One of the first steps toward enhancing the voter awareness and literacy aspect in the state of Rajasthan has brought about a new system in the education framework of the state where the school curriculum will include an introduction to voting rights and election process to make young citizens aware and help them take informed decisions towards exercise of their vote. 

On 25th August 2025, a Memorandum of Understanding (MoU) was signed between the Election Department of Rajasthan and the department of  school education to implement this project in all the government and private secondary and higher secondary schools.

Why is Election Literacy so Important?

The inclusion of voter education in the curriculum will help imbibe the values of democracy in students at a tender age, and become conscientious citizens later on as electors. The curriculum addresses issues such as rights and responsibility as a voter, ethical voting, how voting is performed and the significance of democracy. The common activities that make learning about elections appealing and unforgettable to students are dramas, speeches, songs, poems, and classroom games.

Naveen Mahajan, chief electoral officer, said that "for online monitoring of these clubs, an online ELC entry module has been made available on the School Darpan portal and private school portal. Rajasthan is probably the first state in the country to develop digital infrastructure for strengthening school ELC." 

The implementation through Electoral Literacy Clubs (ELC)

The electoral literacy clubs (ELC) school based will be enhanced in both government and non-government schools. Rajasthan has become the first Indian state to implement a complete digital tracking of these clubs through Shala Darpan and Private School Portal. Based on the new online ELC entry module, monitoring and reporting of club activities becomes easy; therefore, the implementation becomes transparent and evidence-based.

In July 2025 alone, the ELCs engaged more than 1.69 lakh students in Rajasthan in various voter education activities. The focus of this initiative is making sure that no eligible future voter is left behind, so we are encouraging all 17 year-olds to pre-register, and we will also be sending out voter eligibility dates throughout the year. Although there has been a tremendous development in the districts of Bharatpur, Ajmer, Dausa, Alwar, and Bikaner, as far as participation is concerned in light of participation especially in the perceived world of private schools, it is working on the theme of increased participation.

Listing of Digital Resources and Future Plans

The portals suggest the schools and students of Rajasthan with digital voter education resources, learning material, and games in both Hindi and English to increase ease of accessibility and coverage. The program has plans to be implemented in higher education and rural communities (Chunav Pathshala) to make voter literacy all-encompassing.

The election literacy program is an initiative by Rajasthan that highlights the level of civic education in the country as the program is highly interactive, technology-based and it can equip a child to be a responsible voter in future. The combined effort of the Election Commission and Education Department make this a strong model that urges other states to follow the same.

In an exercise of substantial policy making aimed at providing a fillip to female students in higher studies, the Maharashtra Higher and Technical Education Department plans to launch a new scheme to offer girl students ₹2,000 as month-end support—facilitating them to earn while learning.

The program, which remains in the planning stage, will supplement the department's recent move of suspending tuition for 842 higher education programs and issuing an additional ₹6,000 monthly subsistence allowance to cover students' lodging and food costs. Authorities admit that many young women still incur daily academic expenses such as transportation, books, and online materials.

To bridge this gap, Higher and Technical Education Minister Chandrakant Patil announced on August 19 that there is a special 'Earn and Learn' scheme in the works. Colleges will offer on-campus jobs or part-time work plans to meritorious girl students, who will receive ₹2,000 a month directly deposited into their bank accounts.

Colleges will provide us with the list of beneficiaries, and the money will be deposited directly," Patil stated, adding that the scheme is not just intended to provide financial assistance but also skill development opportunities to students.

The state government will be admitting around five lakh students in the first phase, reaching an expense of ₹100 crore per month. For one year, the total implementation will run ₹1,000 crore.

Patil further promised that there are talks underway with Chief Minister Devendra Fadnavis for mobilizing the required funds. Even though financial approvals may be delayed due to current budget limitations, the department is actively engaged in framing the policy and finalizing implementation plans.

The scheme will prove beneficial for such girls from poorer and rural backgrounds particularly, allowing them to pursue higher studies without any apprehension of economic insecurity.

If cleared, the move would be a revolutionary measure towards gender equality in the education system of Maharashtra.

Following the resignation of Congress MLA Rahul Mamkootathil as Kerala Youth Congress president, Kerala Education Minister V Sivankutty has called for his resignation from the MLA too following the charges of obscene behavior. "If the accused is a public representative, he should resign from that position," Sivankutty commented while adding, "There is a controversial issue which has been discussed in the public sector in Kerala for the last two days."

Serious charges have been made against Mamkootathil, who is a public representative, which is a serious issue. If there is any fear among these women to disclose their names, let them not be afraid. The government will be with them by giving them full protection and support. The government stands for justice. I would also like to remind you of certain legal aspects in this case," the Education Minister of Kerala stated.

"Even if complainants hesitate to disclose their names, they can approach the police and lodge a complaint. Police will file a case and initiate an inquiry. The privacy of the victims will be completely ensured. A woman has disclosed that she has informed the party's highest leadership," he further added. Sivankutty explained that the highest party leaders, who have been briefed on the incident, have a responsibility to report the crime to the police according to law. "Those leaders have some legal obligations. As per the Criminal Procedure Code (CrPC), if any individual becomes aware of a crime, he/she is bound to inform the police. Failing to report serious crimes to the police is an offense. The government will do justice in this regard. All support will be offered to women to lodge complaints. The law assures that it will follow its course," he said.

Implying that other revelations have surfaced, Sivankutty stated that the concerned public representative has to respond to society and his voters rather than simply resign from his organisation.

More serious disclosures have reached the news media. If the accused is a public representative, this issue will not be addressed by stepping down from organisational roles alone. The individual must account to society, not the organisation. The voters are the power in a democracy," the Education Minister of Kerala had said.

Sivankutty again emphasized that Mamkootathil quits his MLA position and tenders an apology. "Since the charge has been levied, if this individual is a people's representative, he must apologise and step down from his role. Otherwise, the common man, particularly women, will never pardon. I congratulate the sisters who exhibited bravery," he stated.

The "obscene conduct" charges of MLA Mamkootathil have been brought by writer Honey Bhaskaran and model Rini Ann George.

Honey Bhaskaran complained on Facebook that Rahul had messaged her on her social media handle. She claimed that it started with travel, and she replied to it, but there were a series of messages from him. When she realized he had no plans of halting, she blocked him from communicating with her. She stated that she came to learn through Youth Congress volunteers that he badmouthed her, and that she was the one who had started talking to him. Those allegations were made just a few days after Actress and model Rini Ann George alleged that the Congress MLA had sent her objectionable messages to her on several occasions and had also invited her to a hotel. George said that when she threatened to report his party, the leader had dared her to do so. She refused to name the leader or the party.

George asserted she had reported the incident to the party leadership, accusing wives and daughters of various politicians of having similar encounters with the party leader. She asked, "I want to ask which woman these politicians who were not able to protect the women in their own families will protect?"

