Sri Sri University, Odisha, is hosting the first-ever International Osteopathy Convention (IOC 2025) in November  from 7th-9th at the SSU campus  This event marks a decade of osteopathy education in India and will bring together leading osteopaths, researchers, educators, and healthcare practitioners from across the globe for three days of knowledge exchange, innovation, and collaborative growth.

The IOC 2025 at Sri Sri University honours the incredible accomplishments of osteopathy in India, highlighting integrative methods of healthcare and holistic healing. Attendees will gain invaluable insights and get opportunities to engage directly with world-renowned experts, all under the auspices of Pujya Gurudev Sri Sri Ravi Shankar Ji, heralding a future of holistic health in India.

Highlights of the convention include:

• Presentation of internationally known osteopathic practitioners and teachers of innovations and discoveries in the field of osteopathy.
• Scientific committee-led peer review of research presentations with best paper and poster awards.
• Prospective research and practise networking and collaboration with delegates of other countries.
• The exposure to the traditional and modern philosophy of osteopathy combining health and wellness.
• Specialised osteopathy training, clinical skills training, and evidence-based practise.

Sri Sri University’s pioneering osteopathy programs, which blend Eastern holistic wisdom with Western clinical science, provide an ideal platform for such an international gathering. The multidisciplinary and value-based education characterises the university and is reflected in this event of global interest, further making Odisha a major centre of osteopathy in Asia.

Esteemed speakers include Prof. Rajita Kulkarni, President of Sri Sri University, Prof. Renzo Molinari (DO FESO MROF GOsC), Dr. Krishnendu Mukhopadhaya, and several global experts renowned for their contributions to osteopathy education and clinical practice. The convention’s sessions will cover a wide range of topics such as integrative healthcare models combining traditional and modern osteopathic methods, advances in clinical skills training, evidence-based osteopathy research, pediatric and reproductive wellness, workplace ergonomics, and global healthcare policy frameworks.

The convention welcomes a diverse range of healthcare professionals spanning conventional and alternative disciplines, including doctors, dentists, physiotherapists, Ayurveda and homeopathy practitioners, naturopaths, and specialists in Craniosacral Therapy (CST), Meru Chikitsa, Marma therapy, and other holistic healing modalities. 

With over 500 delegates expected from around the globe, IOC 2025 offers a unique interdisciplinary platform to explore and deepen knowledge in integrative healthcare, structural balance, and osteopathic innovations. 

IOC 2025 registration is open with early bird discounts available till 31st of October 2025. Delegates will enjoy conference materials, meals, social events, and certification opportunities.

Through the unification of a diverse community of osteopathy practitioners, IOC 2025 at Sri Sri University will enhance the levels of osteopathic education, clinical excellence, and research in India and beyond.

For more information and registration details, visit Sri Sri University’s official website or their social media channels.

https://apply.srisriuniversity.edu.in/utm_source=digital&utm_medium=digital&utm_campaign=7546745&utm_id=website&utm_term=fr43kif0jecewfcew4ij403u&utm_content=digital 

The Green School project 2.0 is an innovative joint initiative of the Tata Steel Foundation (TSF) and TERI. Its mission is to encourage critical thinking, inter-disciplinary learnings, and hard-core appreciation of environment conservation values among students studying in schools that are running in Tata Steel operational areas. By integrating such challenges as energy, water, forest & biodiversity, and waste into climate change and Sustainable Development Goals (SDGs), The Green School project encourages young people to fight in the interest of the welfare of our planet through the acceptance of behaviour changes.

At present, the program has direct impact on students and teachers of selected schools in six Indian states- Jharkhand, Maharashtra, Odisha, Punjab, Uttar Pradesh and West Bengal. The project further reaches the lives of partner parent-teacher associations (PTAs), school administration members and local communities. It works towards enhancing the skills of middle school students through activity-based teaching-learning programs with a view to generate awareness about environment and sustainable development issues.

A series of teacher training sessions and workshops were conducted, based on transformative learning and collective approach to develop ideas for green practices. Resource materials were prepared to guide the teachers in making learning and teaching environment-friendly, which led to behavior change and student engagement. Having had seven triumphant phases implemented in association with the Tata Steel Foundation, this initiative has built a strong foundation in the field of environmental awareness among school children. The achievement of the project brings an additional load where an amendment is suggested to upgrade the implementation to the empowerment level. The Green School project 2.0, is designed such that will increase the scope of influence by adopting green skills training under a sustainability vision. Some crucial elements of the previous versions shall also be preserved in the direction of consolidation and reinforcement of project footprint.

The Department of Psychology at Chandigarh University, part of the University Institute of Liberal Arts and Humanities, recently hosted a one-day seminar connected to World Mental Health Week 2025. The event was dedicated to using technology in mental health to positively influence its impact on people and bring students, faculty, and mental health advocates together in a day of learning and discussion.

Prof. (Dr.) Shubh Mohan Singh, a prominent psychiatrist of the Postgraduate Institute of Medical Education and Research (PGIMER), Chandigarh, was present at the seminar. Dr Singh is renowned as a community psychiatrician and a pioneer in brain stimulation treatment. His speech emphasised the increasing significance of digital devices like teletherapy services, mental health applications, and digital literacy programs in promoting emotional well-being and expanding access to mental health services.

Respondents addressed questions regarding the use of technology to build stigma-free spaces and encourage inclusive mental health treatment. The seminar closely corresponded with the mission of Chandigarh University of the comprehensive development and sustainability of students, with their mental health being one of the most important educational pillars in modern times.

Some of the points discussed were the advantages of tele-mental health in accessing remote communities, the role of mobile apps in providing emotional support in everyday life, and the effects of technology-based therapies in the clinical environment. This event promoted the discussion of mental health, breaking the old boundaries and emphasising the potential of modern technology.

This is an activity that is being done as Chandigarh University continues to help enlighten mental health awareness and offer practical resources and tools that help in taking care of emotions. The University remains on the leading edge of blending mental health education to modern solutions in a supportive campus atmosphere to both students and the staff.

With the challenges of mental health increasing worldwide, the initiative of Chandigarh University represents a progressive and timely solution in the quest to achieve improved mental health with technology being treated as an important partner.

The 7th International Conference on Sustainability Education (ICSE), organized by the Mobius Foundation, in association with UNESCO, NITI Aayog, and other co-operative organizations, concluded at India Habitat Centre, New Delhi. Educators, policymakers, business leaders, and youth representatives from all over India and the world participated for two days of deliberation under the theme "Sustainability Education for Green Jobs.".

Session also evidenced that professional careers in sustainable renewable energy, agriculture, eco-tourism, biodiversity preservation, and circular economy require a break with conventional learning and training approaches. References also mentioned the blue economy with emphasis on skills and learning that will allow ocean resources to be used sustainably. The stakeholders were concerned to align education with India's National Education Policy (NEP) 2020 and global priorities according to the Sustainable Development Goals (SDGs), i.e. SDG 4 on quality education and SDG 8 on decent work. Issues of equity and inclusion were also raised, prioritizing provision of access to green job opportunities to the disadvantaged groups.

