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Siksha 'O' Anusandhan, Deemed to be University, has signed a Memorandum of Understanding (MoU) with Broadbridge Financial Solutions, the global fintech leader with a strong presence in India's innovation and financial technology sector, to strengthen industry-academia collaboration.

The MoU was exchanged by SOA Vice-Chancellor Prof Pradipta Kumar Nanda and Broadbridge India HR Head Ritu Rakhra in the presence of top leaders from both institutions.

The event also included interactive sessions with students where Broadbridge officials highlighted emerging trends in financial technologies, evolving career opportunities, and evolving skills landscape.

Early career development of Broadbridge is done through campus events, innovation competitions, mentoring, and skilling initiatives. The alliance accords with Broadbridge's aim to prepare professionals of the future with adequate, real-world experience.

The alliance is also a significant step by SOA in further integrating theoretical learning with industry applications. With this alliance, both the institutions aimed at reducing the mismatch between industry needs and academic education by providing experiential learning, exposure to leading-edge technologies, and training on specific subjects.

SOA and Broadbridge will collaborate on the creation of industry-specific training programs through the introduction of updated tools and trends, guest lectures, industry-takeover sessions, and expert guidance sessions while providing students with internship exposure and potential career paths, according to the MOU.

"This is a follow-up of SOA's ongoing attempt to meaningfully engage industry partners and make our students future-ready through experiential learning," said Prof Nanda after signing the MoU.

Ms Rakhra stated that Broadbridge was elated to partner with SOA since the agreement reflected the company's vision of developing talent and stimulating innovation by closely working with institutions of learning.

SOA has actively sought such partnerships in IT and core sectors to empower the students to gain relevant, hands-on skills, stated Mr Ripti Ranjan Dash, Director, Corporate Relations and Industry Engagement at SOA.

"The MoU reiterates our commitment to developing industry-ready professionals through exposure beyond the curriculum," said Mr Dash.

The collaboration, Prof Nanda added, was set to significantly enhance employability among students, enhance applied research, and drive innovation-led learning, becoming an exemplar for successful industry-academia partnership in the region.

"With our intention to combine SOA's academic brilliance with Broadbridge's global exposure to financial technology, we can create a future-proof talent pool, having industry-relevant skills, hands-on experience and a creative mindset," he added.

17-year-old D Rahini has etched history as the first Adi Dravidar Welfare (ADW) school girl from Tiruchy's 17 ADW schools to have been chosen in one of the country's premier National Law Universities (NLU). Disabled and Dalit girl student Rahini has confirmed admission in Maharashtra National Law University (MNLU), Nagpur, under second round counselling by CLAT.

Rahini of Government ADW Higher Secondary School, Milaguparai, broke the Common Law Admission Test (CLAT) with rank 3,724 in Scheduled Caste and 185 in Persons with Disabilities (PwD). Never having gone beyond marks 300 out of 600 in Class 12, school life with sincerity, honesty, and interest kept hurdles away from her.

Raised by her grandmother following the death of her mother and father who is employed in a small local hotel, Rahini's is a story of persistence. "It is not for me, it's for my whole family," Rahini ticked off the days when she will be paying back those who are having faith in her.

Her achievement was made possible thanks to consistent coaching efforts at her school and financial support through the Tamil Nadu government's Naan Mudhalvan scheme, which will cover her education and hostel expenses.

School headmaster V Paneerselvam expressed immense pride in her accomplishment. “We’ve been offering focused CLAT coaching for the past few years. Rahini’s success is proof of what structured guidance and perseverance can do,” he said.

Rahini is not the sole success. Two other students with disability from Karur's Kottaimedu ADW school, Vishnu V and Akilan M, have been selected for admission in NLU Assam and NLU Odisha too.

The achievement of Rahini was welcomed by an Adi Dravidar and Tribal Welfare Department official as a "milestone" for inclusive education in Tamil Nadu, demonstrating what could be accomplished when talent is given the right opportunity.

