When Sheheen Nadaf entered her internship year in Bengaluru, the transition felt less like a continuation of college and more like stepping into the real world of medicine. “There is no such thing as college fees during internship,” she says. “We had already paid our last fees. During this year, we only pay about ₹11,000 for hostel—nothing more.”

Sheheen studies at a central government institute, where the rules are relatively clear. But as she speaks, her tone shifts when the conversation turns to friends in private medical colleges. “That’s where things are different,” she explains. “Some of them are still being charged fees even during an internship. And there are hardly any checks.”

Her account echoes what many medical students across India have been quietly discussing for years—being billed for time that doesn’t resemble a classroom at all.

The National Medical Commission recently stepped in after receiving complaints from students who said they were being charged for the full span of the MBBS programme, stretching into the internship year. For many, that extra year doesn’t involve lectures, exams, or structured teaching—just long hospital shifts.

Sheheen describes those shifts without hesitation. “Internship is tough. Long working hours, sometimes toxic departments, and infrastructure issues—you deal with all of it. You’re learning, yes, but you’re also working like part of the system.”

The distinction matters. Officially, the MBBS course runs for four-and-a-half years of academic study, followed by a one-year Compulsory Rotating Medical Internship. It’s a phase meant for hands-on training, not classroom education. But for some students, the financial demands didn’t reflect that difference.

“One of my friends joked that they were paying fees to work,” Sheheen recalls. “It sounds funny, but it’s actually frustrating.”

The new directive asks colleges to charge fees only for the academic period—when teaching, faculty support, and institutional resources are actively in play. For students like Sheheen, it feels like a validation of something they already knew.

“In our case, things were fair,” she says. “But not everyone had that experience.”

As she finishes her shift and prepares for another, the conversation drifts back to the everyday reality of being an intern—rushing between wards, handling patient loads, learning on the go. The fee debate, she suggests, is just one part of a much larger picture.

“Internship is where you really become a doctor,” she says. “The least the system can do is not charge you for it.”

In an exclusive conversation, Madhurima Mukherjee, a nursing professional from the Calcutta School of Tropical Medicine, offers a stark, deeply personal account of the realities inside government hospitals—where relentless workloads, safety concerns, and a struggle for dignity continue to define the profession.

Madhurima begins by describing the exhausting routine that has become the norm. “We often work for 72 hours in prolonged stretches. There’s no fixed time for meals or rest. Sometimes, we don’t even get time to use the washroom,” she says. The issue, she explains, is rooted in an overwhelming patient load and a severe shortage of staff. Ideally, in a Critical Care Unit (CCU), the nurse-to-patient ratio should be 1:3 or 1:4. “But in reality, it’s far from that. In wards, it’s supposed to be 1:8, yet there are times when one nurse handles 30 patients alone. Sometimes even two nurses manage 30 patients,” she adds, highlighting the gap between policy and practice.

Night shifts, particularly in male wards, present another layer of challenge—one that goes beyond physical exhaustion. “We are female staff working through the night without proper security. There were no CCTV cameras or guards earlier. After the Abhaya incident, some changes have been made—like CCTV installations, door latches, and even fingerprint locks in certain on-call rooms. But these measures are still not uniformly implemented,” she points out, underlining the uneven pace of reforms.

The strain of the job, Madhurima admits, sometimes affects interactions with patients and their families. “It’s not that we want to be rude. But when you are overworked and the same question is asked repeatedly, it becomes difficult to stay calm,” she says. She also highlights a deeper social issue—lack of respect. “People often don’t see us as trained professionals. They call us ‘aya’ or ‘mashi’ and treat us like attendants. It’s disheartening.”

Even within the hospital hierarchy, challenges persist. “Doctors are respected, and rightly so. But they come during rounds and leave. We are the ones with patients 24/7—monitoring, caring, responding,” she says. Madhurima emphasizes that becoming a nurse is no easy feat. “We go through rigorous studies and now even CBT-based recruitment exams in West Bengal. It requires serious preparation and dedication.”

Reflecting on the post-pandemic shift, she acknowledges a slight improvement in public perception. “After COVID-19, people started recognizing our role more. But it’s still not enough. We need greater awareness that nursing is a skilled and noble profession.”

On infrastructure, however, she notes visible progress. “Things are improving. Earlier conditions were worse, but now there are cleaner wards, better toilets, no floor admissions, and grievance cells. Facilities like ‘May I Help You’ desks, Swasthya Sathi support, and monitored lifts have made a difference,” she says.

Yet, her closing words bring the focus back to the core issue: “We are always there for patients. But the system needs to ensure that nurses are supported, respected, and protected too.”

