Opinion

As the curtains draw on CBSE Class 12 board exams for the 2024-25 academic year, thousands of students now await at the doorway to their next great leap—college admissions. While anticipation grows over the forthcoming announcement of the result, another fascinating development goes unnoticed in influencing the way forward: CBSE's initiative to hold an orientation program on the Central Universities Entrance Test (CUET) for school principals and counselors.

At first glance, the two events may seem disconnected—one marking the end of a long academic journey, the other preparing stakeholders for the next phase. But look closer, and you’ll find a clear pattern: CBSE is transitioning from being just an examining authority to becoming a more holistic educational facilitator.

The orientation of CUET is a timely move. With CUET being a significant gateway to India's central universities now, schools must reform their support mechanisms to make sure students navigate through this standardized admissions process. Although for some, CUET has brought structure and disarray—structure in the form of a universal criterion, disarray due to its relatively new status and evolving nature.

By directly involving principals and counsellors, CBSE is not just disseminating information—It is building an ecosystem where academic counselling is not just a reactive exercise but a planned one. These front-line teachers will be in a better position to advise students on test patterns, syllabus alignment, and even stress management tips during the admission season. This can be a game-changer, particularly for schools in rural and semi-urban areas where CUET awareness is still low.

While all this is happening, those students who have recently appeared for their board exams are left in limbo—awaiting results, with no idea what the future holds. Timely and clear counselling is not a luxury for them; it's a necessity. And that's where CBSE's two-pronged approach—finishing one academic milestone while setting the stage for the next—deserves special mention. It is not just conducting tests and releasing marks; it is taking extra efforts to build a connecting link between school learning and higher learning.

But there are reservations. When will the result be declared? Will the orientation program be shared with students and parents? To what extent are schools ready to implement CUET-based counseling systems on ground level?

As we wait for the Class 12 results to be made live on cbse.nic.in or cbseresults.nic.in, it is reassuring to note that CBSE is taking a forward-looking approach. But the real success of this initiative will be in follow-through—whether the takeaways from the orientation sessions are followed up with tangible strategies in schools.

At this point of change, the challenge for CBSE is not just to deliver results, but also deliver relevance. And if the two initiatives are anything to judge by, the board is beginning to realize that the purpose of the board is no longer about marking answer papers—but shaping futures.

The University Grants Commission (UGC) has unveiled new draft guidelines that transfer the authority to appoint Vice-Chancellors (VCs) of state universities largely to Governors, who are Chancellors in a majority of states. This action has caused a political storm, especially in opposition-governed states such as Tamil Nadu, West Bengal, and Kerala, which view it as an effort to limit their control over higher education institutions. The guidelines also threaten debarment from UGC schemes for non-compliance, which has raised concerns regarding central overreach into state matters.

Opposition-ruled governments contend that their universities have long been strongholds of intellectual and political freedom, and this action jeopardizes their autonomy. In West Bengal, where the government of Mamata Banerjee has frequently had run-ins with the Governor over appointments to universities, the new rules will further intensify tensions. The state government has traditionally complained about the Governor interfering with the governance of education, and the policy change is construed as another attempt to strip states of power.

Kerala's Left Democratic Front (LDF) government, which too has had a tumultuous relationship with the Governor, sees this as a political move to gain control over educational institutions. The state has been assertive in asserting educational autonomy, and observers feel that imposing these guidelines may result in greater politicization of academic appointments.

In the same vein, in Tamil Nadu, the DMK ruling party firmly opposed any Governor-led action in university administration. The state government has always supported a democratic and open-minded process in the appointment of VCs, stressing that educational institutions should best represent the people and not outside political interests.

Earlier, state governments used to have a major role in the appointment of VCs through search committees. The new guidelines suggest that Governors, being Chancellors, constitute a three-member search-cum-selection committee, providing them with greater say in the final appointment. Critics say that this change would politicize the hiring process, enabling the central government to exert indirect control over universities in opposition-ruled states.

Governors, once considered neutral figures, have become flashpoints of controversy in state politics. In states where opposition parties rule, such as Tamil Nadu, Kerala, and West Bengal, Governors have often been in conflict with the elected government. This new UGC directive can be expected to increase these conflicts because state governments see it as an invasion of their right to rule over educational institutions.

The Indian Constitution identifies education as a Concurrent List subject, and hence both the Centre and states can legislate on it. The new guidelines issued by the UGC are legally questionable as to whether the central government is exceeding its jurisdiction by giving Governors more authority over university matters. Opposition states can move court against these regulations on the grounds that they are against federal principles and encroach upon state autonomy.

Though the UGC says the guidelines are intended to streamline the VC appointment process, they have evoked huge political and legal issues. For opposition-governed states, the initiative is a bid to take control of higher education to the center. With a 30-day public consultation period on the table, the battle over university autonomy and federal regulation in education will only escalate. The ultimate result will determine the destiny of higher education management in India, whether state governments will be able to maintain autonomy of their universities or central control will further permeate into academic governance.