Dr. Benno Boer, Chief, UNESCO South-Asia, underlined: "It's crucial to have proper partnership between governments and private sector for developing and upscaling programmes which create new jobs. Green jobs lead to a more equitable and robust world."

Pradip Kumar Das, CMD, IREDA Limited, added: "India's 2070 net zero journey will necessitate decarbonisation with discipline and increased emphasis on green education. Empowering farmers and scaling up green energy are also part of the journey."

Amit Verma, Director, Green Transition, Environment and Climate Change, NITI Aayog, further added: "To equip a workforce for the green economy, one has to fill the gap between innovation and implementation via education and vocational training."

Prof. Prithvi Yadav, President & Vice Chancellor, Shri Padampat Singhania University, further stated: "Green jobs call not only for technical competency but stewardship."

Universities must create conscience global citizens. Kartikeya Sarabhai, Founder Director of CEE, stated: "Classrooms must be converted to sustainability laboratories.". "Experiential learning empowers youth for green jobs that count". Youth people representatives such as sustainability influencer Anuj Ramatri and Aalekh Kapoor spoke to masses with voices on the ground and climate action plans.

APG Shimla University (Alakh Prakash Goyal Shimla University) is a leading private university located in the scenic environment of Shimla, Himachal Pradesh, which is dedicated to providing quality education in various fields. The university was established in 2012 by the A.P. Goyal Charitable Trust and has fast become an education hub providing a wide range of academic programs and developing international contacts and experiential learning opportunities.

Establishment and Recognition 

The APG Shimla University became operational in 2012, through the APG Shimla University Establishment and Regulation Act. It is recognised by the University Grants Commission (UGC). It is also a member of the Association of Indian Universities (AIU). It has been granted approvals by statutory organisations such as the Bar Council of India (BCI), the Council of Architecture (COA) and the Pharmacy Council of India (PCI). The university campus covers 44 acres on the outskirts of Shimla city, offering students a perfect surrounding without pollution and city noises.

Courses offered

With over 10 departments, the university offers programs tailored to meet industry demands, emphasizing a blend of theory and practical skills. Their academic approach includes international guest faculty sessions from partner universities, enriching the student experience with global perspectives. Following are the courses offered: 

1. Allied and Healthcare Science

1. 1. B.Sc (Hons.) Forensic Science
   2. Bachelor of Optometry
   3. Bachelor of Medical Lab Technology
   4. Bachelor of Physiotherapy
   5. Bachelor of Radiography
   6. B.Sc. Cardiovascular Technology
   7. B.Sc. Medical Microbiology
   8. M.Sc Forensic Science

2. Hospitality & Tourism Management

1. 1. Bachelor of Hotel Management
   2. Bachelor of Kitchen and Culinary Arts
   3. Master of Hotel Management
   4. Diploma in Airline Management
   5. Diploma in House Keeping
   6. Diploma in F&B Service
   7. Diploma in Kitchen and Culinary Arts
   8. Diploma in Tourism Studies

3. Management & Commerce

1. 1. Bachelor of Commerce (Hons.)
   2. Bachelor of Business Administration (Hons.)
   3. MBA HR/Marketing/IB/IT/Finance
   4. Master of Commerce
   5. PhD in Management

4. Engineering and Technology

1. 1. B. Tech Computer Science and Engineering
   2. B. Tech Civil Engineering
   3. Bachelor of Computer Application
   4. Master of Computer Application
   5. M. Tech Computer Science Engineering
   6. M. Tech Civil Engineering
   7. PhD in Civil Engineering
   8. B. Tech Electrical Engineering
   9. B. Tech Mechanical Engineering

5. Humanities

1. 1. Diploma in Yoga

6.Legal Studies & Research

1. 1. Bachelor of Arts - Bachelor of Law
   2. Bachelor of Law
   3. Master of Law
   4. PhD in Law

7.Pharmacy

1. 1. Bachelor of Pharmacy (B. Pharma)
   2. Diploma in Pharmacy (D. Pharma)

8.Media & Mass Communication

1. 1. BA (Hons.) - Journalism & Mass Communication
   2. MA - Journalism & Mass Communication
   3. PhD in Journalism

9.Design

1. 1. B.Sc in Fashion Design

10.Sciences

1. 1. M.Sc. Chemistry
   2. M.Sc. Physics

Faculty of APG Shimla University 

The APG Shimla University has a team of skilled and committed faculty who not only impart theoretical knowledge but also work on the practical skills and the development of a holistic personality. The faculty is supported by visiting experts and guest lecturers from reputed national and international institutions, enhancing the learning experience.

FDPs

The university also participates actively in Faculty Development Programmes (FDPs) on recent developments in the field of education and new research, cultivating a progressive, dynamic academic culture. It is recommended that students study the most innovative courses in AI, Cybersecurity, Data Science, and Machine Learning, which will make APG Shimla University set the trend in the sphere of modern technology education.

Non-academic initiatives

The university enhances a multifaceted development strategy, providing state-of-the-art facilities such as advanced laboratories, computer centres, libraries, hostels, and Wi-Fi-enabled hostels. It also promotes student involvement in sports, cultural activities, and entrepreneurship in the form of special clubs, workshops and innovation hubs. APG Shimla University has also promoted the culture of research and international engagements to incorporate the global academic standards. 

Scholarships and Aid Offered

To help meritorious students, APG Shimla University provides generous scholarships and other financial help, such as the APG सहायता Test, offering discounts on tuition fees upto 50%  depending on high school performance, which increases the accessibility of education.

Placement Opportunities 

The university works hand-in-hand with the industry partners, so there are good placements of graduates in the various sectors with the help of specialised training and career guidance.

Why choose APG Shimla University?

APG Shimla University is an ideal institution for the younger generation that provides a rich academic experience with a combination of up-to-date curricula, international student exchange, and long-term campus life in the picturesque location of Himachal Pradesh. Its dedicated faculty, diverse academic courses, and forward-thinking skills training and research have helped it keep expanding as a student destination seeking a good education and international experience. 

Potential students can see APG Shimla University as a competitive and holistic institution that guarantees academic rigour and quality personal development in the calmness of nature. 

Recently, the University Grants Commission (UGC) announced Amity University as one of 54 state private universities in the country, flagged as defaulters due to non-compliance with the mandatory disclosure requirements under Section 13 of the UGC Act, 1956. This action comes after several reminders and directives by the UGC to institutions of higher education to provide relevant information and public disclosure on their official websites.

According to the UGC directive, all universities must post institutional comprehensive data such as academic programs, faculty, governance details, infrastructure, research activities, and financial reports. The university registrar must attest to this data, and it must be visible on the home page without using login credentials. Further, it should have a search option to facilitate easy navigation of such disclosures.

Amity University and other institutions have not implemented these transparency measures comprehensively, even though there were several follow-ups via emails and online meetings. UGC Secretary Manish Joshi emphasised, “transparency builds trust and ensures accountability. Universities were directed to upload the completed formats along with appendices on their websites to make the information accessible to students and the general public.”

The fact that Amity University is listed as a defaulter specifically refers to campuses like Amity University Patna and Ranchi, among others. The university has been encouraged to fill in the necessary information on time. Non-compliance during the stipulated time can lead to additional notices.