With the Central Board of Secondary Education rolling out a revised curriculum aligned with National Education Policy 2020, affecting students from Classes 7 to 9 and set to reshape learning outcomes for Class 10 board aspirants in the coming years, schools across the country are preparing for a major academic transition. The new framework emphasises competency-based learning, integration of skill subjects such as Artificial Intelligence, and a shift toward analytical, application-oriented assessments—marking a departure from traditional rote-based education.

In an interview with Edinbox, Ravi Prakash Keshari, Principal of RM Children Academy, Bulanala, Varanasi, said his institution is ready to adopt the revised curriculum for Classes IX and X. “The new curriculum focuses on competency-based education rather than rote learning. It incorporates practical projects, skill-based subjects like AI and coding, and analytical assessment patterns designed to prepare students for real-world challenges,” he said. According to him, the approach will help students develop deeper conceptual understanding and critical thinking skills.

He stressed that an integrated academic approach will be essential to make the transition effective. “Balancing subject depth, flexibility, preparation for competitive exams, and career readiness is crucial under the revised system. The curriculum makes the educational journey more flexible, allowing students to align their learning with future goals,” Keshari noted.

However, he pointed out that implementation remains a significant challenge. One of the key concerns is the lack of adequate teacher training. “Teachers need practical exposure and continuous upskilling to effectively deliver this new model of education,” he said. Infrastructure constraints also pose difficulties, particularly in adopting technology-driven learning. “Not all schools have access to smart classrooms, digital tools, or stable internet connectivity, which are essential for this curriculum,” he added.

Time constraints further complicate the transition. Keshari observed that schools are under pressure to adapt quickly while also catering to students with diverse learning needs. “There is limited time and resources to implement personalised learning effectively. This remains one of the biggest challenges,” he said.

Reflecting on broader implementation, Keshari said that while National Education Policy 2020 is progressive, its execution varies across regions. “India is vast and diverse, with differences in language, culture, and digital access. These factors make uniform implementation difficult,” he explained.

Despite these challenges, he expressed optimism about the future of educational reforms. “India is moving in the right direction in education. With time and proper support, we hope to see positive outcomes from these changes,” Keshari said.

At just 30, Md Soif Ahmed is preparing to lead his own research project at Imperial College London under the prestigious Marie Skłodowska-Curie Actions Postdoctoral Fellowship. But his journey began far from high-end laboratories—in a village home in Murshidabad that didn’t even have electricity.

Q: You grew up without electricity. What do you remember most about those early years?
I didn’t have electricity at home until Class 8. We used a lantern for general light and a small lamp for studying. My grandfather did what he could afford. At the time, it didn’t feel unusual—it was just life. Looking back, I realise how much those conditions shaped my discipline and focus.

Q: Tell us about your early schooling experience.
I studied at a government school in Komnagar where there was barely any infrastructure. There was one building used as an office, and we attended classes sitting on jute mats under a mango tree. But learning was never compromised. In fact, those years were very formative.

Q: How did your family influence your education?
I grew up in a joint family with five school-going children. We studied together and helped each other. If I had a doubt in mathematics, I would ask my maternal uncle; for English, my aunt helped me. It was a collaborative learning environment. We didn’t see our financial struggles as obstacles.

Q: You’ve spoken about financial hardship. How did that affect your daily life?
We lived very simply. We never really had breakfast—maybe a biscuit or some sattu before school. We ate whatever was available locally. Sometimes it was raw bananas or jackfruit for days. Fish was rare, and mutton even rarer. But again, we never felt deprived. Education and play were our priorities.

Q: When did things begin to change for your family?
A major turning point was when my father got a job as a school teacher. That brought stability. We moved into a new house, and for the first time, we had electricity. It changed our lives in many ways, including my ability to study better.

Q: How did your academic journey progress after school?
After Class 10, I moved to Kolkata for higher secondary education. It was a big step for my family. I later joined Aliah University for an integrated MSc in Physics, which I completed in 2018. That’s where I seriously began considering research as a career.

Q: What led you to pursue a PhD at Indian Institute of Technology Hyderabad?
Clearing GATE opened that door. Moving out of West Bengal for the first time was a big shift, but IIT Hyderabad gave me the platform to grow. My supervisor, Sai Santosh Kumar Raavi, was extremely supportive.

Q: Could you explain your research in simple terms?
My work focuses on how materials behave when exposed to light, especially using ultrafast laser pulses. This helps us understand and improve technologies like solar cells, LEDs, and photodetectors. It’s about making devices more efficient.

Q: Where are you working currently?
I’m currently a postdoctoral researcher at IMDEA Nanosciencia in Spain. It’s an interdisciplinary space where physicists, chemists, and biologists collaborate to study advanced materials.

Q: What does the Marie Curie Fellowship mean to you?

It’s a huge opportunity. From November, I’ll be working at Imperial College London, leading my own research project. It’s a step closer to my long-term goal of building my own research group in India, ideally at an IIT or a leading institute.

Q: Looking back, did you ever imagine this journey?

