Education Leaders | Top Interviews

A Class 12 student from Ranchi has emerged at the centre of a nationwide debate over the transparency of the Central Board of Secondary Education's digital evaluation system. Sarthak Sidhant gained national attention after publishing a detailed blog examining CBSE's On-Screen Marking (OSM) system and the tendering process associated with the digital evaluation of Class 12 answer sheets.

While most students his age are focused on board examinations and college admissions, Sarthak's investigation into official procurement records has drawn the attention of policymakers, education experts and political leaders. His findings have triggered questions about the manner in which contracts related to the digital assessment system were awarded.

According to reports, Sarthak's interest in the issue began after he appeared for his Class 12 examinations and sought scanned copies of his answer sheets. Upon reviewing them, he noticed discrepancies in the marking process. As concerns regarding transparency in digital evaluation surfaced among students, he started examining publicly available CBSE procurement and tender documents.

Through a comparative analysis of different versions of the tender documents, Sarthak claimed to have identified several modifications in eligibility criteria, performance conditions and certification requirements across successive bidding rounds. He argued that these changes raised important questions about the procurement process and the implementation of the OSM system.

His research, based on official records available on public procurement portals, was reportedly supported by technical analysis and consultations with researchers and journalists. The blog quickly gained traction on social media and was widely circulated by opposition leaders.

Among those who amplified his findings was Rahul Gandhi, who questioned the government's handling of the matter and called for greater accountability. The issue gained further prominence as the CBSE's digital evaluation system was already facing scrutiny from various quarters.

Sarthak has also presented his findings before the Parliamentary Standing Committee on Education, where he raised concerns about the evaluation mechanism and tendering procedures linked to the OSM system.

His work has highlighted how a student-led inquiry into public documents can spark a broader discussion on transparency, accountability and governance in India's education system.

In 1967, Jocelyn Bell Burnell was a graduate student at the University of Cambridge, spending long hours analysing radio telescope data recorded on endless strips of chart paper. The work was repetitive and painstaking, involving the manual inspection of nearly 29 metres of paper records every day for unusual radio signals.

While examining data collected from a radio telescope array at Lord's Bridge, Bell Burnell noticed what she later described as “a bit of scruff” in the output — a faint but oddly regular signal that repeated every 1.3 seconds.

At first glance, the anomaly looked insignificant. But its precise repetition immediately distinguished it from ordinary radio interference or random cosmic noise. The signal appeared too regular to be accidental, yet no known astronomical object behaved in that way.

That small irregularity would soon lead to one of the most important discoveries in modern astronomy: pulsars.

The birth of pulsar astronomy

The discovery, later reported in Nature, revealed the first known example of a pulsar — a rapidly rotating neutron star emitting beams of radiation from its magnetic poles.

When those beams sweep across Earth, they appear as highly regular pulses, much like the flashing beam of a lighthouse.

Soon after the first signal was identified, researchers detected a second similar object, confirming that the phenomenon was not an isolated anomaly. Over time, astronomers discovered thousands more pulsars across the Milky Way.

According to the National Aeronautics and Space Administration, pulsars provided the first direct evidence for the existence of neutron stars, ultra-dense remnants formed after massive stars explode as supernovae.

Why the 1.3-second pulse mattered

The importance of the signal lay in its extraordinary precision. No ordinary star was known to emit radio pulses with such consistency. Scientists quickly realised that the source had to involve extreme physical conditions.

Theoretical physicists had predicted neutron stars in the 1930s, but no observational evidence existed at the time. The pulsar discovery transformed neutron stars from theoretical concepts into real astronomical objects.

Researchers soon understood that pulsars could serve as cosmic laboratories for studying gravity, magnetism, and matter under conditions impossible to recreate on Earth.

Their predictable timing also made them valuable tools for testing aspects of General Relativity, measuring gravitational effects, and exploring the behaviour of matter at ultra-high densities.

A discovery born from patience, not accident

What makes the story remarkable is that the breakthrough did not emerge from a targeted search for neutron stars. It came from the persistence of a graduate student carefully examining huge volumes of handwritten data.

Bell Burnell’s attention to an unusual pattern that others could easily have ignored became a defining example of how scientific discoveries often depend on careful observation rather than dramatic moments of inspiration.

In later reflections published in Nature Astronomy, Bell Burnell noted that pulsars unexpectedly opened an entirely new branch of astronomy.

More than half a century later, pulsars remain among the most important objects in astrophysics. They continue to help scientists study black holes, gravitational waves, and the extreme physics of collapsed stars.

The original chart paper showing that mysterious 1.3-second signal has since become one of astronomy’s most iconic scientific records — proof that even a tiny irregularity in a sea of data can change humanity’s understanding of the universe forever.

In a result season often dominated by stories of sleepless nights and marathon study sessions, a student from Lucknow is rewriting the script. Siddhart, a Class 12 student from the Council for the Indian School Certificate Examinations (CISCE), has scored an impressive 99.25%—but with a routine that many would consider surprisingly relaxed.