"I thought of speaking up since I saw recently in social media that there are many women who have gone through this problem. None of those women are saying a word against this. So I thought of raising my voice for all," she said. Earlier on Wednesday, protesting against the allegations, Bharatiya Janata Party (BJP) organized a protest march to the residence of Palakkad MLA Rahul Mamkoottathil asking him to resign.

One class 10 student of a private school in Ahmedabad was allegedly stabbed to death by his classmate in a fight, resulting in a massive protest and school looting by locals and parents on Wednesday, police said.

The suspect teenager was nabbed by the police following the assault while the victim succumbed to his injuries on Tuesday night, an officer said.

Police confirmed that the victim and perpetrator were both students of class 10.

Earlier, state education minister Praful Pansheriya had stated that a class 10 student was stabbed by his junior who was a class 9 student.

"A 10th class boy attacked his classmate in Seventh Day School yesterday. The victim succumbed to the injuries during the night when he was undergoing treatment. Police have filed an FIR and the juvenile suspect has been arrested," Joint Commissioner of Police Jaipal Singh Rathore said.

On Wednesday morning, the situation soon turned into chaos, victim's relatives, parents of other students, and members of the Sindhi community went in large numbers to the school campus and demanded action against the administration. The mob vandalized the school buses, two-wheelers, and four-wheelers parked within the institute. They also attacked the school staff, police officials reported.

Police authorities at first fought to control the situation and shoved the crowd back from the school premises.

While the incident assumed a communal hue as the accused student is a member of a minority group, and the victim is Sindhi. As the protesters sat down on the highway, creating traffic jams. They shouted slogans against the police, calling for action to be taken against the school management.

"We demand justice. We lost our child today. It would be some other child tomorrow. Unless tough action is taken, it will repeat itself," cried a victim's relative.

Local MLA Amul Bhatt tried to calm down the mob with folded hands. Holding a megaphone in his hand, he requested them to keep their demands aside and let the police do their work.

Crime Branch Joint Commissioner of Police Sharad Singhal told the media that the city police commissioner has agreed to the protester's demand that the probe be transferred to the crime branch.

Police will probe the accusation by parents that six or seven individuals assisted the accused student in the crime and that evidence was manipulated by the school administration by requesting a water tanker.

"If we find evidence against other individuals, we will arrest them. A forensic unit will also confirm the report that a water tanker had been called by an individual from the school to sanitize the crime scene. We will take a serious step if evidence surfaces," Singhal added.

JCP Rathore requested agitators to put in writing their allegations against the school administration which would be sent to the related department for action.

Police are going through CCTV footage to find vandals, he said.

State education minister Praful Pansheriya has termed the killing "unfortunate and a red signal for a civilised society".

"There is a case being sought. The education department will investigate the case," he stated, and raised an eyebrow over increasingly aggressive behavior from students.

Relatives of a young Haryana playschool teacher who was discovered dead on Tuesday have rejected police speculation that she might have taken her own life. Members of her family refused the last rites on Tuesday, claiming that she had been murdered and demanding justice.

On Tuesday, the Haryana state govt. suspended internet services in two districts of Bhiwani and Charkhi Dadri for 48 hours and sent in extra police forces to stop any law-and-order problem, The Indian Express stated.

Meanwhile, the murder of the 19-year-old woman has been greeted with widespread anger in her native village and villages around it. The locals have intensified their protests, insisting on a Central Bureau of Investigation (CBI) inquiry into the incident. To barricade the village, locals placed stones and tree branches on joining roads.

After the furore, Haryana Chief Minister Nayab Singh Saini announced that the case will be handed over to the Central Bureau of Investigation (CBI) for a fair and impartial probe.

In an X post, CM Saini had said, "The state government and police administration are taking all seriousness and transparency to provide our Bhiwani girl Manisha and her family justice. I myself am personally reading the reports of this case regularly. As per the family's demand, the Haryana government is going to shift this case to the CBI for a fair inquiry. Justice will be delivered fully in this case."

The woman had gone missing on August 11 after she had left home to meet a college with regard to queries for a nursing course. Two days afterward, on August 13, her body was discovered in a field in Bhiwani. Police later confirmed that forensic tests on her viscera and a handwritten note suggested that she could have ingested insecticide to end her life.

The woman had gone missing on August 11 after going out to meet a college to enquire about a nursing course. Her body was recovered two days later, on August 13, from an open field in Bhiwani. Police subsequently stated forensic examination of her viscera and a handwritten note that she had left suggested that she could have ingested insecticide to commit suicide.

A former sarpanch of the village also condemned the police, alleging that from the beginning they did not even investigate the case properly. The family claimed that when on the evening of August 11 the girl failed to come back home, they dialed Haryana's emergency helpline (Dial-112) and informed the police.

As reported by The Indian Express, the police officers accompanied the family to the college but interrogated only three inebriated men, who said that the girl had not been discovered and the college had closed at 1 pm. The sarpanch inquired as to why the police did not search the campus thoroughly and accused them of floating the suicide theory to assuage public anger.

There were also queries over the timing of the purported suicide note. In response to questioning why the note was not made public earlier, Rohtak Range IGP Y Puran Kumar replied that it was found on August 13 in the place where the body was recovered, though this information is not necessarily offered during the early stages of an investigation.

The IGP also stated that the investigation was conducted scientifically and in a strictly proper manner. The postmortem had been conducted twice, first at Bhiwani Civil Hospital and then at PGIMS Rohtak. Doctors kept their opinion suspended till viscera and other laboratory test reports were available. The results on Monday confirmed the presence of a toxic insecticide, an organophosphorus compound, in her kidney and intestine, the IGP stated. A medical board later advised the family of the outcome.

Despite all these accusations, protests continue. Fearing disturbances, the state government blocked internet, bulk SMS, and dongle services in the two districts from 11 am on August 19 until 11 am on August 21. The official directive, issued by Additional Chief Secretary (Home) Sumita Misra, did not mention the death but talked of the possibility of public disturbance, harm to property, and spreading of objectionable content on social media.

The order further stated that misuse of platforms like WhatsApp, Facebook, Twitter, and SMS can lead to mobilisation of agitators and dissemination of rumours, leading to vandalism, arson, or violence.

FIRs to be filed, recovery of salary ordered by education department

In a drive against phony recruitment, the Uttar Pradesh Secondary Education Department on Wednesday sacked 22 teachers for using fake documents to attain government posts. The move comes after an in-house probe revealed the extent of the forgery.

Based on an order released by Secondary Education Director Mahendra Dev, the sacked teachers were firstly appointed by virtue of an advertisement published for assistant teacher posts in government secondary schools of Azamgarh division.

