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In a rapidly evolving global economy, education has emerged as a defining marker of national progress—not just in literacy, but in higher education attainment, research output, and innovation capacity. Over the past two decades, the expansion of tertiary education has transformed societies worldwide. According to UNESCO, global higher education enrolment surged from around 100 million in 2000 to over 200 million by 2014, reflecting an unprecedented demand for advanced skills and knowledge.

Today, the idea of an “educated country” goes beyond basic schooling. It includes the proportion of adults with college degrees, the strength of academic institutions, and the ability to align education with industry needs. Global benchmarks, including those by the Organisation for Economic Co-operation and Development, assess education levels among adults aged 25–64, offering insights into how nations are preparing their workforce for the future.

Topping the list is Canada, where approximately 63 per cent of adults hold tertiary qualifications. The country’s robust network of public universities, community colleges, and accessible financial aid systems has made higher education widely attainable.

Close behind is Ireland, with 58 per cent, reflecting its strategic investment in education aligned with economic sectors such as technology, pharmaceuticals, and finance. Japan and South Korea follow, with 57 per cent and 56 percent respectively, underscoring East Asia’s emphasis on science, engineering, and disciplined academic culture that fuels industrial innovation.

In Europe, the United Kingdom and Luxembourg each report 54 per cent of adults with higher education. While the UK benefits from globally renowned universities and a thriving international student market, Luxembourg leverages its highly mobile student population, many of whom study abroad and return with global expertise.

Australia (53 per cent) and Sweden (52 per cent) highlight the role of inclusive education policies and research-driven ecosystems. Australia’s global appeal as a study destination and Sweden’s emphasis on equity and sustainability-driven innovation have strengthened their educational standing.

The United States, with 51 per cent, remains a global leader in research and higher education diversity, housing many of the world’s top universities. Similarly, Israel, also at 51 per cent, exemplifies how education fuels innovation, earning its reputation as a “startup nation” with strengths in cybersecurity, biotechnology, and advanced engineering.

Notably, India does not feature in the top 10, despite its vast education system and growing number of graduates. While the country has made significant strides in expanding access to higher education, challenges remain in improving quality, research output, and overall attainment rates.

As nations compete in a knowledge-driven world, the rankings reflect a broader shift: education is no longer just a social good—it is a strategic asset shaping economic resilience, technological leadership, and global influence.

In a development highlighting the growing scrutiny around international academic collaborations, three leading institutions in Jammu and Kashmir have withdrawn from partnerships with a US-based non-profit, prompting the organisation to suspend its activities temporarily.

The Kashmir Care Foundation (KCF), which has been working with students in the region through mentorship programmes and academic initiatives, announced that it has paused all operations. “KCF has temporarily suspended all activities, including mentorship, expert sessions, and social wellness programmes,” the organisation said in a statement, adding that it will resume work once it secures the required approvals from relevant authorities.

The move follows the termination of Memorandums of Understanding (MoUs) by three prominent universities: the University of Kashmir, the Islamic University of Science and Technology, and the Sher-e-Kashmir University of Agricultural Sciences and Technology. These partnerships were aimed at fostering collaboration in emerging technology fields and providing students with access to global expertise.

Officials from the University of Kashmir and IUST stated that a review by “competent authorities” concluded that continuing the MoUs was not in the “larger institutional interest.” SKUAST, however, has not publicly specified the reasons behind its decision.

The Kashmir Care Foundation, run by members of the Kashmiri diaspora in the United States, has been actively engaged in connecting students in the Valley with international mentors, hosting webinars, and facilitating knowledge exchange programmes. Its sudden suspension has raised questions about the future of similar cross-border academic collaborations in the region.

KCF president Altaf Lal expressed surprise at the developments, stating that the organisation had not been given a clear explanation for the cancellations. “I am as unaware about the development as anyone else,” he said, noting that responses have been submitted to the concerned universities and authorities.

The situation also briefly affected KCF’s digital presence, with its website going offline shortly after the MoU cancellations. It has since returned with a limited interface displaying the suspension notice.

For students, the impact is immediate. The pause in mentorship sessions and expert interactions removes a key channel of exposure to global academic and professional networks—an opportunity that had been particularly valuable in a region with limited international engagement.

This episode reflects a broader trend in global education, where international partnerships are increasingly subject to regulatory review and geopolitical considerations. As universities navigate compliance and institutional priorities, organisations like KCF find themselves at the intersection of education, policy, and diplomacy.

Whether these collaborations will resume remains uncertain, but the development underscores a shifting landscape—one where access to global knowledge networks is becoming as much a matter of governance as it is of education.

The Central Board of Secondary Education has introduced a revised assessment strategy for Class 10 students in West Asia after cancelling the remaining board examinations due to prevailing geopolitical conditions. Instead of conducting fresh exams, the board will declare results using a formula-based evaluation system designed to ensure fairness and continuity.

