19 Researchers from Mnaipal University Jaipur felicitated by the university leadership

Compiled through a collaboration involving Stanford University and Elsevier, the list identifies scientists whose research has made a significant impact in their respective fields. The growing representation of MUJ faculty members reflects the university’s sustained efforts to strengthen its research ecosystem, promote innovation and encourage high-quality research across diverse disciplines.
 

The 19 researchers from Manipal University Jaipur featured in the list are Dr. Chaitanya Baliram Pande, Dr. Kuldip Singh Sangwan, Dr. Ajay Kumar, Dr. Pushpendra Kumar Singh Rathore, Dr. Deepak Kumar, Dr. Asaithambi Perumal, Dr. Ravi Kumar Sharma, Dr. Bishwajit Dey, Dr. Somya Rakesh Goyal, Dr. Abdul Haseeb Ganie, Dr. Vijaypal Singh Dhaka, Dr. Veer Singh, Dr. Ashish Goyal, Dr. Pramod Singh Rathore, Dr. Pulakraj Aryan, Dr. Jayasmita Jana, Dr. Saurabh Dewangan, Dr. Pravin Kumar Singh and Dr. Himmat Singh Kushwah.
 

On the occasion, Dr. N. N. Sharma, President of Manipal University Jaipur, interacted with the recognised researchers and congratulated them on their achievement. He appreciated their contributions to advancing knowledge and enhancing the university’s research profile and global academic standing.
 

The recognition underscores the contribution of MUJ’s faculty members to scientific inquiry, knowledge creation and research with wider academic and societal relevance. The university continues to focus on fostering interdisciplinary collaboration, supporting innovative research and creating an environment that enables faculty members and scholars to pursue impactful research.
 

In the year 2025, there were total 10 researchers from Manipal University Jaipur featured in the top 2% scientists list and in the year 2024, the number was 5 only. The year-on-year increase in the number of recognised researchers reflects the university’s continued emphasis on research-driven academic development. With a growing focus on innovation, scholarly collaboration and global engagement, Manipal University Jaipur is working towards further strengthening its position in the national and international research landscape.
 

About Manipal University Jaipur

Established in 2011, Manipal University Jaipur is a NAAC A+ accredited institution and part of the Manipal Education and Medical Group (MEMG). This year Manipal University Jaipur received QS 5 Star overall rating. Located on a 122-acre campus in Rajasthan, the university offers programmes across diverse disciplines, including engineering, computer science, management, law, architecture, humanities and sciences. With an emphasis on academic excellence, interdisciplinary research, innovation, entrepreneurship and industry collaboration, MUJ provides an environment that encourages students and faculty members to engage with emerging technologies and address contemporary societal challenges. The university continues to strengthen its national and international academic partnerships and research ecosystem in alignment with its vision of advancing knowledge, fostering innovation and preparing graduates for a rapidly evolving global landscape.
 

To know more about Manipal University Jaipur please visit jaipur.manipal.edu.

How Sandip University is Preparing Students for the Future

As India transitions to an AI driven economy, there will be a need to upgrade skills of its workforce through appropriate education and training programs. The NITI Aayog Roadmap for Job Creation in the AI Economy highlights the importance of boosting AI skills, including AI in education, and fostering better teamwork between the government, universities, and businesses.

In line with this, Sandip University is creating an educational environment that mixes technology-based learning, real-world industry experience, hands-on training, and personal growth—helping students get ready for the changing job market.

Modernising the Academic Core
Preparing students for the future is at the core of the education they receive while at the university. Our emerging technologies such as AI & ML are mapped against the various programs offered to students at Sandip University.

For instance, B.Tech in Artificial Intelligence and Machine Learning covers artificial intelligence, machine learning, natural language processing, intelligent agents, and cognitive modelling, while connecting these concepts to real-world technological applications.

The university’s academic offerings also extend into cybersecurity, cloud technologies, virtual reality, and other technology-driven disciplines, allowing students to develop specialised knowledge aligned with changing industry needs.

Industry-University Collaboration
Academic knowledge gains more significance when students can relate it to the expectations of the workplace. Sandip University has built strong industry associations that offer students opportunities for training, internships, digital learning, certifications, and industry exposure.

Through its Corporate Tie-ups, the university collaborates with organizations such as Capgemini, Edunet Foundation through the IBM Skill Build programme, Infosys Springboard, Xento Systems, and RPG Foundation–Zensar Technologies.

These collaborations support various initiatives including student training, on-campus internships, industry site visits, internship programs, and opportunities for skill development and digital certification.

Real-World Experience Before Graduation
At Sandip University, our students gain practical experience as part of their academic development. Our Career Development Cell focuses on enhancing technology awareness, improving communication skills, inculcating soft and life skills, guiding students for higher education, and guiding them for their careers.

The University also aims to develop students through various field trips, workshops, industrial visits, guest lectures, university clubs, hands-on training, and compulsory internships. By these additional activities, students can reinforce what they have learned in the classroom to develop various skills such as communication, interpersonal skills, leadership, interview, and other professional skills before entering the workforce.

Building Technical and Human Capabilities
Technical skills matter, but long-term employability also depends on abilities beyond them. The World Economic Forum’s Skills Outlook 2025 identifies analytical thinking, creative thinking, resilience, flexibility, and agility—together with technological literacy and expertise in AI and big data—as key competencies for the changing labour market.

Sandip University’s Career Development Cell trains students in communication, leadership, group discussions, interview preparation, soft skills and emerging technologies.

Encouraging Innovation and Entrepreneurship
Innovating for Future Work requires students to be exposed to ideas for innovation and to practice entrepreneurship.

The Research and Innovation ecosystem at Sandip University is specifically designed to carry out research-oriented and innovation-focused activities. In addition to classical university teaching, our entrepreneurship and innovation offers enable students to develop ideas, solutions and business models, and to bring their ventures to market.

Many emerging technologies will develop new applications, business models new job opportunities in various sectors.

Preparing Students for a Changing Employment Landscape
The future of work won’t revolve around just one technology or one kind of job. Things will keep changing—skills, roles, and even how companies operate.

That’s why Sandip University brings together technology-focused programmes, industry partnerships, internships, professional skills training, certifications, and innovation opportunities. The aim is to create a learning environment that helps students stay ready for change.

The real goal isn’t just to prepare students for their first job. It’s to give them the technical knowledge, practical experience, and flexible skills they need so they can keep learning and growing as the workplace continues to evolve.

Dignitaries and experts in the ICAIC 2026 at Manipal University Jaipur

The inaugural session was graced by Dr. Somitra Kumar Sanadhya, Professor, Wadhwani School of AI & Intelligent Systems, IIT Kanpur, as the Chief Guest, and Dr. Emmanuel S. Pilli, Professor, Department of Computer Science & Engineering, Malaviya National Institute of Technology (MNIT) Jaipur, as the Guest of Honour. Dr. Niti Nipun Sharma, President, Manipal University Jaipur; Cdr. (Dr.) Anil Rana, Pro-President, Manipal University Jaipur; and Dr. Kuldip Singh Sangwan, Dean, Faculty of Science, Technology and Architecture, were also present at the inaugural ceremony, which began with the traditional lighting of the lamp.

Building on the success of its inaugural edition, ICAIC 2025, the conference aims to provide an international platform for the exchange of research ideas, interdisciplinary collaboration and discussions on the evolving role of AI in addressing real-world challenges. The second edition has attracted an impressive response from the global research community, receiving 736 research paper submissions. Following a rigorous peer-review process, 81 papers were accepted, representing an acceptance rate of approximately 11 per cent and reflecting the conference's emphasis on research quality and academic rigour.

The conference has drawn participation from 16 countries, including the United States, the United Kingdom, Germany, Italy, Russia, Latvia, Taiwan, Vietnam, the Philippines, Bangladesh, Saudi Arabia, the United Arab Emirates, Oman, Iraq, Nigeria and India. The international participation underscores the growing relevance of AI and computing research and provides opportunities for knowledge exchange among researchers and professionals from diverse academic and technological backgrounds.

The technical programme is structured around three major tracks. The first, Artificial Intelligence and Its Applications, explores developments in healthcare, medical imaging, robotics and intelligent systems. The second, Open Innovation & Industry Applications, focuses on areas such as financial technology, sustainability, education and Industry 4.0. The third, Advanced Computational Techniques and Emerging Trends, addresses emerging areas including quantum computing, cybersecurity, explainable AI and augmented and virtual reality (AR/VR). Special sessions further explore Generative AI, intelligent healthcare, cloud security and sustainable digital transformation, highlighting the expanding applications of AI across sectors.

A significant academic outcome of ICAIC 2026 is the planned submission of all accepted and presented papers for publication in Springer's Lecture Notes in Networks and Systems (LNNS) series in two volumes. The series is indexed in SCOPUS, DBLP, INSPEC and zbMATH, providing an established platform for disseminating research findings to the wider scientific and academic community.

Through ICAIC 2026, Manipal University Jaipur seeks to strengthen international research engagement, encourage interdisciplinary collaboration and promote dialogue between academia and industry on emerging technologies. 

About Manipal University Jaipur
Established in 2011, Manipal University Jaipur is a NAAC A+ accredited institution and part of the Manipal Education and Medical Group (MEMG). Located on a 122-acre campus in Rajasthan, the university offers programmes across diverse disciplines, including engineering, computer science, management, law, architecture, humanities and sciences. With an emphasis on academic excellence, interdisciplinary research, innovation, entrepreneurship and industry collaboration, MUJ provides an environment that encourages students and faculty members to engage with emerging technologies and address contemporary societal challenges. The university continues to strengthen its national and international academic partnerships and research ecosystem in alignment with its vision of advancing knowledge, fostering innovation and preparing graduates for a rapidly evolving global landscape.

To know more about Manipal University Jaipur please visit – jaipur.manipal.edu 

Ghaziabad (Uttar Pradesh) [India], October 22: Delhi Public School Ghaziabad Society took 284 students from its schools to, an eight-day Educational Experiential Learning Journey across states all over India. Held in the spirit of the Ek Bharat Shreshtha Bharat (EBSB) campaign, the journey aimed to connect classroom learning with real-world experience for students of Grades VI–XII. Through direct observation, exploration and interaction, students discovered India’s diversity across its heritage, culture, history and geography.

The journey followed a structured framework built around ten learning lenses. Each lens helped students explore a different side of a state’s identity, from history, architecture and geography to language, literature, traditions, music, cuisine and tourism. The framework encouraged students to look beyond sightseeing, observe closely and understand how these elements shape a region’s culture and everyday life.

Mr. Om Pathak, Chairman, Delhi Public School Ghaziabad Society, said, “To know where we are going, our children must first know where they come from. India’s roots run deep, in our languages, our traditions, our monuments and the everyday lives of our people, and no textbook can capture them fully. Through this journey, our students saw first-hand how every region carries its own history and identity, yet shares the same heritage. Learning to understand and respect this diversity is one of the most important lessons we can give them. When young people value what makes each region different, they also understand what makes us one nation. That is the spirit of Ek Bharat Shreshtha Bharat, and it is the spirit we want every child at our schools to carry forward.”

The programme showed how learning can extend well beyond the classroom. Historical sites became starting points for questions about the past. Regional practices offered insights into local knowledge systems. Meeting new communities helped students appreciate perspectives different from their own. Students were also encouraged to research destinations, ask questions and relate their experiences to classroom lessons.

The journey also built important life skills, finding their way in unfamiliar places, working with peers and engaging with new languages and traditions helped students grow in communication, adaptability, independence and cultural sensitivity. Teacher-mentors guided them throughout, helping turn everyday observations into meaningful learning.

The initiative is aligned with the Government of India’s Ek Bharat Shreshtha Bharat programme, which promotes national integration through cultural exchange. It brought students face to face with the diversity that defines the country and helped them build a deeper understanding of India’s regional identities and shared heritage.

Through such journeys, Delhi Public School Ghaziabad Society aims to strengthen the link between knowledge and experience, so that students engage with the world not just as observers, but as curious learners.

