreme Court agreed with this interpretation and declined to interfere with the High Court's findings.

'If You Cannot Pay, Seek Scholarships': Supreme Court

Addressing concerns about affordability, Justice Nagarathna suggested that students facing financial difficulties should explore scholarships, education loans, and fee subvention schemes.

"If you are unable to pay, get scholarship, get subvention," the Court remarked during the proceedings.

The observation highlights the growing debate around medical education affordability in India, particularly for students from economically weaker backgrounds who qualify for reservation but struggle with the high cost of private medical colleges.

Why the Judgment Matters

The ruling is likely to have implications for thousands of NEET-qualified students seeking admission under the EWS category in private medical colleges across India.

While the judgment reaffirms the legality of private medical college fee structures approved by regulatory authorities, it also raises broader questions about access to medical education, financial aid mechanisms, and whether existing EWS policies adequately address the economic challenges faced by aspiring doctors.

Dismissing the petition, the Supreme Court stated: "We do not find any reason to interfere with the High Court order. The petition is dismissed. Question of law, if any, is kept open."

The decision effectively reinforces the distinction between admission reservation benefits and fee-related concessions, making it clear that EWS reservation guarantees access to seats but does not automatically reduce the cost of studying in private medical institutions.

In a significant revision to the NCERT Class 9 Social Science textbook, the National Council of Educational Research and Training (NCERT) has, for the first time, introduced a dedicated section on the Emergency (1975-77), describing it as "one of the major challenges to democracy in India." The new content appears in the recently developed textbook, Understanding Society: India and Beyond, as part of a chapter that examines both the strengths and challenges of Indian democracy.

The inclusion of the Emergency in the NCERT Class 9 textbook comes as India recently marked 50 years since the declaration of the Emergency in 1975, making it one of the most notable additions to the revised school curriculum.

NCERT Class 9 Textbook Describes Emergency as a Challenge to Democracy

According to NCERT, the Emergency has been included to help students understand a critical phase in India's democratic history.

The textbook states:"One of the major challenges to democracy in India was recorded when an Emergency was imposed in 1975-77. In the early 1970s, public dissatisfaction with the government led by Indira Gandhi was growing. Rising unemployment, inflation, and allegations of misgovernance led to widespread protests."

The chapter further explains that a National Emergency was declared in June 1975 on the grounds of "internal disturbance." It notes that during the Emergency:

• A majority of fundamental rights were suspended
• Press censorship was imposed
• Numerous political leaders and activists were arrested
• Democratic institutions came under severe strain
• Citizens' freedoms were restricted

Jayaprakash Narayan's Role Included in New NCERT Chapter

The NCERT Class 9 Social Science textbook also highlights the role played by Jayaprakash Narayan, popularly known as Lok Nayak, in mobilising public protests against the Emergency.

According to the textbook:

"Mass movements led by Jayaprakash Narayan, a political leader and socialist thinker, popularly known as Lok Nayak, mobilised students and citizens, especially in Bihar and Gujarat."

The chapter adds that after the Emergency was lifted in 1977, general elections were held, allowing citizens to express their democratic choice through voting. It states that the defeat of the ruling government demonstrated the resilience of Indian democracy and reinforced the importance of democratic institutions.

Emergency Included Alongside Other Challenges to Democracy

The chapter places the Emergency within a broader discussion on issues affecting democratic governance. Apart from the Emergency, the textbook identifies several other challenges to democracy, including:

• Fake news and misinformation
• Damage to public property
• Violation of public rules
• Poverty
• Regionalism
• Social discrimination
• Gender inequality

NCERT has also introduced a new section titled "Democracy and You", which has been added for the first time to encourage students to understand their role as responsible citizens and participants in democratic processes.

Textbook Highlights India's Democratic Institutions

Alongside discussing democratic challenges, the revised NCERT Class 9 textbook places considerable emphasis on India's democratic traditions and constitutional institutions.

The book traces democratic practices in India to earlier historical periods and explains their relevance in contemporary governance.

A dedicated section also describes the media as the "fourth pillar of democracy", highlighting its role in raising public concerns and protecting democratic values.To illustrate the scale of India's electoral system, the textbook notes that the country had more than 96.8 crore registered voters in 2024 and highlights the extensive network of polling stations across the country.

The chapter further includes case studies on grassroots democracy, including examples of a panchayat in Gujarat and a women-friendly panchayat in Tripura, while also discussing women's voting rights and reservations in local self-government institutions.

BJP Welcomes NCERT's Decision

The inclusion of the Emergency chapter has also drawn political reactions. The Bharatiya Janata Party (BJP) welcomed NCERT's decision, describing the Emergency as a "dark chapter" in India's constitutional history that should be remembered to ensure such events are never repeated.

