India's smaller cities are rapidly emerging as the next growth centres for the International Baccalaureate (IB) programme, signalling a shift in demand for globally recognised school education beyond traditional metropolitan markets. The expansion comes as more families seek international curricula that improve access to overseas universities while moving away from exam-centric learning.

According to IB officials, nearly 44% of new IB schools planned in India are expected to be established outside major metropolitan areas, highlighting increasing interest from tier-2 and tier-3 cities.

IB schools expand into emerging education hubs

Speaking to Bloomberg, Olli-Pekka Heinonen, Director General of the Switzerland-based International Baccalaureate Organisation and former Education Minister of Finland, said the organisation is witnessing growing demand across diverse regions of India.

Supporting this trend, Ashish Trivedi, Head of South Asia and Japan at the IB, said almost half of the schools currently in the organisation's pipeline are located outside India's largest cities.

Cities witnessing increased interest include:

• Jaipur
• Coimbatore
• Surat
• Madurai
• Visakhapatnam
• Kochi
• Lucknow
• Nagpur
• Mysuru

The expansion reflects changing aspirations among families in fast-growing urban centres that increasingly view international education as a pathway to global higher education opportunities.

India becomes one of IB's fastest-growing markets

India has recorded significant growth in the adoption of the International Baccalaureate curriculum over the past five years.

The number of IB schools has increased from 195 to 280, representing a growth of nearly 44%. This makes India one of the organisation's fastest-expanding markets globally.

Despite the rapid rise, IB schools still represent only a tiny fraction of India's approximately 1.5 million schools. Globally, India is approaching Canada, which has around 380 IB schools, while the United States remains the largest market with more than 1,900 schools.

Rising affluent population fuels premium education demand

The growing popularity of IB schools is being driven by India's expanding affluent and upper-middle-income population.

With increasing household incomes, many parents are looking for alternatives to traditional rote-learning methods and examination-focused schooling. The IB curriculum emphasises inquiry-based learning, critical thinking, interdisciplinary education and globally recognised academic standards accepted by leading universities worldwide.

The trend has also gained momentum amid debates surrounding grading inconsistencies and examination-related controversies in India's domestic school system, prompting some parents to explore internationally recognised curricula.

High costs and teacher shortages remain major challenges

Despite strong growth, affordability continues to be one of the biggest barriers to wider adoption.

Annual tuition fees at IB schools are often several times higher than those charged by schools affiliated with India's national education boards, limiting access primarily to wealthier families.

Another challenge is the shortage of trained IB educators.

Heinonen noted that ensuring an adequate supply of qualified teachers remains one of the organisation's highest priorities, warning that staffing could become a major bottleneck as more schools adopt the curriculum.

Collaboration with government schools under consideration

To broaden access, the International Baccalaureate Organisation is exploring partnerships with several state governments to introduce elements of the IB framework into government-run schools.

The organisation also expressed willingness to collaborate with Indian education boards to strengthen teaching practices and support the goals of the National Education Policy (NEP) 2020, while maintaining multiple educational pathways for students.

Education experts believe that if affordability, teacher training and public-private collaboration improve, India's tier-2 cities could become the next major growth engine for international school education, expanding access to globally recognised curricula beyond the country's traditional metropolitan centres.

The Indian Institute of Science Bengaluru has announced a new Bachelor of Technology (BTech) in Materials Science and Engineering, expanding its undergraduate offerings for students interested in cutting-edge science, engineering and technology. The programme will commence from the 2026-27 academic session, with admissions conducted through JoSAA 2026 counselling.

Designed to meet the growing demand for expertise in advanced materials and emerging technologies, the four-year programme combines scientific fundamentals with practical engineering training, preparing graduates for careers in research, innovation and high-technology industries.

Interdisciplinary Curriculum with Strong Scientific Foundation

According to IISc, the programme has been structured to provide students with a comprehensive understanding of materials science, integrating concepts from physics, chemistry, mathematics and computational methods.

Students will study a wide range of materials, including:

• Metals
• Ceramics
• Polymers
• Biomaterials
• Advanced functional materials

The curriculum is designed to help students understand how these materials are developed, characterised and applied across various industries.

Focus on Practical Learning and Emerging Technologies

A key feature of the programme is its emphasis on hands-on learning and real-world problem-solving.

Students will explore how advanced materials are used in sectors such as:

• Healthcare
• Electronics
• Aerospace
• Energy
• Sustainability

The institute said the programme aims to equip students with the knowledge and technical skills needed to address challenges in next-generation technologies.

Research Opportunities from the Undergraduate Level

The BTech programme will span eight semesters and require students to complete 128 academic credits.

Students will have access to IISc's advanced research ecosystem, including:

• State-of-the-art laboratories
• Artificial Intelligence (AI) facilities
• High-performance computing infrastructure
• Specialised interdisciplinary research centres

The curriculum also offers flexible elective choices, allowing students to tailor their learning according to their academic interests and career goals.

Encouraging Interdisciplinary Innovation

IISc said the programme has been designed to promote interdisciplinary learning by enabling students to work on collaborative projects that combine engineering with other scientific disciplines.