About Delhi Public School Ghaziabad Society

Founded in 1980, Delhi Public School Ghaziabad Society is an established education group with eight schools and over 20,000 students. Building on a strong academic legacy, it combines inquiry-based learning, curriculum innovation and a holistic approach to education. Its curriculum, developed by more than 650 educators and academic leaders, brings together academics, sports and experiential learning to foster curiosity, creativity, critical thinking and lifelong learning. Over the years, its students have consistently excelled in board and competitive examinations, reflecting the Society’s commitment to academic excellence and well-rounded development.

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The event featured startup pitches, expert sessions, and discussions on hardware innovation, AI, and investment opportunities

Gandhinagar (Gujarat) [India], October 22: Startup founders, investors, industry representatives, government officials and academics came together at Karnavati University on Friday for the Gandhinagar edition of GENESIS NextGen Startup Summit on Friday. The summit focused on emerging technology opportunities, deep-tech innovation, indigenous hardware development, semiconductor and electronics manufacturing, and ways to connect startups with industry and investment.

Organised by Karnavati University and Karnavati Innovation & Incubation Foundation in collaboration with MeitY Startup Hub, under the Ministry of Electronics and Information Technology, the summit brought together stakeholders from across the startup ecosystem to discuss the challenges and opportunities involved in developing and scaling technology-led businesses.

The programme included startup exhibitions, expert sessions, panel discussions and GENESIS Idea World, an innovator poster presentation platform. These activities gave startups and innovators an opportunity to present their ideas, showcase their solutions and engage with industry representatives and potential investors.

Mukesh Kumar, Additional Chief Secretary of the Education Department, was the chief guest, while RD Barhatt, Joint Commissioner of Industries, spoke about Gujarat’s innovation and entrepreneurship ecosystem under the theme Startup Gujarat. Dr. Paneerselvam Madanagopal, CEO of MeitY Startup Hub, spoke about the GENESIS initiative and MSH’s role in supporting startups.

Speaking about the summit, Ritesh Hada, President of Karnavati University, said, “Technology startups need more than an idea to build a viable business. They need access to industry knowledge, appropriate guidance, investment opportunities and an understanding of market requirements. Platforms such as GENESIS allow innovators to present their work and explore how their ideas can address real-world needs. At Karnavati University, we see these interactions as an important link between education, research and entrepreneurship.”

The sessions covered intellectual property and commercialisation, as well as the UIDAI SITAA initiative and its role in identity technology innovation. Two panel discussions examined India’s prospects in hardware and semiconductor manufacturing and the scope for expanding artificial intelligence and deep-tech innovation beyond established startup hubs.

The summit also featured a fireside chat with Hunny Bhagchandani, founder of Torch IT, on the journey from ideas to impact. Selected startups presented their business propositions to an investor jury, giving them an opportunity to engage with potential investors.

Through KIIF, Karnavati University supports aspiring entrepreneurs and technology-led startups through incubation, mentoring, prototyping assistance, funding linkages and market access. Its collaboration with MeitY Startup Hub through GENESIS provides another platform for connecting innovators with industry expertise and potential investment opportunities.

The Gandhinagar edition of the summit placed particular emphasis on the role of collaboration in helping startups understand industry requirements, develop market-ready solutions and explore pathways to growth.

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It offered students an opportunity to interact directly with the architect whose work, spanning more than six decades, has contributed significantly to the evolution of contemporary Indian architecture. Bringing together perspectives from architecture, interiors, art, craft and design, the symposium encouraged students to look beyond disciplinary boundaries and understand design as a practice deeply connected to people, culture and society.

A key highlight of the symposium was the screening of Indian Modernity: The Architecture of Raj Rewal, a film exploring the architect’s work and approach to design. The screening was followed by a talk by Ar Rewal and an open interaction with students, offering them insights into his architectural philosophy that reflects a deep engagement with India’s cultural, climatic and social contexts while responding to contemporary needs. This interaction offered students meaningful insights into how architectural ideas evolve through practice, how designers navigate real-world constraints and how individual convictions shape creative work over time.

During the symposium, Ar Rewal also launched the Backpackers Academy of Life Trail 1: Kerala, an initiative of the Global Village Foundation, with its first trail planned across Kerala in December 2026.

The symposium was envisioned by Dr Sanjeev Vidyarthi, Provost, Anant National University, and curated by Ar Jabeen Zacharias, Professor of Practice, Anant National University. It was coordinated by Prof Risha Roy, Associate Professor and Lead, Sustainable Fashion and Textile Design, and Co-lead, Transdisciplinary Design, Anant National University, with the support of the wider academic and organising team.

The symposium reinforced Anant’s interdisciplinary approach to education by encouraging students to consider how architectural, artistic and cultural traditions can serve as resources for contemporary innovation rather than constraints on new thinking. By facilitating direct engagement with accomplished practitioners and documenting their experiences, Anant aims to create learning opportunities that extend beyond the classroom and contribute to a wider exchange of design knowledge.

About Anant National University 
At Anant National University, education begins with a simple belief: the future will not be inherited. It will be purposefully designed.

Guided by the philosophy: Come, Create the New, Anant brings together learners who are curious about the world as it is, but also ambitious about what it could become. The University encourages students to look beyond conventional answers and engage with the complex challenges of our times: Ranging from climate and sustainability to cities, communities, systems and technologies.

Anant offers undergraduate, postgraduate and doctoral programmes across design, architecture, climate action and visual arts. Its approach combines academic rigour with studio-based learning, emerging technologies, research, entrepreneurship, Indigenous Knowledge Systems and hands-on engagement with communities. The goal is not only to build practical skills but also to train diligent professionals who can connect disciplines, understand context and create meaningful change.

Recognised as a Centre of Excellence by the Government of Gujarat, Anant received a 5-Star Rating in Architecture and a 4-Star Rating in the University category under the Gujarat State Institutional Rating Framework (GSIRF) 2023-24. These recognitions reflect Anant’s abiding commitment to build an innovating institution where creativity, sustainability, innovation and purpose come together to help shape a more thoughtful and resilient future.

Basil Woods Juniors | More Than a Preschool, A Foundation for Life

Kharghar (Maharashtra) [India], October 21: What should children gain from their preschool years beyond learning the alphabet, numbers, and early academic concepts? At Basil Woods Juniors, Kharghar, the answer lies in nurturing the whole child, encouraging intellectual curiosity, physical development, emotional confidence, social skills, and cultural values from the earliest years.

Located in Sector 21, Kharghar, Navi Mumbai, Basil Woods Juniors brings together Montessori pedagogy, global early learning practices and Indian cultural values to create a joyful, child-centred learning environment. Its approach recognises that every child’s early years are an opportunity to explore, express, build relationships and develop the foundations for lifelong learning.

IQ: Intellectual Development

Children develop curiosity and thinking skills when they have opportunities to explore, observe, experiment and solve problems. Through hands-on activities, Montessori-inspired experiences, storytelling, phonics and age-appropriate learning, Basil Woods Juniors encourages children to discover concepts rather than simply memorise information.

PQ: Physical Development

Movement, sensory exploration and active play are important parts of early childhood. Activities that develop coordination, fine and gross motor skills, body awareness and independence help children participate more confidently in their everyday environment.

EQ: Emotional Intelligence

Early childhood is an important time for developing confidence, communication and an understanding of emotions. Through supportive educator interactions, group activities, play and daily routines, children have opportunities to express themselves, build relationships and practise empathy.

SQ: Social Spiritual Development

Education also provides opportunities to learn kindness, gratitude, respect, responsibility and consideration for others. At Basil Woods Juniors, cultural learning and the signature Culture Connect programme bring Indian stories, traditions and values into children’s experiences in age-appropriate ways.

Together, these dimensions represent a broader vision of preschool education — one that values not only what children learn, but also how they grow and interact with the world around them.

Culture Connect: Bringing Indian Values into Early Learning

A distinctive part of the Basil Woods Juniors approach is Culture Connect, a signature programme that introduces children to India’s cultural heritage through stories, traditions, values and engaging experiences.

Rather than treating cultural learning as separate from education, the programme creates opportunities to explore values such as kindness, gratitude and respect as part of a child’s learning journey. It complements the preschool’s broader emphasis on curiosity, creativity, independence and social development.

By bringing together contemporary early learning practices and timeless Indian values, Basil Woods Juniors aims to give children a meaningful connection to their cultural roots while encouraging them to explore the world with confidence.

Learning Through Play, Exploration and Everyday Experiences

At Basil Woods Juniors, learning extends beyond formal classroom activities. Storytelling, music, movement, creative projects, outdoor play, sensory exploration and hands-on experiences give children different ways to engage with ideas and develop new skills.

Everyday routines also create opportunities for growth. Sharing materials, participating in group activities, practising self-help skills and interacting with peers can encourage communication, cooperation and independence.

Nutritious Sattvik meals form another part of the preschool’s approach to everyday care. Mealtimes can also provide opportunities to practise healthy habits, sharing and age-appropriate independence.

This integrated approach reflects the belief that a nurturing preschool environment should support children’s cognitive, emotional, social, language, and physical development together.

Choosing a Preschool in Kharghar: Looking Beyond the Basics

For parents exploring a preschool in Kharghar, choosing the right environment involves more than comparing facilities, timings, or academic programmes. It also means understanding how a preschool encourages curiosity, supports emotional comfort, develops independence, and helps children build relationships.

Parents can look for an age appropriate learning approach, caring educator interactions, opportunities for play and exploration, meaningful values based learning, and open communication between the preschool and family.

At Basil Woods Juniors, programmes span the early learning journey from pre-toddler years through kindergarten, alongside daycare services. The aim is to provide experiences suited to children’s developmental stages while nurturing confidence, curiosity and a love for learning.

More Than a Preschool, A Foundation for Life

The early years are not simply preparation for the next classroom. They are an opportunity to develop the curiosity to explore, the confidence to express oneself, the skills to connect with others, and the values that can guide future choices.

Through Montessori pedagogy, global early learning practices, Culture Connect and a focus on holistic development, Basil Woods Juniors seeks to make these foundations part of children’s everyday learning experiences.

For families looking for a preschool in Kharghar that brings together learning, culture, play and care, Basil Woods Juniors offers an approach centred on nurturing the whole child.

Basil Woods Juniors, Timeless Education Rooted in Indian Culture

About Basil Woods Juniors

Basil Woods Juniors is an early learning initiative conceived by the team of the Hare Krishna Movement / ISKCON Bangalore group of centres. Its Mumbai centres include Kharghar, Sector 21, and Chembur. The preschool combines Montessori pedagogy, global early learning practices, Indian cultural values, holistic development, and the signature Culture Connect programme.

Explore the Kharghar centre: https://basilwoodsmumbai.school/kharghar/
Website: https://basilwoodsmumbai.school/

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New Delhi [India], October 21: For students aspiring to study at Ashoka University, securing admission involves more than strong school grades. The university’s undergraduate admissions process evaluates academic performance, intellectual curiosity, written communication, aptitude and the ability to articulate ideas. Understanding each component early can help applicants prepare more strategically and present a stronger case for admission.

With applications for the 2027 undergraduate intake open, here is what students and parents need to know about Ashoka’s admissions process, assessment requirements and preparation options.

Understanding the Ashoka University Application Process

Ashoka follows a holistic admissions approach, considering applicants in the context of their academic backgrounds, interests, achievements and potential. The application includes academic records, personal essays and details of extracurricular and other engagements.

Unlike many university applications, Ashoka does not require Letters of Recommendation (LORs) as a standard component of its current undergraduate application process. Students should therefore focus on making their own essays, academic record and documented experiences count.

The process also includes mandatory admissions assessments, followed by a personal interview for shortlisted candidates. The assessments comprise the Ashoka Aptitude Assessment (AAA) or the Ashoka Mathematics Challenge (AMC), alongside the mandatory On-the-Spot Essay (OSE).

AAA, AMC or SAT: Which Assessment Should You Choose?

Understanding the differences between these assessments is an important part of preparing for Ashoka.

