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Ten years since Nalanda University was reopened in Rajgir's idyllic foothills, Bihar is set to activate another lost learning center—Vikramshila. A lagged project that has been hampered by land acquisition-related problems is picking up pace with both state and center governments set to revive Vikramshila as a premier seat of learning.

The Archaeological Survey of India (ASI) has been making gradual efforts towards popularizing the site, permitting greater access for tourists and academics alike to view the ruins. The Bihar state government has, in parallel, designated 202.14 acres at Antichak village in Bhagalpur district for housing the new Central University—a development that marks tangible progress towards re-establishing Vikramshila.

Even though the Centre had given the project sanction in 2015, with a sanction of ₹500 crore initially, bureaucratic and logistical issues caused delays in its implementation. But the recent move by Prime Minister Narendra Modi in Bhagalpur has rekindled hopes for the revival of the institution. "At its peak, Vikramshila University was an international center of learning.". We already regained Nalanda's glory; let us regain that of Vikramshila also, he said, pointing to the government's promise to regain the fame of one of India's finest ancient universities.

Vikramshila, established by Pala king Dharmapala in the late 8th or early 9th century AD, was nurtured under the Pala Empire along with Nalanda. As Nalanda gained fame world over for its multi-disciplinary approach, Vikramshila gained a place in history as a special institution for the study of Tantrayana Buddhism—the esoteric school of Buddhist philosophy that involves tantric practices and rituals. Here, scholars learned metaphysics, logic, grammar, and theology and produced iconic personalities such as Atisa Dipankara, who was instrumental in disseminating Buddhism to Tibet.

Today, as efforts at the restoration and conservation of the Vikramshila ruins continue, the site provides us with a glimpse of the past. The focal point of the excavation is a huge cruciform brick stupa, glinting in the sunlight—a testament to the architectural splendor of the university. Surrounding it are 208 monk cells, arranged symmetrically in four quadrants, where scholars once engaged in serious intellectual pursuits.

Remains of a large library, on the south-western periphery of the site, suggest the scholarly activity that comprised Vikramshila's reputation. With an innovative system of cooling that previously controlled temperature and humidity to accommodate sensitive manuscripts, the library was a center for copying and translating classical works. The ASI, during excavation of the site, has unearthed two sculptures and inscriptions that authenticate the contribution of the university towards Hindu and Buddhist cultures. Some of them are being stored in a museum dedicated exclusively to them, giving visitors an insight into Vikramshila's religious and cultural importance.

Decades of abandonment apart, reemergence of Vikramshila as an educational hub looks only a question of time. The government has sanctioned ₹87.99 crore for acquiring land at Antichak, where the new varsity will be constructed, mere three kilometers from the archaeological remains. Bhagalpur District Magistrate Nawal Kishore Choudhary saw to it that 27 acres from the proposed 202.14 acres are in state possession though presently under encroachment by families of residents.

Deputy Chief Minister Samrat Choudhary highlighted the progress of the project by stating, "Land acquisition is on the last legs. Apart from this, NH-80 connecting Vikramshila with Bhagalpur is being repaired and expanded. Soon, the new Nalanda and Vikramshila universities will trade themselves as they did centuries ago."

With historical awareness and contemporary education dreams coming together, Vikramshila's renaissance assures not only to bring it back to its glorious history but mold the future of Indian higher education. Within a short while, Bihar's lost gem will shine again on the global academic horizon.

The University Grants Commission (UGC) has once again issued a warning to students, parents, and the public at large regarding the spurt of fake degrees offered by unrecognized institutions. The warning comes on the heels of drastic action initiated against 12 institutions found in contravention of the UGC Act, as a testament to the hazards presented by sham education providers.

Only those universities formed under a State Act, Central Act, or Provincial Act—or those specially empowered under the Act—are allowed to award degrees under the UGC Act, 1956. Any degree granted by an unrecognized university is not valid for higher education admissions or employment purposes, leaving unsuspecting students in a predicament.