The hiring process was merit-based, depending on the candidates' high school, intermediate, graduation, and teacher training certificates. But after handling numerous complaints, the department launched a document verification drive. The investigation uncovered that all 22 teachers had presented fake educational documents in order to get their jobs.

"These teachers had been posted in various districts over the years, but their appointment was illegal from the beginning," the order read.

In accordance with the results, the department has directed the concerned District Inspectors of Schools (DIOS) to not only begin the recovery of the salaries withdrawn by such teachers but also register First Information Reports (FIRs) against them under suitable provisions of law.

The episode has added new questions about the integrity of recruitment within the education system of the state and the susceptibility of merit-based selection processes to manipulation. Sources within the department reported that additional verification is in progress to inspect for similar deception in other wings.

The state government has come under pressure to enhance background verification in recruitments for teachers, particularly following similar instances in other districts in the last year.

The move is a warning to people against fraudulently producing documents, officials say, and indicates the department's desire to purify the education system of corruption and malpractice.

In a significant step towards strengthening forensic capabilities in law enforcement, the National Forensic Sciences University (NFSU) recently conducted a comprehensive training programme on ‘Forensic Science’ for 30 Deputy Superintendents of Police from Bihar. The event was conducted between August 18 and 22, 2025, to cascade high-level abilities and knowledge in forensics to senior police officers to improve their efficiency in criminal investigations.

The five-day training covered main forensic skills and practical applicability to current policing. Officers were trained in scientific techniques for crime scene investigation, evidence collection and preservation, forensic analysis methods, and interpretation of forensic data. The aim of the course was to empower Deputy Superintendents to more clearly incorporate forensic science in the investigative plans and decision-making course of action.

NFSU is an Institution of National Importance under the Ministry of Home Affairs, Government of India, and is renowned for pioneering education and research in forensic sciences. The specialised training conducted by NFSU is in line with its vision to improve the forensic capabilities of the law enforcement agencies all over India and promote a higher level of justice delivery.

The program also gave the participants a chance to interact with the expert faculty, in the laboratory, as well as discuss case studies that depict the important input of forensic science in resolving crimes. Such capacity-building programmes assist in closing the knowledge gap between the innovative developments in the world of science and their real-world application, in practice, within police communities.

Bihar Police leadership facilitated the training and are appreciative of the forensic skills investment in their officers, aware that highly trained police will enhance investigation, speed up proceedings and gain confidence among the citizens. 

This initiative demonstrates the efforts and collaboration of NFSU and state police courses to build skilled forces well-versed at using advanced forensic tools aiding investigation and delivering justice faster. As the field of forensic science is evolving faster, such events and initiatives are vital to keep the law enforcement personnel up-to-date with best practices and ever-evolving technologies. 

To conclude, the recently conducted NFSU’s forensic science training for Bihar Police Deputy Superintendents is a remarkable step towards  building stronger ties between real-world-policing challenges and forensic science education India. This contributes to a more scientific approach in crime investigation and the effectiveness of law enforcement in Bihar, India. 

Medical education seats in India are expected to rise significantly this academic year, with the National Medical Commission (NMC) anticipating a combined increase of close to 8,000 undergraduate and postgraduate seats nationwide. As per NMC chairperson Dr Abhijat Sheth, the Assessment and Rating Board had already initiated inspections on institutions that have applied for increased capacity, and the process was still on track despite a recent corruption investigation.

NEET-UG counselling has already started, with the first phase completed and the second phase likely to start from August 25. There were fears of the total seats available this year reducing, following the discovery by the Central Bureau of Investigation of a purported group of officials of the Union Health Ministry, members of the NMC, intermediaries, and representatives of private institutions who engaged in illegal manipulation of the regulatory environment of medical colleges.

The NMC then put on hold all proposals for developing new courses and increasing seats until the time when the agency carried out its investigations. The FIR filed in July implicated 34 people, eight of whom were Union health ministry officials, a National Health Authority official and five doctors who worked on NMC inspection teams.

"Along with my appointment, the president of Medical Assessment and Rating Board (MARB) also has been appointed. We have taken on board completion of inspection of UG medical seats on a priority basis and the assessments are underway," Dr Sheth stated. "We expect an addition of approximately around 8,000 seats (UG and PG seats combined) based on the applications we have received in this academic year," he added.

Currently, the nation has 1,18,098 undergraduate seats, with a half-and-half division between government (59,782) and private (58,316) colleges. 53,960 postgraduate seats are available, of which 30,029 are in public colleges and 23,931 in private colleges.

Even as Dr Sheth accepted that some UG seats might have been cut back in response to the CBI inquiry, he underlined that the general availability was poised to grow after inspections are completed. "Due to the continuing (CBI) inquiry, numbers of UG seats might have decreased. But overall, the number of seats is ultimately going to go up by 8,000 or even more after the final inspection process ends," he added.

The NMC has also started inspection of colleges that had applied for new postgraduate seats and is sure these will be included in the counselling round in September. "We are hopeful that new seats will also be included in the PG counselling process," said Dr Sheth.

Coming to the National Exit Test (NExT) for final year MBBS students, Dr Sheth stated the NMC supported the proposal in principle but stressed consensus-building prior to implementation. "NExT is a new idea no doubt but there are so many questions left unanswered. We must make sure that this model is compatible with the medical education that we are offering to our students," he said.

He further said that the ministry had been pursuing the issue for the past two years and that the concerns of students had to be addressed in a complete manner. "Students' fear has to be removed and their confidence level for this exam has to be developed. It has to be made aware that this exam is not going to be tough to them but it is going to be a fair test to them," he added.

Dr Sheth also spoke of concerns regarding the quality of medical graduates during the steep increase in medical colleges since 2014, emphasizing that quantity and quality have to go together. "As we increase the number of colleges, we will have to see to it that the quality of the education does not get diluted," he said.

The NMC, he added, was making its accreditation system robust to ensure faculty, infrastructure and clinical material standards. "In addition, we have undertaken a process of phydigital model where we are pushing our institution to embrace a new solution beyond physical education involving skill and virtual education to deal with competency based training and digital and e-learning solutions in order to achieve uniformity in medical training across the board," Dr Sheth explained.

He further stated that integration with private and public hospital networks was being sought for broadening access to clinical material. "We want to take this chance. to ensure that we are able to access improved clinical resources for the budding medical students," he continued, further stating that the NMC aimed at sticking to its plan of implementing the expected reforms.

Hot Wheels cars are classic collectables appreciated by both children and adults. In case designing these small cars and creating imaginative playsets is something you enjoy, becoming a Hot Wheels designer may be a great career choice. Here is everything involved in achieving a Hot Wheels designer job, its requirements, and specific advice to aspirants eager to design toy cars.

What Does a Hot Wheels Designer Do?