Ashoka Aptitude Assessment (AAA)

The AAA evaluates critical thinking, logical reasoning and quantitative problem-solving. Unlike school examinations that tend to follow familiar syllabi and question patterns, the assessment can present students with unfamiliar reasoning problems that require them to analyse information and apply concepts.

This unpredictability can make preparation challenging. Students need to develop the ability to approach unfamiliar questions logically rather than depend entirely on memorised methods or repeated practice of predictable question types.

Ashoka Mathematics Challenge (AMC)

The AMC is intended for applicants who are certain they want to major in Mathematics, Physics or Computer Science at Ashoka. It tests conceptual mathematical understanding, quantitative reasoning, logical thinking and problem-solving. Its quantitative demands are comparable to the level of challenge students may encounter in competitive entrance examinations such as JEE Main.

The AMC is not a general alternative for every applicant. Students should understand the intended major requirements and scholarship conditions before choosing this route.

Is the SAT Mandatory?

No. The SAT is optional for Ashoka undergraduate applicants. However, students who have taken the test may submit their scores as an additional indicator of academic aptitude.

SAT preparation often follows a more structured syllabus and familiar question formats. The AAA, by comparison, requires students to become comfortable with reasoning-based questions and less predictable problem types. Students should consider their strengths, preparation time and overall application strategy before deciding whether to take the SAT.

The SAT does not replace Ashoka’s mandatory admissions assessments. Applicants should check the current admissions guidelines to understand the requirements applicable to their chosen round.

Why the On-the-Spot Essay Matters

The OSE is a mandatory 30-minute assessment in which students choose one of two prompts and write an essay without external resources. It evaluates how effectively they engage with a topic, construct an argument, think critically and communicate their ideas.

For students accustomed to structured school essays, the OSE can be a significant adjustment. CBSE and state board students, in particular, may benefit from practising open-ended prompts that require independent thinking rather than reproducing familiar formats.

Strong preparation involves learning to interpret prompts accurately, develop a clear position, organise supporting arguments and express ideas within a limited timeframe. Students should practise regularly while retaining their own voice and perspective.

The Personal Interview: Presenting Your Profile

Shortlisted applicants must also attend a personal interview. This is an opportunity for the admissions panel to understand the student’s interests, motivations, experiences and suitability for Ashoka’s academic environment.

Students should be prepared to discuss their application honestly, explain their academic interests and reflect on experiences that have shaped their goals. A strong interview requires more than rehearsed answers. It calls for clarity, self-awareness and the ability to engage thoughtfully in conversation.

How Jamboree Can Help You Prepare

Preparing for Ashoka requires attention to both the admissions process and the specific skills assessed at each stage. Jamboree offers the UG India Entrance Prepprogram for undergraduate admissions in India, to help students approach their applications with a structured strategy.

For students preparing for the AAA and other Indian university entrance assessments, Jamboree also offers specialised test preparation, including support for the Ashoka Aptitude Assessment. Preparation can focus on reasoning skills, unfamiliar question formats, timed practice and strategies for approaching the OSE.

The objective is to help students understand the requirements, identify areas for improvement and prepare with greater confidence. Starting early gives applicants more time to strengthen their assessment skills and approach the application process in a considered way.

Start Your Ashoka Application with a Clear Plan

Ashoka’s admissions process rewards more than academic performance alone. Students need to understand the assessment requirements, prepare for unfamiliar question formats and communicate their interests and ideas effectively.

With a clear preparation plan and the right guidance, applicants can approach each stage with a better understanding of what is expected and how to present their strengths.

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New Delhi [India], October 21: After addressing academic pressure, digital habits, teenage confidence, and parent-child communication through five workshops this year, education consultants eduVelocity Global is shifting its focus to children’s physical and mental well-being, with a new parenting workshop scheduled for November 29, 2026.

Titled “Healthy Bodies, Happy Minds”, the upcoming session will feature Dr Malini Dave (a Toronto-based practicing pediatrician and past president of the Pediatricians Alliance of Ontario) as the key speaker, bringing attention to an aspect of children’s development that often receives less consideration amid academic expectations and the pursuit of examination results.

The workshop marks the sixth session in eduVelocity’s parenting engagement series this year, which has progressively expanded its focus from academic performance to the broader challenges faced by children, teenagers and their families.

The latest initiative comes against the backdrop of growing conversations around the need to balance academic achievement with children’s emotional health, physical well-being and personal development.

While examination scores and educational outcomes remain major priorities for Indian families, issues such as confidence, communication, digital exposure and emotional stress have increasingly become important parts of parenting discussions.

The November session is expected to take this conversation forward by placing the connection between healthy bodies and healthy minds at the centre of the programme.

The upcoming workshop follows “Parenting Beyond Pressure”, held on September 26, which focused on the expectations and comparisons that can shape children’s confidence and relationships with their parents.

In its communication ahead of that session, eduVelocity’s Founder and Managing Partner Mr. Vinu Warrier emphasised the need to “Motivate without comparing. Guide without controlling. Expect without overwhelming.” The message reflected the organisation’s approach to encouraging parents to support children’s development without allowing academic competition and expectations to dominate family relationships.

Earlier, the July 25 workshop, “Confidence Code: Helping Teens Build Self-Esteem”, addressed the importance of building confidence among adolescents.

On May 30, the organisation conducted “Connected Conversations: Strengthening Parent-Child Communication”, focusing on communication as an important element in maintaining stronger relationships between parents and children.

The March 29 session, “Beyond Grades: Unlocking Every Child’s Hidden Potential”, sought tmove the conversation beyond conventional academic assessments and encourage parents to recognise children’s individual strengths, abilities and interests.

The series began on January 31 with “Raising Digitally Smart Teens”, addressing the challenges of parenting in an increasingly technology-driven environment.

Together, these workshops have covered a range of issues extending beyond classroom performance, from managing digital exposure and academic expectations to supporting self-esteem and improving communication at home.

The November 29 programme will broaden that agenda further by bringing children’s overall health into the discussion.

The shift is significant as parents face the challenge of supporting academic progress without overlooking other aspects of their children’s development.

With Dr Dave leading the upcoming session, eduVelocity’s latest workshop will continue its year-long engagement with parents, this time focusing on how physical and emotional well-being fit into the larger picture of raising healthy, confident children.

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New Delhi [India], October 21: Hillarys, a Hunter Douglas Group company with over 50 years of international heritage in the UK, is introducing a new approach to India’s window-covering market. Traditionally driven by physical stores and fragmented service experiences, the INR 10,000 crore category is evolving as consumers seek greater convenience, personalisation and expert guidance. As India’s first direct-to-consumer (DTC) window-covering brand, Hillarys aims to address this shift through a service-led model that brings design consultation, customisation and installation directly to customers’ homes.

At the core of this model is a shop-at-home (SAH) experience that combines digital convenience with personalised design assistance. Customers begin their journey online, where a virtual design consultant understands their requirements and schedules a free in-home consultation. A trained Hillarys Design Consultant then visits with a curated selection of over 1,500 fabrics, designs and provides window-covering solutions, allowing customers to assess options in their own space. From precise measurements and made-to-measure production to professional installation, Hillarys manages the entire process.

Technology underpins the customer journey, from digital lead generation and pincode-based mapping of customers to the nearest Design Consultant, to tablet-enabled product selection and instant on-site quotations. Digital consultation and visualisation tools also help customers explore design options and understand how different fabrics and window-covering solutions may work within their spaces. Once an order is confirmed, customers receive updates throughout procurement, tailoring, quality checks and dispatch. By bringing these touchpoints together, Hillarys combines product expertise, technology and service in a single, connected experience.

Mr Sivasubramanian S, Country Head – India WCP (Hunter Douglas Inc.) said, “More than five decades of experience have taught us that window coverings are never simply about the window. They influence how a space looks, feels and functions, and the process of choosing them should reflect that importance. As we build Hillarys in India, we see the country as the biggest strategic opportunity for our business. India’s evolving consumer environment, shaped by digital discovery, personalisation and changing expectations of the home, makes it an important market for us. Our direct-to-consumer model is designed to bring international expertise together with a more relevant, personalised experience for the modern Indian homeowner.”

This model comes at a time when demand for premium and personalised home solutions is gaining momentum in India. The country’s home décor market is projected to grow at a CAGR of 5.18% during 2026–2034, according to a report by IMARC Group. For Hillarys, this presents an opportunity to serve this evolving market by improving not just what consumers buy, but how they discover, select, and experience window-covering solutions.

Hillarys has established its base in Bengaluru and completed more than 3,000 projects in its first 24 months in the city, with a portfolio of over 2,500 fabrics. Its 60-member India team spans sales, operations, technology, product, marketing and human resources, while installations are currently offered within 15 working days from final check measurement, subject to order confirmation and advance payment.

With Bengaluru providing the foundation, Hillarys is preparing to enter other key Indian cities, with Hyderabad and Chennai next on its expansion plans. The brand also plans to work closely with architects and interior designers to develop a customised AID partnership model. These initiatives will support Hillarys’ ambition to create a more contemporary benchmark for a category where design, technology and convenience are becoming as important as the product itself.

About the Company

Hillarys India, part of the Hunter Douglas Group, brings over 50 years of European expertise in window furnishings to Indian homes. Specialising in bespoke, made-to-measure curtains and blinds, the brand combines craftsmanship, personalised design and functionality to create solutions tailored to individual lifestyles and interior preferences. Its diverse portfolio features an extensive selection of fabrics, colours, patterns and styles, alongside motorised window coverings designed to enhance aesthetics, privacy, light control and everyday convenience.

With a focus on delivering a personalized customer experience, Hillarys India offers an end-to-end service, from in-home consultations and expert design recommendations to customization and professional installation. Supported by a local design team, production facility, and trained consultants in Bengaluru, the brand helps homeowners find window furnishing solutions that complement their spaces and individual requirements. By bringing together global design expertise and an understanding of contemporary Indian homes, Hillarys aims to make window styling a seamless experience, enabling homeowners to create interiors that balance elegance, comfort, practicality, and personal expression.

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57 Chitkara University researchers earn recognition among the world’s Top 2% Scientists in the prestigious Stanford University–Elsevier report

The Stanford–Elsevier report identifies influential researchers across disciplines based on standardised citation indicators and research impact. The inclusion of 57 Chitkara University researchers in this global recognition highlights the contributions of its academic and research community to the advancement of scholarship and innovation.

Commenting on the achievement, Dr. Madhu Chitkara, President and Co-Founder, Chitkara University, said, “Research is not simply about expanding the boundaries of knowledge; it is about using that knowledge to address meaningful questions, solve real-world challenges, and contribute to society. The recognition of 57 of our researchers among the world’s top 2% scientists is a proud moment for Chitkara University. It reflects the dedication of our faculty, the strength of our academic environment, and our belief that meaningful research must create an impact beyond the university. We remain committed to nurturing a culture where curiosity is encouraged, ideas are challenged, and discoveries translate into progress for communities and the world.”

At Chitkara University, research is viewed as an integral part of academic growth and institutional development. The University continues to encourage faculty members and researchers to pursue rigorous inquiry, collaborate across disciplines and engage with emerging challenges in science, technology, healthcare, business and other fields.

The recognition also celebrates the individual commitment, intellectual curiosity and sustained efforts of the researchers whose work contributes to the global body of knowledge. Their achievements strengthen the University's research ecosystem and inspire the next generation of scholars to pursue questions that can lead to meaningful discoveries and lasting change.

Congratulating all 57 researchers on this achievement, Chitkara University reaffirmed its commitment to advancing research excellence, supporting innovation and building an academic environment where knowledge creates value for society.

About Chitkara University

Chitkara University is a UGC-recognised and NAAC-accredited private university in North India, with campuses in Punjab and Himachal Pradesh, offering career-oriented undergraduate and postgraduate programs in Engineering, Business, Healthcare, Pharmacy, Design, Architecture, Hospitality and emerging technology fields. For Class 11 and 12 students planning higher education, the University provides industry-aligned programs designed to combine academic excellence with practical exposure.