ACTIONS AGAINST ILLEGAL UNIVERSITIES

The crackdown on fake universities is not a recent activity. The UGC, along with state governments and law enforcement agencies, has been making efforts to close such institutions and prosecute the culprits. Last year, State Education Minister Dr. Sukanta Majumdar revealed in the Lok Sabha that 21 colleges had been listed as fraudulent on the UGC website. He also highlighted the role of state governments in enacting laws against such frauds.

Since 2014, 12 fake universities have been closed down, with legal action against a few more in the process. The UGC has also asked state Chief Secretaries and Union Territory administrators to speed up action against such fake institutions to protect students from being duped.

LIST OF BOGUS UNIVERSITIES

As part of its continuing drive, the UGC has identified the following institutions as fake universities:

Andhra Pradesh: Christ New Testament Deemed University (Guntur), Bible Open University of India (Visakhapatnam)

Delhi: AIIPHS, Commercial University Ltd., United Nations University, Vocational University, ADR-Centric Juridical University, Indian Institute of Science and Engineering, Viswakarma Open University for Self-Employment, Adhyatmik Vishwavidyalaya.

Karnataka: Badaganvi Sarkar World Open University Education Society.

Kerala: St. John's University (Kishanattam), International Islamic University of Prophetic Medicine (Kozhikode)

Maharashtra: Raja Arabic University (Nagpur)

Puducherry: Sree Bodhi Academy for Advanced Learning

Uttar Pradesh: Gandhi Hindi Vidyapith (Prayagraj), Netaji Subhash Chandra Bose University (Aligarh), Bhartiya Shiksha Parishad (Lucknow), Mahamaya Technical University (Noida)

West Bengal: Indian Institute of Alternative Medicine (Kolkata), Institute of Alternative Medicine and Research (Kolkata)

ENSURING A SECURE EDUCATION FUTURE

In a world where education is the key to opportunity, parents and students need to stay awake. The UGC also keeps updating its website and social media accounts with alerts to keep students from falling into these traps. Further, FIRs have been registered against the operators of these bogus institutions, and show-cause notices have been served on those who have been issuing duplicate degrees.

In order to secure their future, students need to check the accreditation of any university before joining. A degree from an unaccredited institution is nothing but a useless piece of paper, which cannot open the doors of higher studies or job opportunities. Informed choice, along with stringent enforcement measures, is the only means to counter this evil effectively.

It is not only the government's responsibility to combat fake degrees but also that of society as a whole. We need to demand responsibility and make sure that all potential students are given the education they deserve.

The backbone of any progressive education system is not just a well-designed curriculum but also the ability and flexibility of its teachers. On Tuesday, Rajya Sabha member Sudha Murty tabled an interesting proposal—compulsory training modules and regular tests for primary school teachers every three years to keep them perpetually developing and keeping pace with changing pedagogical trends.

Murty's position is both timely and pivotal. India's education ecosystem is facing a dramatic transformation with the National Education Policy (NEP) 2020, but without well-trained and qualified teachers, the reforms will be ineffective.

A Teacher's Learning Shouldn't Stop at Recruitment

Today, teacher training in India is a pre-service and in-service affair. Although eligibility for teaching is decided by qualifications such as B.Ed., M.Ed., DElEd., and CTET, there is no systematic process to evaluate a teacher's development or adjustment to new methods after recruitment.

As Murty aptly noted:

"A teacher must give an examination every three years with a new learning technology. Because technology is always changing. Nothing in life comes free except a mother's love. If you want to be a good teacher, there is a price to that—not money but good training and an examination."

India does have programs to build the capacity of teachers, like NISHTHA, with the aim of enhancing teaching pedagogy under NEP 2020. But these programs are doubtful in their effectiveness as they do not have a strong assessment framework to gauge the actual enhancement in the quality of teaching. 