Instead of burning the midnight oil, Siddhart studied for just three to four hours a day. What set him apart was not the number of hours, but the consistency and focus he brought to those sessions. He emphasised that learning effectively mattered more than studying endlessly, proving that disciplined, shorter study periods can yield exceptional results.

Unlike the typical topper narrative, Siddhart ensured his day had space for rest and recreation. He spent one to two hours watching shows on Netflix to unwind, without guilt. These breaks were not distractions but a way to refresh his mind, helping him stay focused during study time.

Beyond academics, he remained actively involved in sports and served as the vice-captain of his school’s cricket team. Physical activity, he believes, played a crucial role in maintaining balance and reducing stress during exam preparation. His routine reflected a healthy mix of mental and physical engagement.

Another key aspect of his strategy was managing digital distractions. Instead of completely avoiding platforms like Instagram, he chose to consciously limit his usage. This self-regulation helped him maintain focus without feeling restricted.

Siddhart also highlighted the importance of a supportive home environment. Whenever he felt stressed, he turned to his parents and teachers, who encouraged without judgment. This emotional safety net allowed him to stay confident and motivated throughout his preparation.

Equally important was the role of peer influence. One of his close friends scored 99.75%, and both are now preparing for the Common Law Admission Test (CLAT). Their shared goals and healthy competition created an environment of mutual growth.

While Siddhart’s achievement stands out, the larger takeaway lies in his approach. His journey challenges the long-held belief that academic success requires relentless pressure and long study hours. Instead, it highlights how consistency, balance, and a stress-free mindset can lead to deeper understanding and lasting success.

In a moment of pride for Tripura’s academic community, Dipanjali Bhattacharjee, a meritorious student of Golden Valley Higher Secondary School, has been selected for the prestigious Young Scientist Seminar organised by the Indian Space Research Organisation (ISRO). Her selection comes after successfully clearing a competitive entrance examination, placing her among a select group of students from across the country.

Dipanjali is set to attend the seminar at ISRO’s research centre in Ahmedabad, a hub known for nurturing some of India’s brightest scientific minds. The programme aims to identify and encourage young talent with a keen interest in space science, research, and innovation. Through interactive sessions, laboratory exposure, and mentorship from scientists, participants are given a rare glimpse into the workings of India’s space missions and technological advancements.

Her achievement has sparked celebrations not only within her school but across North Tripura district. Teachers at Golden Valley Higher Secondary School described her as a disciplined and curious learner, whose consistent academic performance and passion for science set her apart. “Dipanjali has always shown a deep interest in understanding how things work, especially in physics and astronomy. This recognition is a testament to her hard work,” a senior teacher said.

The Young Scientist Seminar is considered a stepping stone for students aspiring to build careers in science and research. Conducted by ISRO, the initiative plays a crucial role in promoting scientific temper among school students, particularly those from regions where exposure to advanced research facilities is limited. For many participants, it becomes their first direct interaction with real-world scientific environments.

For Dipanjali, the journey to this achievement was marked by rigorous preparation and determination. Competing with students from across India, she demonstrated not only academic excellence but also the ability to think critically and solve complex problems—qualities that are essential for future scientists.

Her selection has also brought recognition to North Tripura, highlighting the potential of students from smaller towns and districts. Local education officials and community members have lauded her accomplishment, noting that such milestones can transform perceptions about opportunities available to students outside metropolitan areas.

Beyond personal success, Dipanjali’s achievement carries a larger significance. It serves as a reminder that talent, when nurtured with the right support and determination, can break geographical barriers. Educators in the region believe that her success story will motivate other students to aim higher and explore careers in science, technology, engineering, and mathematics (STEM).

As she prepares to attend the seminar in Ahmedabad, expectations are high that Dipanjali will make the most of this opportunity. With access to ISRO’s scientific ecosystem and guidance from experts, she is poised to gain invaluable insights that could shape her academic and professional future.

Her journey from a classroom in North Tripura to one of India’s premier space research platforms stands as an inspiring example of ambition meeting opportunity—one that may well encourage a new generation of young scientists to dream beyond the horizon.

At a time when board exam success is usually marked with celebrations and career planning, 16-year-old Akshara Goel from Thane is choosing a different path—one that quite literally climbs above the clouds. Fresh from scoring an impressive 98.8% in her Class 10 exams under the Council for the Indian School Certificate Examinations (ICSE), Akshara is preparing to trek to Everest Base Camp. But this is not just a personal milestone—she aims to set a world record by conducting a live online class from high altitude, redefining how and where learning can happen.

In this candid conversation, Akshara speaks about discipline, ambition, and why education should go beyond classroom walls.

Q: First of all, congratulations! 98.8% is an incredible achievement. How does it feel?

Akshara Goel: Thank you! It feels really special, but also motivating. I see it not just as a result, but as a stepping stone. I’ve always believed that marks are important, but what you do beyond them matters even more.