Karnataka state government will introduce teen education in schools from this academic year. Targeting students between Class 8 to Class 12, the new syllabus will include required topics like consent, personal space, and being able to differentiate between "right touch" and "wrong touch." From 'right touch, wrong touch' to good mental health, a new curriculum with a fearless attitude promises teaching teenagers and giving them confidence.

While often described as controversial, the Congress government is working hard to put the step under the wide umbrella of "adolescent education" to avoid political criticism. The step was taken six months after School Education and Literacy Minister Madhu Bangarappa brought up the idea during the December 2024 session of the Legislative Council.

Today, things have changed. Minister Bangarappa has officially directed the Department of School Education and Literacy to speed up the process of preparing the curriculum. During an interview with Deccan Herald, the Department Commissioner Dr Trilokchandra K V assured that the syllabus is being prepared in the Department of School Education Research and Training (DSERT).

"The curriculum will be teen-sensitive and be crafted to tackle genuine issues that face teenagers—peer pressure, emotional well-being, and healthy relationships," the senior government official stated. The teachers will also be trained on how to deal with these issues appropriately and in a culturally sensitive way.

The move has been greeted with joy by teachers and child psychologists, who state that consent and emotional well-being can be taught young in an effort to protect against abuse, reduce the stigma of sex education, and foster good relationships.

Parents in Karnataka have also been mixed in their response, with the majority of city families hailing the move as "long overdue," while others are hopeful but guarded.

In an era where exposure to the internet begins early, teenage education equips students to study their own development, be considerate of others' space, and ask for help when needed. Karnataka's modest but firm move can well inspire other states eager to raise smart and self-assured future citizens.

The latest hoo-ha regarding Ashoka University and Professor Ali Khan Mahmudabad's arrest once again stoked a debate about academic freedom, free speech, and the place of educational institutions in politically charged times. The issue at the very heart of the storm is more profound: Can one be neutral if one speaks for the voices that breathe life into an institution?

Earlier this month, Sanjeev Bikhchandani, co-founder of Ashoka University and prominent Indian entrepreneur, responded to public condemnation by political commentator Yogendra Yadav. Yadav had questioned the university's stance on Mahmudabad's arrest, implying that it was not friendly to academic freedom. Bikhchandani described these allegations as "misguided," and asserted that the university's reaction had been intended to preserve institutional neutrality, rather than silence dissent.

Departmental head Professor Mahmudabad was detained in May 2024 for a post on Facebook criticizing a government briefing by the military. The post, seemingly taking a stand in solidarity with marginalized communities, including Indian Muslims, defied state narratives — and received critical flak. Though later released on interim bail by the Supreme Court, the incident has left a lasting taint on the institution's reputation.

In a statement, Bikhchandani explained that disciplining faculty for individual social media action does not equate to curbing academic freedom. While that stance may find favor with advocates of boundaries between personal activism and institutional congruence, it has found vocal opposition with advocates of unbridled expression.

Ashoka University, better known for its liberal ideology and activist student body, has also been criticized time and time again for so-called "woke" culture and tolerance of activism. From blaming Israel's policies to debating caste privilege, the university campus has time and again found itself amidst scholarship and socio-political commentary. But this is a different story — it challenges the very foundations of what the universities are doing in a democracy.

In his response, Bikhchandani admitted to the seriousness of the pressure he faces. He even considered resigning once, questioning whether the criticism and reputational wear and tear were worth the emotional toll. But then he remains faithful to Ashoka's founding principles — a high-wire balancing act between shielding free thinking and avoiding having the university turn into a political battleground.

The incident has thrown open the gates to questions that impact universities throughout India: Where does one place boundaries between personal expression and institutional responsibility? Do academic institutions need to keep away from the politics of their professors, or is defending them part of their responsibility?

While the debate continues raging, the judgment is yet to be passed. But one thing is sure: this case will settle the fate of academic freedom in India. As nation and world academies hold their breaths, Ashoka University will now have to walk a tightrope — living its commitment to intellectual freedom while staying strong as a neutral, inclusive space.

Because in modern-day India, where freedom of speech is increasingly policed and silence is politicized, the job of a university is not only to educate — it's to be a representation of what an unfrightened society is.

