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While the mercury keeps on rising, Maharashtra's government has made a bold move to safeguard its students from the blistering heat. The state's education department, in a recent order, directed all schools to hold classes between 7 am and 11:15 am so that the heatwave's impact on young brains is kept to a bare minimum.

This action is a relief welcome by students, parents, and teachers alike. The action recognizes the susceptibility of children to extreme heat and cold and takes a proactive step towards safeguarding their safety and well-being. By changing the school timings, the government is seeking to minimize the exposure of students to the scorching sun, thus lowering the risk of heat-related diseases.

The directive also focuses on the need to educate students about heatwave safety precautions. Schools have been directed to educate children on how to protect themselves from the heat, highlighting the need for hydration, nutrition, and appropriate clothing. This forward-thinking approach will enable students to take care of themselves during the hot summer season.

In addition, the government has also required schools to provide classrooms with working fans in order to offer a conducive environment for learning among students. Furthermore, schools have been prompted to encourage good dietary habits, motivating students to eat seasonal fruits and vegetables to hydrate and keep them energized.

Maharashtra's timely decision to protect its students is a beacon of responsible governance. As the nation struggles with the adversity of climate change, it is necessary that we put the health and safety of our children first. By taking proactive steps to counteract heatwaves, we can ensure that our students are healthy, happy, and diligent in their pursuit of education.

For the first time in over a decade, Indian students now constitute the largest group of international students, surpassing all other nationalities. With 1.33 million Indian students studying abroad at foreign universities—surpassing even China's 1 million—this is a stunning reversal of global education trends.

With the emerging economic and technological dominance of India, quality education has a pivotal role to play in the emergence of future-fit professionals. The beginning of digital revolution, artificial intelligence (AI), and automation has led to a higher demand for quality graduates, particularly from the field of science, technology, engineering, and mathematics (STEM). The overseas universities not only provide top-class academic education but also provide industry exposure, global networking, and practical exposure, all of which are now essential for career growth.

According to Ian Crichton, CEO of Study Group, an international degree develops global skills, and thus graduates are immensely employable in the globalized world of today.

What Makes International Graduates Stand Out

For Indian students, a world degree is not just an intellectual exercise—it's a passport to a successful career worldwide. In a recent India-UK Higher Education Conference, government ministers and vice chancellors of universities quoted the importance of industry-focused education to make degrees relevant to evolving employment demands.

World-class institutions focus on experiential learning, including internships, research projects, and industry engagement in the curriculum. This enhances students' ability to adapt and get employed.

Multinational employer firms seek beyond academic achievements. The greatest skills that characterize international graduates are:

• Superb English and other world language speaking skills
• Cultural adaptability and the ability to operate in multicultural environments
• Self-assurance to convey ideas and operate globally
• Persistence, problem-solving, and creativity in high-risk environments

Closing the Gap: Transitioning to International Education

Smooth transition into international studies is succeeded by readiness. Indians for the most part take up foundation programs, pathway studies, and language preparation to fill knowledge gaps and familiarize themselves with diversified learning approaches. 

Academic English competence: English competence facilitates comprehension, interest, and overall achievement.

Independent learning skills: Western education places more stress upon analytical and critical learning.

Exposure to diverse pedagogies: Interactive conversation, problem-solving, and independent learning are central ingredients of international curricula. 

The Global Edge: How International Exposure Defines Careers

Global study puts students out of their comfort zones, making them strong, independent, and leaders. Adapting, networking, and innovating are the major skills which set them apart in a highly competitive job market. 

International graduates have a unique set of skills to offer the labor market:

1. Globally accepted qualifications
2. Multicultural exposure and adaptability
3. Problem-solving experience in real-life situations
4. Temperament in dealing with multicultural work environments

The Future of Indian Students' International Studies

The global education market is changing fast. Although the USA and UK continue to be favorites, European, Asian, and Middle Eastern universities are emerging as prominent replacement options to offer quality education at affordable prices.