In a first for the Indian edtech industry, an instant 1-on-1 tutoring platform developed in India is revolutionizing learning outcomes for the United States as a whole. A recently released Johns Hopkins University study has validated that Filo, an instant one-on-one online tutoring platform developed in India, is making genuine academic gains in under-resourced students in Jefferson County Public Schools in Birmingham, Alabama.

The research discovers an astonishing improvement in academic achievement for students who made use of Filo's instant tutoring. Boys in the program scored 14 points higher than other boys, and African American students 11 points higher. Both of these student groups, comprising 70% of the district students, have traditionally been the targets of systemic educational disadvantage.

By providing round-the-clock, on-demand tutoring, Filo is actually filling learning gaps and revalidating the importance of individualized learning. Its effect is especially meaningful as it is also in line with the fundamental pillars of India's National Education Policy (NEP) 2020, namely competency-based learning, flexible, and personalized learning.

Filo's success in Alabama adds traction to India's expanding influence on world education policy and innovation. Its real-time tutoring model, already changing the learning outcomes of millions of students in rural India by instant matching them with AI-powered matching against the finest tutors, now presages a new paradigm—Indian edtech is revolutionizing world standards.

The Johns Hopkins study, and statistical reports of other impact studies, confirms Filo as one of the very few platforms reporting measurable learning gains across a range of educational systems. This places India at the forefront of education policy and education technology.

Filo's patented model of instant tutoring brings students into contact with master tutors in real time, providing one-on-one academic assistance at any hour. This groundbreaking model guarantees that students, irrespective of any geographical or socio-economic context, have access to quality education according to their requirements.

Commenting on the study results, Rohit Kumar, Co-founder, Filo, highlighted the importance of this achievement: "This study validates what we at Filo always suspected—personalized learning with real-time learning has the potential to transform education at scale. An Indian-designed solution making a real difference in US classrooms is not just a milestone for us, but for the future of global education. This is proof of technology's potential to shatter learning barriers, and we've only just begun." Filo's achievement not only underscores the potential of real-time tutoring by AI but also makes India ever more pivotal to determining global education policy. With NEP 2020 serving as the guiding policy, Indian edtech firms are now showing the world the way scalable, adaptive models of learning can be rolled out effectively across the world.

"The National Education Policy (NEP 2020) has been the driving force in navigating Filo's vision for utilizing technology for individualized, just-in-time peer tutoring. As part of its vision, we have been able to achieve substantial learning outcomes in India, Middle East, and USA, delivering high-quality education to growing numbers of people, making it more efficient and accessible to all parts of the globe," stated Shashank Singhal, Director at Filo.

Parenting is a deeply personal journey, shaped by culture, environment, and personal values. For Kristen Fischer, an American mother of three, that journey has led her to India—a country she now calls home. Having moved with her family in 2021, Fischer believes that raising her children in India offers them a richer, more fulfilling upbringing than they would have had in the United States.

Her perspective, shared in a now-viral Instagram video, has sparked widespread conversation. With her child walking along an Indian street in the background, Fischer detailed why she believes India provides a better environment for her children’s development. Her reasons, outlined in her post, offer a thought-provoking take on cross-cultural parenting.

A Childhood Rooted in Diversity and Resilience

Fischer emphasizes the cultural depth and diversity that India offers. Unlike the relatively homogenous cultural landscape of many American suburbs, she believes India’s multilingual, multiethnic society will give her children a more profound understanding of different traditions, languages, and worldviews.

"Living in India will expose my children to a rich diversity of cultures, languages, and customs," she wrote. "This aids them in gaining a deep understanding and appreciation of other cultures, promoting open-mindedness and adaptability."

Language, too, plays a key role in her decision. In a multilingual country like India, Fischer’s children have the opportunity to learn Hindi and other regional languages, in addition to English. She believes this will not only enhance their cognitive abilities but also open doors for their future.

Beyond language and culture, Fischer sees India as a place where her children will develop a broader worldview. Being surrounded by diverse economic and social conditions, they will gain a heightened sense of global awareness—something she feels they might not have been exposed to in the U.S.

Building Emotional Intelligence and Stronger Family Bonds

Another factor influencing Fischer’s decision is the strong emphasis on family in Indian society. Unlike the more individualistic culture of the U.S., where children often move out early to pursue independence, she appreciates the tight-knit family values she sees in India.

"Close relationships and extensive family networks are emphasized in many Indian families," she noted. "This gives my children a feeling of belonging, emotional support, and stronger family ties."

Additionally, she believes the challenges of adapting to life in India—be it adjusting to a different education system or learning new social norms—will make her children more resilient and emotionally intelligent. Navigating unfamiliar environments, she argues, will prepare them for the uncertainties of life in a way that a more predictable childhood in the U.S. might not.

Sparking Debate: A Bold Choice or a Risky Experiment?

Fischer’s views have resonated with many, with several social media users praising her for embracing a different culture. One commenter wrote, "Your children are very fortunate to be raised in Indian culture." Another added, "What impresses me most is your willingness to learn and appreciate diversity."

