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Making plans for sending your child abroad for higher education in 2026? We have all already brainstormed over our finances, visas, scholarships, and procedure of entry by now. What is, however, being discussed in the Indian context has changed from rankings and popular choices.

Today, the focus is firmly on return on investment, employability, affordability, safety, and career outcomes.

These five questions that the parents are considering prior to applying to any institution in 2026 consist of:

 Q1. Are you applying to a degree that involves a foundation year? What are job opportunities and outcomes?

Answer: By 2026, having a degree will not be a guarantee of a job. Job opportunities following study will be dependent on the relevance of study programs, work visas, and opportunity following completion of the course.

There is also a need for parents to pay attention to recruitment rates while considering outcomes related to recruitment positions obtained by graduates, timescales for recruitment, and median recruitment salaries. Universities/Colleges which display recruitment information for graduates have improved outcomes compared to others who just rely on marketing or advertising. There is also a benefit for inclusion of recruitment program outcomes related to internships, cooperative years, project years, and industrial research years.

Top educational institutions are also spending heavily on career services. OneStep Global is currently working on the alumni career success teams of universities such as the University of Birmingham and the University of Glasgow in the Indian subcontinent. Their offerings include international recruitment readiness.

However, it’s also a good point for parents to be aware of the concept of career momentum, over and above the entry-level occupation. A good program would provide the building of skills, networks, and toughness that can accrue with age.

Q2. How credible or renowned is the university or the program?

Answer: "Rankings no longer decide credibility. Parents demand recognition from employers and accreditation and acceptance from regulatory authorities, especially since they would be sending students back to India and also may operate in other geographies."

Program-level verification is of utmost importance in fields such as the medical, and other connected fields, public health, and management. It holds more significance than just the market value derived by the brand.

In the “Student Perception Study Report 2025” by One Step Global, it is highlighted that there has been an increase in Indian families’ trust in alumni outcomes, peer advice, and counselor advice than advertisement-based communication for other countries such as Ireland.

Q3. What is the total cost each year for tuition and related expenses?

Answer: Tuition represents just one aspect of it. Other factors, such as the cost of living, residence, insurance, visa fees, transport, and exchange rates, have a deep impact on it.

It has to be factored in, budget-wise, by parents and not only on a country-wise basis, but on a city-wise basis. Although being affordable, along with industry accessibility for internships and part-time jobs, turns out to be an important criterion, a place which is less costly translates into less exposure, which could have a negative effect in the end.

The value of investment in educating members of households is also being re-evaluated. The value may be increased with programs involving paid internships.

Financial planning would have to incorporate contingency planning for potential increases in rents or changes in policies. Scholarships or part-time employment would have to be factored in, but not expected.

Q4. How safe and welcoming does your campus feel?

Answer: The issue of safety at the educational institution is more extensive for students in 2026 compared to the safety being referred to in the question when the question is interpreted literally.

Assessment of the accessibility of academic advisory, counseling, tutoring, and international services, especially in the first-year experience, is recommended. The significance of the transition process in the success of the academic experience cannot be overstated.

Interacting with students is also a critical factor. Reaching out to people beyond the normal social interactions helps improve communication skills and instills confidence needed by global companies.

Second, it is accommodation. Campus or reviewed by university housing would be better for monitoring purposes. Appropriate communication in terms of health care facilities, safety procedures, and emergency response would be required.

A safe campus is a campus with great institutional policies and a great student culture. 

Q5. Where are the opportunities for skill development, internships, or experience? 

Answer: Today, employability is based on skills and exposure, and not academics. Effective universities and institutions are those that integrate internship programs, industry projects, research, and work-integrated learning programs into their curriculum. These programs help students in learning to implement theories in practice and make informed career decisions. 

In addition to learning skills and abilities attained through education, the following skills will be sought:

•      Problem-solving skills and abilities that can be applied to different scenarios;
•      Information and communication technology literacy;
•      Communication skills – written and verbal communication;
•      Inter-cultural competencies.
•      Colleges and universities that engage students in career counseling and job market solutions

It has been declared by the PIAI, which is the executive committee for the IIT alumni in India, that the dates for the Pan IIT Global Leadership summit, 2026 have been fixed. This summit will take place on the 20th and 21st of June, 2026, inside the "Yashobhoomi Convention Centre" located in New Delhi, with an overall vision to provide a podium for the largest gathering for global visionaries from the domains of technology, investment, governance, and diplomacy.