This approach is expected to strengthen analytical thinking, innovation and research capabilities while exposing students to emerging areas of technology.

Admissions Through JoSAA 2026

Admissions to the new BTech in Materials Science and Engineering will be conducted through JoSAA 2026 counselling, following the institute's existing undergraduate admission process.

Eligible candidates will be able to apply after qualifying through the prescribed admission criteria applicable for IISc undergraduate programmes.

Expanding Opportunities in Advanced Materials

With industries increasingly relying on advanced materials for innovations in semiconductors, electric vehicles, renewable energy, biomedical devices and aerospace technologies, demand for skilled materials engineers continues to grow globally.

Through this new undergraduate programme, IISc aims to prepare students for careers in research organisations, technology companies, manufacturing industries and higher education, while contributing to India's growing innovation ecosystem in advanced materials and engineering.

In an age dominated by artificial intelligence, data analytics and sophisticated supply chains, one of the world's most admired business models continues to operate with remarkable efficiency using bicycles, trains, handwritten codes and human coordination. The story of Mumbai’s dabbawalas is no longer just a lesson in logistics—it has become a living classroom for marketing, management and customer experience.

For students participating in immersive learning programmes across India’s ports, factories and local markets, the dabbawalas offer a powerful case study in how a simple service can evolve into a globally recognised brand.

Every working day, around 5,000 dabbawalas collect, sort and deliver thousands of home-cooked meals across Mumbai. What makes the system extraordinary is not merely its operational efficiency but its marketing success. Without large advertising budgets, celebrity endorsements or digital campaigns, the dabbawalas have built one of the strongest brands in India through trust, consistency and word-of-mouth promotion.

From a marketing perspective, the dabbawala model demonstrates the power of understanding customer needs. Their service solves a clear problem: providing office workers with fresh, home-cooked food at the right place and the right time. By consistently delivering on this promise, they have created deep customer loyalty spanning generations.

The dabbawalas also illustrate the importance of brand positioning. In a crowded food delivery ecosystem, they occupy a unique space—reliable, affordable and culturally rooted. Their identity is so strong that business schools worldwide have studied their operations as examples of customer-centric service.

Another valuable marketing lesson lies in relationship management. Dabbawalas maintain direct connections with customers, creating trust that many modern companies struggle to achieve despite advanced technology. Their reputation has become their most powerful marketing asset.

For students exploring real-world business environments, the dabbawala network highlights how marketing extends far beyond advertisements. It encompasses customer experience, service quality, reliability and community trust.

As educational institutions increasingly transform cities, markets and industries into experiential classrooms, Mumbai’s dabbawalas stand out as a reminder that some of the most effective marketing strategies are built not in boardrooms but on the streets—through consistent value creation and an unwavering commitment to customer satisfaction.

Their success proves that a strong brand is not defined by how loudly it speaks, but by how reliably it delivers.

In a landmark achievement that underscores its growing global academic reputation, the Indian Institute of Technology (Indian School of Mines), Dhanbad, has secured a place in the QS World University Rankings for the first time since its establishment more than a century ago. The institute has been placed in the 701–710 global rank band in the latest edition of the prestigious rankings released on Thursday.

The achievement marks a significant milestone for IIT (ISM) Dhanbad, which is celebrating over 100 years of academic excellence and contributions to engineering, mining and scientific research. Among the 52 Indian institutions featured in the rankings, the institute secured the 21st position nationally. It also ranked 11th among the 13 Indian Institutes of Technology (IITs) included in the global list.

Describing the recognition as a historic moment, IIT (ISM) Director Professor Sukumar Mishra said the ranking reflects the institute's steady progress in academic quality, research output and international engagement. He noted that the achievement demonstrates the institution's emergence as a globally recognised centre of higher learning and innovation.

The QS rankings highlight several key performance indicators that contributed to IIT (ISM)'s debut appearance. One of the institute's strongest areas was research impact, where it achieved a score of 87.3 in the Citations per Faculty category. The metric measures the quality, influence and global visibility of research publications produced by faculty members and is considered a critical indicator of academic excellence.

The institute also performed strongly in the International Research Network category, scoring 43.2. This reflects its expanding collaboration with universities, research centres and scholars across the world. Increased participation in international research projects and cross-border academic partnerships has helped strengthen IIT (ISM)'s global profile in recent years.

Another area highlighted in the rankings was sustainability. IIT (ISM) Dhanbad received a Sustainability score of 57.5, recognising its efforts to align academic and research activities with environmental responsibility and sustainable development goals. According to the institute, the score reflects its commitment to building a research-intensive and socially responsible academic ecosystem while addressing contemporary global challenges.

Beyond its overall ranking, IIT (ISM) Dhanbad has also continued to demonstrate excellence in subject-specific disciplines. In the QS World University Rankings by Subject 2026, the institute achieved a remarkable distinction by securing the top position in India and ranking 21st globally in Mineral and Mining Engineering. The recognition reinforces the institute's longstanding leadership in a field closely associated with its historical legacy and academic strengths.