A Hot Wheels designer is a detailed and creative play environment and model car maker. The work includes conducting sketches, 3D modelling, creating prototypes, and liaising with the engineering and marketing departments to ensure new toy cars achieve success. The designers are innovative and still respect the brand heritage as well as trends followed by consumers.

Qualification Required

1. Bachelor of Science in Industrial Design or Toy Design: Concentration on product design, materials and manufacturing processes.
2. Bachelor of Transportation Design: Learn to design different types of transportations and how they are manufactured. 
3. Mechanical Engineering or Automotive Design Courses: These are beneficial courses to have an idea about car structures and mechanisms.
4. Master’s Degree (Optional): Advanced specialization can improve job prospects and design sophistication.

The Basic Requirements of Hot Wheelers Designers

• Good Sketching and drawing skills: Capability to visualize ideas into detailed drawings.
• Proficiency in Modeling: The ability to create realistic prototypes using applications such as SolidWorks, AutoCAD or Blender.
• Knowledge of vehicles: Knowledge of all the materials used in the manufacture of toys (e.g. plastics, metals etc).
• Creativity/Innovation: Developing cars that are original, entertaining and which would attract different age groups.
• Attention to detail: Making sure that there is scale accuracy and functionality of features in miniature models.
• Teamwork and Communication: Collaborating effectively in cross-functional teams.

How to be a Hot Wheels Designer?

1. Get the Right Education: Study in accredited post-secondary schools with degrees in industrial or toy designing.
2. Develop a Good Portfolio: Display sketches, computer models and prototypes to demonstrate creativity and expertise.
3. Internship and work experience: Apply what you are learning in the field by taking an internship with a toy manufacturer or design studio.
4. Keep on Track: See what is happening in toys, what Hot Wheels are coming out, and what people want. 
5. Apply to Design Teams at Mattel or Hot Wheels: Visit career pages to look at internship opportunities and designer openings. 
6. Network: Use design events, workshops or the internet communities with focus on toy design.

Four Less Known Success Tips

• Small-Scale Modeling: Prototyping in miniature has its own set of problems so get used to making miniatures first.
• Understand Licensing: Certain Hot Wheels models are licensed vehicles; read up copyright to assist you in your design. 
• Learn Safety laws: Toys should adhere to global safety laws. 
• Experiment with Varied Styles: Mix retro, futuristic and fantasy themes to come up with models that stand out.

Career Development and Pay Information

Aspiring toy designers have the opportunity to start as a junior designer and work their way to senior design jobs, creative directors or product management. Salaries are generally geographically and experience-based, remaining competitive in the toy and industrial design business. 

To conclude, all the design aspirants who wish to become a hot wheels designer need to meet the aforementioned requirements and adhere to the steps. Working as a Hot Wheels designer means being able to combine creativity, technical skill, and car passion into a job. By taking the correct educational route, cultivating a skill in design and 3D modeling, and by creating a solid portfolio, aspiring professionals can make their dream come true. Innovation and attention to detail are also important in the toy industry and it is important to know current trends and learn to work with multidisciplinary teams. 

So, if you are passionate about creating miniature cars, bikes or vehicles that embody happiness and creativity spanning generations of people, then working at Hot Wheels is more than just a career; it is the opportunity to shape a powerful cultural classic. Through commitment and expertise, design candidates can give their engine a push off toward being part of the new generation of Hot Wheels designers.

The University Grants Commission (UGC) has instructed all higher education institutions (HEIs) to discontinue the offering of programmes in healthcare and allied fields through Open and Distance Learning (ODL) or online mode from the July-August 2025 academic session. The directive is a follow-up to the suggestion made by the 24th Distance Education Bureau Working Group meeting that was convened on April 22 this year and passed during the UGC's 592nd meeting on July 23.

The prohibition is effective on courses under the National Commission for Allied and Healthcare Professions (NCAHP) Act, 2021. These include Microbiology, Psychology, Food and Nutrition Science, Biotechnology, Clinical Nutrition and Dietetics.

As per the circular, institutions already having the approval to operate these programmes will have it withdrawn by UGC. Universities and colleges have also been directed to not take in students into these programmes from the academic session of 2025-26.

Where a programme has more than one specialisation, like a bachelor's in arts with majors in English, Hindi, History, Political Science, Philosophy, Sociology or Psychology, only the healthcare specialisation will be phased out. Other non-healthcare topics under the same degree will not be affected.

The decision comes amid concerns over quality standards in professional training. Former Professor and head of the Psychology Department of the University of Mumbai, Satishchandra, said, “The demand for psychology has gone up in recent years, leading to many private and public institutions offering it. But in several parts of the country, they have failed to maintain the quality of education. This decision will help check such practices.”

Welcoming the move, Vivek Belhekar, who heads the Psychology Department in the MU, said, "This is a step in the right direction and will benefit society as a whole. Clinical psychology needs intensive practical training. According to the guidelines of the Rehabilitation Council of India, we must have a 2:1 ratio between students and teachers. We cannot deliver such training in distance education mode.

But he also referred to the issue of there not being enough seats available nationwide. "Given the growing need for clinical psychology, the UGC or the top-most body needs to devise a plan which can enable public universities to increase opportunities, perhaps through a systematic online model," he said.

The rumors of TikTok being back in India have sparked widespread discussion where former users are claiming its return as they could access its website. However, the government of India clarified yesterday that the ban isn’t lifted and any such information surfacing the web about TikTok is misleading and false. 

The rumor is said to be started by some Indian users who noticed the TikTok website (which was banned for the past 5 years) was accessible. This sparked the wave of speculation on social media and new portals that made a little speculation  a hot discussion urging the government to step up promptly and clarify the claims. 

The government sources from the Ministry of Electronics and Information Technology gave the official statement on TikTok back in India, making it clear that the TikTok app remains banned, and no official “unblocking” or return order has been issued.

As per TOI’s article, the TOI team tried accessing TikTok, the website opened (could access the homepage only) but the app remained unavailable. When the team members of edinbox tried, we were prompted to an error page stating “this site can’t be reached.”  This clarifies that any website access like that of AliExpress, TikTok, shein, appears to be a technical glitch and does not equate to the app’s official lift of the ban.

This Chinese application was banned in June 2020 in India and 58 other countries due to border tension. The government gave 3 prominent reasons for the ban of TikTok App: 

• Risk of national security
• Data privacy breaches 
• Criminal activities and public threats 

Experts reported that this app was leaking data to servers outside India, especially China. This was compromising millions of users’ personal and sensitive data, which is why putting a ban became necessary. 

Fast forward to 2025, with India-China diplomatic relations showing improvement, including planned visits by Indian Prime Minister Narendra Modi to China in late August 2025, the speculation of TikTok returning is buzzing. However, as of now the officials maintain that the ban on TikTok still stands and emphasised on dismissing any claims of TikTok's return. 