 The main focus of the event  will be to discuss the future roadmap for the global supremacy of India’s economy. The two-day conference is set to witness the presence of over 5,000 IIT Alumni, as well as world-class leaders, along with a massive influx of international delegates. This vibrant meeting forum, conceptualized for thought-recommending development, would involve the participation of 500 CXOs/Master Delegates, 200 international investors, as well as VCs, and over 100 speakers/policymakers from over 100 countries.

However, speaking from the point of a robust base for the organization, Er. Kamendra Kumar, a founder member of PIAI, and a renowned alumnus from IIT Roorkee, said, "The event named ‘Rising Rajasthan’ was also executed successfully in November 2025. There are chances for such events happening in Chennai, Agra, and Bangalore in India prior to the ultimate meeting happening in Delhi.” Commenting upon the performance point for the current PIAI organization team, Er. Kamendra Kumar said, "The new youth-based PIAI organization is headed by ‘very dynamic’ Er. Prabhat Kumar and ‘very dynamic’ Er. Ashok Kumar, who are ‘moving the organization towards ‘bigger heights.’ 

Apart from this, there would be other such sessions happening, such as keynote international sessions, panel discussions, leadership labs, policy roundtables, venture funding forums, investor & M and A lounges, start-up shows, as well as ‘networking sessions,’ focusing upon ‘actionable takeaways’ for every delegate. Some of the major ‘domains’ which have been selected for presentation for this meeting would include ‘artificial intelligence, ‘semiconductor design, ‘fintech, ‘climate ‘tech, and ‘space engineering ‘domains. PAN IIT Global Lecture Series 2026 would ‘moderate this meeting’ under Gourav Goel, who would serve as a moderator, from IIT Delhi, with Ashish Shandilya as Co-Chair.

In its efforts to reformat the way through which leaders must be trained in the 21st century, the Bharatiya Engineering Science and Technology Innovation University has allied itself with the India Foundation to open the School of Global Leadership, SoGL, today at ITC Maurya. This institution will seek to generate leaders to succeed in a diverse and dynamically shifting world.

It included in its ambit important decision-makers, former diplomats, university chancellors, representatives of various sectors, and youth professionals, which en masse can be seen to especially emphasize in their definition various stakeholders for SoGL to include in its ambit. Moreover, there was emphasis placed upon the challenges in this generation being allowed to move across various sectors such as governance, business, and technology and so on, which in turn requires decision-makers to be capable across various institutions and not be constrained within the lines of their own particular sector.

Pradhan identifies the constraints of the conventional leadership development process.

“The School of Global Leadership bridges the gap which exists in the classical leadership education programmes, wherein the more focus is on equipping tools and tactics rather than developing leaders equipped to manage uncertainty, systems, and tangible decisions," Education Minister Dharmendra Pradhan was quoted as saying on the occasion.

 “It thinks of leadership as an intellectual discipline as well as a practitioners’ discipline wherein it concentrates on developing systems thinkers, ethical leaders, and idea doers," he added.

Ex-MP & Ex-Chair SoGL, Dr. Jayant Sinha said, "SoGL, founded by BESTIU, a university retained by UGC, in collaboration with the India Foundation, Knowledge Partners, remains deeply rooted in the Indian experience of development & civilization, even as it remains engaged in the ongoing discourse on leadership across the world. Simply because the deepest learning on the topic of leadership has, in recent years, come to us from societies which are, in their own fashion, grappling with problems of size, diversity, & the speed of change." SoGL offers one-year PGP-GL with global residency programs One of the hallmark features of the SoGL program is that it is driven by practitioners, policymakers, entrepreneurs, and innovators, who, together with the faculties of the institution, ensure that the program is driven by policy interventions, knowing that knowledge is everything but implementation is everything else. 