As the economies get more globalized and technology-based, global graduates can drive innovation, solve complex issues, and be the key drivers of world economies. But ideals must be balanced with reality—a degree alone will not suffice. Instead, long-term career success relies on lifelong learning, networking, and adaptability.

The Winning Formula for a Global Career

• Solid academic credentials from top institutions
• Global work experience in internships
• Strong professional network
• Personal resilience and adaptability

International education is not a qualification—it's an experience that changes your life, fostering leadership, problem-solving, and cultural sensitivity. With more Indian students choosing this global path, not only are they shaping their own lives but also India's emerging position in the global scene.

During an era where organizations look for people who are capable of thinking internationally and acting strategically, foreign-trained graduates have the potential to be game-changers within global organizations.

Kerala, much touted as the most literate state in India, has boldly redefined the school admissions age. Kerala General Education Minister V Sivankutty has recently stated that from 2026-27 academic year onwards, admission age to Class 1 will be increased to six years, aligning with international standards of education. The policy change, though based on scientific facts, is in doubt about the impact on early childhood education and on the schooling process as a whole.

For years, Kerala has been following a different trajectory—children entering Class 1 at the age of five. The shift to six years is based on studies that show that children at this age are better prepared cognitively and emotionally for formal education. The majority of developed nations, such as Finland, Canada, and Germany, have long been practicing this trend, ensuring that kids are getting pre-primary education to prepare them before being admitted to formal schooling. However, Kerala's action, although highly commendable, should be carried out with due care so that it will not cause disruption.

Evidence is available that development during early childhood is crucial for school success and overall health. Those who begin formal schooling later in life tend to show improved focus, problem-solving ability, and emotional stability. Kerala's move is by the National Education Policy (NEP) 2020, which has suggested six years as the optimal age to join Class 1.

Also, over 50% of Kerala children are already in school from six years, so the inclination already naturally leans that way. It being a general rule keeps things clear and enables a streamlined pre-primary educational system to exist.

But any policy shift of this kind has its issues. Kerala already has a robust chain of early childhood schooling in the shape of thousands of pre-primary schools and Anganwadis. The key issue is how these schools will be modified to include one additional year of preschool education. Will they receive the facilities, teacher training, and infrastructure to deal with additional students?

Parents, too, get mired in the transition. Families typically enroll their children at five, worried that they will "fall behind a year." These fears need to be put to rest by making pre-primary education strong enough to fill the gap.

Apart from redefining the admission age, the government has also made earnest efforts towards curbing drug addiction among students. Possessing an SOP for drug detection, reporting, and de-addiction, Kerala is going the extra distance when it comes to the health of students. Incorporating lectures on drug abuse into school curricula further raises the cause.

The meeting convened by the Chief Minister on March 30 will most likely finalize the next course of action. However, Kerala certainly is not only redefining education but also giving the maximum possible priority to the welfare of students.

Kerala's move to increase the age of admission to Class 1 is in the right direction but needs to be supported by effective policy implementation. Following international best practices, the state needs to ensure pre-primary education also gets a boost so that this move is easily implemented. If implemented well, the move has the potential to improve learning outcomes so that Kerala's education system becomes stronger and futuristic.

Defence Club of Yeshwantrao Chavan College of Engineering (YCCE) organized an interactive session, 'Shaurya Gatha Ep-1', to motivate students and defence candidates to become a part of the armed forces as a career. Assistant Commandant Rahul Bhasharkar of CRPF, Nagpur, and Jayesh Kshirsagar, an alumnus of YCCE who attained All India Rank (AIR) 27 in SSC Tech 64 Entry, were the special guests for the CCC auditorium event.

The session was inaugurated by Saraswati Vandana and formal induction of 'Lakshya'—YCCE Defence Club, to guide prospective defence aspirants and inculcate leadership skills in the students. Assistant Commandant Bhasharkar presented about his experience in CRPF, NSG (Black Cat Commandos), and anti-Naxal operations, where he explained about the difficulties and responsibilities of defence forces. Kshirsagar, however, spoke about equating defence preparation with studies, and gave valuable inputs on SSB interviews and career opportunities with the armed forces.