The Need for Periodic Teacher Assessments

NEP 2020 emphasizes teacher training and professional development, especially in the early childhood phase. The policy institutes a 5+3+3+4 pattern, and children are provided with basic literacy and numeracy from the initial phase. Yet, it is seen that a third of teachers in primary schools in India do not have professional training, which is a huge lacuna in the system.

Without competency tests at regular intervals, teachers might not be able to keep up with

•  EdTech innovations
• Pedagogical innovation and new curriculum designs
• Child psychology and behavioral management skills
•  Classroom diversity and inclusivity practices

Systematic assessment by means of planned examinations can ensure accountability, motivate self-reform, and improve the quality of teaching, especially at the primary level, where the earliest learning experience is consolidated.

A Systemic Reform or an Unattainable Ideal?

Murty's suggestion, though perceptive, poses practical problems. Making mandatory examinations a triennial exercise necessitates:

1.  Policy intervention to require regular teacher evaluations
2.  Investment in training facilities and materials for in-service teachers
3.  Coordination with educational institutions to create relevant courses and exams
4. Incentives for teachers who reskill and clear tests

Today, the Union Budget focuses on teacher training but lacks a designated allocation for regular teacher evaluations. Without financial support and systemic rollout, Murty's vision could be a distant dream instead of an upcoming reform.

For India to actually realize the NEP 2020 vision, its educators have to be constantly assessed and skilled. As Murty rightly put it, "Excellent school premises won't matter if there are no quality teachers." The solution lies in inculcating a culture of lifelong learning among teachers whereby evaluation is not viewed as a penalty but as a means of professional excellence.

A nation’s educational strength is only as strong as its teachers. If India aspires to global educational leadership, it must ensure that its educators evolve as dynamically as the knowledge they impart

The long-standing dominance of the US, Canada, and the UK as top destinations for Indian students is experiencing a dramatic shift. In 2024, the number of Indian students traveling overseas fell by 15%, with Canada plummeting by 41%, followed by the UK (27%) and the US (13%). On the other hand, nations such as Russia, Germany, and Uzbekistan have seen an upsurge in enrollments, indicating a shift in international education trends.

Western Hurdles: Visa Policies, Fees, and Diplomatic Tensions

The fall in the traditional Western study centers can be explained by a mix of more stringent visa policies, increased financial demands, higher rejections, and diplomatic tensions.

Canada's Diplomatic Fallout: The steepest drop in the number of students is in Canada, where the enrollments dipped from 233,532 in 2023 to 137,608 in 2024. This goes hand in hand with worsening India-Canada ties, especially in the wake of Prime Minister Justin Trudeau's claims implicating India in the assassination of Khalistani separatist Hardeep Singh Nijjar. Tighter visa regulations and economic scrutiny have additionally discouraged students.

The UK's Restrictive Immigration Policies: The UK's crackdown on student dependents and post-study work has reduced its appeal, resulting in a 27% decline in Indian enrollments.

US Struggles with Affordability: Though still a favorite, the US experience of a 13% fall in Indian students is an indication of worries over increasing tuition costs, visa refusals, and steep living expenses.

The Rise of Affordable Alternatives

As Western barriers rise, new destinations are stepping up, offering cost-effective education and relaxed visa norms.

Russia Leads the Way: With a 34% increase in Indian enrollments, Russia has become a strong contender, especially in medical and engineering fields. Lower tuition fees and easier visa access are key factors driving this shift.

Germany's Rising Popularity: The influx of 34,702 Indian students in 2024 strengthens the popularity of Germany's low-priced or free education and good industry links.

Uzbekistan and Bangladesh on the Rise: These countries are increasingly attracting Indian students, especially for medical courses, because they are cheap.

A Structural Shift or Temporary Dip?

This is just the second year since 2019—pandemic year aside—that Indian students have declined in number abroad. The trajectory of this trend will be based on how immigration policies, diplomatic ties, and economic circumstances play out. If Canada and the UK revisit their restrictions, they can regain their lost ground. Otherwise, the trend of Indian students preferring up-and-coming education hubs to traditional Western strongholds might be the new reality.