Under this alternative approach, students’ marks will be calculated based on the exams they have already completed. For those who appeared in all subjects, scores will reflect their actual performance. However, for students who missed certain papers, CBSE will apply an averaging method. For instance, students who appeared in four subjects will have their final scores derived from the average of their best three papers. Similarly, those who appeared in three subjects will be evaluated based on the average of their top two scores, while students who appeared in only two exams will receive results based on the average of those two subjects.

This structured formula aims to maintain consistency while accommodating the disruption faced by students across the region. It ensures that no student is unfairly disadvantaged due to circumstances beyond their control.

CBSE has also made special provisions for students with limited exam attempts. Candidates who appeared in only one or two subjects, including those from previous batches who registered for selective exams, will have their results prepared using available performance data. Additionally, such students will have the option to appear in the second board examination cycle introduced this year, giving them a chance to improve their scores.

For Class 12 students in West Asia, CBSE has released a clear schedule for marks submission under a similar alternative assessment framework. Schools are required to upload student data through an online portal between April 8 and April 17, 2026. The board has emphasized strict adherence to deadlines, noting that no corrections will be allowed once marks are submitted.

The evaluation process for Class 12 will rely on a combination of internal assessments and performance in exams conducted before February 28, wherever applicable. For subjects where exams could not be held, schools must submit student performance records from periodic assessments such as quarterly, half-yearly, and pre-board exams.

CBSE has issued detailed guidelines to ensure that the entire process remains accurate, transparent, and unbiased. Schools have been instructed to carefully follow all procedures while uploading marks, as any errors could directly impact students’ final results.

This alternative assessment policy was implemented after the board cancelled Class 12 examinations scheduled between March 16 and April 10, 2026, across several West Asian countries, including Bahrain, Iran, Kuwait, Oman, Qatar, Saudi Arabia, and the UAE.

Through this revised system, CBSE aims to balance academic integrity with student welfare, ensuring that learners affected by the disruption can still receive fair and timely results without additional stress.

In a move that blends academic learning with real-world impact, students at Savitribai Phule Pune University (SPPU) are stepping beyond textbooks to help shape healthier cities. At the university’s department of health sciences, students have analysed global research to develop practical recommendations for policymakers focused on building more resilient and people-centric urban environments.

The initiative involved reviewing nearly 30 major studies from cities across Africa, the United States, and Europe. Drawing from these diverse case studies, students emphasised the need for long-term urban planning that prioritises community participation. Their findings suggest that healthier cities cannot be built through policy alone—citizens must be actively involved in decision-making processes.

The exercise gained momentum ahead of World Health Day (April 7), observed this year under the theme “Together for Health, Stand for Science.” Experts at SPPU highlighted that urban health is not just about healthcare systems, but also about how cities are designed and how people interact with their surroundings.

According to Dr Girish Tillu, Assistant Professor at the department, the course encourages experiential learning. Students are exposed to real-life urban challenges, including infrastructure gaps, pollution, overcrowding, and transport issues—factors collectively known as the determinants of urban health. The course, introduced six years ago, focuses on understanding how rapid urbanisation directly impacts public health outcomes.

One of the key insights from the study was the importance of adapting global innovations to local contexts. For instance, students examined policies like the sugar tax implemented in parts of Africa to reduce consumption of sugary beverages among children. They explored how similar approaches could be tailored to cities like Pune.

Faculty members also stressed that public health solutions must move beyond top-down governance. “People should not remain passive recipients,” the study noted, advocating for stronger citizen engagement in shaping policies that affect their daily lives.

Dr Abhay Kudale, head of the department, described the initiative as a practical implementation of the National Education Policy 2020, which promotes interdisciplinary and applied learning. By equipping students with real-world insights, SPPU aims to nurture future public health professionals capable of addressing challenges from local to global scales.

As cities continue to expand, such classroom-led initiatives may play a crucial role in bridging the gap between research and policy—ensuring that healthier urban futures are not just imagined, but actively designed.

A young finance graduate enters the workplace confident in years of academic training, only to confront a subtle but critical gap. The financial statements on their desk are clear in numbers but unfamiliar in structure—prepared under global reporting frameworks that demand a different interpretative lens. This moment reflects a larger structural issue: India’s commerce education system is yet to fully align with the realities of a globalised financial ecosystem.

Global Accounting as the language of business.

Accounting standards are the common tongue in today's global economy. US GAAP and IFRS set the tone for financial reports, with India's Ind AS joining the mix. If you're working across borders, knowing more than one standard isn't just helpful, it is a must.

India's rise as a home to global Capability Centres (GCCs) shows how fast things are changing. The country now holds over half of the world's GCCs and drives major export earnings. By 2030, that number could jump to 3.46 million workers, bringing on about 1.3 million new jobs. These positions need people who can actually read and use different accounting rules - no fluff, just real application.