Additionally, launched during the inauguration event is the key program of the SoGL, which is the Post Graduate Programme in Global Leadership, or PGP-GL, a one-year, full-time program that involves residency programs across the world, including India, China, UAE, USA, Italy, Belgium, and the Netherlands. The program’s learning outcome tracks a combination of governance, strategy, public policy, innovation, and ethics, with real-world learning import through engagement with real-world challenges that exist within the world of practice. Leadership, application, and SoGL emphasize that at SoGL, learning applications entail highlighting the ability to sense complexity, judge, and create institutions that work for the public. Learning paths include entering the immersive global labs, innovation immersions, and the future-tech policy labs where novel ideas produced from the world of knowledge are constantly being checked-out against the world of applications. Given these conditions, the BESTIU and the India Foundation recognizes that the SoGL is a disruptor within the mainstream paradigm for global leadership education—a generation that is capable of dealing with complexity, exercising powers responsibly, and generating resilient futures for inclusive growth.

The concept of ‘bringing Harvard to India’ has long been an appeal in India. The only new aspect here is not the slogan; it is the paperwork. At present, a total of three overseas universities are fully functional in India. These include Deakin University, University of Wollongong in GIFT City, Gujarat, and the University of Southampton in Gurugram, Delaware NCR.A number of overseas universities are in the pipeline to be opened in India with the new policies in place. These institutions include Illinois Institute of Technology, University of Liverpool, Victoria University, Western Sydney University, Istituto Europeo di Design, among others, which are scheduled to be opened between 2026-2027.

In “Global Universities Eye India Opportunity," prepared by Deloitte India and Knight Frank India, the authors suggest that if foreign universities truly expand their presence in the Indian education scenario, they could potentially accommodate over 560,000 students by 2040, conserve over US$113 billion in foreign exchange outgo, and create demand worth 19 million sq ft of education-related real estate.

As per the document, "India has the biggest pool of internationally aged university-going youngsters, the policy gates are finally opened, while the international universities are scanning the market in the wake of changing geopolitics." However, factoring in the geographical location. "The desired landing spots are not 'India' per se, but the individual metros." Delhi NCR, Mumbai, Bengaluru, Ahmedabad, Pune, Chennai, and Hyderabad are recognized as the most preferred options for international campuses, with Delhi NCR being the most ready among the lot.

What the Deloitte and Knight Frank Report Is Actually Stating

In India, there have been discussions about having “world-class” universities in the country for years. It’s been much more challenging to develop sufficient quality seats for the students already in the country. The report by Deloitte India and Knight Frank India. views foreign branch campuses less as a vanity ornament and far more like a pressure relief valve in a system in which demand continues to outstrip supply. This report estimates India’s post-secondary age population to be 155 million, growing to 165 million in 2030, and correlates the need for foreign branch campuses to a straightforward policy objective: a 50% GER objective in 2035, in a scenario in which the local infrastructure struggles to keep up. In this context, the foreign campus is a statement piece brought in; it’s a gesture towards a credible increase in local infrastructure before the ambition outstrips the capability.

Next comes the discussion about “cross-border friction” and how the tightening of visa regimes in the major destinations for studying abroad in the US, the UK, Canada, and the rest of the English-speaking sector of the Commonwealth towards the US and the “rise of global uncertainty” push the higher education sector to diversify not only in sourcing talents but also in the establishment of actual entities on the ground. India “emerges as a high conviction country not because there isn’t friction, but because the scale is so large and the policy infrastructure finally clearer – first through NEP 2020 and then the latest route through the UGC/IFSCA.”

Foreign Universities on Indian Soil: What is Available to Students?

Foreign campuses are sold as a prestige play. But for students, they are more useful as a bridge to minimize international system shocks. For higher education in India, foreign campuses could prove to be a competitive jolt that drives a higher set of standards for learning and outcomes.

International study experience without the international price tag

For the students, it’s getting used to a global pedagogy delivered in their own country: seminar-style lectures, continuous assessment, learning heavy in capstones, enhanced writing and research requirements, and project-based assessments which aren't just a slogan. Even if it looks almost the same on paper, it’s no longer a matter of how they do it: less regurgitation of answers, more arguing, more critiquing, more collaborating.