The curriculum emphasises experiential learning through internships, industry projects, research opportunities and global collaborations, supported by modern infrastructure, advanced laboratories, industry mentorship and skill-based training that strengthens student employability. Backed by 2,000+ campus recruiters and 300+ international academic and industry collaborations, students gain strong placement support, international exposure, academic exchange and collaborative research opportunities.

Consistently ranked among leading institutions by national and global frameworks such as NIRF, QS World University Rankings and Times Higher Education, the University maintains high academic rigour and industry relevance. With strong corporate partnerships and a focus on innovation, entrepreneurship and interdisciplinary learning, it prepares students for emerging career opportunities in India and abroad.

For more information, please visit: www.chitkara.edu.in

Noida (Uttar Pradesh) [India], October 19: Is journalism and mass communication a good career? Yes, but not in the way most guides describe. The field has grown far past the TV reporter image. At AAFT Noida, graduates move into newsrooms, digital media, PR and content roles, and the BJMC course at AAFT Noida (a three-year BA in Journalism and Mass Communication) opens all these lanes after 12th, not just one.

Journalism today is bigger than the evening news. It runs across TV, print, digital, radio and brand media. So the honest answer to the career question is layered. Some graduates report the news. Many others build careers around it.

AAFT Noida, the Asian Academy of Film & Television’s campus at Noida Film City in Delhi NCR, offers the three-year BA in Journalism and Mass Communication (BJMC) and the MA in Journalism and Mass Communication through its School of Mass Communication. Admissions for the 2027 batch are now open.

Is Journalism and Mass Communication a Good Career After 12th?

Yes. Digital media is now India’s largest media segment, and news, brands and agencies all need trained communicators. That makes journalism and mass communication a strong, modern choice after 12th, especially for students ready to work across digital, video, audio and brand media.

Pay in the media depends on the portfolio more than the degree. Freshers usually start on modest salaries, and those who build strong digital, video or PR work move up faster.

The latest industry data shows where the growth is:

• India’s media and entertainment sector grew 9% to ₹2.78 trillion in 2025 and is forecast to reach ₹3.3 trillion by 2028 (FICCI-EY 2026).
• Digital media crossed ₹1 trillion in 2025 and is now the largest segment, ahead of television (FICCI-EY 2026).
• Advertising grew about 13% to ₹1.5 trillion in 2025, and digital took 63% of that spend (FICCI-EY 2026).
• Brands, agencies and startups now hire journalism graduates for content, PR and social media work, well beyond newsrooms.

Where Do Journalism Graduates Work Today?

Most graduates no longer start in a single TV newsroom. They join digital news desks, video teams, PR agencies, brand content teams, podcasts and creator businesses.

The reason is where the money goes. In 2025, digital advertising rose 26% to ₹947 billion, according to the FICCI-EY 2026 report. Jobs follow that spend, so digital, video and verification skills now count as much as classic reporting.

What Jobs and Salary Can You Expect?

Pay grows with your skills and your portfolio. These roles are the common paths after a journalism and mass communication degree.

Senior editors and communication leads usually earn ₹10 LPA and above. These are industry estimates, not guaranteed outcomes.

What Tools and Specialisations Can You Master in a BJMC Course?

A BJMC course is not only about theory. You also master the tools that real media teams use every day. You then pick a specialisation that fits your strengths. This is where a journalism degree turns into a career direction.

The tools you learn to use include:

· Video and broadcast. Adobe Premiere Pro and DaVinci Resolve for video editing and news packages.

· Audio production. Multi-track recording and podcast editing tools for radio and audio.

· Design and graphics. Adobe Photoshop and Canva for visual storytelling and social creatives.

· Digital publishing. WordPress and content management systems used by real news sites.

· Social and analytics. Social scheduling, SEO basics and analytics tools that track reach.

· AI-assisted media. AI tools for research, transcription, captions and faster first drafts.

Within the course, you can also lean into a specialisation:

· Broadcast journalism. News anchoring, field reporting and live production for TV and OTT.

· Digital journalism. Reporting, writing and content strategy for news sites and brands.

· Public relations. Media relations, brand messaging and campaign communication.

· Radio and podcasting. Show production, scripting and independent audio storytelling.

· Film and media research. Documentary, media research and long-form storytelling for film and OTT.

You do not have to pick a lane on day one. The early terms build shared skills across all of them. As your interest sharpens, you focus on your projects and internship. So the course lets you test directions before you commit.

Which Journalism Degree Should You Choose — BA or MA?

AAFT Noida offers a clear route at both levels, so you can choose by your goal and your stage. The BA builds strong foundations across news, digital, PR and broadcast. The MA is for deeper reporting, media strategy and leadership roles. Students from any stream can apply.

If you are starting right after 12th, the BA is the natural entry point. If you already hold a degree, the two-year MA in Journalism and Mass Communication sharpens your edge for advanced reporting, media strategy and leadership roles. Both routes give you studio time, real projects and a portfolio.

Eligibility is a 10+2 pass with 50% marks, or 45% for reserved categories. Admission is through the AAFT Global Entrance Test (GET). PG applicants need a bachelor’s degree.

What Does a Journalism and Mass Communication Course Cover?

The course covers the full craft of media work. You learn news reporting, writing and editing first. Then you move to digital journalism, TV production and radio. You also study PR, advertising, media laws and ethics.

Camera work, lighting, video editing and documentary making are part of it. So are content creation, media research and event coverage. Each subject maps to a real career direction. So you can shape a focus as you learn.

The course also keeps pace with how media now works. You study data-led reporting, mobile journalism and social-first video. You learn to verify sources and spot misinformation, a core newsroom skill today. AI tools for transcription, captions and research are taught alongside those verification habits.

How AAFT Noida Trains You for Real Newsrooms?

AAFT Noida follows a 70:30 practical model. That means most of your time is spent doing real media work. You report, shoot, edit and present, not just read theory.

Students work through newsroom simulations and studio projects. The campus has TV studios, radio labs and editing suites. A live campus channel and OB van add real field practice. So you build a portfolio before you graduate.

Learning does not stop at the campus gate. Students cover real events, festivals and press interactions during the course. Guest sessions bring in editors, anchors and PR leaders from the industry. Internships then turn classroom skills into real newsroom experience.

Why Choose AAFT Noida for Journalism?

Location is a real advantage here. The campus sits in the Delhi-NCR belt, a major hub for news, digital and PR. So students are close to the newsrooms and agencies that hire. That access shows up in guest talks, internships and live coverage.

The teaching model is built around doing, not just watching. You work across TV, radio, print and digital in one course. You also join a large alumni network across Indian media. So you graduate with a portfolio, contacts and a clear direction.

Who Will Teach You?

The School of Mass Communication is led by working media professionals. You learn from people who have built real careers in news.

· Industry Dean. Faye D’Souza is one of India’s best-known independent journalists.

· Joint Dean. Dr. Syed Nawaz Ahmad brings over 19 years in media and academia, with newsroom and radio experience.

· HOD. Harinder Kumar leads the department with deep newsroom and teaching experience.

The wider faculty includes Geeta Chaudhary, Lubna Fatima, Mehak Zaidi and Anoop Ray. All are active in media and communication practice. So you learn current methods, not dated ones.

In Their Own Words

Akshay Marwah, CEO, AAFT Noida, said: “Students often ask if journalism is still a good career. Our answer is simple. It is, and it now offers more paths than ever. Our graduates work in newsrooms, digital teams, PR and content roles. We train them for all of it, not just one job. That is the career pathway we care about.”

Where Do AAFT Noida’s Media Graduates Get Placed?

The media hires on your body of work, not just your marks. According to AAFT, its graduates have joined news organisations including Aaj Tak, Zee News, News Nation, WION and Dainik Jagran, as well as digital desks, PR teams and audio roles. The Career Resource Cell supports students with reel reviews, mock interviews and industry referrals.

Internships often act as the first step into a full-time role. Many students convert a strong internship into a job offer. Others move into PR, brand content or the creator economy after graduating. So the paths stay open, whichever lane you choose.

More detail on the programs is on the AAFT School of Mass Communication page.

How to Apply for the 2027 Journalism Programs?

Applying is a short, four-step process. Start early, as seats for 2027 are limited.

1. Register online for the AAFT Global Entrance Test (GET).

2. Check eligibility: a 10+2 pass with 50% marks, or 45% for reserved categories.

3. Choose the BA or the MA; the MA route needs a bachelor’s degree.

4. Sit the GET, then confirm your seat early at admissions.aaft.com.

Frequently Asked Questions

Is journalism still a good career with AI?

Yes. AI speeds up transcription and first drafts, but reporting, verification and judgement remain human skills that employers hire for.

What is the difference between journalism and mass communication?

Journalism focuses on news. Mass communication also covers PR, advertising, corporate communication and content.

Can I apply from the science or commerce stream?

Yes. Students from any stream can apply.

How long are the BA and MA courses?

The BA in Journalism and Mass Communication is three years and the MA is two years.

About the School of Mass Communication at AAFT Noida

AAFT Noida’s School of Mass Communication trains reporters, anchors and communicators for a fast-changing media world. It sits within an institute that carries a 33-year legacy in India’s media and entertainment education.

The Delhi-NCR location is a real edge here. It puts students close to national newsrooms, agencies and studios. Teaching is led by working editors, anchors and media practitioners. A 37,000-strong alumni network now works across the creative industries.

The aim stays steady. AAFT Noida wants graduates who can lead across news, digital and PR.

For Admission and Media Inquiries, Contact:

AAFT Noida

FC-14/15, Sector-16A, Noida Film City, Uttar Pradesh, India

Phone: 08062911638 / 08062911639 / 09811014536

Email: help@aaft.com

Website: www.aaft.com

Sources: FICCI-EY Media and Entertainment Report 2026 (March 2026). Salary ranges are industry estimates, not promised outcomes.

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Mr. Avinash V. unveiled the trophy and Dr. Anand V, unveiled the jerseys in the presence of Dr. S. K. Rao, Dr. M. Veeraraghavan,, Dr. R. Prabhu, Dr. Harish Kumar and captains

Chief guest and cricketer Mr. Avinash Vaidya unveiled the championship trophy and Dr. Anand Venugopal, COO, MAHE, unveiled the team jerseys in the presence of Dr. Sharath K. Rao, Vice Chancellor, MAHE, Prof. (Dr.) Madhu Veeraraghavan, Pro Vice Chancellor, MAHE Bengaluru, Dr. Raghavendra Prabhu, Additional Registrar, MAHE Bengaluru Campus, Dr. Harish Kumar S., Director-Corporate Relations, corporate leaders and captains of the participating teams. 

Speaking at the launch, Mr. Avinash Vaidya said, “Cricket builds teamwork, discipline, leadership and the ability to perform under pressure, qualities that are equally important in the workplace. By bringing corporate teams together through this championship, MAHE has created a meaningful platform that goes beyond competition to strengthen professional relationships, encourage collaboration and build lasting connections through sport.”

Dr. Sharath K. Rao said, “Institutions and industries grow when they engage with each other consistently and work towards shared goals. The MAHE CCC provides a platform for the corporate community and the university to come together in a spirit of teamwork and collaboration. We hope this engagement will strengthen our existing relationships and lead to meaningful, long-term associations.”

Prof. (Dr.) Madhu Veeraraghavan said, “Corporate leaders across sectors bring different experiences, perspectives and approaches to solving real-world challenges. The CCC creates an informal setting for these perspectives to come together, allowing conversations and ideas to develop beyond conventional boardrooms. For MAHE Bengaluru, the value of this initiative lies in creating a vibrant space where the university and the corporate community can exchange ideas and discover areas of shared interest.”

The championship features teams from prominent organisations across technology, healthcare, consulting and financial services. Participating organisations include ARM, Bosch, Carelon, EY, Google, Hewlett Packard Enterprise, JPMorganChase, KPMG, LinkedIn, Manipal Hospitals, Microland, Microsoft, Novo Nordisk, Salesforce, Thomson Reuters and Unisys.