The Gap in Commerce Education

Despite this global demand, India’s commerce curriculum remains largely exam-oriented and domestically focused. While it builds a strong foundation in core accounting principles and Indian standards, exposure to international frameworks is limited. Students rarely engage with full financial statements prepared under global standards or analyse differences in reporting, disclosures, and treatment across systems.

This creates a disconnect between academic preparation and workplace expectations. While theoretical understanding remains strong, practical application in global contexts often requires additional training. With an employability rate of around 62.81% among commerce graduates, the gap lies not in knowledge, but in its adaptability.

Employability in a Global Finance Ecosystem

The rise of multinational operations and outsourcing hubs in India has intensified the need for globally competent finance professionals. Employers increasingly prioritise candidates who can operate across accounting systems with accuracy and confidence.

In GCCs and shared service centres, professionals routinely deal with cross-border financial reporting, consolidation, and compliance. Those with prior exposure to international accounting practices adapt faster and contribute more effectively. This highlights a clear industry preference for multi-framework proficiency—something current academic structures do not consistently ապահով.

Reimagining the curriculum

Indian standards stay the core. They fit domestic needs. But adding US GAAP and IFRS as side modules gives students a global view. It's not about swapping one for the other Just adding context. The existing setup holds. New layers are layered on top.

Learning through real cases works better. Students see actual reports, financial statements, disclosures. Simulations show how consolidation plays out, how audits move forward, how adjustments happen. That hands-on touch makes a difference. Industry reps come in. They talk about what goes on outside class walls. Real problems get shared.

Conclusion

India's role in global finance grows every year. The workforce needs more than technical skills - it needs flexibility across borders. Following international standards isn't leaving behind local roots. It's preparing people for worldwide markets.

The graduates who know both the basics and global practices have stronger job prospects. Now, this shift doesn't just help individuals - it raises India's credibility in international finance. The talent pool now matches what global companies need today.

 Indian students aren't just chasing big names anymore. They're asking themselves what the path really leads to. The old focus on size - large countries, huge campuses - has softened. Switzerland is stepping into that space like it knows exactly what matters. It's not about numbers or how many students fit in a program. It's about results.

Switzerland doesn't offer easy entry. Visas are stricter, fees rise, and life in places like the US or UK now feels far more expensive. Families start weighing return on investment, career paths, and long-term outcomes. The country's education model is built on research, not accessibility.

ETH Zurich and EPFL don't just rank well - they lead in engineering, AI, robotics, and life sciences. Their ties with industry are deep and lasting. That relationship fuels ongoing innovation. Switzerland's spot in the global Innovation Index isn't theoretical - it shows real results for students aiming to build real futures.

And it's not a simple cost - value trade-off. In Zurich or Geneva, rent can hit CHF 1,500 to CHF 2,500 a month. Public university tuition stays low, usually CHF 1,000 to CHF 4,000 a year. High living costs are balanced by strong job prospects and overall quality of life.

What truly sets Switzerland apart, however, is its “career capital” model. Unlike countries that emphasize long post-study work visas, Switzerland offers a shorter six-month job search window for non-EU students. Yet, this selectivity does not translate into poor outcomes. With graduate unemployment at around 4% and strong demand across sectors like AI, biotech, and finance, students gain skills and credentials that travel globally, rather than relying solely on local employment.

Universities such as the University of Zurich and the University of St Gallen have strong lines of communication with global industries. In addition, the fact that Switzerland houses organizations like the World Health Organization makes the country more prominent on the world stage.

The Swiss education system is more than just the traditional universities. It is a combination of research universities, universities of applied sciences and vocational education schools. This ensures that the learning offered is very much in line with the requirements of the industry. For example, ZHAW Zurich University of Applied Sciences incorporates internships in the study programs. This way the students get theoretical knowledge and also real-world experience.

The Indians choosing Switzerland for their studies is a great deal for them. Not only this, but it is also a unique combination of two factors that enable global mobility of the students. First, the degrees are in line with the European Bologna system, and second, since it is a multilingual environment, the graduates have the opportunity to work not only in Europe and GCC countries but also in other parts of the world. It may be considered as a point of exclusiveness for Switzerland that only about 1,400 Indian students enroll in Swiss educational institutions annually, which further amplifies the country's appeal.

In this era of digitalization, as education keeps migrating to online and blended mode, the presence of the campus and the infrastructure become less important in the student's decision making, and the focus shifts to outcomes and return on investment (ROI) from the education. Switzerland can be considered as a model for the rest of the world in this regard. It also signals the biggest change in the way students make decisions as migration is giving way to skills and global career portability are giving way to globally recognized qualifications. Countries which will have the greatest success in facilitating student migration will be those that provide precision, performance and long-term impact. Switzerland is silently leading this transformation.