In forensic science, "touch DNA" has proved to be a central method of identifying suspects. All human beings involuntarily shed skin cells wherever they come into contact, depositing extremely tiny biological traces behind them. Fresh trail-blazing research is describing how people vary in the amount of skin and cell DNA they shed, often referred to as their "shedder" profile, and how this information can aid criminal investigations.

What Is a 'Skin Shedder' Profile?

Scientists have discovered that individuals shed skin cells and DNA at incredibly variable levels. Some individuals are "high shedders," leaving copious skin cells on surfaces they come into contact with, while other individuals are "low shedders," leaving fewer cells. This range affects the detection and identification of DNA evidence that is gathered at crime scenes.

Groundbreaking researchers at Flinders University in Australia have developed a powerful scientific method to measure the "shedder status" of a suspect using a novel cell staining method. In a trial on 100 individuals, they confirmed that each person always sheds the same number of skin cells regardless of sampling time, and that men shed more cells than women. The important thing is that it does not matter which hand an object is held in—shedding is symmetrical either way.

Why is 'Shedder Status' Important in Forensics?

Traditional DNA profiling can identify whether a person's DNA has been present but not why or how it was present. For instance, an identification of a suspect's DNA on the scene of a weapon can be challenged if the person says they only briefly touched the object or was not involved in a crime.

A suspect's shedder profile is useful information. If you are a high shedder, it is easy to transfer your DNA, and it would account for DNA found at a place where you did not extensively touch. Low shedders, on the other hand, would not leave significant DNA where they extensively handled items. This provides forensic specialists with the ability to estimate the probability of DNA presence using a "likelihood ratio," providing courts with more precise evidence of a suspect's involvement in a crime.

This study is particularly useful in identifying suspects and cracking cases in which "competing DNA evidence" previously muddled investigations.

New Developments in Skin and Touch DNA Profiling

In addition to the quantitation of shedder status, forensic scientists are also developing accurate detection of skin cells themselves. Skin cell-specific messenger RNA (mRNA) markers have, for the first time, been detected, enabling tests to determine whether DNA recovered from samples specifically derives from skin. This method, reported in forensic biology journals, increases accuracy in the identification of biological material, differentiating skin from other body fluids and tissues.

Additionally, new studies target structural proteins and carbohydrate marks on skin cells, improving detection of latent "touch DNA" on surfaces, after prolonged outdoor exposure.

Real-Life Applications and Future Applications

Knowing and using "skin shedder" profiles can:

• Help reduce investigation times by concentrating on suspects that have similar DNA profiles to shedder patterns.
• Help reduce false accusations due to DNA contamination or secondary transfer.
• Help forensic specialists by giving an extra strong layer of evidence to utilize in supporting or disproving assertions.
• Assistance in the quantification of the amount of time a suspect could have spent at a crime scene using cell deposition counts.

Furthermore, while promising, there remains improvement to be made in refining these methods. Further research is ongoing to determine best practices for the inclusion of shedder status within forensic casework globally. 

The science of "skin shedder" profiling is an exciting new frontier in forensic investigation, combining biology and law enforcement with precision. Understanding how individuals uniquely shed skin cells and DNA, forensic examiners can more accurately interpret DNA evidence, catch criminals more effectively, and ensure justice is meted out. 

For students and practitioners alike who are interested in forensic science, staying current with these cutting-edge advancements is a window into the future of crime-solving technology.

Medical colleges in India challenge students academically and financially, as hostel accommodation often comes with high costs despite offering only basic facilities. Many top-ranking colleges charge substantial fees for hostels that are modest at best. Understanding why these costs remain high and what factors contribute to them is central to addressing this ongoing issue.

Medical Hostel Basic Facilities

Both the government and the private medical college hostels offer basic amenities like shared or individual room facilities that are furnished with some basic amenities and essentials like a bed, study table, chair, and the fan. The common shared facilities include 24-7 electricity, access to clean water for drinking, wireless internet and security. There are also mess facilities that provide vegetarian and non-vegetarian foods with little combination and medium quality food. Recreational facilities and even medical assistance can also be seen but it is normally limited or well aging in most institutions.

The Increasing Prices of Hostel Accommodation

Hostel charges in medical colleges in India vary significantly. For example, government colleges can charge as low as INR 10,000 per year for hostel accommodation, while private medical colleges or exclusive hostels may charge fees that are much higher, sometimes exceeding INR 150,000 per year. In some reputable government colleges, the monthly hostel fee is below INR 3500, but gaining admission to these government colleges is competitive. 

However, regardless of the fee structure, students in both government and private colleges face accommodation-related challenges. Additionally, rising inflation affects the cost of hostel accommodations across all institutions.

Reasons behind Very High Fees While Basic Amenities are the Only Options

1. Infrastructure Maintenance and Upkeep: Constant maintenance is required in running hostels, including cleaning, repairs, security, and utilities (electricity, water, internet). Even simple amenities must be periodically maintained, and such costs are included in the fees.
2. Mess and Food Expenses: Meals provided daily, sometimes with diversified food to accommodate various requirements, are a significant portion of the expenses. The price of quality materials, wages, and hygienic guidelines passes on into increased mess fees.

• Lack of Subsidies and Funding: As compared to fee structures in academics, hostel facilities might not necessarily have much government subsidies, especially in privately owned institutions, and this might mean shifting the cost burden to the students.
• Scarcity of Hostel: There is a shortage of hostel seats in many medical colleges as compared to the number of students. This scarcity will tend to raise prices, particularly in metro cities where living is expensive.
• Security and Safety Protocols: Policies covering security and safety of the students, CCTV, security officers, and ensuring safe environments increase the operational costs.
• Miscellaneous Charges and Other Fees: Many charges are hidden and/or not stated clearly in relation to deposits, maintenance costs, electrical and water bills, and fines, which are all included as fees.

Student Feedback and Experiences of Hostel

Most students say that paying high fees does not necessarily mean high levels of comfort or services. Complaints often are about overcrowding, poor infrastructure with faulty walls and ceilings, noisy or unhygienic conditions, and lack of adequate recreation or health facilities.  This is why students today do not wish to live on campus and want to get alternative accommodation because of affordability and quality issues.

Government oversight for private colleges, regular audits, and stakeholder engagement (including student feedback) are pivotal. In addition, making the hostels spacious and enhancing the food quality could justify costs and improve student satisfaction.

In conclusion, despite providing only basic amenities, medical colleges often charge steep hostel fees, this results from a combination of operational, infrastructural, and financial factors that deserve scrutiny. Transparent management and targeted investments could make hostel accommodation more affordable and comfortable for medical students.