The championship will follow the T20 white-ball format, with weekend matches scheduled at the MAHE Bengaluru Campus. The teams are divided into four pools, with each team playing three league matches. The tournament will feature 27 matches, including two semi-finals and the final.

The concluding phase will be held at MIT Sports Park, MAHE Manipal. The semi-finals are scheduled for December 5, followed by the final under lights on December 6.

Team and individual performances will be recognised throughout the championship. Awards will be presented to the winner and runner-up, along with honours for Man of the Match in each fixture, Man of the Series, Best Batsman and Best Bowler.

Through the championship, MAHE aims to bring competitive sport and corporate-academic engagement together. The initiative gives corporate professionals, team representatives and the university community an opportunity to build relationships and explore common interests beyond conventional institutional settings.

About Manipal Academy of Higher Education
Manipal Academy of Higher Education (MAHE) is an Institution of Eminence Deemed to be University. MAHE offers over 400 specialisations across Health Sciences (HS), Management, Law, Humanities & Social Sciences (MLHS), and Technology & Science (T&S) streams through its constituent units at campuses in Manipal, Mangalore, Bengaluru, Jamshedpur, and Dubai. With a remarkable track record in academics, state-of-the-art infrastructure, and significant contributions to research, MAHE has earned recognition and acclaim both nationally and internationally. In 2020, the Ministry of Education, Government of India, awarded MAHE the prestigious Institution of Eminence status. Currently ranked 3rd in the National Institutional Ranking Framework (NIRF) 2025 rankings, MAHE is the preferred choice for students seeking transformative learning experience and enriching campus life, as well as for national and multinational corporations seeking top talent.

“A doctoral degree is not just a qualification. It is an opportunity to learn something new, discover new ideas and make a positive difference to society. Remember, a good researcher does not simply ask what is already known. A good researcher tries to discover what more can be done.”

Dr. Pramod Sawant, Chief Minister of Goa, was the Chief Guest at the inauguration ceremony of the doctoral programmes at WPU-GOA.

Dr. Rahul V. Karad, Managing Trustee, MAEER’s MIT, and Executive President, MAEER’s MIT, WPU-GOA and MIT World Peace University, was also present on the occasion.

With a focus on improving research, innovation and scholarship, WPU-GOA inaugurated its doctoral programmes at a ceremony attended by experts from academia, scientific research, government and industry. The other guests present on the occasion included Prof. Suresh Garimella, President, University of Arizona; Dr. Samir Kamat, Chairman, DRDO; Prof. Satish Tripathi, Chancellor, Governing Board, WPU-GOA, and President Emeritus at the University at Buffalo; and Sadanand Shet Tanavade, Member of Rajya Sabha.

Dr. Pramod Sawant, Chief Minister of Goa, said: “I would like to see our state again equally recognized for its academic institutions, research and innovations.

I urge the scholars to let Goa itself be your laboratory. Our coast, rivers and the Western Ghat biodiversity … our language, culture and our living heritage of the Konkani and Goan tradition.

WPU Goa has the opportunity to become an important part of the state higher education landscape and to contribute to the wider national efforts to expand research and innovation.”

The inauguration of the doctoral programmes reflects WPU-GOA’s vision of nurturing research scholars, encouraging interdisciplinary inquiry and creating opportunities for academic engagement. Through its doctoral programmes, the university aims to provide a platform for research, critical thinking and innovation, while encouraging scholars to explore solutions to challenges and contribute to their respective fields.

Dr. Samir Kamat, Chairman, DRDO, shared his insights on: “Problems that face the society today cannot be solved by people with expertise only in one domain. You need to solve these problems by forming teams with expertise in different domains”

Prof. Satish Tripathi, Chancellor, Governing Board, WPU-GOA, and President Emeritus at the University at Buffalo, said: “Nature does not create a problem to be solved by electrical engineers, or environmentalists, or computer scientists. The real problems are solved in a transdisciplinary fashion”

Dr. Rahul V. Karad, Managing Trustee, MAEER’s MIT, and Executive President, MAEER’s MIT, WPU-GOA and MIT World Peace University, said: “Any university, the foundation is how and what way they can identify the problems of the society. It is not just a degree-giving machine. Education systems are so important for any nation or any society to grow. We should also have competition in private institutions, but there should be collaborative competition, by learning from each other.”

The programme featured addresses by Prof. Suresh Garimella, President, University of Arizona, and Sadanand Shet Tanavade, Member of Rajya Sabha, who shared their perspectives on global higher education, research and institutional collaboration. Their participation highlighted the importance of academic and institutional partnerships in advancing research excellence and translating knowledge into meaningful outcomes.

Prof. Suresh Garimella, President, University of Arizona, said: “I feel honoured that I’ve been part of this grand, innovative and, I believe, very successful experiment that Rahul Karad has started. The World Peace University in Goa, with its transdisciplinary approach, is quite unique – it’s unique in the world”

Sadanand Shet Tanavade, Member of Rajya Sabha, said: “Goa is one of the highly literate states in India. This is a matter of pride for us. But our journey in education must not stop with literacy and degrees. We must also encourage innovation, research and the ability to find solutions to real problems.”

The event recognised excellence in scientific research through the presentation of the Dr. Mashelkar Awards to five scientist-researchers. The awards acknowledged the contributions of researchers and highlighted the importance of scientific inquiry, innovation and research with meaningful impact.

*This article is part of Hindustan Times’ promotional consumer connect initiative and is independently created by the brand. Hindustan Times assumes no editorial responsibility for the content.

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Left to Right: Prakash Upadhyay, Senior Business Manager – SAARC & Middle East; Mayank Srivastava, Director, CPS Global; and Joseph Bernard Hernandez, Assistant Director – Michigan English Test (MET).

New Delhi [India], October 16: CPS Global is expanding its international testing portfolio with the inclusion of the Michigan English Test (MET), offered by Michigan Language Assessment (MLA). The development brings another English proficiency testing option to candidates across India pursuing international education, professional registration and overseas career opportunities. It also reflects the growing importance of accessible, internationally recognised assessments for individuals navigating academic and professional pathways beyond their home country.

The association was highlighted during a visit to CPS Global by Joseph Bernard Hernandez, Assistant Director – Michigan English Test (MET), and Prakash Upadhyay, Senior Business Manager – SAARC & Middle East. Their visit marked an important engagement between the organisations, with a shared focus on expanding awareness of English proficiency testing and helping candidates understand the assessment options available for their intended goals.

Michigan Language Assessment is a collaboration between the University of Michigan and Cambridge University Press & Assessment, bringing together decades of experience in English language education and assessment. Its Michigan English Test evaluates all four core language skills—Reading, Listening, Writing and Speaking—providing a comprehensive assessment of a candidate’s English proficiency. For individuals applying to international institutions or pursuing professional opportunities overseas, demonstrating proficiency across these skills can be an important part of meeting the relevant requirements.

MET has recognition across academic and professional settings internationally. It is accepted by more than 35 U.S. state boards of nursing, subject to the requirements of the respective boards, and is approved by Australia’s Department of Home Affairs for eligible visa purposes. This makes the test an option worth exploring for candidates whose professional or immigration pathways recognise the assessment. Acceptance and score requirements can vary, however, so applicants should verify the current criteria with their intended institution, licensing authority or relevant immigration department before booking.

The assessment also offers practical features that can help candidates manage their application timelines. According to information provided by Michigan Language Assessment, results are typically available within five days. Flexible scheduling provides additional convenience for people balancing examination requirements with work or study commitments. The availability of single-section retakes, subject to applicable conditions, can also allow candidates to focus on improving a particular skill rather than repeating the entire assessment. Candidates should check the current scheduling options, retake policies and fees before registering.

CPS Global, a New Delhi-based organisation providing test administration, assessment support and examination services for candidates across India, continues to strengthen its presence in the international testing ecosystem. The inclusion of MET broadens the assessment options available through its portfolio and supports candidates seeking suitable testing pathways for academic, professional and eligible visa-related purposes. The organisation’s role extends beyond the examination itself to helping candidates navigate the practical considerations involved in selecting and accessing an appropriate assessment.

As international education and professional mobility create opportunities across countries, choosing the right English proficiency test has become an important part of the application journey. Candidates need to look beyond the familiarity of a test name and establish whether it meets the requirements of their intended destination. Understanding the examination format, confirming acceptance and allowing adequate preparation time can help them approach the process with greater clarity.

Through its association with Michigan Language Assessment, CPS Global aims to support candidates in accessing relevant testing services and making informed decisions about their English proficiency requirements. The development underscores the value of collaboration between assessment organisations and testing service providers in connecting candidates with opportunities that match their academic and professional ambitions.

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Raipur (Chhattisgarh) [India], October 16: The scope of journalism and mass communication now spans five clear career paths: news reporting, broadcast, digital content, PR and corporate communication, and documentary or independent media. The journalism and mass communication course at AAFT University Raipur, a B.A. degree, trains students for all five in campus studios.

Journalism today is far more than newspapers and news channels. It also covers digital media, content, PR and brand storytelling. So a media degree leads to a wide set of careers, and this guide maps where it can take you.

AAFT University of Media and Arts in Raipur, Chhattisgarh, offers the B.A. in Journalism and Mass Communication as a three-year degree, with an optional fourth Honours year, and the two-year M.A., through its School of Journalism and Mass Communication. The 2027 batch is now open for applications.

Is a Journalism and Mass Communication Degree a Good Career?

Yes. Roles across media, digital content and communication are multiplying across India. Trained communicators are wanted in news, brands and agencies. So a journalism and mass communication degree is a strong, modern choice.

Pay varies by path. Digital and PR roles often start higher than print, and anyone with a strong portfolio of published or broadcast work moves up faster.

What Is the Scope of Journalism and Mass Communication in India?

The scope is wide because India’s media economy is large and still expanding. Here is the market behind it, in numbers.

· A large market. India’s media and entertainment sector grew 9% to ₹2.78 trillion in 2025 (FICCI-EY 2026).

· Digital is the biggest employer. Digital media crossed ₹1 trillion in 2025 and took 63% of India’s advertising spend (FICCI-EY 2026).

· Audiences pay for digital. Digital subscriptions grew 60% to ₹163 billion in 2025 (FICCI-EY 2026).

· Employers have multiplied. Brands, agencies and startups now hire media graduates well beyond the traditional newsroom.

So the scope reaches far past reporting alone. A media graduate can move into digital journalism, PR, brand content or independent media, which suits students who are not yet sure which lane fits them.

Job security in the media comes from this range, not from a single employer. When one lane slows, trained communicators shift to another, from a newsroom to a brand team or a content studio. So a broad media degree is a hedge as much as a passion.

Demand is also spreading beyond the metros. Regional news, local digital brands and creators now need trained communicators too. So the field is opening up for students from every part of the country, including Chhattisgarh and central India, where regional-language media is growing fast.

What Jobs and Pay Can You Expect in Media?

Your pay grows with your skills and your portfolio. These are the common paths after a journalism and mass communication degree.

Senior editors and communication leads often earn ₹10 LPA and above. Figures are industry estimates, not promised outcomes.

The Careers a Journalism Degree Opens

A journalism degree does not lead to one job. It opens several lanes, and you choose the one that fits you.

· Newsroom and reporting. You report for newspapers, wires and news channels.

· Broadcast and anchoring. You anchor and produce for TV and OTT news.

· Digital and content. You create news sites, brands and social media.

· PR and corporate comms. You handle agencies and company communication teams.

· Documentary and ventures. You make documentaries or build your own media brand.

You are not tied to one lane on day one. The early years build shared media skills across all of them, and you specialise as your interest grows. So the degree keeps your options open while you find your direction.

Tools and Specialisations You Can Master

A media degree is not only theory. You also learn the tools that newsrooms and brands use, and you can lean into a focus.

· Video and broadcast. Video editing and news-package tools for broadcast and digital.

· Audio. Recording and editing tools for radio and podcasts.

· Visuals. Photo and design software for visual storytelling.

· Digital. Content, SEO and social tools that track reach.

Within the degree, you can specialise in broadcast journalism, digital and content, public relations, advertising, or documentary and media research. So two students can leave the same course on very different paths, and you can shape yours as your interest sharpens.