The institute also featured prominently in Petroleum Engineering, where it was placed in the 151–175 global rank band. Mechanical Engineering entered the QS subject rankings for the first time, securing a position in the 501–575 global rank band, indicating the growing recognition of the institute's engineering programmes beyond its traditional specialisations.

Earlier this year, IIT (ISM) Dhanbad was ranked 110th in the QS World University Rankings: Southern Asia 2026, signalling its steady rise in regional and international academic assessments.

The institute's debut in the global QS rankings represents more than a numerical achievement. It reflects sustained efforts to strengthen research quality, expand international collaborations and enhance academic excellence. As IIT (ISM) Dhanbad continues to broaden its global footprint, the latest ranking is expected to further boost its reputation among students, researchers and academic partners worldwide.

With 16 of 22 state universities already functioning without vice-chancellors, the number is set to rise to 18 by August amid a prolonged government-governor standoff over appointment powers.

Tamil Nadu’s higher education sector is facing an escalating leadership crisis, with two more state universities expected to lose their vice-chancellors in the coming months, taking the number of institutions without permanent academic heads to 18 out of 22.

The growing vacuum follows a prolonged deadlock between the Tamil Nadu government and former Governor R N Ravi over the appointment of vice-chancellors. The dispute stems from legislation passed by the state government seeking to transfer the power of appointing vice-chancellors from the governor, who serves as chancellor of most state universities, to the government.

Currently, 16 state-run universities are functioning without vice-chancellors, raising concerns about governance, academic administration and institutional decision-making. The situation is expected to worsen by August when the extended tenures of vice-chancellors at Alagappa University and Manonmaniam Sundaranar University come to an end.

The leadership vacuum has persisted for more than three years as legal challenges surrounding the constitution of search committees and appointment procedures remain pending before the courts. Since the governor serves as chancellor for 20 of Tamil Nadu’s 22 state universities, the dispute has effectively frozen the appointment process across much of the higher education system.

Recent developments have further highlighted the severity of the crisis. The tenure of the vice-chancellor at Tamil Nadu Open University ended earlier this year without an extension, while Tamil Nadu Dr. M.G.R. Medical University is currently functioning under an in-charge vice-chancellor following the completion of the incumbent’s term in May.

Academicians warn that the absence of permanent leadership is affecting critical university functions. According to former University of Madras Vice-Chancellor S P Thyagarajan, delays in faculty recruitment, promotions, research approvals and financial decisions are hampering institutional growth and academic progress.

Higher Education Secretary V Arun Roy said the government is exploring legal options and is awaiting a court hearing scheduled for June 29. Officials indicated that further decisions on resolving the vice-chancellor appointment issue will be taken after the hearing.

With nearly four-fifths of Tamil Nadu’s state universities lacking permanent academic leadership, concerns are mounting over the long-term impact on governance, research, accreditation and the quality of higher education in the state.

Students in the integrated BTech-MBA programme say key details on fee structure, curriculum, internships and placement opportunities remain unclear two years after the course was launched.

Students enrolled in the integrated BS/BTech-MBA programme jointly offered by Indian Institute of Technology Patna and Indian Institute of Management Bodh Gaya have raised concerns over what they describe as a lack of transparency regarding fees, course structure, internships and placement opportunities.

Introduced through the Joint Seat Allocation Authority (JoSAA) counselling process in 2024, the five-year programme combines three years of technical education at IIT Patna with two years of management studies at IIM Bodh Gaya. The programme currently offers 54 seats across MBA, MBA in Digital Business Management and MBA in Hospital and Healthcare Management.

Students allege that critical information was not clearly communicated at the time of admission. One of the primary concerns relates to the MBA fee component. According to students, institute officials initially indicated during an online open house that the cost would be around ₹7.5 lakh per year. However, a later document issued for an education loan application mentioned an estimated annual fee of ₹8.14 lakh, while also noting that the amount could vary.

Students claim no formal written fee structure was shared with the inaugural batch despite repeated requests. Many say they joined the programme without a clear understanding of the total financial commitment, making long-term planning difficult, particularly for those from economically weaker backgrounds.

Officials at IIM Bodh Gaya have reportedly confirmed that the MBA phase will follow the prevailing fee structure of the institute's regular MBA programme at the time students enter the management segment.

Beyond fees, students have also questioned the academic structure. They point out that the traditional four-year BTech curriculum has been compressed into three years, requiring completion of 167 credits within a shorter duration. They also cite changes in internship schedules and the replacement of certain technical electives with Humanities and Social Sciences courses.

Another major concern is the absence of an exit option after the undergraduate phase. Students say they were informed that those choosing not to continue with the MBA component would not receive a degree, as the programme is structured as a single five-year course.

Questions have also been raised about placement opportunities. Some students claim they were initially told they might be eligible for placement processes at both institutions but were later informed that access to IIT Patna's placement process would not be available.

With the first batch nearing the completion of its IIT phase, students are seeking greater clarity from both institutions on financial commitments, academic pathways and career prospects associated with the programme.