However, not everyone agrees with her perspective. Some users pointed out the irony of her decision, given that many Indian families aspire to move to the U.S. for better opportunities. One comment read, "When Indians are emigrating to the U.S., it's interesting to see someone choose the opposite path and fully commit to it."

Others questioned how her children might adjust in the long run. "Will they experience cultural shock if they move back to the U.S. someday?" one user asked. "They might end up being foreigners in both places—where they live and where they’re from."

A Personal Choice in an Ever-Globalizing World

Ultimately, Fischer’s decision to raise her children in India reflects a larger conversation about global parenting and the shifting perceptions of East vs. West. In a world where borders are increasingly blurred, her story challenges the conventional wisdom that raising children in the U.S. is inherently "better."

For Fischer, India isn’t just where she lives—it’s where she believes her children will thrive. Whether one agrees with her perspective or not, her journey serves as a reminder that there is no one-size-fits-all approach to parenting. Sometimes, the best choices for our children lie beyond the familiar comforts of home.

For most parents, sending their kids to the best schools is a priority to provide quality education. But one couple from Kolkata is throwing some light on this assumption by choosing not to send their children to school. They have embraced "unschooling," an unorthodox method that has raised eyebrows online.

Influencer-actor Shenaz Treasury posted a video where parents who had decided not to enroll their kids in school talk about conventional school being "a waste of time." The couple describes their use of "practical experiences for learning" as opposed to the traditional school approach. Their children learn through going on trips, walking in the woods, workshop sessions, and doing things practically.

For instance, traveling makes them learn history more effectively, whereas their son's passion for cricket is employed to educate him on mathematics. The parents also point out that they are raising their kids to become entrepreneurs and have no interest in pursuing traditional career paths. They contend that children in school are too exhausted to participate in actual learning. The couple also describes the phenomenon of "unschooling."

In her caption, Shenaz Treasury explained, "This is a new trend called UNSCHOOLING not to get confused with HOME SCHOOLING. Unschooling is child-led interest-led learning without scripted curriculums, whereas homeschooling has a fixed curriculum taught within the home, like schooling." She also added, "For both home schooling and unschooling- the parents have to be very involved and hands-on!!"

The video sparked varied reactions from viewers. While some were curious about unschooling, others disagreed with the parents’ approach.

Celebrity Sara Afreen Khan supported the idea, commenting, “I’m doing the same, by the way.” Meanwhile, another user criticized traditional schooling, stating, “School education is just a business.”

Not all were convinced about unschooling. Some were worried about the absence of socialization, with one of them asking, "What about learning to be with peers? Building connections? Sometimes belonging to a school can prove to be a great way to connect."

One of the users mentioned that schools also have a bigger purpose, adding, "The only thing about school is not just teaching topics. A school is where a large number of similar minds at a similar age interact and through the interaction, throughout the years, there is behavioral development and learning life lessons. I don't mind homeschooling, but personally, I prefer school. The school discipline becomes applicable in life, which some people may not understand until late in their age."

It is an age in which artificial intelligence can produce beautiful images with very little to work with. Ethical issues of copying art are also more pertinent than ever before. AI software has made it extremely simple for users to replicate the work of great masters without permission, and this raises issues of ownership, attribution, and artistic integrity.

A very good example of this is the phenomenon of producing "Ghibli-style" artwork using AI models. Studio Ghibli, founded by visionary director Hayao Miyazaki, is famous for its hand-drawn, radically unique animation style. Miyazaki and his team have been working day and night for decades to perfect their craft, imbuing it with cultural sensitivity and emotional resonance. When AI can replicate this special style so readily without permission, even credit, it takes away the decades of labor spent in making such masterpieces.

Forbes writer Paul Tassi aptly described AI-generated Ghibli-style art as “creatively and morally horrifying.” The act of feeding an AI model with Ghibli’s essence and churning out instant replicas is more than just an artistic shortcut—it’s a fundamental disregard for artistic labor. Unlike traditional inspiration, where artists study and reinterpret a style in their unique way, AI models directly extract patterns from existing works, blurring the line between homage and outright theft.

Where Do We Draw the Line?

Plagiarism has been a curse of creative industries for a long time, but AI is different. Traditional plagiarism used to be overt copying of music, designs, or writing and would typically result in legal proceedings. With AI, however, the plagiarism is concealed and harder to track. AI algorithms that generate "new" art are typically trained with data banks of previously created work—often without the explicit permission of the original artists. Which is tantamount to AI replicating the work of an artist and not replicating a specific piece of work, thus making legal and ethical accountability vague.

Artists and designers believe that AI art is devaluing the creative process. While human creatives spend years learning, AI produces art in seconds. That convenience is two-edged: it brings art to more people, but at the possible expense of diluting genuine creativity.

Respecting Creativity in the Age of AI

While AI can be a phenomenal instrument for creative art, it must be utilized responsibly. And rather than copying work directly by an artist, AI users should strive to create creative works that are based on inspiration, not on taking it. There must be transparency, permission, and proper credits.

Art is not aesthetics; it is toil, commitment, and sense. If AI art bypasses these essentials, then it is not an innovation but a theft of the very essence of creativity.