The message is simple: affordability, accessibility, and stability are more important than prestige in influencing Indian students' international education decisions.

In a small but lively classroom at Andhjan Shikshan Mandal, a visually impaired school in Surat, the sound of Braille-enabled laptops tapping in rhythm fills the room. For them, technology is a revolutionary gateway to independence and opportunity, enriching their digital learning experience and preparing them for the skills they need in the future.

The deployment of digital boards and dedicated laptops is one aspect of a larger initiative undertaken by the Dawoodi Bohra community under its charitable arm, Project Rise. In a collaborative effort to promote inclusive education, the community recently donated vital educational infrastructure to three Surat schools: Anglo Urdu Muslim School, Andhjan Shikshan Mandal, and Mook Badhir Vikas Trust. The project seeks to provide children with special needs with equal access to contemporary learning tools.

At Mook Badhir Vikas Trust, a special school for deaf students, five smart boards have been provided, making classes more interactive and picture-friendly. For visually oriented children, these monitors are more than mere teaching aids—they are comprehension tools of necessity in today's digital age, enhancing their learning process and improving classroom engagement.

In the meantime, at Anglo Urdu Muslim School, computer boards have been implemented in every classroom, and financial support has been provided to meet the fee of 200 economically underprivileged students every year. To families barely making ends meet, this supports sustained access to schooling without interruptions that might affect their educational chances in the future.

The impetus for these efforts is the Dawoodi Bohra community leader, His Holiness Syedna Mufaddal Saifuddin, whose unshakeable dedication to education prioritizes dignity and self-reliance. His vision promotes education as a means of empowerment and social advancement, evident in the resources made available to students.

For the blind students of Andhjan Shikshan Mandal, the addition of twenty Braille laptops is more than an upgrade—it's hope and autonomy. The devices give them the tools to be confident and realize their aspirations on a level playing field with other students.

Dawoodi Bohra philosophy of service is not just philanthropy; it is a serious commitment to upliftment of society. Through Project Rise, the international community continues to deal with inequalities in food security, healthcare, and education while promoting inclusiveness.

In Surat's classrooms, this vision is taking shape—one student at a time. With each digital tool added and each obstacle removed, a new chapter of inclusive education opens, guaranteeing that no child is left behind in the quest for knowledge and independence

An astonishing 35% of Indian schools enroll less than 50 students, and most of these schools do not have enough teachers to provide quality education because of a crippling shortage of teaching staff. A recent PRS Legislative Research analysis states that the small schools, which are concentrated in rural pockets, are largely unable to provide even the bare minimum of education to their pupils.

The survey, using statistics from the Unified District Information System for Education (UDISE) 2021-22, indicates that there are more than 107,000 schools with fewer than 50 students in India, out of which 24,000 schools have one teacher. An additional 60,000 schools possess only two teachers, an indicator of the serious lack of instructors in the schools.

Regional patterns in the data are dramatic. Bihar, Uttar Pradesh, and Madhya Pradesh have a disproportionate number of small schools, making the case for targeted interventions that will address the specific challenges faced by these schools.

So, what does this trend mean? The most immediate concern is the effect on the quality of education. With so few teachers, these schools do not have the resources and experience to give students a balanced education. In addition, the teacher shortage can result in a lack of accountability, making it hard to guarantee that students are getting the education they deserve.

In order to solve this problem, policymakers will have to place the needs of small schools first. This may include offering extra resources and assistance to enable these schools to recruit and retain competent teachers. Innovative solutions like technology-based learning platforms may also be used to close the gap in education provision.

Lastly, the predicament of India's small schools serves as a reminder that the nation's educational system still faces significant obstacles. We can work toward a more effective and inclusive educational system for everybody by acknowledging and addressing those issues