A shocking new survey finds Artificial Intelligence to have become the confidant of young Indians, especially school-going students facing stress or any anxiety. According to the survey titled “Are You There, AI?” conducted by Youth Ki Awaaz (YKA) and Youth Leaders for Active Citizenship (YLAC) in June 2025 notes that 88 percent of respondents between the ages of 13 and 18 now seek the assistance of AI assistants such as ChatGPT when overwhelmed.

Teens have more faith in inaccurate AI than ever before

This challenge is characteristic of most teenagers. More than half (57%) of the 506 sampled youths confessed to not only using AI as an aid to studying or as a productivity tool, but also as a means of emotional support - sharing feelings, seeking guidance, or at least using AI due to feelings of loneliness. 

AI can provide what a human interaction may fail to provide:

1. Consistently present: Unlike parents or friends who are too busy and unavailable enough, AI is on 24/7.
2. Non-judgmental: Students also claim that they are able to express themselves freely without necessarily fearing gossip and prejudice.
3. Flexible: AI can serve as a form of empathetic guidance, helpful information or simply a companion in the middle of the night and is therefore a “late night therapist” to many.

Who Is Making Contact with AI and Why?

In the survey, some interesting social patterns were discovered:

• Women under age 25 are almost twice as likely to confess to AI tools as their male peers- about 52%, compared to much fewer young men.
• Small town youth use AI more than those in metros to seek support on a personal basis.
• ChatGPT turned out to be the best platform, and the answer is not even close: Gemini or Character.AI have no real chance.

Emotional Geography: New Norms, New Risks

According to the experts, teens need a place that is secure, secluded and convenient. The anxiety when family WhatsApp groups or friends give them an anxious feeling, AI gives them a new emotional geography, where they can share those thoughts that are too risky to share with other people.

However, this fast-growing reliance on ChatGpt/ AI is not without concern:

• 67% worry AI may increase social isolation, further widening the gap called loneliness for some users.
• 58% fear privacy risks, noting uncertainty about how sensitive conversations will be stored or used.

The opinion of mental health professionals is that, although AI might be able to fill in the gaps, healthy emotional growth still requires strong human connections. It is not chatbots that give true well-being, but supportive families, friends, and communities.

Young people aren’t just passive users

The survey found they desire:

1. AI tools that feel natural to talk to.
2. Safe online environments where feelings and technology could be explored.
3. Flexible and low-stress digital classes to suit their busy schedules.

AI is transforming the way the youth of India deal with stress and anxiety. The responsibility of industry, educators and parents is now to make these digital companions safe, confidential and resourceful, and at the same time make sure that real life bonds are maintained in parallel with the artificially induced relationships with the device

Maths is the most hated subject in the world despite the fact that it is the diver of the universe. There are only 2 types of people in the world– one who loves maths and one who hates it. However, there is a third category in the 21st century who despise mathematics but have keen interest in engineering. Maths being the door to studying engineering in India for years, many aspirants of this category couldn’t pursue engineering. But with the new education policy and guidance, students are hoping for loopholes to pursue engineering without Maths in Class 12.

Can One Do Engineering Without Maths?

Yes, it's possible!

Under the new All India Council for Technical Education (AICTE) regulations, some B.Tech degrees and engineering disciplines do not need mathematics at Class 12. The students may pass with other combinations such as Physics, Chemistry, Biology (PCB) or even Computer Science, Electronics, Agriculture, etc.

Additionally, if you are someone who doesn’t want maths as a subject in your stream of study, that is also a possibility. There are some prominent and high-demand courses that don't include advanced mathematics. 

Engineering Courses Without Maths

Here are the main branches of engineering where you can earn a degree without having maths in your 12th standard:

Note: the eligibility criteria may vary because some colleges offer B.Tech Computer Science to students without Maths under NEP/AICTE flexibility, while some colleges follow traditional curriculum and requirements. Thus, it is always  better to check each university’s admission guideline. 

Admission Process & Bridge Courses

1. Entrance Tests: The majority of the colleges conduct entrance tests in engineering or accept students based on their merit. Admission may be through national-level tests such as JEE (with eligibility tests), state-level tests, or university-level provision.
2. Bridge Courses: You will need to attend maths, physics, or engineering drawing bridge courses in the first year if you have been admitted without maths to improve your basics and bring your level on par with the other students. 
3. AICTE Guidelines: AICTE has allowed universities and engineering colleges to admit students without maths for some branches where there is not much maths involved. But you need to secure at least 45% marks in the three subjects of your own choice.

Job Opportunities Beyond Maths in Engineering

• Biotech & Pharma: Science, healthcare innovation, agricultural solutions 
• Food Processing: Nutrition science, safety assurance, FMCG industry
• Environmental Protection: Pollution control, sustainability engineering
• Biomedical Field: Hospital technology, diagnostics, medical devices
• IT & Management Designations: Operations, project management, certain technology roles (if you opt for Computer Science without maths in an approved stream). 
• Materials Science: R&D of new materials, nanotechnology, manufacturing

Remember, although AICTE guidelines provide flexibility, the requirement depends on the regulations of each college or university. Verify before applying. There are certain  core disciplines such as Mechanical, Civil, Computer Science (in most institutions), Electrical, Electronics, Chemical Engineering that still usually require mathematics. Also, some of the higher studies or technical positions (particularly in data science, AI, or upper-level programming) might require advanced maths. So, deciding on the career path or at least spotting the inclination is highly helpful in deciding whether it’s good to eliminate studying maths. 

In conclusion, engineering is becoming more interdisciplinary, and it is offering new avenues for students with varying academic backgrounds. If you like technology, innovation, or science (particularly biology, chemistry, environment, or management), now you have an opportunity to become an engineer even if you didn’t take maths in your 12th grade. 

Always look at your preferred college's admission releases and be ready for some additional basics in your first semester. This is a new age of possibility for students, pick your branch well, and pave your own road to a fulfilling career in engineering.

FAQs 

Q: Can I study Computer Science Engineering without maths in 12th?

A: These days, some of the colleges do provide B.Tech in CSE to non-mathematics students, particularly in line with NEP 2020 and AICTE's relaxation of policies. Always confirm directly with the college. There are also diploma courses available, you can pursue one oof those if you are strictly interested in no-math courses. 

Q: Will I face Difficulty without maths?

A: You may likely take some extra bridge courses in college and work hard on fundamentals to catch up with the engineering coursework.

Q: Is it known for government employment or PG courses? A: If your degree is AICTE/UGC approved, there is no problem. But maths background may be required for certain competitive exams or M.Tech admissions based on the stream. 

Q: Can I Become A Computer Engineer Without Maths?

A: Yes. Becoming a computer engineer without advanced math, particularly for roles in web, app, or front-end development is a possibility.