The party also criticised the Congress over the imposition of the Emergency in 1975 and alleged that the opposition was objecting to NCERT's decision to include the chapter in the revised curriculum.

Significant Addition to NCERT Class 9 Curriculum

An NCERT official confirmed that this is the first time a dedicated section on the Emergency has been included in a Class 9 textbook. The inclusion marks a significant update to the NCERT Class 9 Social Science curriculum, reflecting one of the most debated periods in independent India's political history while introducing students to discussions on constitutional values, democratic institutions, and civic participation.

The National Council of Educational Research and Training's (NCERT) Class 6 R3 Kannada textbook has become the centre of a controversy in Karnataka, with educationists, writers, and activists raising objections to its title, content, and representation of the state's cultural diversity.

The textbook, titled 'Krishna', has drawn criticism amid the ongoing debate over the implementation of the three-language policy for Central Board of Secondary Education (CBSE) students. Critics have questioned the naming of the textbook, the emphasis on vegetarian food in lessons related to nutrition, and the absence of content reflecting Karnataka's regional literature, folklore, and social life.

The development comes as CBSE rolls out the three-language policy (R1, R2, R3) for Classes 6 to 10 from the 2026-27 academic session under the National Education Policy (NEP) 2020 and the National Curriculum Framework for School Education (NCF-SE) 2023.

Objections Over Textbook Title and Mythological Content

Development educationist Niranjanaradhya V.P. strongly criticised the textbook and expressed concern over what he described as the growing influence of mythological themes in educational material.

"It is shocking to see the R3 Kannada textbook for Class 6 released by NCERT. It is dangerous to use books that are supposed to be designed for children's learning as a weapon for political and cultural oppression. As part of the imposition of Indian Knowledge Heritage of NEP-2020, the trend of infusing mythological virtues in education in NCERT books is condemnable. Naming the textbook for Class 6 as Krishna is an attempt to saffronise the textbooks," he alleged.

The remarks have added another dimension to the ongoing debate over curriculum design and educational content under the new policy framework.

Criticism Over 'Balanced Diet' Definition

Another major point of contention is the treatment of food and nutrition in the textbook. According to critics, earlier textbooks referred to both vegetarian and non-vegetarian diets while discussing balanced nutrition. However, the revised Class 6 Kannada textbook defines a balanced diet as one consisting of milk, greens, vegetables, fruits, and nuts.

The accompanying illustration reportedly features foods such as ragi mudde, roti, rice, vegetables, milk, and fruits. Niranjanaradhya V.P. alleged that the textbook excludes food habits followed by a large section of Karnataka's population.

"While talking about food in the Health is Wealth lesson, sattvic food is being discussed. There are crores of people in Karnataka who eat pork, fish, eggs, chicken, mutton. This is a technique to deliberately ignore non-vegetarian food. This is not education, it is cultural terrorism," he alleged.

Concerns Over Missing Regional Culture and Literature

Questions have also been raised regarding the representation of Karnataka's regional diversity in the textbook. Umesh G. Gangavadi, State President of the School Development and Monitoring Committee (SDMC), alleged that the textbook does not adequately reflect the cultural and social realities of different regions of the state.

"The folklore, literature, and life of the coastal, northern Karnataka, Malnad, and old Mysore areas are missing. There are no activities, texts, pictures, and stories that are appropriate for the curiosity of a Class 6 child, age-appropriate activities," he said.

According to him, Karnataka's cultural identity is rooted in the contributions of literary and social icons rather than a single religious symbol. "The identity of Karnataka lies in the ideology of writers such as Pampa, Kuvempu, Karanta, and Basavanna, and not in the name of Krishna," he said.

Writer Demands Withdrawal of Lesson

Writer S.G. Siddaramaiah also criticised the textbook and called for the withdrawal of the lesson.

Reiterating his opposition to the implementation of the three-language policy for CBSE students, he questioned the use of a deity's name as the title of a school textbook.

"We are against the implementation of the three-language policy for CBSE students. Meanwhile, it is condemnable to keep the name of God as the title of the textbook and to impose vegetarianism on children through the textbooks as part of the political agenda of the Union government," he said.

Debate Over Curriculum and Cultural Representation

The controversy has reignited discussions around curriculum development, cultural representation, and educational content in school textbooks.

Critics argue that school textbooks should reflect Karnataka's linguistic, cultural, and regional diversity while remaining age-appropriate for students. The objections raised by educationists and writers have brought renewed attention to how history, culture, literature, food practices, and social realities are represented in educational material.

With the implementation of the NEP 2020 framework underway, the NCERT Class 6 Kannada textbook controversy is likely to remain a key talking point in Karnataka's education landscape in the coming weeks.