The interactive session also consisted of a Q&A session, where students interacted with the guests regarding civil services, career in defence, and time management. The event was blessed by Principal Uday Waghe and Director (Technical) Manali Kshirsagar, who wished all present their very best. Vaibhaw Doifode (student and activity in-charge), Meenal Kale (first-year in-charge), and Nikita P. Giradkar (club in-charge) organized the event.

The session was concluded with a vote of thanks and a gesture of appreciation presented to the guests of honor, marking the success of an inspiring initiative to shape the future of defence aspirants.

The Supreme Court on Monday said the "relentless pressure" to perform in a purely score-based education system and the "extreme competition" for limited seats in premier educational institutions put a "terrifying burden" on students' mental health.

Observation Made By The Bench

A bench of Justices J B Pardiwala and R Mahadevan was aware of the increasing number of student suicides on college campuses and in higher education institutions when it stated that it was time to create comprehensive guidelines to counter the root causes leading to such students' suicides.

"Universities have to recognize their role not only as centres of learning but as institutions looking after the welfare and holistic development of their students," said the bench.

The court further stated, "The failure to do so would be to fail the very cause of education - to uplift, empower, and change lives." The bench directed a National Task Force (NTF) to address the issue of mental health among students and to avoid such incidents of suicides and stated the responsibility of the colleges was not only to secure academic excellence of the students but also their mental well-being.

Equally, the bench wanted them to not only wield authority and control over students but also counsel them in periods of crisis. The judiciary observed that the country had lost countless students -- young people who had an abundance of talent and could have become established professionals.

"Yet, because of the lack of proper institutional support, they were compelled to take the drastic measure of committing suicide. These tragic events not only point to systemic failures but also reflect a gross lack of institutional empathy and accountability on the part of educational institutions," it added.

When academic environments did not handle discrimination, harassment, and mental health issues properly, the court explained, they helped create a culture of neglect with devastating results.

Relying on certain cases of student suicides, the bench held that they were not isolated, sporadic events but were few among the countless which had occurred over some time due to a plethora of reasons such as ragging, academic pressure, caste discrimination, sexual harassment, etc.

As per the 210th report of the Law Commission of India, suicide was recognized as one of the most important causes of the untimely and unnatural end of human life. The bench observed that the National Crime Records Bureau (NCRB) report for 2021 puts into perspective the stark reality of more than 13,000 students having lost their lives by suicide in the nation, which is nearly double the already alarming figure from a decade ago.

As per the NCRB report titled student suicides comprised 7.6 percent of total suicides in India during 2022, with 1.2 percent of total suicides being due to professional or career issues while 1.2 percent due to examination failure.

News reports are claimed to have depicted caste-based discrimination as rampant and ubiquitous, even in elite educational institutions, adding to the feeling of alienation among students belonging to marginalised groups. "Caste-based discrimination in universities is a clear contravention of Article 15 of the Constitution, which prohibits discrimination based on caste, inter alia," it added.

The bench stated, "The constant pressure to excel in an education system that is purely score-based, along with the cutthroat competition for scarce seats in top educational institutions, imposes a ghastly load on the mental well-being of the students." The court stated the universities acted like a parent when a student traveled away from home and came to study on their campuses.

"According to the concept of 'loco parentis' when a student belonging to adolescence age or childhood is admitted to school by the parents, it is also the responsibility of the school authorities to act as parents in protecting the interest and well-being of the students," ruled the bench.

Former top court judge Justice S Ravindra Bhat would be the NTF chairperson, and NTF would also consist of Dr Alok Sarin, consultant psychiatrist at Sitaram Bhartia Institute of Science and Research, New Delhi, as one of its members.

The bench asserted that the NTF has been constituted with people from various disciplines to have an interdisciplinary approach in addressing the issue of the commission of suicides in higher education institutions.

