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India's best business school, Indian Institute of Management-Ahmedabad (IIM-A), will open its first foreign campus in Dubai this September.

The grand venture, for which was conceived by IIM-Ahmedabad Director Bharat Bhasker in 2023, would initially start with one-year MBA course and set up two large research centers, one dealing with case study development and another start-up incubation.

"I'm extremely satisfied with the quick pace of implementation of the plan," Bhasker told IIM-A in an interview.

"The Dubai campus was my vision in 2023, and today I'm glad to see that coming true. I'll be going to the campus next week," he said. "We've introduced regional focus to the curriculum, integrating case studies and Middle Eastern and African business practices."

The step follows IIM-A's signing of a Memorandum of Understanding (MoU) last April with the United Arab Emirates government.

The signing, held in Mumbai, officially inaugurated the Dubai campus in Dubai International Academic City, and IIM-A was India's first management school to open an international campus.

Bhasker believes this is a strategic achievement not just for the institute but for India as well.

"Despite the fact that the Western nations are closing their doors to foreign students in large numbers, India must cash in on this opportunity. Education is India's greatest soft power, and this campus is a gem of strategy in creating long-term influence," he asserted.

"As China employs its trade and industry to construct global power, India has to employ its education superiority and English-speaking populace. If India is to become the Global South leader, this is the way," he asserted.

Aim Of The New Campus

The new campus will also have a diverse group of students from the Gulf Cooperation Council (GCC), North Africa, and Commonwealth of Independent States (CIS). It will be about 40 to 50 students in the first batch itself, and the long-term plan is to reach the full capacity of 900 students within ten years.

Dubai came as the obvious choice, asserts Bhasker.

"We've offered executive education in the region for a number of decades. Credibility and trust that we've established over time made it the natural next step," he said.

The expansion comes as foreign applications to MBA programmes are slowing down.

Statistics reveal that there was a 5 per cent decline in applications to graduate business schools across the globe in 2023, the second consecutive year to experience a decline.

Bhasker has a positive vision for India's future, however. "The numbers around the world might be down in America or Europe, but India is unique. We have a young man power force, a growing economy, now the third-largest economy in the world. With opportunities increasing day by day, the need for well-educated managers also increases. That's where institutions like IIMA step in," he continued.

When asked to put into words what makes a good manager in this day and age, Bhaskar responded in short order: "Commitment and vision are their worth, but above all, empathy. Business is systematized to be quantified in terms of profit and loss, but empathy carries you a long way."

In the future, Bhaskar made a thumping move forward for IIM-A's campus: setting up a School of Data Science and Artificial Intelligence.

"The style with which we educated management previously is not going to function anymore. The style with which we are educating management presently is completely different in comparison to the previous time. Nowadays, technology, science, and AI come under leadership and decision-making. The course of management and the method institutes train should shift," he added.

"Being proactive is necessary," he added.

The Dubai campus is more than an international expansion; it is a progressive, strategically driven action on the basis of regional relevance, educational diplomacy, and a shifting vision of what management education in the 21st century can and ought to be.

Indian students can now get the Ontario Secondary School Diploma (OSSD) for the first time from their Gujarat classrooms.

Ahmedabad is now the site of a major first for Indian education. Udgam Consultancy, one of Gujarat's most influential players in the school system, has tied up with Canada's Rosedale International Education to provide the internationally accepted Ontario Secondary School Diploma (OSSD) — the first institution in India to achieve this.

This is a new beginning for students of Ahmedabad, who now have an opportunity to study a Canadian high school curriculum — with its focus on skills, global citizenship, and experiential learning — without having to leave the city where they reside.

The OSSD, regulated by the Ontario Ministry of Education, is well recognized by universities in nations like Canada, the UK, the US, Australia, Germany, and Singapore. It differs from conventional Indian school boards due to its accommodating, student-focused approach. The curriculum takes the learner through subjects like psychology, data analysis, business, and the media through ongoing assessment and project-based learning instead of memorization and high-stakes tests.

"It's no longer about preparing students for results alone — it's about preparing students for life," said Manan Choksi, CEO of Udgam Consultancy, while expressing the greater vision behind this shift.