What Will You Learn?

The degree covers the full craft of media, step by step. You start with print, mass communication and photography, then add radio, television production and video editing. Later you take on PR, advertising and political communication.

You train in real studios, not just classrooms. The campus has an in-house TV studio, a radio station and post-production labs, where you make live news bulletins, radio shows, podcasts and digital content. So you finish the course with a portfolio already in hand.

The course also stays current with how media actually works today. You study mobile journalism, data-led reporting and social-first content, and you learn to spot misinformation. So you graduate ready for newsroom jobs and digital media roles alike.

Which Journalism Degree — BA or MA?

AAFT University runs a clear route at both levels. The B.A. runs for three years, or four with Honours, where the Honours year adds documentary production, research and media ethics. Graduates can continue with the two-year M.A. in Journalism and Mass Communication. You can apply from any stream, whatever you studied at school.

You need a 10+2 pass from a recognised board to apply. Selection is through the AAFT Global Entrance Exam (GET) and a personal interview.

What Skills Will You Build?

Beyond tools, a few core skills decide who thrives in the media.

· Writing. Clear, accurate writing under real deadlines.

· Presentation. On-camera and audio presence for broadcast and digital.

· Judgement. Research, sourcing and the habit of verifying facts.

· Craft. Storytelling that works across print, screen and social.

These are the skills recruiters look for in a portfolio. The course builds them through real newsroom and studio work. Because you practise on live bulletins and shows, you build confidence long before your first job interview.

Who Should Study This Degree?

A media degree suits a certain kind of student, so it helps to check the fit.

· You are curious. You are curious about news, people and the world around you.

· You communicate. You like writing, speaking or telling stories.

· You are expressive. You are comfortable on camera, on audio or on a page.

· You want range. You want a creative career with many possible directions.

If that sounds like you, this degree turns those instincts into a profession. The studio training then gives you the proof to get hired. And if you are still exploring, the broad first year lets you sample reporting, digital, radio and PR before you commit.

Why Choose AAFT University for Media?

A few things make this a strong place to study journalism and media.

· A recognised degree. A recognised university degree, offered on a three or four-year Honors track.

· Real infrastructure. An in-house TV studio, radio station and post-production labs.

· Broad training. Training across news, digital, PR and broadcast in one course.

· A known name. Part of the wider AAFT group and its media legacy.

Together, these turn a degree into a real start. You graduate with a portfolio, studio hours and a clear route into media. The Raipur campus also offers a full university experience at a lower cost than the big metros, which matters for many families.

Who Will Teach You?

The School of Journalism and Mass Communication is led by working media educators. You learn from people with real newsroom and teaching experience.

· Faculty. Ms. Ankisha Mishra is an Assistant Professor in the School of Journalism and Mass Communication.

· Faculty. Ms. Rashmi Priya is an Assistant Professor, supporting students across the media pipeline.

· Industry input. Working media professionals and guest experts support the teaching team.

Because your teachers know the newsroom, the feedback reflects real deadlines and standards. Guest sessions also connect students to people already working in the field.

In Their Own Words

Dr. Sandeep Marwah, President, AAFT University, said: “Media has never offered more career paths than it does today. Our students train in real studios, on real newsrooms and shows, from early on. They leave with a portfolio and skills for many media careers. Some report the news, others build digital, PR or content careers. Watching them find their place in the media world is what we are proud of.”

Where Do AAFT University’s Media Graduates Work?

This degree is designed around getting graduates hired, with support running through every year. According to AAFT University, its graduates have joined national and regional news channels, digital newsrooms and communication teams. Live projects and studio work help them reach these roles.

Applying to AAFT University in 2027

Entry is decided by the AAFT Global Entrance Exam (GET) and a personal interview. A 10+2 pass from a recognised board is the basic requirement. Places in the 2027 batch are limited, so applying early on aaft.edu.in helps.

Frequently Asked Questions

What is the scope of journalism in 2027?

Wide. Digital media is now India’s largest media segment, and brands hire communicators as well as newsrooms.

What is the salary after BJMC?

Freshers usually start at ₹3–5 LPA, rising with skill and portfolio.

Is there an Honours option?

Yes. The four-year Honours route adds documentary, research and media ethics.

Can I study journalism in Chhattisgarh?

Yes. AAFT University’s Kharora campus near Raipur offers the B.A. and M.A.

About AAFT University

AAFT University in Raipur belongs to the AAFT group, which carries a creative-education legacy of more than 30 years. It focuses on media, arts and design, offering degrees built around industry needs. It is known for tying classroom learning to the working world of news, media and communication.

The journalism degrees run through an in-house TV studio, a radio station and post-production labs. Students learn on the same tools used across the media industry. Experienced faculty teach alongside people working in the media business.

The academic model balances theory with real newsroom and studio work. A dedicated placement cell guides students from the classroom into their first roles. AAFT University stays committed to building industry-ready talent for India’s media economy.

For Admission and Media Inquiries, Contact:

AAFT University

Vill. Manth, Kharora, Raipur, Chhattisgarh 493225, India

Phone: +91-9109112078 / +91-8064057209

Website: www.aaft.edu.in

Sources: FICCI-EY Media and Entertainment Report 2026 (March 2026). Salary ranges are industry estimates, not promised outcomes.

If you object to the content of this press release, please notify us at pr.error.rectification@gmail.com. We will respond and rectify the situation within 24 hours.

Times Higher Education Asia Universities Summit 2027
 

The 2027 summit will focus on “Talent, transition and scale: Leading in an era of expansion,” with discussions on the opportunities and challenges shaping higher education, including talent development, technological transformation, internationalisation, research and innovation, demographic change and climate resilience.
 

The summit will also feature the live reveal of THE Asia University Rankings 2027 and the winners’ ceremony for THE Asia Awards 2027, bringing together leading institutions and higher-education professionals from across the region.
 

Dr H S Ballal, Pro Chancellor, MAHE, said, “Hosting the Times Higher Education Asia Universities Summit in India highlights the nation's growing role in global higher education. MAHE is proud to host this international event at our Bengaluru campus and to participate in discussions that could shape the future of universities, education, and research across Asia.”
 

Speaking about the summit, Dr Sharath K. Rao, Vice Chancellor, MAHE, said, “Hosting the Times Higher Education Asia Universities Summit 2027 at MAHE Bengaluru is an important opportunity to promote meaningful dialogue about the future of higher education in Asia. As the summit comes to India for the first time, MAHE looks forward to welcoming university leaders, academicians, policymakers and industry representatives to Bengaluru and to creating opportunities for knowledge exchange, collaboration and innovation.”
 

The summit will showcase MAHE Bengaluru's technology and innovation environment and provide international delegates with an opportunity to engage with the university’s academic and research ecosystem.
 

About Manipal Academy of Higher Education

Manipal Academy of Higher Education (MAHE) is an Institution of Eminence Deemed to be University. MAHE offers over 400 specialisations across the Health Sciences (HS), Management, Law, Humanities & Social Sciences (MLHS), and Technology & Science (T&S) streams through its constituent units at campuses in Manipal, Mangalore, Bengaluru, Jamshedpur, and Dubai. With a remarkable track record in academics, state-of-the-art infrastructure, and significant contributions to research, MAHE has earned recognition and acclaim both nationally and internationally. In 2020, the Ministry of Education, Government of India, awarded MAHE the prestigious Institution of Eminence status. Currently ranked 3^rd in the National Institutional Ranking Framework (NIRF) 2025 rankings, MAHE is the preferred choice for students seeking a transformative learning experience and enriching campus life, as well as for national and multinational corporations seeking top talent.
 

Event: THE Asia Universities Summit 2027
Dates: 20-22 April 2027
Venue: MAHE Campus, Govindapura, Yelahanka, Bengaluru
Theme: Talent, transition and scale: Leading in an era of expansion
Host: Manipal Academy of Higher Education (MAHE)
Organiser: Times Higher Education (THE)
 

For more information, please click the link: shorturl.at/oOQRi

Dr. Emir Hrnjic, Senior Lecturer in Finance, NUS Business School (fifth from left), at a media engagement with Indonesian media in Singapore

For more than a century, case-based learning has put students in the shoes of business leaders by giving information they need to analyse a problem, and then ask them how they would solve it.

Now, artificial intelligence (AI) is changing what it means to solve a case. Since January 2026, NUS Business School has been piloting an AI-enabled approach in which students are given an AI-simulated problem where they must determine what information they need, decide whom to ask, evaluate the answers they receive and make a recommendation under uncertainty.

The simulation is built on ScholAIstic, a generative AI platform developed by the NUS AI Centre for Educational Technologies (AICET) to support roleplaying and simulation-based learning.

Dr Emir Hrnjic, a Senior Lecturer in Finance at NUS Business School, has been working with AICET to adapt and refine these capabilities for management education, developing executive personas around the business case.

To date, the tool has now been used by close to 100 MBA and Executive MBA students across Singapore and Jakarta, many of whom are senior executives.

Sharpening the human instinct behind good decisions
In the pilot, students interview AI-simulated executives, including a Chief Executive Officer, Chief Financial Officer and Chief Product and Technology Officer, each offering a different perspective to the same business situation. Students must navigate these perspectives, assess the information they gather and reach their own conclusions.

After each interview, students receive personalised feedback on on their questioning, allowing them to reflect and adapt their approach in subsequent interviews.

Dr Hrnjic said: “Students must decide what they need to know, ask the right questions, challenge what they hear and exercise judgement without having the complete picture. The aim is not to replace that human instinct with AI, but to sharpen in by helping students become more discerning about what to ask and trust. That is much closer to how leaders make decisions in the real world.”

Early findings suggest that effective use of AI is not about asking more questions but about asking the right ones. Analysis of interview transcripts showed found that stronger interviews had more targeted questions, follow-ups and adaptation as new information emerged, rather than simply working through a prepared list.

The findings point to a broader role for generative AI in management education. Rather than using AI primarily to search for information or generate answers, the technology can recreate the real-world scenarios, sharpening executives’ judgement to better navigate uncertainty and competing perspectives they face in real organisations.

NUS Business School sees potential for similar AI-simulated tools to be applied to other areas of business education where students need to question stakeholders, negotiate competing interests and make decisions under uncertainty. The ambition is to move beyond the largely static information environment of the traditional case towards a dynamic one where students actively acquire information, pursue emerging lines of inquiry, challenge assumptions and exercise judgement as the problem unfolds.

The simulation is one part of NUS Business School’s broader approach to integrating AI into education. The school is exploring how AI can enhance, rather than replace, meaningful learning, thereby helping students develop the judgement, critical thinking and adaptability needed to navigate an increasingly AI-enabled workplace.

This becomes increasingly important as AI takes on a greater role in business. Companies across Asia, including Indonesia, are rapidly adopting AI across their operations, making the ability to question and assess AI-generated information an increasingly important leadership skill. For Indonesia, the economic stakes are significant. A 2020 study by Kearney and EDBI projected that AI could contribute USD 366 billion to the country’s GDP by 2030, equivalent to 12 per cent of projected GDP.

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About National University of Singapore (NUS)

The National University of Singapore (NUS) is Singapore’s flagship university, which offers a global approach to education, research and entrepreneurship, with a focus on Asian perspectives and expertise. We have 15 colleges, faculties and schools across three campuses in Singapore, with more than 40,000 students from 100 countries enriching our vibrant and diverse campus community. We have also established around 15 NUS Overseas Colleges entrepreneurial hubs around the world.

Our multidisciplinary and real-world approach to education, research and entrepreneurship enables us to work closely with industry, governments and academia to address crucial and complex issues relevant to Asia and the world. Researchers in our faculties, research centres of excellence, corporate labs and more than 30 university-level research institutes focus on themes that include energy; environmental and urban sustainability; treatment and prevention of diseases; active ageing; advanced materials; risk management and resilience of financial systems; Asian studies; and Smart Nation capabilities such as artificial intelligence, data science, operations research and cybersecurity.

For more information on NUS, please visit nus.edu.sg.