Q: Most students celebrate results differently. Why Everest Base Camp?

Akshara: I wanted to do something meaningful and memorable. Trekking to Everest Base Camp is a challenge—physically and mentally. Combining that with a live online class is my way of showing that education doesn’t have boundaries. Learning can happen anywhere, even at extreme altitudes.

Q: Tell us more about this world record attempt.

Akshara: The idea is to conduct a live class from Everest Base Camp. It’s symbolic—it shows how technology and education can come together. If students can learn from such remote places, it opens up possibilities for global, accessible education.

Q: Preparing for such a trek isn’t easy. How did you train, especially during exams?

Akshara: I trained locally at Yeoor Hills in Thane with daily treks. I also did yoga and stair climbing in my 16-storey building. Even during exams, I stuck to my routine. It helped me stay focused and disciplined—not just physically, but mentally too.

Q: That’s impressive—balancing academics and physical training. Was it challenging?

Akshara: Definitely, but it also helped me manage stress. Physical activity kept me energised during exam preparation. I think students often underestimate how important fitness is for academic performance.

Q: Your initiative connects education with real-world experiences. Is that something you strongly believe in?

Akshara: Yes, absolutely. Education shouldn’t be limited to textbooks. Experiences like this teach resilience, problem-solving, and adaptability. These are just as important as academic knowledge.

Q: What are your future aspirations?

Akshara: I’m very interested in robotics and artificial intelligence. I want to work in a field where technology can solve real-world problems. This trek is also part of that mindset—thinking differently and pushing boundaries.

Q: Your family is accompanying you. How important has their support been?

Akshara: Very important. My parents and sister have always encouraged me to dream big and stay disciplined. Having them with me on this journey makes it even more special.

Q: What message would you like to give to students across India?

Akshara: Don’t limit yourself to marks or conventional paths. Work hard, stay curious, and try to do something unique. Education is not just about scoring—it’s about exploring your potential.

Akshara’s journey comes in a year when ICSE results saw a remarkable 99%+ pass rate nationwide. Yet, her story stands out—not just for academic excellence, but for reimagining what learning can look like.

As she prepares to take a classroom to the Himalayas, one thing is clear: for this young achiever, the sky is not the limit—it’s just the beginning.

In an education system that often glorifies sleepless nights and marathon study sessions, the story of a Noida student quietly disrupts the narrative. Scoring an impressive 99.7% in Class 10 under the Central Board of Secondary Education, Hargovind Sharma’s success is not built on intensity—but on consistency.

And that distinction matters.

The Myth of “More Hours = More Success”

For years, India’s academic culture has equated success with endurance. The longer you study, the better you perform—at least, that’s the belief sold to millions of students.

Hargovind challenges this idea with disarming simplicity: “Even if I studied for 30 minutes, I showed up every day.”

This is not a rejection of hard work. It is a redefinition of it.

Consistency, in his case, replaces burnout. Discipline replaces panic. And perhaps most importantly, routine replaces pressure.

A Life Without Noise

There is something almost countercultural about his lifestyle. No personal phone. Minimal exposure to social media. A preference for writing, chess, sports, and family time.

In an age of constant distraction, his clarity stands out.

It also raises an uncomfortable question:
Are today’s students struggling not because of syllabus pressure alone—but because of the noise surrounding it?

The Power of Repetition Over Rush

When mathematics papers triggered anxiety across the country, Hargovind scored a perfect 100. His method was not extraordinary—it was methodical.

• Regular revision

• Practice worksheets

• Continuous feedback from teachers

This is not brilliance in the dramatic sense. It is refinement through repetition.

And that’s where most students falter—not in understanding concepts, but in revisiting them consistently.

The Role of Environment

Hargovind credits his school environment and teachers for supporting his steady approach. His principal, Alka Awasthi, highlights something rarely discussed in toppers’ stories—gratitude.

In a competitive ecosystem, where comparison often overshadows growth, this mindset becomes a differentiator.

Success Without Arrogance

What’s striking is not just the score, but the absence of performative achievement. He acknowledges peers, celebrates others’ success, and speaks without the usual rhetoric of “sacrifice” and “struggle.”

It suggests that excellence does not always have to come at the cost of balance.

Rethinking the “Topper Blueprint”

Hargovind’s journey forces educators, parents, and students to rethink the dominant blueprint:

• You don’t need 10-hour study days

• You don’t need constant pressure

• You don’t need to disconnect from life

What you do need is consistency, clarity, and control over distractions.

Looking Ahead

With aspirations in science and research, and a long-term vision to contribute to India, his goals reflect a broader shift—from marks-driven ambition to purpose-driven learning.

Final Thought

In many ways, Hargovind Sharma’s story is not extraordinary. That is precisely why it is powerful.

It reminds us that success in academics is less about how hard you push yourself in bursts—and more about how steadily you move forward, every single day.

In a culture obsessed with the grind, that might be the most radical lesson of all.