The program will be offered with Rosedale Global High School, an Ontario-credited virtual school that already has partnerships with more than 100 institutions in 17 nations. With Udgam on board, Indian students now have direct access to a globally harmonized academic track that leads to international universities and professions.

Ravi Kumar, Rosedale's Senior Manager of Global Education Partnerships, feels the partnership is a natural extension. "India has had a reputation for its strength in academics. What we're doing now is coupling that strength with a system that's built for global readiness."

This change is more than a new curriculum offering — it is a shift in the tide of Indian education, where international education is no longer reserved for the students who can afford the cost of foreign education. For Gujarat students, the globe just became a little nearer.

When deciding on a career in medicine, the greatest university to pursue studies at needs to be thoroughly thought about because it can potentially make or destroy the future of the student. Harvard University and Stanford University are the two universities that always top the list. Each of these institutions has great medical programs to provide, and therefore the potential students have to review their programs for comparison, specifically overall ranking, main subject areas, courses, fees, and scholarships.

Overall Ranking Comparison

The latest QS World University Rankings ranks Harvard University as the top medicine school in the globe with a great overall ranking of 99.1. The university's employability rankings are high and backed up by its 100 in employer reputation, the high esteem in which employers hold a Harvard degree. In relative terms, the third-placed Stanford University - ranked 93 - comes below Harvard but is very close. Stanford maintains an equally high employer reputation score of 94.2, which indicates how good it is at educating medicine.

Key Subject Areas within Medicine

Both the colleges offer extensive studies with core areas of concentration being medicine. The students at Harvard are taught various subjects such as Clinical Medicine, Public Health, and Biomedical Sciences. Stanford offers extensive studies in Clinical Medicine, Health Services Research, and Health Policy. All the courses are to equip the student with all the qualifications required to succeed in various medical professions.

Courses and Eligibility

Harvard School of Medicine provides a Doctor of Medicine (MD) program to students holding a bachelor's degree. The candidate must have a good academic background, preferably science, and good scores in MCAT. Stanford School of Medicine provides an MD program and accepts students with undergraduate courses, giving importance to the science courses and high scores on the MCAT.

Tuition Fees

Studying in these elite colleges costs a lot. The four-year cost of Harvard University's MD course is around $1,08,138 per year, and thus its four years' cost is around $6,10,320. The four-year cost of Stanford's MD course is around $1,44,216 per year, and thus its four years' cost is around $6,56,000. It must be remembered here that students must include other costs like boarding, books, and living expenses as well, which can be equally vast amounts.

Scholarships and Financial Aid

Fortunately enough, both Harvard and Stanford provide students with numerous scholarships to assist them. In Harvard, Harvard Medical School Financial Aid Office provides many need-based scholarships. HMS Financial Aid Application is used through which the students can apply. The students have to prove financial need, and documents of support are provided while applying.

Stanford also offers many options for financial aid, such as the Stanford Medicine Scholarship, given on merit and need. Interested students must apply for the Stanford Graduate Financial Aid Application to be eligible. These scholarships help native students alleviate their burden as they pursue their MDs.

Opportunities Await

In summary, both Harvard and Stanford universities provide unequalled opportunity to health practitioners. By their respected ranks, wide-ranging curricula, and generous provisions for financial aid, students are afforded the opportunity of obtaining a fit that is appropriate for their career goals. Indeed, deciding between the two highly rated schools might all be a difference of interests towards specialisations, campus life, and funds.

A teenager with severe learning disabilities has been asked to travel more than 20 miles for a school place, his mother claims.

Leanne McCrotter claims she has been struggling to get Brody a full-time place after relations between him and his former school broke down.

The 14-year-old, who has autism and also has other complex needs, was attending Lisburn's Parkview Special School, but his attendance hours were reduced to part-time in February.

The Education Authority (EA) said in a statement that they have had "extensive contact" with Brody's family and have made alternative school provision.

Leanne told BBC Radio Ulster's Nolan Show that the school is situated in Downpatrick, more than 20 miles from where they reside in west Belfast.

"The EA said that the principal said that there may be a place and the EA are going to send a full-time teacher and classroom assistant to Brody," she told them.