As far as the financial aspect goes, this is where the model becomes appealing: a student gets the benefit of the global faculty experience, education, and network while sidestepping the giant cost leak associated with overseas education, namely living costs, foreign exchange risk, and the unseen ‘survival expenses’ (security deposit, medical, insurance, emergency funds). It doesn’t make the off-shore campus affordable; it simply makes the risk more palatable.

To the world, it means global exposure, minus the border

“When the campus is located in India, the educational program is less dependent upon visa delays, changes in the rules, or the political whims of the day.” The fact is that the students have to vie for a spot, but “their educational experience is not interrupted by administrative red tape.” This is a major psychological boost, but particularly a benefit “to families who are budget-stretched.”

Sets the Bar High for Indian Institutions

Soon, the student is comfortable with the open grading, consistent assessment patterns, and plagiarism policies, and they begin to treat them less as ‘foreign university perks' and more as rights. It doesn't stop there, and this attitude trickles into interviews, class, and general discussion. Indian colleges, particularly the private ones vying for the same aggressive student base, will find it hard to improve their teaching and follow up with assessment results.

Quick syllabus turnarounds

Foreign universities always bring modifications in their programs in sync with changes in the employment sector and never when the committee convenes. They cannot in any way churn out new professionals with yesterday’s knowledge in the name of tradition. This faster pace can bring Indian higher education to bridge syllabus delay, especially in areas which are rather dynamic and include analytics, design tech, fintech, climate, and governance in AI.

Access to the world-wide network, locally

When done well, these campuses of international higher education can help the students leverage the international research environment without requiring the students to relocate to another country permanently. This would provide the students with international collaboration, international laboratory practices, international ethics of doing research, international writing practices, and international collaborative projects that will make the students stronger rather than merely “international.”

“The hidden costs of going global.”

Foreign universities could improve the quality, but they could also temper the disparities that already exist in the country.This is due to the fact that markets don’t exactly promote equal opportunity—the cost could lead to the already-benefitted gaining more benefits. The challenge will be if the entry of foreign Universities manages to improve the floor rather than the roof.

Premium-layer inequality

Foreign campuses might unwittingly introduce a “new top rung” to the Indian higher education system—that’s both global and gated. The framework offered by UGC offers foreign campuses a lot of autonomy when it comes to things like admission procedures and fees, as long as these procedures and fees are transparent or reasonable. If the fee structure remains at a higher rate (as it is bound to, given the foreign professors’ salaries and the need for infrastructure), the impact could be: More choices available to those who are already better-off, and a heightened sense of status for the rest.

The student disadvantage is far more than ‘can’t afford it’. It’s the social signal: 

A new class divide that redefines who gets the ‘best’ internships, mentorship, and networking opportunities - before merit gets a look-in.

Campuses are largely grouped around metros and affluent corridors, but the balance of the country has to rely upon a stretched domestic system. This isn't a phenomenon limited to India, however. The cluster pattern for branch campuses around the globe follows a structure that hinges around airports, employers, and affluent demand. However, it may reinforce a dangerous trend within an Indian context: “Opportunity in a limited number of cities, but students elsewhere pay migration costs, nonetheless-domestically, not internationally."

The frameworks themselves do not constitute metro capture, however, they also do not constitute a solution to it. Lack of a clear strategy on access could enable "internationalization" to also become a metro privilege.

fee inflation spillover Even if the number of campuses being established outside is limited, they are able to revise the price structure. When one campus charges high tuition fees, the rest are likely to move along the same lines by labeling the normal programs as “global” ones. What UGC's regulations emphasize is the transparency of fees and regulation, although there is not a strict price cap imposed. Thus, the negative externality: 

The plausibility of higher fees in the entire system, with no commensurate improvement in teaching standards. Faculty Market Disruption Foreign campuses can alter the market for academic labor promptly. A foreign campus may lure away the best teachers from an Indian institution, and this could raise the standards of the foreign campus and diminish them elsewhere, especially in medium institutions which are finding it difficult to retain teachers. Foreign campuses can employ lecturers according to their own standards. It’s excellent for quality on campus. But in terms of the system as a whole, it could widen the gap in capabilities. It means elite pockets will be enhanced.

