Education Leaders | Top Interviews

In India, where exams like the IIT-JEE are often seen as the ultimate gateway to success, the story of Venkatraman Ramakrishnan offers a powerful counter-narrative. For students searching “what happens if you don’t crack IIT” or “success beyond entrance exams,” his life stands as compelling evidence that one test does not define a career.

Born in 1952 in Tamil Nadu and raised in Gujarat, Ramakrishnan grew up in a scientific environment, yet his academic journey was far from flawless. Like many ambitious students, he aimed for top institutions, appearing for IIT entrance exams and applying to Christian Medical College Vellore. He did not secure admission to either, a setback that could have discouraged many in a system driven by rankings and prestige.

Instead, he chose to pursue physics at Maharaja Sayajirao University of Baroda, guided more by curiosity than conventional notions of success. This decision marked a turning point. Supported by a National Science Talent Scholarship, he built a strong academic foundation that later enabled him to explore new scientific frontiers.

Ramakrishnan eventually moved to the United States for higher studies, where he made a bold transition from physics to biology. It was an unconventional shift, but one that led him to study ribosomes—complex molecular machines responsible for protein synthesis in living cells. The research was challenging and slow, but his persistence paid off.

In 2009, Ramakrishnan was awarded the Nobel Prize in Chemistry for mapping the atomic structure of the ribosome, a breakthrough that transformed modern biology and contributed to advancements in antibiotic development. His work solved a long-standing scientific mystery and positioned him among the world’s leading scientists.

Beyond the Nobel Prize, he went on to serve as President of the Royal Society from 2015 to 2020 and received India’s prestigious Padma Vibhushan. He also authored books such as The Gene Machine, sharing insights from his scientific journey.

Ramakrishnan’s story challenges the deeply rooted belief that success is tied to a single exam or institution. His journey highlights the importance of adaptability, curiosity, and resilience—qualities that ultimately matter far more than any entrance test result.

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.