This regulatory tightening is part of the broader attempt by UGC to enhance governance and data transparency among private institutions of higher education in India. Madhya Pradesh has the greatest number of defaulters, which is 10, and then there are Gujarat, Sikkim, Uttarakhand and some of the other states, such as Bihar and Jharkhand, where Amity campuses are flagged.  UGC has provided the complete list of defaulter universities on its official site that can be accessed by the public. Check the official list for the details of the flagged campuses. 

Although the University Grants Commission (UGC) recently declared some of the campuses of the Amity University as defaulters due to their failure in meeting disclosure requirements, it is noteworthy that potential students should pay attention to the entire picture. Amity University is a UGC recognised institution with an A + grade accreditation by National Assessment and Accreditation Council (NAAC). Its enrollment degrees are popular in national and international competitive exams such as GATE, CAT, UPSC, and GRE. 

The university also has numerous campuses both in India and overseas and presents a wide range of approved courses with wide industry networks and placement services. Students who come to Amity have access to the latest infrastructure and an effective academic system that is supported by international accreditation, including WASC (USA) and QAA (UK). 

However, for prospective students and parents, the UGC has appealed to verify the compliance status of universities before admission to ensure enrollment in well-regulated and accountable institutions. Disclosure and compliance with regulations are also a major consideration in determining the general position of any university.

Stay updated and make informed decisions because your college influences your career.

Allied OMS, the nation's largest doctor-owned and doctor-managed management services organization (MSO) representing oral and maxillofacial surgeons, today announced it has added Bill Murray as its Chief Financial Officer.

Bill's background is ideally suited to the trajectory of the company," according to Allied OMS CEO Dan Hosler. "Bill's experience in building and developing high-growth health care companies is exactly what we need as Allied OMS continues to grow throughout the country. His acumen in financial planning coupled with implementation know-how will allow us to make our vision for building the doctor-owned partnership for the future of oral surgery a reality.".

Bill noted that Allied OMS’s distinctive structure was a key factor in his decision to join: “I was drawn to Allied OMS because of its unique doctor-led model and its focus on alignment around patient outcomes. 

Dr. Jonathon Jundt, Allied OMS Co-Founder and Chief Medical Officer, commented: "Growth is just fine as long as it leads to genuine improvement for the surgeons and patients. Bill's vision will keep us continuing to invest in the people, equipment, and facilities that allow our physicians to do what they want to do and provide care more readily."

Bill's appointment follows Allied OMS' recent minority investment by 65 Equity Partners, which brings additional capital to fuel the growth of the platform. With Bill's business savvy, Allied is ideally positioned to propel its vision – engaging with innovative oral and maxillofacial surgeons who are willing to help pen the future of the specialty, construct resident and associate careers they love, grow de novo offices to better serve their patients, and help established practices realize their full growth potential. His experience will ensure that such projects are conducted sustainably and advance the country's only doctor-owned oral surgery platform.

Allied OMS is owned, governed, and led by physicians MSO coordinating oral and maxillofacial surgical practices across the country. Blending the advantages of private practice with the size and sophistication of institutional support, Allied OMS empowers surgeons to chart the future of their specialty. Allied OMS now aids 50+ location surgeons and has physician representation on all important committees and its Board of Directors.

I am a class teacher with more than two decades of experience and an intrinsic interest in media literacy. While having a recent class discussion of the movie Jai Bhim with some teachers, I mooted that it be taken up in class under media education. The reaction was muted.

Jai Bhim is a true story of a 1990s incident in which three members of a Scheduled Tribe (Irular community) were arrested and tortured in the police lock-up. One of them died in custody and his wife, with the assistance of a high court lawyer, fought for justice. The hero's character is drawn from Judge Chandru who, as an attorney, waged a war with law against the ruling elite and made sure that the downtrodden received justice.

Briefly, the film is a saga of caste bias, dehumanisation, social inequality, police terror, custodial torture, violation of human rights, legal struggle for justice, constitutional duties and rights, etc. Ethically, various issues have been shown by the movie.

Reading the world

This political-social movie is perhaps questioned how it would be linked to education and why students would study or talk about it in school? What is the purpose or role of education? It is to inform the students of what's happening in their own neighborhood, and in the outside world, in an attempt to give them an environment which would make them think, and compel them to make a positive contribution to society. Critical evaluation of this film and study of various facets of the movie can allow the students to "read the world."

 Why are dominant castes keeping certain castes under suppression? Is the movie biased? A discussion of these in a balanced manner will assist students to enhance their critical thinking ability. As educators and not merely instructors, we do have a social as well as ethical responsibility to prepare students to not only read the word, but the world as well. We can do it by bringing media literacy/education into the classroom. 

Media education is a process that makes students thoughtful and critical consumers of messages and makes them attuned to prejudice.

There is a underlying pattern which runs through all the messages in the media. Media educators have a responsibility of asking the students to see the pattern and of making the students sensitive to the way the patterns validate certain ideas, values, and social norms. Media education is capable of equipping the students to understand how the media work and becomes sensitive to the function of media (social and mass media) in their life. Today we live amidst viral social media memes, tweets, news, opinions, and videos. We are bombarded with information and disinformation/misinformation that we are daily exposed to by the mainstream and social media. It influences us in so many various ways and shapes our worldview. It forces us to embrace a specific worldview. Unless the students are educated to read the content critically, they will be uninformed and misguided.

Respected teachers, it is our moral responsibility to prepare our students to "read the world". It is simple to prepare them to "read the word" but it is not simple to prepare them to "read the world". We should be ready to face challenges as teachers.

The commission strives to implement improvement of healthcare quality through the assurance of competence and professionalism of the practitioners on a national level. It regulates the education, training, registration, and standards of practice of allied and healthcare professionals not regulated under any of the other councils such as the National Medical Commission or Indian Nursing Council. 

NCAHP divides allied and health professions into ten general categories such as Medical Laboratory Sciences, Physiotherapy, Nutrition Science, Occupational Therapy, Medical Radiology, and Health Information Management, among others. The wide variety of categories is intended to group different health professions under a single regulatory act to achieve a uniformity across the nation.

Some of the key functions of the NCAHP are curriculum planning and delivery, accreditation of education institutions, practicing registration management, and conducting continuous professional development. Registration for health professionals must be renewed by the commission every five years through ongoing skill acquisition and learning to deliver quality patient care.

The NCAHP recently brought out guidelines to launch new competency-based curricula for ten allied health care professions from the academic year 2026–2027. Universities and deemed universities need to form boards of studies as per NCAHP norms, and governments and state councils need to oversee compliance and report progress.

The commission has also issued draft regulations for registration of allied and healthcare professionals where professionals have to register on state councils and a central register in return for the release of a Unique Identification Number in return for practicing all over India. Provision is made for provisional registration for those with informal qualifications and appeals, renewal, and penalties for failure to register.

With its policy of regulation, curriculum reform, and professional development, the NCAHP is consolidating India's allied and healthcare industry human resources into a better, responsible, and harmonized healthcare industry that serves practitioners and patients across the country.