The middle may become less. Bottom Line Foreign universities operating on Indian soil are neither the silver bullet nor a threat per se. If handled carefully, they can open up more options for the student community and help set higher standards and take the system forward. If handled the wrong way, they can be the exclusive clubs for the elite. The future would depend not on the "intentions but the actions."

The University of Liverpool recently achieved an milestone in their expansion plans in India by breaking ground on Monday at its Bengaluru campus in Alembic City, Whitefield. This development only happened a few months after it was announced that they would be putting up their first campus in Bengaluru, adding to the city’s stature in becoming an education hub in the world.

The new campus is being established in Alembic City, which is a converted warehouse space that once featured a glass-manufacturing unit. The selection of the campus location is in alignment with the vision of the university to merge heritage and innovation.

Chandru Iyer, the Deputy High Commissioner to Karnataka and Kerala at the British High Commission, also welcomed the initiative and spoke of the increasingly strong link between the education sectors of the two countries. “We were delighted to host the arrival of the University of Liverpool to Namma Bengaluru earlier this year. I would like to wish them all the best as they are set to offer a world-class education offer in the UK to the next generation of students in India,” he said.

The planned architectural vision for the campus derives its inspiration from both the maritime history of the city of Liverpool as well as its connection to being the knowledge hub for the technological advancements taking place in Bengaluru, which is also called the “tech hub” or “Silicon Valley of India.”

 “The challenge that we saw when we first entered Alembic’s building was that it was a premise that needed to mix and match its history with its future. And we saw that possibility within an old glass factory, to mix and match Liverpool’s creative maritime flair and Bengaluru’s intellectual essence,” explained Ram Joshi, campus architect.

As Joshi further added, “The design envisions the industry as knowledge, and therefore, this campus is a living tale of rejuvenation, where excellence in academics, like glass, is forged in fire, honed with skill, and illuminated with vision.”

This was confirmed by Professor Tim Jones, the Vice-Chancellor of the University of Liverpool, who stated that applications for the 2026 academic year are now open for interested applicants to apply online through the University of Liverpool official online portal. After its launch, this Bengaluru campus is expected to provide education that is at par with the UK to enhance academic collaborations between India and the UK by enabling Indian students to experience the internationally acclaimed university education within India.

Ireland did not stumble into prosperity. It planned its way there-classroom by classroom, skill by skill. Decades before it became Europe's technology and pharma hub, the country made one clear choice: education would be its primary economic weapon. Instead of chasing quick fixes, the Irish government undertook deep market research and targeted electronics and technology as future growth sectors. This insight informed national education policy: expanding STEM courses, strategic funding of universities, and aligning curricula to where the global economy was going-to be, not where it had been.

The results were not unimpressive. By 1993, Ireland boasted the highest proportion of science and technical graduates of any of 25 OECD nations, surpassing countries like Germany, Finland, and even the United States. That talent pool became a magnet for global companies. Intel arrived early, followed by Google, Facebook, and nearly all major medical technology firms. Universities alone now contribute more than $10.5 billion annually to Ireland’s GDP.

Third and most importantly, it pursued education not just as a social duty, but also as an economic investment. Designing courses with industry contributions, embedding internships into degrees, and concentrating research areas particularly in AI, pharmaceuticals, and advanced manufacturing-all commercially relevant-also became common. Adult education made sure that the workers could reskill with industry evolution. In the process, Ireland achieved a very high level of employment even through global disruption.

The contrast with India is stark. Despite the millions of students graduating every year, many Indian engineering and management colleges continue to teach with outdated syllabi, with weak linkage with industry, and little accountability for the employability outcome of students. Education is looked at more as a source of revenue than as a value proposition.

Ireland flipped that logic. Students were seen as customers—and outcomes mattered. The relevant lesson for India is not to replicate Ireland's model blindfolded but to adapt those principles to scale: 'painstaking' labour market research, industry-aligned curricula, continuous skill upgrades, and universities as engines of national wealth. With the demographic tailwind and global repository of talent, India can do even more. As Ireland demonstrates so vividly, nations don't prosper by luck. They do it through education.