About NUS Business School

With 50,000 alumni and 60 global chapters, the National University of Singapore (NUS) Business School is known for providing management thought leadership from an Asian perspective, enabling its students and corporate partners to leverage global knowledge and Asian insights.

The school has consistently ranked first in Asia by independent publications and agencies, such as The Financial Times and Quacquarelli Symonds, in recognition of the quality of its programmes, faculty research and graduates.

The school is accredited by AACSB International (Association to Advance Collegiate Schools of Business) and EQUIS (European Quality Improvement System), endorsements that the school has met the highest standards for business education.

For more information about NUS Business School, please visit bschool.nus.edu.sg.

To discover our MBA, MSc or Executive Education courses, visit mscbiz.nus.edu.sg, mba.nus.edu.sg or executive-education.nus.edu.sg

Dr Sharath K Rao, Vice Chancellor, MAHE, sharing his insights during the MAHE Nature Conference

The conference brings together researchers, clinicians, public health experts, policymakers, and industry representatives from 20 countries to share scientific findings, examine emerging research, and strengthen collaboration on the prevention and control of infectious diseases.

The conference addresses critical global health priorities, including emerging and re-emerging pathogens, antimicrobial resistance (AMR), pandemic preparedness, disease surveillance, diagnostics, therapeutics, vaccination strategies, and the One Health approach.

Addressing the inaugural session, Dr Sharath K. Rao, Vice Chancellor, MAHE, stressed the importance of strengthening global health security in the face of emerging infectious disease threats. “Human beings have become increasingly adept at crossing borders, but pathogens have become even more adept. They do not need passports or visas, reminding us that infectious diseases are a global challenge that transcends geographical and disciplinary boundaries. The COVID-19 pandemic demonstrated that health security is inseparable from human security and underscored the need for stronger surveillance, preparedness, and equitable access to healthcare,” he emphasised.

Dr Rao further noted that addressing infectious disease challenges requires collaboration across medicine, pharmacy, engineering, data science, behavioural sciences and public health policy. He added that universities have a critical role in fostering interdisciplinary partnerships that translate research into meaningful public health outcomes.

Dr Jessica Thompson, Senior Editor at Nature Microbiology, opened the proceedings with a warm welcome to all attendees on behalf of the Nature editorial team, and outlined the scientific discussions planned for the day.

The day’s proceedings have been organised around a series of expert-led sessions on disease surveillance modelling, from outbreak forecasting to the design of surveillance systems, One Health digital platforms, the role of network structure and multimodality, data-to-decision-making, population genomics, translational intelligence, and AMR surveillance -Indian scenario.

Hosting this conference reinforces MAHE's growing role as a global hub for health sciences research and reflects its commitment to advancing infectious disease research, international scientific collaboration, and evidence-based solutions to emerging public health challenges.

About Manipal Academy of Higher Education

Manipal Academy of Higher Education (MAHE) is an Institution of Eminence Deemed to be University. MAHE offers over 400 specialisations across the Health Sciences (HS), Management, Law, Humanities & Social Sciences (MLHS), and Technology & Science (T&S) streams through its constituent units at campuses in Manipal, Mangalore, Bengaluru, Jamshedpur, and Dubai. With a remarkable track record in academics, state-of-the-art infrastructure, and significant contributions to research, MAHE has earned recognition and acclaim both nationally and internationally. In 2020, the Ministry of Education, Government of India, awarded MAHE the prestigious Institution of Eminence status. Currently ranked 3^rd in the National Institutional Ranking Framework (NIRF) 2025 rankings, MAHE is the preferred choice for students seeking a transformative learning experience and enriching campus life, as well as for national and multinational corporations seeking top talent.

Crizac launches Partner Growth Program to support counselling partners with marketing, training, and branding

Built especially for small and medium counselling businesses, PGP equips partners with ready-to-use marketing, structured counsellor training and certification, and professional branding under their own name, all through their existing Crizac login. The program is open to Crizac's network of 17,400+ registered counselling partners across 85+ countries.

Helping partners build stronger businesses

Counsellors devote their days to guiding students, managing applications, and handling the steady rhythm of follow-ups. As a result, they seldom have the bandwidth to work consistently on marketing and branding, which can mean missed opportunities to generate new leads and grow their business.

At the same time, they must stay abreast of destination policies, admissions processes, and industry shifts that rarely pause. Finding the time and resources for regular training and certification becomes a challenge of its own.

Crizac believes a platform is only as strong as the counselling partners it works with, and that its role is to contribute to their growth. PGP gives that belief practical form.

"Students trust their counsellor before they trust any university or any platform. That trust is earned one conversation at a time, and it is the most valuable thing in our industry," said Dr Vikash Agarwal, Managing Director, Crizac Limited. "Yet the counselling partners that earn it often have the least time and support to grow. A platform should grow with the partners that trust it, and PGP is our commitment to doing exactly that. When counselling partners grow stronger, students get better advice, and the whole system works better."

How PGP helps the Counselling Partners

• Stay visible without a marketing team. Through the Marketing Studio, partners get ready-to-post content designed by Crizac and branded with their own name and contact details. A small business can keep its channels active and look as professional as a much larger one, at no cost.

• Stay current without losing time. Counsellors can earn Crizac-issued counselling certifications across study destinations at substantial discounts. Each one builds a substantial understanding of a country, from application to visa to loan and beyond, so partners can guide students and families through every step with clarity.

Together, these let partners spend less time on marketing and training logistics, and more time counselling.

"Small and growing education consultancies should not have to choose between serving their students and investing in their own growth," said Nikhil Jain, Chief Product and Marketing Officer, Crizac Limited. "Through the Partner Growth Program, we are making professional marketing support, branding resources, and destination-specific training more accessible to our counselling partners. Ultimately, stronger brands and better-trained counsellors help build student confidence and give education consultancies more opportunities to grow."

"AI will not replace the counsellor. It will separate the counsellors who use it from those who do not," added Dishant Kharbanda, Chief Innovation Officer, Crizac Limited, and the author of Hacked by History: Seven secrets of Dominating the age of AI. "Students now arrive having already asked an AI where to study, what it will cost, and whether they will get a visa. A counsellor's value no longer lies in holding information. It lies in judgment, empathy, and accountability. We are building tools that handle the routine work for our partners, so they can spend more time on what only a human can do.“

Today's launch is the first chapter of PGP, not the full story. Crizac intends to keep adding new tools, training, and benefits to PGP, each shaped by what partners say they need most. Every addition will follow one simple test: if it helps a counsellor win a family's trust, serve a student better, or run a stronger business, it belongs in PGP. Partners who sign in today will get early access to new features.

Crizac partners can sign in to PGP at Link using their existing partner account. Counselling partners new to Crizac can register using the same link.

About Crizac Limited

Crizac Limited is an AI-native student mobility platform partnering with international universities and education counsellors globally, with 450+ institutions across the UK, Canada, Ireland, Australia, New Zealand, the USA, and Europe. Headquartered in Kolkata and listed on the NSE and BSE, Crizac is committed to ethical recruitment and tech-driven student success.

Disclaimer

Statements in this release about Crizac's future plans and direction, including the development of PGP and its work in technology and AI, are forward-looking, reflect current expectations, and are subject to change. They are not guarantees of any specific feature, offering, or timeline.

Loyola Institute of Business Administration (LIBA)

Elaborating on the exclusive opportunity and the gradual increase in numbers, Rev. Dr C. Joe Arun, SJ, Director of LIBA, stated, “We have consistently seen interest from students whose parents are working in the Gulf, and this year the level of enquiries around the CIWG category has been particularly encouraging. For eligible candidates, the category provides an opportunity to explore LIBA’s PGDM programme while availing themselves of the applicable domestic fee structure, subject to the prescribed eligibility and admission criteria.”

LIBA, a Jesuit business school in Chennai, combines industry-oriented management education with its philosophy of “Excellence with Ethics”. Its experiential approach to learning has also attracted students from Indian families based overseas, including the Gulf region. Students admitted under the CIWG category account for approximately 15% of each PGDM batch.

“Over the last few years, we have seen growing interest from students from Gulf-based Indian families. Many of these students have already completed or are pursuing their undergraduate education in India, making a PGDM a natural next step as they prepare for careers in a competitive global business environment,” added Rev. Dr. C. Joe Arun, SJ.

While candidates under the CIWG category are required to meet the prescribed eligibility and admission criteria, including applicable entrance-test requirements, the category provides eligible children of Gulf-based Indians with a distinct pathway to apply to LIBA’s PGDM programme. Final selection remains subject to the institution’s admission process and verification of the required documents.

Admissions for LIBA’s 2027–29 PGDM programme are now open. Eligible students interested in exploring the CIWG category can contact LIBA’s admissions team for information on eligibility, documentation and the application process. Further details are available at LIBA’s official website.

About LIBA

A Jesuit business school, LIBA (Loyola Institute of Business Administration) is known for its industry-oriented approach to management education, combining academic rigour with experiential learning. Its Post Graduate Diploma in Management (PGDM) programme is designed to equip aspiring business leaders with the knowledge, skills and ethical perspective needed to navigate a dynamic global business environment. Guided by its philosophy of “Excellence with Ethics”, LIBA continues to nurture responsible leaders who can create meaningful impact across industries.

Applications invited for four-year B.Des programmes in Fashion Design, Communication Design, Interior Design and Luxury Product Design, and a three-year B.Sc programme in Jewellery Design

Noida (Uttar Pradesh) [India], October 14: For students who dream of designing the next fashion collection, creating compelling visual identities, transforming interior spaces or crafting luxury products, the journey towards a creative career can begin at IMS Design & Innovation Academy (IMS DIA). The Noida-based institute has opened admissions for its undergraduate design programmes, inviting aspiring designers to transform their creative interests into professional skills through industry-led education, practical experience and expert mentorship.

IMS DIA is inviting applications for its four-year Bachelor of Design (B.Des) programmes in Fashion Design, Communication Design, Interior Design and Luxury Product Design, alongside its three-year Bachelor of Science (B.Sc) programme in Jewellery Design. Each programme offers students the opportunity to pursue their individual interests while building a foundation in design thinking, craftsmanship and contemporary creative practices.

For students passionate about fashion and personal expression, the B.Des in Fashion Design provides an opportunity to explore contemporary fashion, craftsmanship and the creative process behind developing distinctive designs. Those drawn to branding, visual communication and digital creativity can opt for the B.Des in Communication Design, which focuses on visual storytelling, typography, branding and digital design. The B.Des in Interior Design is suited to students interested in reimagining spaces through design thinking, craftsmanship and contemporary interior practices.

Students aspiring to enter the premium and luxury design segment can explore the B.Des in Luxury Product Design, which combines creativity, craftsmanship and innovation to develop an understanding of luxury product creation. For those fascinated by jewellery, gemstones and intricate craftsmanship, the three-year B.Sc in Jewellery Design offers an opportunity to study jewellery design, digital craftsmanship, gemstones and luxury merchandising.

What distinguishes the learning experience at IMS DIA is its emphasis on applying creative knowledge beyond the classroom. Through live industry projects, internships and mentorship from experienced professionals, students are encouraged to experiment with ideas, explore different design approaches and gain practical exposure to their chosen disciplines. The institute also places importance on portfolio development, enabling students to create a body of work that reflects their individual creativity, technical abilities and design perspectives.

Mr. Chirag Gupta, Vice President, IMS Design & Innovation Academy (IMS DIA), said, “Every student who chooses design brings a unique perspective, and we believe that individuality should be encouraged from the very beginning. Whether someone dreams of becoming a fashion designer, creating memorable brand identities, designing beautiful spaces or working with luxury products and jewellery, the right education can help turn that ambition into a meaningful career. At IMS DIA, we want students to do more than earn a degree. We want them to explore their ideas, experiment without hesitation, learn directly from industry professionals and graduate with the confidence to make their mark in the creative world. We invite young aspiring designers to take that first step towards building a future around what they truly love doing.”