Cyber forensics is the most promising and fast-growing area in the Indian environment. As cybercrimes are becoming major concerns, such as data breaches, ransomware, online fraud and cyber espionage, there is a dramatic increase in the requirement of competent cyber forensic experts. Aspirants who plan to create a career combining technology, law enforcement, and science of investigation may find opportunities in cyber forensics quite remunerative and with high social impact value.

What is Cyber Forensics?

Digital forensics, also known as cyber forensics, refers to the process of locating, preserving, processing, and presenting digital evidence located in computers, mobile devices, networks, and cloud systems. Cyber forensic practitioners are very important for the investigation of cybercrimes, the integrity and admissibility of all cyber evidence in court proceedings, and, in facilitating cybersecurity. They are the heart and soul of the cyber world who  ensure the proper functioning of the online world just like policemen. 

Why Become a Cyber Forensics Professional?

The prominent reason is that cybercrime cases have increased in India in the recent years by more than 55% and it requires urgent attention as forensic experts are required. Many government organizations (CBI, CERT-In, NCIIPC, NFSU) as well as private companies are increasing their cyber forensics workforces. The Indian cybersecurity market is developing 18.3% CAGR, with forensic employment rising above 60% since 2020. 

Moreover, Junior forensic analysts receive 5-7 LPA; in the middle level 12-20 LPA; senior specialists may receive over 30 LPA at private or government organizations. The work is also varied like malware research, hacking, investigation, pen tests, responding to incidents, cryptocurrency tracing, recovering data and even testimony in court. The use of AI, machine learning, blockchain analytics, cloud forensics, and mobile forensic tools are some advanced technologies that can be misused, and to prevent this, cyber experts are needed. 

Skills Needed to be a Cyber Forensic Professional? 

• Good knowledge of operating systems (Windows, Linux, macOS)
• Understanding of file systems, network protocols, and encryption
• Competence in tools such as EnCase, FTK, X-Ways, Cellebrite
• Practice with malware and cybersecurity infrastructures
• Critical thinking, attention to detail, and knowledge of law

Job Market and Career Outlook

As per the latest market reports, with more than 300 active job openings for cyber forensic specialists, India alone has an ever-increasing number of employment opportunities in the field in major metropolises, such as Bengaluru, Hyderabad, Gurugram, and Mumbai. Government law enforcement (CBI, Police Cybercells), IT-companies, cybersecurity companies, banks, telecom, insurance, consulting firms, and startups. Mid-level and managerial roles in incident response command salaries over ₹20 LPA; niche skills in cryptocurrency forensics, AI-based anomaly detection, and cloud forensics are highly rewarded.

Key Cyber Forensics Job Roles in India 

Top Certifications for cyber forensics:

• Certified Computer Forensics Examiner (CCFE)
• GIAC Certified Forensic Analyst (GCFA)
• Certified Hacking Forensic Investigator (CHFI)
• EnCase Certified Examiner (EnCE)
• Certified Digital Forensics Examiner (CDFE)
• GIAC Cyber Threat Intelligence (GCTI)

Getting these certifications helps increase the hiring potential and salary prospects.

Popular Courses & Colleges

• BSc/MSc in Digital Forensics or Cyber Forensics (at universities such as NFSU Delhi, SGT University, Jain University) 
• Professional Diplomas in Cyber Forensics and Cybersecurity 
• Online Certification Courses offered by IIIT Bangalore, Simplilearn, Cyint technologies and EC-Council
• In-depth Executive Programs with a lab-based and real-life format, case studies, and final projects

Given that cyber threats are increasing and coming in greater proficiency and number, cyber forensics is also part and parcel of India cybersecurity in 2025 and beyond. The combination of IT skills with legal literacy pays off in a career that can flourish in national security, corporate safety and in delivering justice.

To the aspirants, certification, knowledge through practice, and keeping abreast of the most modern tools of forensics is the answer. The industry is a dynamic, future-proof profession with competitive pay and valuable contributions to society.

Start today by doing accredited cyber forensic courses, get globally recognised certificates, and create a portfolio through internships and projects. Cyber forensic science is expected to grow in India in future with better prospects. 

FAQs and questions asked by aspirants

Q1: What is the educational background that fits cyber forensics? 

A bachelor degree in Computer Science, IT or Forensic Science. It is absolutely essential to take specialised courses and certifications to get into cyber forensics.

Q2:I’m in the general field of IT, can I transfer to be in the field of cyber forensics?

Yes, you can. It’ll be helpful to upgrade skills by certifications like CHFI or GCFA and get practical knowledge through some practice to make a transition smoother.

Q3. Are there government jobs in cyber forensics?

Cyber forensic experts are regularly employed in agencies such as CBI, Cyber Crime Cells, National Forensic Science University, and CERT-In.

Q4 Do I require coding skills?

Fundamentals of programming and scripting (with Python and C++) is valuable in malware analysis and automation.

Q5: What is the duration taken to be a cyber forensic analyst?

Average 3-5 years of degree and certification and work experience. 

Q6: Which diploma is the best to get a job in cybersecurity? 

Diploma in Cyber Security is the best diploma course one can opt to get entry-level jobs or fresher jobs in the field of cyber security. 

A disheartening case of suicide was reported in Greater Noida, where a 24-year-old BTech student Shivam from Bihar ended his life in his hostel room, leaving behind a suicide note holding the Indian education system responsible for the pressures.

Shivam, a computer science student at a private university in Greater Noida, was discovered dead in his hostel room. Reports from official sources suggested that the incident was the result of a struggle with internal turmoil for almost a year. His suicide note chronicles his fight with academic pressure and disillusionment with education as a system.

In his suicide note, Shivam wrote: “If you're reading this I'm dead. My death is my own decision. No one is involved in this... I was not a good student or maybe never was for this education system. If this country wants to be great, start from the real education system.” 

Above all, Shivam's letter calls for radical changes in India's education system on the premise that true advancement is only possible by rectifying its inherent flaws. He also requested the university to refund the remaining amount of his fee to his family, notifying them he "never joined college after second year." This news implies an ongoing mismatch with his course and the culture of study.

Shivam's letter had some apologies to his family members for disturbing them with his decision. He mentioned having endured crippling pressure and stress, stating, "I can't take this stress, pressure anymore," showing regard even at the time of his death, he requested that his organs be donated, which is a gesture showing that he was willing to serve others, even in death.

The police have opened an inquiry and informed his family. University officials are cooperating with the police and have condoled the loss.

Shivam's last words from his suicide note have reopened debate surrounding treatment of mental health, student wellness, and the broader issues of the Indian education system. His pleas for reform and clemency resonate on campuses throughout the country, urging educators to put students' overall well-being first, not just academic success. If you or someone you know is experiencing mental illness issues, contact a mental health professional or helpline. You're not alone.

Think of the kind of love story that altered the future of farming and supplying the food to billions of people, though also not a human to human one. Rather, it was one between plants, very deep in prehistory, that left us with one of the most significant staple foods in the world: the potato.