"I'm going to the school. I've never even heard of the school and it's a distance from my home."

Secondary Heads Association boss Mr Pengelly wrote to principals, said the BBC, putting the number of children with no September school place at 164.

The EA said that approximately 50 children remained affected.

Leanne explained that Brody had been diagnosed with autism and severe learning disabilities at the age of three.

She told how his illness meant that he was sent "socially excluded from everything" and school was the only thing he had.

He attended Parkview Special school for 12 years. Things went wrong, though, after his mum informed him that he had been given half days the previous year.

"Brody swore at staff in September. I'm not apologising for what was done. It's an immensely difficult job and a vocation but other children in the class have all done the same," said Leanne.

She went on: "He was on two days a week one week and a three day week the next."

Leanne describes how when Brody's pattern of attendance was altered, Brody's behaviour completely altered.

"He hurt himself so badly we had to call the paramedics.

"Me and my other son had to lock ourselves in a room because he was attacking us. He doesn't mean it. He's the most loveable child."

She said: "His wee mind is troubled. I need to guard Brody."

In a statement, Parkview Special School described Brody as "much-loved member of our school community for over 12 years".

It continued: "We have collaborated with his family, EA, Health and Social Care Trust's Intensive Support Service, Educational Psychology and social services during this time to continue to search for the most appropriate solutions to address Brody's needs, maintaining pupil and staff safety.".

"All available provisions have been utilized in an attempt to effectively address Brody's needs, for example, involving outside agencies to complete positive behaviour plans, sensory diets and curriculum and provision of therapeutic support on a weekly basis EA-funded.

"The wellbeing and safety of our staff and our children is always paramount and that has been at the forefront of all decisions during this process."

Leanne described a further specialist school, Camphill School, Glencraig, which was deemed potentially suitable for Brody but had been refused a place.

"I went down and it was absolutely lovely," she described.

"I have given first preference. There were two other lads in for it and he was refused a place."

"He is still adamant he is going to Glencraig. I don't know how to inform him because of the aggression."

Leanne agreed she worried Brody's conduct would deteriorate and requested the Education Authority to provide additional assurances concerning the Downpatrick school placement.

An EA spokesman stated: "Specialist placements are intended to be specific to address the individual needs of each child. We are aware a child's needs can emerge and evolve, which in some instances can see a placement no longer suitable and sustainable.".

"We are aware that this will be a worrying time for parents and are presently working with parents, schools and our partner agencies to attempt to find an alternative, appropriate provision which will be in the best interest of the child.".

Harvard University has issued a travel warning to international students, advising them to avoid entering the U.S. through the country's fifth-busiest airport, Boston's Logan International Airport, under heightened surveillance. The university would rather they enter the country through other entry points such as New York's JFK, Chicago O'Hare, or Los Angeles International Airport.

The instruction was said to be communicated on a special call organized by Harvard's international office and the Harvard Law School Immigration and Refugee Clinic, according to a Bloomberg report. The meeting was intended to walk students through any visa and immigration issues, particularly with increasing tensions between the Trump administration and Harvard.

During the call, Harvard staff advised that US State Department officials may review social media accounts in the visa application process. Customs and Border Protection (CBP) officers also have authority to search electronic devices such as telephones and laptops and deny entry for contents found. Posts that appear "pro-Palestinian," antisemitic, or anti-American can be suspicious. Staff warned that erasing information from devices before traveling can be an indicator of trouble as well.

Students from countries like China and Iran received additional guidance. Jason Corral, a staff attorney at Harvard Law School, cautioned Iranian students in particular to avoid Logan Airport, where they were allegedly more thoroughly screened. Students going abroad for research in science, technology, engineering, and mathematics (STEM) or artificial intelligence were cautioned to exercise added discretion.

The suggestion follows in the wake of Harvard's latest court win—a temporary restraining order that kept the Trump administration from denying the university admission to international students. The university remains under heightened political scrutiny, with the administration having canceled over $2.6 billion in grant funding for research and challenging its tax-exempt status while condemning its diversity and academic policies.

Indian school exchange programs have gained fresh vigour in recent years. What was previously a novelty or an additional facility for the privileged few is now being sold as a required step in readying the child for overseas education.