Challenge-Based Learning (CBL) and Design Thinking are transforming education by putting the student at the center of learning and ready him to deal with an increasingly globalized world. Both these related methodologies compel the young people to learn, think creatively, and work innovatively as well as collaborate. Students tackle real-world issues, rank issues, and construct relevant solutions—most of them defined through collaboration—so learning is contextual and experiential, not abstract and passive.

Design Thinking embeds its active position through a cyclical, empathetic process. Students start with gaining insight into other people's needs, proceed to ideation, test the solutions, and iterate based on testing and feedback. Students become change-resilient, innovative problem solvers who are proficient at change management.

These pedagogies blended together close the gap between traditional content transmission and the requirement of society—creativity, collaboration, flexibility. Best practices that result from their interaction include interdisciplinary course design, universal learning, external partner co-design, and tech-enabled experience. Evaluation also changes, to competency and actual impact assessment and from rote memorization.

Teachers and scholars across the globe are applying working models, research, and implementation of CBL and Design Thinking at all education levels with the vision of turning learning and teaching on its head in the direction of triggering motivation, interest, and future-readiness. The revolution is positioning schooling systems as adaptive, inclusive, and heterogeneous as the students will encounter.

Facial recognition enabled by AI can recognize a person with distorted or obscured CCTV images and handwriting and voice through machine learning. International Conference on Forensic Science 2025 (ICFS 2025) is multidisciplinary Forensic Science research and development. It invites students, researchers, scholars, and experts to gather and present and share knowledge and advances in the field.

Forensic science in 2025 is transformed by cutting-edge technologies such as artificial intelligence (AI), next-generation DNA sequencing (NGS), and digital forensic technology. AI technology may be able to enable the investigator to rapidly scan massive data sets for discrepancies and patterns that it could take a human investigator months to identify. 

The conference aims to achieve the latest advances in forensic technology and determine future trends, challenges, and technological advances which are revolutionizing forensic investigation. Crime investigation and prevention will be addressed by forensic science professionals, digital forensics professionals, forensic medicine professionals, criminology professionals, cybersecurity professionals, law enforcement professionals, and psychologists. public security and support seeking justice, ICFS 2025 involves lawyers, legislators, data analysts, sociologists, legislators, and forensic experts. Information exchange and forensic practice support will be provided through keynote lectures, research papers, and panel sessions.

Sharing of knowledge and innovation in forensic practice would be facilitated by keynote addresses, panel discussions, and research papers. The conference would also address hot topics of the day on Forensic Science, where latest technologies like artificial intelligence, DNA Forensics, and Data Science application for crime investigation would come into focus. The conference will receive top-class-trained lecturing in forensic use of the justice system, crime scene analysis, and manipulation of digital evidence. ICFS 2025 will facilitate the implementation of new forensic science investigation and real implementation in practice through inter-disciplinary intervention by the police force. Finally, the conference will unite research and practice to fill the gap, delivering quality and technology-based forensic solution.

In response to a spate of drug and child abuse cases, Kerala stands at the verge of a major upscaling of its forensic science labs (FSLs). State Director General of Police (DGP) formally requested the government to introduce 31 new scientific officer posts to address growing delays in forensic analysis for NDPS (Narcotic Drugs and Psychotropic Substances) Act and POCSO (Protection of Children from Sexual Offences) Act cases. This was suggested in an integrated meeting held between the state government and the Kerala Public Service Commission (PSC), following a high court directive for accelerating forensic reporting.

The government has approved 28 more posts in different divisions last year—12 in biology, six in chemistry, and ten in documentation. However, the volume of cases being processed by forensic labs has almost doubled over the past year, exerting enormous pressure on the existing workforce. The backlog of NDPS and POCSO cases has attained a critical phase, jeopardizing swift delivery of justice to survivors and accused both despite tireless efforts by scientific officers.

In order to counter this burden, the DGP has now recommended the appointment of eight biology officers, seven chemistry officers, and sixteen documentation officers, underlining that the increase should be carried out as quickly as possible in order to meet legal and social demands.

The Kerala High Court, understanding the seriousness of the situation, instructed that the DGP submit a fresh proposal to the state government within 15 days. The official process of creating such posts is multi-phased: post-filing, the state government scrutinizes and forwards the proposal to the finance department to sanction, after which Kerala PSC will go ahead with the recruitment.

The latest appeal for increased forensic staff came on the heels of a petition laid before the government by the Kerala Legal Services Authority, which highlighted how excessive delays in forensic reports stall trials and impede the administration of justice under NDPS and POCSO Acts. With Kerala also fighting the growing pattern of crimes committed as a result of drug abuse and child welfare, the government action to strengthen forensic laboratories aims at reducing this critical arrear and providing justice on time to all.

Media and journalism are the two prominent things that have taken over the world in the current era to provide you with the world of information, insights, and valuable data. 

The media and communication are two prominent instruments in the digital world that influence societies, opinions, and the world of discussion. To people who are fond of storytelling, journalism and the vibrant media world, Chandigarh University (CU) in Punjab is a whole world to shine. The following are five reasons why Chandigarh University is a good choice in terms of media education:

Extensive and Industry-Relevant Programmes.

The University Institute of Media Studies (UIMS) at Chandigarh University provides various courses in Journalism and Mass Communication which is aimed at keeping up with the ever- changing media environment. Programmes available to students include Undergraduate Degree of Arts (BA) in Journalism and Mass Communication, postgraduate degrees, postgraduate degree in Bachelor of Business Administration (BBA) in Tourism and Event Management and MBA in Media and Entertainment Management. The curriculum will integrate knowledge and extensive practical training such as knowledge on the field of print journalism, digital media, PR, broadcasting, advertising, content creation, and social media management.

Modern Infrastructure and Laboratories.

UIMS has the latest facilities to offer practical experience. It has access to high-end news studios, a radio station (Radio Punjab 90.0 FM), recording and editing sound studios, design laboratories with industry standard programmes such as Adobe Premiere Pro and Photoshop, and a green screen studio where students can shoot videos. This infrastructure will close the divide between the classroom and the media production world, leaving graduates industry-prepared.

Faculty and Industry Mentorship by Experts.

Chandigarh University media programmes are headed by seasoned academicians and industrialists that add insights and mentoring power. Faculty members also make students abreast of the new trends and technologies in the field of media and communication. Frequent guest lectures, workshops, and masterclasses by media professionals give the students an inside perspective of the industry.

International Exposure and Internships.

Chandigarh University focuses on learning worldwide. Students are offered the chance of taking international internships such as placements in such reputable organisations like Walt Disney. Industrial visits and association with media houses enable students to meet professionals and have an exposure of live projects and can create valuable networks that can raise their career opportunities.

Preferential Placement and Professional Development.

CU media graduates have excellent placement opportunities provided by specific career services. The wide industry contacts of the university bring the best recruiters in digital media, advertising agencies, TV channels, newspaper, and PR companies. Professions such as journalism, content creation, editing, PR, social media management, broadcast production, filming, and media consultancy are all included in the list of career paths. Graduates find themselves in competitive packages and positions which mirror their skillsets and their training.