In order to address the growing emotional problems of young adults in the era of social media, Delhi University is launching a new elective course titled "Negotiating Intimate Relationships" for undergraduate students from the 2025-26 academic session, the Times of India reports.

Developed by the Department of Psychology, the course appears on the university website since 2023. The course aims to allow students to understand the social patterns of friendships and dating relationships in contemporary dating app and social media culture. The four-credit paper is available to all undergraduate students irrespective of discipline and is meant to empower learners to identify red flags, manage emotional involvement, and create healthy interpersonal relationships.

The move comes amid heightened concern over emotional distress and violent behavior linked to abusive relationships among youth. Through structured academic involvement, the university seeks to foster greater emotional literacy and resilience among the students.

It is divided into four main units, beginning from the psychology of close relationships and friendships. It then focuses on different theories of love and sexuality, including Robert Sternberg's triangular theory of love and the two-factor theory. The third unit focuses on warning signs in relationships such as intimate partner violence, emotional manipulation, and jealousy. The final segment addresses strategies for developing meaningful and long-lasting relationships.

There will be three lectures and one tutorial per week. There is no practical, but tutorials will include activities such as movie review, debates on dating culture, group discussion, and social network analysis of social media. Movies Kabir Singh and Titanic will be reviewed to critically analyze love and conflict representations. One's romantic love for a romantic partner will also be assessed based on Sternberg's triangular love scale.

From the syllabus of the course, the key learning objectives are to empower students to understand the roots of close relationships, recognize emotional triggers and conflicts, and acquire the ability of forming meaningful and respectful connections. Upon successful completion of the course, students should be capable of analyzing the psychological causes of love and suffering, and use it in everyday life.

The university believes that such academic intervention is all the more relevant, especially in view of recent cases of emotional instability and interpersonal violence among students. Only students clearing Class 12 examination will be able to take admission in the course.

There was a huge turnout of prospective students and parents at an enlightening Mission Admission seminar organized by The Times of India in collaboration with The Astute Academy at Dr. Kalmadi Shamarao Junior College auditorium on Sunday.

Organized by Tushar Vinod Deoras, a former scientist at BARC and current chairman of Astute Academy, the seminar sought to de-mystify Indian and international MBBS and higher education admissions.

The first session was on the Indian MBBS admission process, providing clarity for students with as low as NEET 200 scores. Students also heard about cost-effective means of studying medicine in the US through formal Indo-American university partnerships.

The second session focused on US and German postgraduate and undergraduate admissions. Students and parents were given in-depth information on getting a place at a top university abroad.

In the initial session, Deoras introduced a lot of information. He highlighted the fact that most of the private medical colleges provide donation-free management quota merit seats. He explained fee regimes, where funding is managed by govt, and offered to students tripartite Indo-American university partnered models, which deliver low-cost, sophisticated contemporary medical education in the US and then go on to impart employer-relevant value worldwide.

The second session dealt with undergraduate and postgraduate programs available in the US and Germany, with a special focus on Ivy League institutions and Germany's technical universities.

Deoras pointed out how loose and inter-disciplinary the US system is, with greater career orientation than fixed course patterns. He advised students to begin developing their profiles as early as Std IX and applying to overseas universities at least a year in advance, since most work on the first-come, first-served principle.

He added, "Quality education and a successful career are the inherent right of a student. Students and parents must not judge countries by stereotypes but identify which system best fits the goals of the student."

A highlight of the seminar was its interactive nature. According to one parent, "The session was very insightful. Most doubts about my son's education were clarified, and I feel much more relieved now."

One of the participants also asked a question regarding dentistry as a profession, to which Deoras replied that it is an undervalued but very rewarding profession in India. Although the early years in practice can be tough, dentistry provides immense long-term growth and financial opportunities.

Deoras also answered some of the audience questions regarding state-wise quotas in MBBS admissions, foreign university application processes, and foreign medical education admission timelines and requirements.

The seminar ended on a positive note with the audience's appreciation for the frankness, hands-on advice, and motivational style.