Not at all. Till Class 10, I didn’t even know what IITs or PhDs were. My only goal was to top my class. Everything else followed step by step.

From studying under a mango tree to leading research in one of the world’s top institutions, Ahmed’s journey is a testament to how perseverance and curiosity can transcend circumstances.

Chennai’s A.R. Rajah Mohaideen has secured All India Rank 7 in this year’s Civil Services Examination conducted by the Union Public Service Commission (UPSC). After completing his medical education, Mohaideen chose the path of civil services and achieved this milestone through four years of dedicated preparation, clarity of purpose, and consistent hard work. Here are the key excerpts from the conversation with A.R. Rajah Mohaideen, conducted by Raees Ahmad 'Lali' for EdInbox.

What was your first reaction after the results were announced?

A.R. Rajah Mohaideen: Honestly, I was completely shocked. I expected that I might make it to the list, but I never imagined getting a Top 10 rank, that too a single-digit rank. I was very happy, but it took some time for the result to truly sink in.

When did you start preparing for UPSC and how many years did it take?

Rajah Mohaideen: I started my preparation in 2022. It has been four years now. The journey was long, but I kept working consistently.

How much did Jamia’s coaching contribute to your success?

Rajah Mohaideen: I prepared in Chennai for the first year but could not clear the prelims in 2023. After that, I appeared for the entrance exam of the Residential Coaching Academy at Jamia Millia Islamia and got selected. After moving to Delhi, I found an excellent study environment. Professor Sameena Bano ma’am and other faculty members guided me a lot. The library facilities, newspapers, and support from seniors were extremely helpful. Seniors played a key role in identifying my mistakes and helping me improve.

What went wrong in your first attempt?

Rajah Mohaideen: I could not clear the prelims in my first attempt because I had not practiced enough mock tests. However, I was preparing for the Mains alongside. That continuous preparation helped me score well in the Mains this year.

What were your subjects?

Rajah Mohaideen: General Studies is common for everyone. My optional subject was Anthropology.

You are an MBBS doctor. Why did you decide to enter civil services?

Rajah Mohaideen: I completed my MBBS from Government Cuddalore Medical College. I began my medical journey in 2016 and graduated in 2022. Initially, I had no plans to appear for civil services. But during my internship, the COVID-19 pandemic coincided with my training period. I saw how civil servants in my town were working tirelessly for the people. That inspired me. I felt that as a civil servant, I could serve a much larger section of society. That thought motivated me to pursue UPSC after graduation.

What do your parents do?

Rajah Mohaideen: My parents have been teachers and are currently working as principals in government colleges in Tamil Nadu.

What advice would you give to UPSC aspirants?

Rajah Mohaideen: The most important thing is to keep your goal clear. You must always remember why you chose this exam. The journey can be long—mine took four years. Mental resilience and mental health are very important throughout the preparation.

The second key thing is to stay focused on the syllabus. Preparation should never be scattered.

How many hours should one study daily?

Rajah Mohaideen: In my opinion, the number of hours does not matter much. What matters is completing your targets. Set monthly and weekly targets and make sure you achieve them. Some days I studied for five hours, some days for ten hours, but I always completed my targets.

What was your core mantra for success?

Rajah Mohaideen: Clarity of goal, consistent preparation, strong command over the syllabus, and mental balance—these were the keys to my success.

As Shantanu Narayen prepares to step down after nearly two decades at the helm of Adobe, his journey offers more than just a leadership timeline—it reflects the evolution of global technology itself. From the classrooms of Hyderabad Public School and Osmania University to the innovation corridors of University of California Berkeley, Narayen’s path mirrors the rise of India-born leaders shaping Silicon Valley. In this conversation-style profile, we trace how a strong academic foundation, strategic risk-taking, and an eye for technological shifts helped him transform Adobe from a traditional software company into a cloud and AI-driven powerhouse.

Q: You began your journey in Hyderabad. How did your early education shape you?

Shantanu Narayen: I grew up in Hyderabad and studied at the Hyderabad Public School. It was an environment that encouraged curiosity and discipline. Interestingly, the school has produced several global leaders, including Satya Nadella and Ajay Banga. That ecosystem played a subtle but important role in shaping ambition.

Q: What drew you towards engineering at Osmania University?

Narayen: I pursued Electronics and Communication Engineering at Osmania University, graduating in 1981. At that time, India’s tech ecosystem was still evolving, but the fundamentals—circuits, communication systems, signal processing—gave me a strong technical base that stayed relevant throughout my career.

Q: You moved to the United States soon after. What motivated that decision?

Narayen: I wanted deeper exposure to computing. I went to Bowling Green State University for a Master’s in Computer Science, which I completed in 1986. That period was transformative because computing was becoming central to everything.

Q: Your early career included stints at major tech firms. What did you learn there?