Media courses offered by CU

Under-Graduate Journalism and Mass Communication Course

Bachelor of Arts (Journalism + Mass Communication)

Post-Graduate Journalism and Mass Communication Course

Masters of Arts (Journalism + Mass Communication)

Doctorate Program

Doctor of Philosophy (Mass-Communication)

Thus, students interested in media education can pursue all these courses and make a career in journalism and mass communication. Top recruiters of these courses include Aaj tak,  news 18 India, and India TV. For easy admission, taking GMCET (Global Media Common Entrance Test) is the  best way for CU admission. 

A decision to pursue Journalism and Mass Communication at Chandigarh University is a choice to study in a dynamic and progressive academic environment that is highly-endowed with resources, leadership experience and strong employment opportunities. CU, with its modern curricula, industry contacts, and an environment of practical, all-encompassing training, is an ideal catapult to future media professionals who will be ready to leave a mark in the new media and communication landscape, which is rapidly evolving.

The Ministry of Health and Family Welfare gave a notification regarding the rules for enforcing the act on 27 May 2021, 2 and temporary National Commission was given a notification under the act on 21 September 2021. 3 Rules for enforcing the different provisions of the act were yet to be notified as of 15 May 2023.

NCAHP Act has been established in order to oversee and ensure standards of training and care provided by allied and healthcare professionals in the nation. Various provisions have been made in the act in the direction of the same aim, for instance, central and state professional registers, code of conduct, entrance tests, curriculum standardization, etc. 4 Two sets of professionals, i.e., "healthcare professional" and "allied health professional," are defined by the act and identify 56 professional titles which are categorized in ten recognized types.

Health professional is employed in the act as an individual researching, counseling, studying, supervising, or offering a range of health services, such as prevention, treatment, rehabilitation, and promotion. Allied health professional refers to an individual trained to execute technical and practical work in aiding diagnosis, treatment, and referring plan issued by a medical, nursing, or other health professional. 4 The term healthcare professional is standard for education provided under undergraduate degree courses, and allied health professionals standard for diploma courses provided in India. 

Regulation of education and practice within such professions has been necessary for a long time, 6 and the present legislation in keeping with those standards set internationally. Some of the professionals included in the act have been embraced by its members.7–9 Others, however, have had some concerns over it expressed by some professional organizations and scholars.10,11 The article examines the NCAHP Act from an educational and practice perspective in India and presents some controversial issues which would have to be considered while implementing the provisions of the act.

Public health is a significant discipline that encompasses the promotion and protection of the public at large and communities' health.

The world being a global community, it has numerous health issues which need solving. The need for public health-trained professionals has grown enormously. If you want to give back to society for the good of everyone and bring about the wellbeing of the general population, then a course in public health could be your best bet.

Here in this long blog, we are going to outline the scope, syllabus, fees, employment opportunities, and admissions procedure of studying a public health course.

Scope of Public Health Courses:

Public health courses provide wide opportunities to the graduates.

Public health courses provide the students with the skills necessary to solve the problems of health, create policies for health, and come up with intervention programs.

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Coursework of Public Health Courses

The public health course curriculum is programmed to give the students a good understanding of all the aspects of public health. The main courses generally include:

Epidemiology: Patterns and distribution of diseases in populations.

Biostatistics: Use of statistical methods in public health analysis and research.

Environmental Health Sciences: Prevention and investigation of environmental health hazards.

Health Policy and Management: Focuses on the development of health policy, healthcare organization, and management theory.

Social and Behavioral Sciences: Analyzes social and behavioral factors of health status.

Fees

The charges of public health courses might differ based on the university, place, and course level. But here, in Institute Of Health Sciences, which is an autonomous body, you can begin at just Rs 20,000.

It's India's lowest rate. It has begun to provide many medical courses list without NEET.

Choose a fulfilling career in public health care and help society to improve its health. Apply now and design a healthier future for global health!

Public health education provides a fulfilling career with the potential of creating an actual impact on society's health and well-being.

The range of public health courses is wide, and the multi-disciplinary career prospects allow graduates to set themselves up in this exciting profession.

Once you have understood the syllabus, fee scheme, career prospects, and admissions process, you can go ahead and become a successful public health professional.

Your aspiration may be to eradicate global health issues or enhance well-being in populations, but a course in public health gives you the education and training that you require to contribute to making the world a better place.

Artificial intelligence (AI), an innovative tool and a new challenge, AI has already begun to impose itself on journalism education. This study analyzes how AI is being employed in journalism curricula nowadays at two Turkish public universities: Ankara University and Istanbul University. Through the analysis of syllabi and a detailed interview with a teacher of journalism, the study confirms that AI has yet to be comprehensively incorporated into journalism education. The findings reveal that while both universities address digital transition, clear mentions of AI are not common. Daily use and practical exposure to AI tools do not exist. As per the analysis, the study emphasizes the need for restructuring education in journalism in Turkey to incorporate AI literacy, vocational skills, and ethics.

Learning in journalism is worth it to acquire ideas and concepts regarding professional journalistic standards and theoretical knowledge and technicalities of journalism. As Josephi (2020) clarifies, the literature teaching journalism clearly reveals attempts at bridging the theory and practice. Other than these similarities, it is only natural that journalism education would change over time and geographically. Computer-assisted journalism has been controversial in journalism and journalism education for some time. AI represents a new field of study in journalism education. It is often placed among online, mobile, and data journalism as new skills and capabilities. AI is a current buzzword in journalism education despite there having been decades of debate and scholarship in the field, and is tied with debates about new approaches, including machine-based acquisition of large data sets, and new competencies required, such as coding (Jaakkola, 2023a). Digitalization challenges and how it is framed in journalism education remains contentious.

AI holds the capability of making a profound and extensive impact in journalism production and consumption. The three main objectives of using AI are reported to be improving the effectiveness of the company, providing users with more suitable content, and simplifying journalists' work better (Beckett, 2019). It is predicted that the next decade of the media industry will be rocked by the next wave of technological disruption brought by AI-driven automation, big data, and new visual and voice interfaces. It is realized that AI is being used in news gathering, transcription, machine translation, and speech-to-text text-to-speech. It is believed that AI is opening up new opportunities. Media outlets and business publications such as Bloomberg and the Wall Street Journal have used AI to create headlines about corporate earnings in real-time (Newman, 2020). It is largely discussed in terms of opportunities of AI in journalism (Caswell, 2023). Generative artificial intelligence (AI) has transformed journalism by enabling rapid production of content, improved analysis of data, and personalized audience engagement. But along with these advances come issues, such as ethical implications, potential for spread of disinformation, and the potential for industry job displacement. Journalism education, under the responsibility of preparing students to cope with the possibilities of an AI-driven media universe, lags behind in assimilating these technologies into curriculum. As Beckett (2024) notes, while AI offers opportunities to improve journalism work, poor training in the use of generative AI tools and a lack of knowledge about their implications become key barriers for future journalists. Closing these gaps will make journalism education modern, which will provide students with technical skillset and ethical methodologies to match the evolving world.