An incredible and astonishing study published in Cell in 2025 shows that the potato is actually the off-spring of an ancient mating, a genetic marriage, between the tomato and a wild plant known as Etuberosum. This chance plant romance occurred some 9 million years back in South America and re-wrote the book of plant evolution by developing the tuber, the starchy and potent underground powerhouse of the potato.

The Tale of an Origins of a Tubular Tale

The study was conducted by Professor Sanwen Huang and a group at the Agricultural Genomics Institute in Shenzhen, China in partnership with a group of scientists in the UK and Canada. They carried out the largest ever genetic examination of cultivated and wild crop potatoes, with more than 450 cultivated and 56 wild potato genomes, a comparison with tomatoes and their cousins.

And what they discovered was shocking: 21st century potatoes possess a steady, harmonic blend of two DNA very different lineages. The tomato is the mother and the tomato is the father: the Etuberosum- a wild, potato-like plant native to Chile which is actually not a producer of tubers. The two species separated 14 million years ago, however, 9 million years later, they hybridized giving birth to something new and unique, a plant that had the capability to grow underground tubers.

The Major Genetic Gifts: The Blueprint of the Tuber

This ancient hybridization merged crucial genes from both parents, enabling the evolution of tubers, a plant organ that stores starch and water underground, offering survival advantages during tough environmental conditions.

• From the tomato came the gene SP6A, often called the "tuber switch," which signals when the plant should start forming tubers underground.
• From Etuberosum came the gene IT1, which controls the growth of underground stems that swell to become tubers.

Without this unique genetic combination, the potato could not have evolved its signature tuber.

What is So Important about This Genetic Marriage?

Development of the tubers provided the early potato with a massive evolutionary advantage. Tubers enable the plant to:

• Stock up nutrients and water in the ground, which makes it withstand droughts and cold climates.
• Grow asexually, by growing new plants by sprouting the buds on the tuber itself, without any necessities of having seeds or the power of pollination
• Be capable of living in many places, including mild lowlands and severe Andean alpine tundra.

This had come at the right time, when a fast uplift of Andes Mountains was in process; thus exposing plants to unfamiliar terrains and new environments challenging them. It was the ability of the potato to live and prosper where other plants failed to do so that led to its explosion of diversification to the more than 100 varieties of wild potato that exist and ultimately, domestication by humans.

Chemoparaboxide: More Than a Crop - a Scientific Milestone

The research resolves a decades-old puzzle emerging on why potatoes but not tomatoes with their relatives form tubers. Tomatoes do not possess underground tubers and, though Etuberosum possesses underground stems, it does not develop tubers. The scientists suggest that the tuber traces its origin to a genomic recombination event during hybridization, an evolutionary minor miracle in which nature elaborated through the sheer passage of time millions of years.

Non-participating scholars have commended it as a prototype in the study of any kind of similar evolution in the other species. The study offers new knowledge which may determine the formation of potato breeding programs in the future and make crops more adaptive to climate change and enhance food security to people all over the world.

Potato was really once a tomato 

The potato is not only a humble, everyday vegetable, but the child of an inconceivable 9-million-year-old mating between its tomato-like ancestor and a wild relative named Etuberosum. This primitive hybridization led to the invention of tuber and this invention made potato to be staple around the globe despite feeding billions of people with its nutritious and resilient underground tubers.

Tomato is the mother and Etuberosum is the father as Prof. Huang puts it. The tale of this botanical family can teach us that nature can take us by surprise and that even what we put on our plates has a very complicated genesis.

This find serves as a reminder that we should not only value potatoes as a loved vegetable and a desired fast food source but also because of its rich evolutionary history, which is a testament to genetic collaboration and its deep role in life on this planet.

Armed with nothing but handwritten notes, borrowed books, a laboratory of meagre means and a mind of magnificent depth, C.V. Raman had once proved to the world that scientific genius was not bound by geography or a free country- but a free mind. A spark of pride lit up then colonized India when C.V. Raman brought a Nobel Prize in Physics in 1930. Raman's triumph was not personal. It was National.  

After him came legends like Srinivasa Ramanujan, Homi Bhabha, and Meghnad Saha who emerged as torchbearers of a generation who believed that science could change lives.

But today, that altar gathers dust.

At times when technology defines power, India's elite institutions like the IITs shine globally producing world-class engineers, data scientists, and AI pioneers. The top international tech firms of India, drive Silicon Valley unicorns, and publish in prestigious journals. But how many of these brilliant minds pursue original scientific research on Indian soil? How many walk the path of curiosity that Raman once did?

The answer is sobering.

Nearly 30–40% of top IIT graduates now leave India annually in search of better academic and research opportunities. The rest are absorbed into corporate jobs that, while lucrative, rarely reward scientific risk-taking or fundamental innovation. The tragedy isn’t a lack of talent—it’s a systemic failure to nurture it.

Every year we mark National Science Day with lofty speeches, name institutions and roads after our scientific giants, and quote their brilliance on banners and in textbooks. And yet, come the next day, we return to a system that fails to build the very ecosystem they once thrived in.

What we lack is not talent—it is research funding, mentorship pipelines, institutional autonomy, and most critically, the cultural imagination to see science not as a mere career path, but as a calling—a lifelong pursuit of truth, no matter how inconvenient or uncertain. India must learn to dream beyond global rankings and tech placements. We must revive the spirit of fearless inquiry, where asking questions matters more than scoring marks, and where institutions empower young minds to explore, not just execute.

The question isn’t whether India has the minds—it always has.

The question is—do we have the will to let them soar?

This brain drain is not a figure—it's a symptom. Indian higher education, especially in science, technology, engineering, and mathematics fields, has been quietly transformed to supply the global labor market, instead of creating global innovation. Our best students are not abandoning science—they're being routinely pushed out of it, by under-resourced labs, antiquated research institutions, red tape, and sheer absence of reward for risk-taking and innovative thinking.

Meanwhile, our public universities—once cradles of discovery—are decaying, chronically short of funds, faculty, and vision. Raman himself emerged from a humble Calcutta University lab, not a gleaming, globally ranked campus. 

The real tragedy isn’t that India lacks Nobel-worthy minds. It’s that we’ve created an ecosystem where even if they exist, they are more likely to be recognized abroad than supported at home.

The reckoning hour has come for the country. India requires a science policy that values blue-sky research over mindless benchmarks, invests in universities along with top institutions, and renders it economically sound for the next C.V. Raman to remain, to innovate, and flourish here.

We can't continue to be a country that produces brilliance but imports innovation. Indian science's next phase calls for more than infrastructure—it calls for imagination, investment, and integrity.

Until then, our celebrations of Raman will remain just that—nostalgic echoes of a scientific golden age we’re no longer building toward.

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.