Narayen: I started in Silicon Valley with startups like Measurex, then moved to Apple and later Silicon Graphics. These roles helped me understand product thinking, innovation cycles, and how technology companies scale.

Q: You also ventured into entrepreneurship. Tell us about that phase.

Narayen: In 1996, I co-founded Pictra, a digital photo-sharing startup. It gave me first-hand experience of building something from scratch—understanding customers, product-market fit, and the realities of running a business.

Q: Why did you decide to pursue an MBA later in your career?

Narayen: I felt the need to complement my technical knowledge with business acumen. I earned my MBA from the UC Berkeley Haas School of Business in 1993. It broadened my perspective on leadership, strategy, and organisational growth.

Q: Your journey at Adobe is often seen as transformational. How did it begin?

Narayen: I joined Adobe in 1998 as Senior Vice President of Worldwide Product Development. Over time, I became COO in 2005 and CEO in 2007.

Q: One of your biggest decisions was shifting Adobe’s business model. What drove that?

Narayen: The move from boxed software to a cloud-based subscription model was about staying ahead of change. Customers wanted flexibility, continuous updates, and integrated ecosystems. That shift defined Adobe’s future.

Q: How are you navigating the current wave of AI disruption?

Narayen: AI is reshaping creativity. At Adobe, we’ve integrated generative AI tools like Firefly into our ecosystem. It’s about empowering creators, not replacing them.

Q: You’ve announced plans to step down as CEO. What’s next?

Narayen: After nearly two decades as CEO, I will transition once a successor is appointed, while continuing as Chair. It’s a natural evolution, especially at a time when the industry is undergoing rapid AI-driven change.

Q: Looking back, what defines your journey the most?

Narayen: Continuous learning—from Hyderabad to Silicon Valley, from engineering to business, and from products to platforms. Adaptability has been the key.

In an era where coaching institutes dominate the government exam ecosystem, the journey of Pankaj Yadav offers a refreshing counter-narrative. At the age of 30, while working full-time as an electrical engineer, he cleared seven state-level Provincial Civil Services (PCS) examinations without enrolling in any coaching institute. In this interview, Yadav shares the struggles, discipline, and strategy behind his success.

Q: Clearing even one government exam is difficult for many aspirants. How did your journey begin?

Pankaj Yadav: My journey was full of ups and downs. I was not a very good student during the initial days of my schooling. In fact, I nearly failed in three subjects at one point. That was quite a depressing time. Unfortunately, I can only remember one teacher who encouraged me and her words have stuck with me ever since: "If you can score only 60 percent, you can do anything in life." In fact, this statement almost rewired my thinking. With father's help, I arranged a study corner at our family shop and by regular studies, I started to gain my confidence back.

Q: You already had a stable career as an electrical engineer. What motivated you to prepare for government exams?

Pankaj Yadav:It is true that I was having a stable job and happy family life. Even then, deep inside, I have always felt a desire to serve the society. While I was watching many candidates preparing for government exams in the states of Uttar Pradesh and Bihar, their commitment left a mark on me. And then I made up my mind that I will give it a serious try.

Q: Most aspirants depend heavily on coaching institutes. Why did you choose self-study?

Pankaj Yadav:

I believed that discipline matters more than coaching. Coaching can guide you, but ultimately the effort has to come from within. Because I was working full time, I had to design my own study schedule. Self-study gave me flexibility and helped me focus only on the most relevant resources.

Q: Did you struggle with failure at any point? 

Pankaj Yadav:

Yes, I did. In fact, I failed on my very first attempt at the government exam. I was really down, but then I saw that failu... Instead of quitting, I gave up the things that were distracting me mostespecially social mediaand focused only on my prep. After some time, my consistency started producing results and I passed several exams during the following years.

Q: What kind of studying technique was instrumental in helping you pass seven government exams?

Pankaj Yadav:

It was quite a straightforward approach that required a lot of self-control: Dedicated Study Hours: Although I was working full time, I never missed studying a single day.

Few Study Materials: I just used a handful of highly recommended books. Study Regularly: Without breaks, study sessions help you remember the material better.

Practice Exams: With the help of test papers, I was able to get my problem-solving speed and quality up. Give more time to your weak points: I didnt just identify the subjects I was weak at, I made them the focus point of my study sessions.

Q: A lot of aspirants lose their drive mid-preparation. What suggestions would you give to them? 

Pankaj Yadav:

Motivation is a fluctuating feeling while discipline is permanent. If you do your study daily even on the days you dont have the sparksuccess will be yours.. Your background, age and financial situation must never be the reason for not going after your dreams.

Today, Pankaj Yadav’s journey stands as a powerful reminder that determination, smart preparation, and consistency can overcome even the toughest challenges. For thousands of government exam aspirants across India, his story proves that success is possible—even without expensive coaching or ideal circumstances.

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