 Journalists believe they have an obligation to adopt AI technologies early on, whether or not the technologies are used in the workplace by management through algorithmic control, monitoring of workers, or replacing jobs. Thus, The Pulitzer Center has formally introduced The AI Spotlight Series, a new training program with an objective to train 1000 journalists in the next two years on how to perform AI accountability reporting. For the purpose of explaining fundamental AI concepts to non-tech beat reporters, the first "Introduction to AI reporting" workshop brought together over 40 reporters at the University of California, Berkeley on April 21, 2024 (Deck, 2024). One can see that this new training program of seminars and short courses is an augmentation of journalism education.

The present paper analyzes how the theory and practice of AI are being implemented in education in Ankara University and Istanbul University in Turkey. These two institutions were selected since they happen to be two of the oldest schools to provide communication studies. Through a document analysis of undergraduate journalism programs and an in-depth interview with a journalism professor, the study probes if the courses are keeping pace with online journalism trends and adapting to the AI-manipulated news landscape as well as possible. It also assesses if journalism school is getting ahead of technological advancements and how students are being equipped for the challenges of a technologically evolving profession. Finally, the paper identifies the most crucial strengths and weaknesses in current curricula and evaluates how well they align with international standards in incorporating AI

With design education evolving in India are some of the major numbers and figures defining these changes both in India and internationally, so one may actually see where design education would stand five years down the line.

Cross-Disciplinary Learning and Collaboration

Cross-disciplinary methods and design thinking, as cited in a McKinsey report, enabled corporations to grow 30% beyond comparable-sized corporations and are critical elements in design education.

Emphasis on Sustainability and Social Responsibility

Circular Economy will be a $4.5 trillion industry by 2030 in the entire world, and that is a historic moment for design educationists to make the students learn green product design as thoroughly as green innovation. They want to be educated in such a way that they are able to come up with solutions to environmental and social issues and thus redefine the process of designing courses everywhere.

Adoption of New Technologies

Global Stats

The global AR/VR market is expected to reach $209.2 billion by 2027 with a CAGR of 18%. The trend is also affecting design education with schools and educational institutions adopting immersive technologies for interactive learning and prototyping.

 It is due to growing interest in AI-based design software within India. In the year 2023, 47% of Indian students choose to study design courses interested in learning AR/VR and AI technology as part of their course, according to a KPMG report, reflecting rising interest in technology-oriented courses in design.

Emphasis on Interactive and Digital Design

Global Figures:

According to Statista (2023), 75% of global companies today leave their web presence accessible to UX/UI design. Consequently, the demand for professionally qualified UX/UI designers rose more than 50% during the last three years.

The international UX/UI Design industry is anticipated to expand by 16% every year until it reaches a point when it will total $6.3 billion as of 2026.

Indian Scenario: The Indian UX/UI design industry increased at a compound annual growth rate of 22% for the past two years. Skilled UX/UI designers will see increased demand by 20% year over year in the coming years, as visualized by NASSCOM. According to a LinkedIn survey (2023), Indian students who were interested in studying design preferred to become a UX/UI design specialist by 60%, reflecting the need for interactive design training.

Global and Online Learning Experience

Global Statistics:

Worldwide online design courses have grown 100% over the past five years, and almost every design school has virtual classes, live classes, and global classroom experience, says Coursera.

Cross-Disciplinary Design Thinking Integration

Global Stats:

60% of the world's largest organizations (Apple, IBM, and Google included) have adopted design thinking as their main innovation and problem-solving strategy, a 2019 Stanford d.school survey found. It is bringing design thinking into mainstream education, outside the confines of traditional design disciplines.

Indian Context: Design Thinking is being made a central education paradigm in India, with institutions like the Design Foundation advancing its relevance in engineering, business, and health streams. It's projected that 50% of Indian centers of higher learning will have design thinking as a course by 2028, more in engineering and business management.

With the expansion in design education, interdisciplinarity in studies, emerging technology, and sustainability will be the force behind change. Design education is getting more adaptive, socially responsible, and technology-focused at global and Indian levels. The next five years have plenty to offer as regards expansion in the areas of AI, UX/UI design, sustainability, and knowledge transfer from other disciplines. By adopting such trends, design schools and instructors will ensure the next generation of designers are well prepared with the necessary skills and are able to deal with the challenges of an evolving world.

Explore UID's New Design Programs

The future of education is changing and dynamic, and United world Institute of Design has taken it upon themselves to equip students with the challenges of the future. Focused on future technologies, sustainability, and interdisciplinarity, UID is offering 21 advanced programs in 7 departments.

No matter which fashion design, communications, UX/UI, animation, or other designs one is interested in, UID has facilities and room for one to excel. Furthermore, our Global Design Program (GDP) offers students global exposure and experience to equip them with international design challenges.

As the world is shifting towards greener methods, the prospects for the experts in this domain are becoming imperative. Lovely Professional University (LPU) aims to make students eligible for higher courses to meet the needs of various industries. The opportunities in careers and industry trends towards the scope of MTech in Environmental Engineering in India are explained in this blog. Indian students can also study the science and engineering streams and civil engineering and chemical engineering streams pursuing this program.

Scope of MTech in Environmental Engineering

This can be augmented further by pursuing post graduation for students in the last year of a bachelor's degree from an engineering college. 

MTech Environmental Engineering Scope in India

India is at the juncture of development and green conservation. MTech Environmental Engineering in India is widening its scope at a fast rate because of:

Government policies like Swachh Bharat Mission and National Clean Air Programme

Growing infrastructure requires green planning because of environmental issues

Global Industry Trends in Environmental Engineering

Worldwide, the environment industry is showing preference towards investment in green infrastructure, climate resilience, and clean energy. LPU students acquire skills to:

Be part of international development organizations such as the UN or World Bank

Be associated with international climate resilience and carbon-free projects

Work with multinational sustainability consulting firms

Why MTech Environmental Engineering at LPU?

Lovely Professional University has a dynamic learning environment and quality learning for future environment leaders. Here's why LPU is reputed to be an excellent institute for the provision of this program:

Highlights of MTech Environmental Engineering Scope at LPU

Live projects and internships with industry partners

Access to cutting-edge environmental simulation labs

Top placement opportunities with leading recruiters from the public and private sectors

Future career opportunities on international exposure through research collaborations and exchange programs

Admission eligibility for MTech Environmental Engineering is determined through LPUNEST (Lovely Professional University National Entrance and Scholarship Test). The test not only evaluates the knowledge of students but also offers a platform to be rewarded with scholarships in terms of performance, thus making quality education affordable for meritorious aspirants.

Most Preferred Recruiters of LPU for Environmental Engineering Graduates

• Central and State Pollution Control Boards

• Larsen & Toubro

• Tata Consulting Engineers

• AECOM

• TERI

• Siemens

• UNDP

• Schneider Electric

That’s the no-man’s land many graduates of the COVID years find themselves in—left behind by a world that has seemingly moved on. While the rest of the country debates moon missions and startup booms, there exists a silent generation still stuck at the starting line, scouring LinkedIn for entry-level jobs that no longer exist, and falling prey to an exploitative ecosystem thriving on false hope.