As Indian students turn in greater and greater numbers to foreign universities, schools are being expected to do more than simply assist in building applications, but think-building. But whereas as much international travel and cultural exchange as one could perhaps desire may sound good on paper in theory, the question is: how well are schools getting students into the international education experience ahead with their exchange programs?

An emerging pattern, but of uneven depth

Today, there are greater international exchanges from Indian schools than ever before. There are some that have short cultural programmes for a few days to two weeks. Others have had structured academic relationships with partner schools, where the students stay with the host families and attend regular classes. Even during post-pandemic periods, virtual exchanges have seen an increase, connecting Indian classrooms with their European, North American, and Southeast Asian counterparts.

This is to be cultivated. These courses expand minds, habituate students to learning in novel ways, and offer a high-quality relief from the memorization pedagogy many are used to from an early age. 

But underlying the sparkle of images and rave reports, there is a basic question: are these courses deep enough to prepare students for the long-term prospect of studying and living abroad? For some, the answer is positive.

Exposure vs. preparation

Ten days abroad does not measure up to a full degree done in one. Student exchange programs are mostly shallow, providing a taste of culture rather than extended, self-reflective education. Students tour landmarks, take superficial classes, and return home with tales—but maybe not the kind of inner development that leads them to the real issues of solo living in a foreign culture.

Study abroad does more. It requires a living situation with less comfortable support systems, flexibility in accommodating individualized academic needs, and contact with students from around the world. It requires emotional tolerance, cultural flexibility, and academic confidence.

A brief school field trip cannot foster all these. But these are exactly the things students need to learn to excel—not just survive—within a foreign university.

What exchange programs can do right

If carefully thought through, exchange programs can be a fine stimulus to international education. They can give students a first taste of strangeness, the key to forming perceptions and humility about cultures. They can create new patterns of thought, break stereotyping, and extend intellectual curiosity.

They also build independence in small steps—learn to get by behind a language barrier, adapt to a different learning environment, or even navigate public transport in a host city.

Implemented effectively, they make students think not only about the host culture, but their own. They begin to pose deeper questions: Where am I from? How can I belong and still not be lost? What does it mean to be part of more than one place?

They are questions dear to anyone in pursuit of education abroad.

The access and affordability gap

While promising, most exchange programs are reserved for foreign and private schools in urban India. The cost of travel, insurance, visa, and program fees disqualifies most families from taking part. Even the cost of a journey abroad alone may be between ₹1.5 lakh and ₹4 lakh or more.

Virtual exchange programs have bridged some of the gaps, but the availability is still a question of infrastructure, technical competence, and institutional connection—not ubiquitous in small towns or government schools.

The result is a growing gap: while one set of students graduates from school with international exposure, the rest may graduate with good academic performance but intercultural exposure missing. This gap can affect access to international universities as well as performance there.

The weight of NEP 2020

India's National Education Policy (NEP) 2020 also addresses this issue on paper. It has a strong emphasis on internationalisation at the school level and also at the university level. It prefers the development of global partnerships by institutions, mobility of students, and integration of global matters in the curriculum.

More importantly, NEP 2020 focuses attention on the necessity that education needs to be holistic—that is, educational outcomes go beyond marks in class to include moral reasoning, cultural sensitivity, and social sensitivity. It is here that strong exchange programs have the potential to make an impact, if schools only look beyond the transactional culture.

But most of policy delivery remains focused on tertiary education. School-level international readiness roll-out is patchy and an institution-by-institution affair.

What needs to change

Exchange programs will never succeed in preparing students for international education if they are more than superficial visits. Schools need to plan such programs consciously, methodically, and follow through.

This is pre-departure training with cultural education, academic comparisons, and affective preparation. It is official reflection after the program in writing, group discussion, or portfolio submission. And it is using global perspectives to make a difference over the course of an entire school year, not just within a time-limited exchange window.

Of equal concern, they must be universalized and expanded. Scholarships, subsidized schemes, and models of the internet can go to students of all socio-economic groups. Student exchange schemes must be framed not as elitist privileges, but as part of a student's preliminary training for the globalized world.