The bench instructed the Centre to pay Rs 20 lakh to the registry within two weeks as an expense for the NTF's preliminary operations. The instructions came on an appeal by the parents of two late students against a January 2024 order of the Delhi High Court that declined to order the police to register an FIR about the suicide by the two students.

It instructed Delhi Police to file an FIR on the grievances of the family members of two students who had committed suicide during their studies at the Indian Institute of Technology (IIT), Delhi, in 2023.

In a shocking twist of events, a group of fraudsters pushed academic forgery to a new high by establishing a bogus education board to issue spurious markscards. While typical scams only photocopy certificates from established institutions, these fraudsters went a step further and set up the 'Karnataka State Council of Intermediate and Higher Education'—a fake body that existed only to authenticate their forgeries. Their elaborate scheme raises serious concerns about the vulnerability of our education system and the lax oversight that allows such fraud to thrive.

The fact that over 350 individuals were issued fake SSLC and PUC certificates is not just a commentary on the audacity of the fraudsters but also on the desperate demand for shortcuts in academic and professional success. More alarming is the fact that most of these beneficiaries were able to get government and private sector employment with these forged credentials. The racket, exposed by the Central Crime Branch (CCB), reveals the huge loopholes in our verification processes, especially in public sector hiring, where rigorous background checks must be a given.

The Mechanics of the Fraud

The scam was busted when Mirza Inamul Huq, a realtor, contacted Monish KJ, the mastermind operating a distance learning center, Mercury Academy, to arrange for his nephew's admission to PUC. Monish instead offered a markscard directly for Rs 10,000—an offer too good to be true but clearly a routine affair for the cheatsters. When Huq saw the nature of the fraud, he approached the authorities, and a more in-depth investigation followed.

Police probe found that the scammers—Prashanth Gundumi, Rajashekar H Ballari, and Monish KJ—had carefully created several bogus institutes on paper to divert queries while verifying backgrounds. While Prashanth took care of printing activities in Dharwad, Rajashekar was his accomplice, and the team effectively sold duplicate certificates, raking in money by being fraudulent. Over 300 duplicate markscards were discovered in their possession, revealing the enormity of the scam.

The Larger Issue: A Systemic Failure

This is not a one-off case. Degree rackets have been spreading nationwide, a symptom of the greed of scamsters and desperation of those who are willing to pay for fake qualifications. It leaves a discomfiting question—how many incompetent people are already in positions of authority in key areas such as healthcare, law enforcement, and education because of such fake degree scams?

Recruitment processes in all industries, especially in government organizations, require an immediate overhaul. The use of paper-based verification is not serving the purpose as methods of counterfeiting are advancing day by day. The authorities have to make digital verification procedures compulsory, real-time verification from accredited institutions, and block-chain-based academic record-keeping to check fraud effectively.

What Needs to Change?

Stronger Regulatory Oversight – The prevalence of fake education boards shows that there is a huge loophole in the regulatory system. The government needs to be more aggressive about taking action against unauthorized academic institutions and establishing a centralized verification authority.

Technology-Driven Verification – Employers, both in the public and private sectors, must integrate AI-driven verification processes and cross-check credentials with recognized educational bodies to prevent fraud.

Public Awareness Campaigns – Most students are victims of such scams because of ignorance. Schools and colleges can conduct awareness campaigns to inform students about fake institutions and the consequences of using forged certificates.

Strict Legal Consequences – The people involved in such scams are often given light punishment, which is a motivation to commit such acts again. Laws should be more stringent and punishment severe to prevent such acts.

The exposure of this bogus education board is a clear reminder that although academic cheating might be an easy way out towards success, it has long-term consequences—not merely for the people concerned but for our educational system and labor force's integrity. There must be a revolutionary change in the way we authenticate educational credentials to keep unqualified persons from taking up posts requiring merit and competence.

The authorities have made a start by cracking this operation, but unless reforms at the systemic level follow, this case will be just another headline in a continuing saga of academic frauduate.