During the pandemic, college placements vanished overnight. Offer letters were revoked. Careers that had barely begun came to a halt. And now, nearly half a decade later, what remains is a gaping hole—one that private training and placement institutes have rushed in to fill. These aren’t your standard coaching centres. They operate in the grey—promising plum tech jobs, experience certificates, and quick-fix career makeovers, all for a fee and your original degree certificates as collateral.

Rohan (name changed), a B.Tech graduate from Jamshedpur after completing his industrial training with Tata Motors led nowhere after the pandemic. By 2023, approaching 30 and still unemployed, he turned to five such institutes in Chennai. They dangled backend developer roles in top firms with ₹16 LPA salaries. All he had to do was pay ₹1.2 lakh upfront—and hand over his original certificates. Today, he’s still chasing interviews, unpaid internships, and living in fear of HR audits. His documents? Locked away in an office drawer.

Then there’s Pooja, a young mother from Hyderabad with a BCA degree. After a two-year career break, she was told she’d never be considered unless she “fixed the gap.” An institute “rebranded” her—rewrote her resume, coached her, fabricated her experience timeline. She’s employed now, but lives under constant anxiety.

The worst-hit are those who neither fit the mould of a fresher nor the comfort of experience. One electrical engineer, now 31, travelled south for a job training program—only to end up depressed, isolated, and betrayed. “I had dengue, I couldn’t eat, I couldn’t talk to anyone due to language. I kept asking about my placement—they finally said, ‘We only train, we don’t guarantee jobs.’”

And yet, the price tags are all too real:

• ₹20,000 for admission
• ₹50,000 per interview (after an offer letter)
• ₹1 lakh for an “experience certificate”
• Another ₹1 lakh post-placement as “success fees”

The institutes don’t sign contracts. They communicate through vague promises. “Placement depends on the candidate,” one helpdesk executive told me, conveniently avoiding any written assurance.

This isn’t a one-off scam. It’s a systemic rot. A survival economy built on the backs of pandemic graduates too desperate to question, too exhausted to resist. What should have been a temporary setback has become a career death sentence for many—unless, of course, they pay.

Where are the regulators? Where are the safeguards? Why is it so easy to open an institute that takes degrees hostage in the name of employability?

COVID-era graduates don’t need fabricated resumes or illegal shortcuts. They need bridges back into the workforce. They need structured returnship programs, flexible apprenticeships, re-skilling pathways, and, most importantly, recognition from the system that they failed—and still are.

Until then, these shadow networks will thrive. Not because they’re invisible. But because we’ve chosen to look away.

Bio: Nibedita is an independent journalist honoured by the Government of India for her contributions to defence journalism.She has been an Accredited Defence Journalist since 2018, certified by the Ministry of Defence, Government of India.  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.

There’s a popular adage - “Fast, cheap, good—pick two.” Pursue all three, and you risk collapse. Now, transpose that logic to the Indian development model, and a similarly impossible triangle emerges—except this one decides the future of half the population.

In India’s case, the three corners are female labour force participation (FLFP), care infrastructure, and demographic stability. Strengthen one, and the other two teeter. Ignore one, and the whole structure falters. It’s not just a policy dilemma—it’s macroeconomics cracking under a gendered fault line.

The Numbers Show Growth. The Reality Reveals Strain.

The spike from 23.3%female labour force participation in 2017–18 to 41.7% in 2023–24 deserves scrutiny, not celebration. Much of the increase comes from rural India, driven by distress, not opportunity. Women are entering informal, unpaid, or subsistence-level work—not careers that empower, but jobs that barely sustain.

Even in urban, formal sectors, the dropout rate is alarming. Nearly 50% of women leave the labor force between ages 30 and 40—just when caregiving needs are highest. Motherhood, care for elderly, and domestic work conflict with career goals. It's not a "choice" when there are no options provided by society. It's quiet surrender.

The Invisible Economy India Refuses to Account For

Unpaid care work continues to be India's invisible engine of households. Millions of women wake up daily to cook, clean, nurse, educate, plan, and keep families together—without contracts, paychecks, or state acknowledgement.

Indian women spend an average of five hours every day on unpaid domestic work; men get through only one. Globally, unpaid care accounts for over 7.5% of India’s GDP—more than we spend on health or education. Yet, it goes uncounted and unsupported.

Without a care economy—affordable childcare, elderly services, domestic help—women are forced out of the paid workforce. Careers end not due to lack of skill or ambition, but because there’s no infrastructure to share the burden.

Falling Fertility and the Price of Aspiration

India’s fertility rate has dipped to 1.9—below the replacement threshold of 2.1. In metros, it’s even lower. Couples are increasingly opting for DINK (Double Income, No Kids) lifestyles. It isn’t a rejection of family—it’s a reflection of systems that make parenthood unaffordable.

There’s little to no institutional support: minimal parental leave, negligible workplace flexibility, and no local childcare access. Fertility is falling not because people don’t want children—but because the cost of raising them is too high, emotionally and economically. This mirrors the demographic crises already battering Japan and South Korea.

We Can’t Patch a Systemic Crisis

India’s efforts, like the Palna Scheme (2,688 creches for ~57,000 children), are symbolic at best. Compare that to France, which spends 2.5% of GDP on childcare, or Sweden’s 480-day paid parental leave model. Even South Korea is now trialing four-day work weeks to ease family stress.

India’s ambition to become a “Viksit Bharat” hinges not only on digitisation or defence—but on how we treat care as infrastructure. Tax credits for caregivers, employer-supported childcare, public-private creche partnerships, and community-based care solutions aren’t luxuries. They are lifelines.

Care Is Not a Private Problem. It’s a Public Priority.

If India wants women to participate in the economy, have children, and lead fulfilled lives, the care economy cannot be an afterthought. It must be front and centre in policy, budgeting, and social reform.

We ask women to rise, but hand them broken ladders. We laud working mothers, but build no scaffolding to hold them up. We want economic growth—but ignore the invisible labour enabling it.

India’s triangle—labour, care, and demography—can become a virtuous cycle. But only if we stop demanding impossible trade-offs from its women. The future won’t be built in boardrooms alone. It begins in kitchens, creches, and caregiving routines we’ve long ignored.

Teaching Children to Travel Before They Literally Start Piling Their Bags

There's an old adage which gets quoted so extensively amongst travelers: "The world is a book, and those who do not travel read only one page." In a country like India, that book is not merely thick but an encyclopedia of cultures, landscapes, tongues, and tales. But for schoolchildren by the millions, journeys have been the domain of book pages, sepia photographs, and the occasional summer vacation. The Ministry of Tourism, in its recent move, has altered all this. By making itself child-friendly on its Incredible India website, India has, as it were, created an endless classroom where geography, history, and culture become touchable—not recollected facts but to-be-touched.

This is not simply revamping a government portal. It's an unobtrusive revolution in how we think education must be. That we would create things specially for kids—interactive maps, digital stories, quizzes, trivia, and colorful pictures—underscores an awareness that education cannot be lowered to words and chalk. It requires movement, color, questioning, and most importantly, awe. That is precisely what travel offers, albeit virtually.

From Monuments to Memories

Think of how Indian textbooks typically introduce places. The Taj Mahal is presented as a Mughal wonder in marble. Rajasthan forts are categorized under medieval architecture. Kerala backwaters perhaps find a fleeting mention in geography texts on water bodies. They are presented as dead facts without any heart, to be memorized for a test. What the Incredible India website does is present them with a story which gives their heart to them.

A child who comes to the site does not only know that Taj Mahal was built in the 17th century; they are also exposed to Shah Jahan's dream, Yamuna river glimmering its brightness, and the artists' sweat chiseling out its stones. They don't only witness Rajasthan's forts as ruins—instead, they hear the voice of victories attained and the wars fought. The backwaters of Kerala are no longer blue lines on a map; they are waterways lined with houseboats plying down and festivals breaking out.

When children learn this way, they don't just recall the dates but the feelings—a connective emotional bond to heritage, one that textbooks are unable to create.

Education Meets Exploration

The brilliance of the project lies in its timing. Today, in the post-pandemic world, distance learning is no longer an add-on; it's standard for tens of millions of students. Yet, much of it is passive— hearing lectures, reading out of slides, or clicking on MCQs. By combining travel and learning, the Incredible India portal combines a pinch of fun. Games as experiments, smile-wink maps that winkle back, and questionnaires that question incite discovery rather than passive skimming.

It's fully in accord with the National Education Policy 2020 (NEP), which promotes experiential and interdisciplinary study. Travel, of course, is the most interdisciplinary topic there can be—geomorphology, history, anthropology, economics, ecology, even literature are all up for grabs. When the child discovers the Himalayas through the website, he is learning geology, biodiversity, mythology, and mountaineering in entirety. When he visits Varanasi, he feels the coming together of religion, art, town planning, and philosophy. This is exactly the kind of coming together of knowledge that is encouraged in NEP.

Travel as a Civic Teacher

Apart from studies, travel—real or imaginary—learns lessons that no school can teach. It makes them tolerant, respectful of nature and culture, and compassionate. This project exposes them to India's diversity early in life and makes them good students, but good citizens as well. A child who has learned to appreciate the Sundarbans' fragile ecosystem will be worried about global warming by nature. A child who has learned about the Kutch weavers' craft will naturally respect traditional lifestyles.

The Incredible India website thus does more than generate wanderlust; it sows seeds of responsibility. It says to kids: this is your heritage, your country, your duty to protect.

Challenges Ahead

Of course, no editorial ever is without noting omissions. With all its promise, such an on-line site has the potential to be elitist unless it is democratized. Private school children in the urban areas might learn lots, but rural India where the internet hasn't reached yet, what happens there? If mobility is the new teacher, then access needs to be normative. That means not just internet infrastructure but incorporation into school syllabi so that all the kids, irrespective of where they are from, can start this digital journey.

The second problem is depth. The platform can get children to learn about destinations, but will it also get children to think? Will it rise above nice pictures to discuss sustainable tourism, preservation of historic sites, and how tourism affects societies? The responses will tell us whether or not this is still a wishful exhibit case or otherwise a real learning tool.

A Vision Larger Than Tourism

At its essence, though, this project is not necessarily a vision of tourism. It's an acknowledgment that tourism is not necessarily holidays, Instagram selfies, and souvenirs. Tourism is pedagogy—pedagogy of questioning, pedagogy of listening to tales, pedagogy of writing difference. And by doing that with children, India has taken tourism out of being a consumerist luxury commodity but as a pedagogical tool and a nation-building device.

The Road Ahead

With strong leadership, this revolution can transform traveling and learning. Consider school assignments where kids plot travel routes for social studies class. Consider cyber pen-pal programs where students from various states learn about each other's local landmarks. Consider national tests where kids are tested not on memorization but on knowing storytelling heritage. The future is as vast as the nation itself.

In converting travel into the new classroom, India has made a huge leap. But long leaps, like long travels, are an incremental journey. The direction of this movement will be based on how it gets expanded, how it reaches so close, and how it inspires on an ongoing basis.

At least for the time being, here's what's certain: next generation Indians may not have known the nooks and crannies of their own nation, but through Incredible India's website, they will know it, love it, and, perhaps one day, reclaim it. And that's the real alchemy of education by tourism.

In 2014, when the Swachh Bharat Mission was launched, everyone ridiculed it as another slogan, another anniversary on the government calendar. But a decade down the line, the broom has swept away much more than roads—it has swept away the attitude of indifference, lethargy, and the belief that cleanliness is not one's concern. And now that the Limca Book of Records has authenticated it as the world's biggest cleanliness drive, not only has the movement gained legitimacy, but also attained immortality in the pages of history.

What's remarkable about this feat is not really the figures themselves—though they are staggering. Over 100 million toilets were built. Entire villages declared open-defecation free. Cities experimenting with waste segregation and plastic prohibition. These figures add up. But above all is the change in attitude. A child scolding her father for littering, a school teacher organizing children on a cleanliness procession, a neighborhood raising money to fix a broken drain—such little stories hardly get any publicity, yet they are the very beat of Swachh Bharat.

Cleanliness was treated as cosmetic effort for far too long, something done in advance of festivals or VIP visits. The mission defied that assumption, teaching us that sanitation isn't about appearance—it's about equality, health, and dignity. A toilet in a rural home is a woman no longer waiting till dark to use the toilet. A garbage-free street means fewer sick children from infection. A plastic-free school means future generations to develop an instinctive desire to conserve, not contaminate.

The Limca Book of Records award is not just a certificate. It is a reflection held against us, indicating to us that we, the masses, did it. Governments can launch schemes, allocate budgets, and design a campaign. But any cleanliness campaign can never succeed unless people raise the broom—literally and metaphorically. In that context, Swachh Bharat is perhaps India's most democratic movement in the past few years. It is so much the ragpicker's as it is the Prime Minister's who professed it.

Naturally, there are issues. Mountain-high trash dumps still line our cities. Rivers continue to carry untreated sewerage. Behaviour change is unstable, all too likely to be cast aside when convenience is called for. The journey from one campaign to perpetual cultural shift is a long, unfinished one. 

Can we move beyond symbolism and selfies, beyond broom photo-ops, and make cleanliness a part of our habits? Can education systems integrate sanitation awareness as seriously as they integrate mathematics? Can cities create systems that are simpler to obey than to defy? For record books' notice is a privilege. But recognition in our own day-to-days, in the manner in which we live and tend to our world—that is the reward we should seek.

Swachh Bharat is no more limited to a story of toilets and dustbins. It is about reclaiming dignity, health, and pride from our shared spaces. If the Limca Book of Records calls it the world's largest cleanliness drive, we need to make it the longest one as well. Because a clean India is not something we do for others—it is something we owe to ourselves, and to those who follow us.

Bio: Nibedita is an independent journalist honoured by the Government of India for her contributions to defence journalism.She has been an Accredited Defence Journalist since 2018, certified by the Ministry of Defence, Government of India.  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.

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.

Bio: Nibedita is an independent journalist honoured by the Government of India for her contributions to defence journalism.She has been an Accredited Defence Journalist since 2018, certified by the Ministry of Defence, Government of India.  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.

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.