With over 20 years of excellence, IMS DIA offers a learning environment built around creative exploration, collaboration and industry immersion. Its approach combines practical learning with opportunities for mentorship and portfolio development, allowing students to strengthen their abilities while discovering potential professional pathways. The institute also offers merit-based scholarships to recognise exceptional creative talent, providing an additional opportunity for deserving applicants.

For students considering a future in the creative industries, these undergraduate programmes provide an opportunity to begin building the knowledge, experience and creative portfolio required to pursue their ambitions. Whether their interests lie in fashion, branding, interiors, luxury products or jewellery, IMS DIA encourages applicants to choose a discipline that reflects their passion and take the first step towards developing it into a career.

IMS DIA is now accepting applications for its four-year B.Des programmes in Fashion Design, Communication Design, Interior Design and Luxury Product Design, and its three-year B.Sc programme in Jewellery Design. Interested candidates can apply online at https://apply.imsdia.in/

About IMS Design & Innovation Academy (IMS DIA)

IMS Design & Innovation Academy (IMS DIA) is a design-focused institution committed to developing creative professionals through experiential learning, industry exposure and innovation-led education. With over 20 years of excellence, the institute offers undergraduate programmes across fashion, communication, interior, luxury product and jewellery design. Through live projects, expert mentorship, internships and portfolio-driven education, IMS DIA aims to nurture creativity, craftsmanship and practical design capabilities among aspiring professionals. The institute also offers merit-based scholarships to recognise creative talent. For more information, please visit https://www.imsdia.in/.

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Women cadets being train at Chimes Aviation Academy’s Neemuch Airbase

Gurugram (Haryana) [India], October 14: India’s commercial aviation sector has emerged as an important example of women’s growing participation in professional flying. According to IATA data, women account for approximately 15 per cent of India’s active commercial pilots, compared with roughly five to six per cent globally. The figure places India among the countries with a relatively high proportion of female commercial pilots and reflects a broader change in how women are approaching careers in aviation.

That change is also becoming visible earlier in the pipeline, at the flying training stage. More women are choosing to pursue commercial pilot training, encouraged by greater visibility of women already working in aviation, clearer career pathways and changing perceptions around who can build a career in the cockpit.

At Chimes Aviation Academy (CAA), this shift is particularly visible. Almost one in three cadets currently enrolled at the academy is a woman. The figure reflects more than an increase in applications. It points to a growing willingness among women and their families to consider professional pilot training as a viable long-term career choice.

Why more women are choosing aviation

For a long time, becoming a commercial pilot seemed like an unconventional career choice for women. The profession involved significant training costs, relocation away from home and an uncertain path from flight training to an airline cockpit.

Several of those considerations are changing.

The growing presence of women in commercial aviation has made the profession more visible to younger students considering their career options. Female pilots working as First Officers and Captains provide tangible examples of what a career in aviation can look like. As these role models become more visible in airports nationwide, professional flying becomes easier to picture as a career rather than an exception.

Family perceptions are also evolving. For many students, choosing pilot training is a decision made with significant involvement from parents. The availability of structured training programmes, established airline pathways and professional training environments can give families greater confidence in supporting that choice.

The growth of women in aviation is therefore not being driven by a single factor. It is the result of greater visibility, changing expectations and an ecosystem that is gradually becoming more supportive of women entering the profession.

The training environment matters

Choosing aviation is the first step. The environment in which a cadet completes their training can have an equally important role in shaping the experience.

Pilot training often requires students to spend several months away from their home cities. For families, particularly those sending their daughters to an airfield in a remote part of the country, questions around accommodation, safety, daily routines, and access to support naturally become part of the decision.

This is where a structured, on-campus training environment can make a difference.

At Chimes Aviation Academy’s Dhana and Neemuch airfields in Madhya Pradesh, cadets have access to on-campus accommodation, in-house dining and structured daily schedules. The presence of female instructors and other women within the cadet community also gives female students access to peers and mentors who understand the experience of pursuing a career in aviation.

For families considering an investment of ₹60–75 lakh in pilot training, these factors can provide an added sense of security and confidence throughout the training journey.

The objective is not simply to create a training environment that accommodates women. It is to create one in which female cadets can participate fully in the same professional training ecosystem, build confidence and focus on developing the skills required for an airline career.

Visibility creates its own momentum

Representation within the cadet community can also influence how students experience the profession.

When a female student enters an environment where there are other women pursuing the same qualification, aviation becomes a shared experience rather than an individual choice. Female cadets can learn alongside one another, support each other through the demands of training and see peers progressing through the same pathway.

The presence of female instructors adds another layer of visibility. Students are able to see women not only as cadets learning to fly, but also as professionals contributing to the training environment.

Over time, this visibility can help broaden perceptions of who belongs in the cockpit.

From training to the airline cockpit

For aspiring pilots and their families, the training journey is ultimately connected to a much larger question: what happens after flight training?

A clearer pathway towards an airline career can make the decision to pursue pilot training easier to evaluate. This is particularly relevant for families making a substantial financial investment in a daughter’s professional education.

Chimes Aviation Academy’s association with structured airline pathways, including the CAA IndiGo Cadet Pilot Program, provides cadets with a defined route towards the airline selection and training process. The academy’s alumni community of more than 1,000 pilots also includes women who have progressed from cadet pilots to being captains with major Indian and international carriers.

These career journeys help make the profession more tangible for the next generation of female cadets. A student considering aviation today can see women who have already completed the same journey and progressed into airline operations.

What CAA’s one-in-three figure represents

The fact that almost 33 per cent of CAA’s current cadet intake are women is significant because it reflects the point at which interest in aviation becomes participation.

India already has a relatively high proportion of female commercial pilots compared with the global industry. The next part of that story is ensuring that women who choose aviation have training environments that support them through the demanding process of becoming professional pilots.

CAA’s experience shows what that can look like in practice: structured training, on-campus accommodation, access to female instructors and peers, and defined pathways towards airline careers.

The growing participation of women in aviation is ultimately larger than any one flying training organisation. But when more women are choosing the profession, the training ecosystem has a responsibility to ensure that the environment around them supports that ambition.

At Chimes Aviation Academy, almost one in three cadets is already a woman. As that number continues to grow, it offers a glimpse of what the next generation of India’s aviation workforce could look like.

Chimes Aviation Academy is a DGCA-approved Flying Training Organisation operating from Dhana and Neemuch Airfields in Madhya Pradesh, with a Ground Training School in Gurugram, Haryana. Website: www.caaindia.com

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From an online library to an annual Himalayan gathering, the Rishikesh school’s published direction centres on three ideas

New Delhi [India], October 14: Modern yoga faces three questions: how to teach the whole of a tradition when most classes teach only the physical part; how to keep a lineage intact while sharing it online and across borders; and how to build an international community without forgetting where the practice comes from. Sattva Yoga Academy https://sattvayogaacademy.com/, founded by Anand Mehrotra (https://anandmehrotra.in/) in Rishikesh, does not claim to settle them. Its published material does show where it stands.

Integration Over Specialisation

The Sattva Yoga system, which Mehrotra brought together in 2012, combines pranayama, Tantric kriyas, Kundalini practice, vinyasa flows, Chi movements and Sattva Meditation into one path. The Academy describes this as “an integrated approach” and as more than a practice: “a profound journey of personal evolution”. In a field where styles and hour counts multiply, integration is the school’s stated differentiator, as Republic World’s look at its teacher-training curriculum explains.

Lineage as Living Transmission

In February 2026, the Academy’s podcast ran a two-part series on the vision behind the school. The second part, according to its episode description, explores the meaning of lineage and the living transmission of yogic wisdom. The emphasis on oral tradition runs through Mehrotra’s storytelling episodes, which draw on what the notes call India’s living oral tradition. His Academy biography describes his mission as “protecting the integrity” of ancient techniques.

The tension is real: protecting a technique while teaching it widely. The Academy’s answer is structured teacher training and a faculty that teaches in person.

Access without Dilution

Sattva Connect carries online courses and recorded and live sessions, and the Himalayan Wisdom podcast offers dozens of episodes recorded from satsangs and wisdom talks in Rishikesh. Online delivery widens who can meet the teaching, though it is better read as an introduction than a substitute for in-person training. The two formats serve different moments in a student’s relationship with the tradition: curiosity first, commitment later.

A Community That Meets in the Mountains

Each year the Academy hosts the Sattva Summit, which Mehrotra’s Academy biography calls a unique annual gathering that explores the nature of consciousness. Its director calls it a boutique conscious gathering held at Sattva in the Himalayas. The 2026 edition is scheduled for November 5-11.

The faculty is international. The same director, who moved to Rishikesh from the United States in 2015, teaches Sattva practices to students from around the world. Mehrotra himself has taught in Australia, Europe and the United States, as his festival presenter profile notes. A school that trains teachers from many countries is, in effect, exporting a tradition, and the way graduates represent it becomes part of its future.

The Academy’s own biography of Mehrotra says his teaching has inspired a large number of students to become teachers in a growing number of countries, and that he has taught across the United States, Australia, Europe and New Zealand. Those are the school’s claims rather than independently measured figures, but they describe the shape of the community it is trying to build: a network of teachers who learn in Rishikesh and carry the practice home.

Responsibility in a Global Practice

That responsibility is not hypothetical. In a recorded conversation with psychologist Dr Lauren Tober, sponsored by Yoga Australia, Mehrotra was asked about cultural appropriation and about non-Indian teachers sharing yogic practices, and his answer is part of the published episode. Taking the question on the record, rather than avoiding it, matters for a school whose students come from many cultures.

For students deciding whether this model suits them, the practical test is simple: sample the free material first, read the curriculum closely, and check the school’s reputation independently before committing to a residential course.

What to Watch

Judging the Academy’s direction will rest on evidence rather than vision statements: what graduates teach, how the community grows, and what each Summit adds to the conversation. For now, the published material offers a clear position — integration, lineage and community — on questions every serious yoga school will have to answer.

Frequently Asked Questions

What is the Sattva Summit?
The Sattva Summit is an annual gathering hosted at Sattva in the Himalayas near Rishikesh. Anand Mehrotra’s Academy biography describes it as exploring the nature of consciousness.

What is Sattva Connect?
Sattva Connect is the online platform founded by Anand Mehrotra, offering recorded and live yoga and philosophy teachings and courses.

What does Sattva Yoga Academy teach?
Sattva Yoga Academy teaches the integrated Sattva Yoga system within the Himalayan Yog-Vedantic tradition, combining pranayama, kriyas, Kundalini practice, vinyasa flows and meditation with philosophical study, through teacher training and retreats in Rishikesh.

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In Picture: Conference participants, and staff from TBS and UCL
 

The conference welcomed heads of schools and educational leaders from international, CBSE and ICSE schools to examine the cultural dynamics that shape how teachers, students and communities experience school life. The programme combined interactive activities and hands-on experiences with research-based insights, alongside dedicated opportunities for self-reflection.
 

A key theme emerging from the conference was the role of school leaders in shaping environments where teachers can thrive and do their best for students. The programme encouraged participants to engage with complex challenges facing school leaders, exchange perspectives with peers and connect research-based insights with the realities of their own school communities.
 

“Over the past few days, we’ve grappled with challenging issues facing leaders in schools globally and here in India. Our participants have brought such passion and purpose to the conference and there’s been a huge amount of shared learning. A key takeaway from the conference has been that there are no easy answers but that leaders play a decisive role in creating the culture and conditions in which teachers are able to thrive and do their best for students,” said Greg Ross, Director, Global Development of Educational Leadership, UCL Centre for Educational Leadership.

Vanita Uppal OBE, Director, The British School New Delhi said, “The three-day Leadership Development Conference, led by experts from the UCL Centre for Educational Leadership in partnership with The British School New Delhi, brought together educational leaders from across the country. The deliberations focused on the opportunities and challenges faced by leaders in developing brave and resilient organisational cultures where educators thrive and human flourishing is the key objective. Inspirational and thought-provoking, the discussions will hopefully cascade through learning communities across the country.”
 

In Picture: Gregory Ross, Programme Director, Global Development of Educational Leadership, UCL Institute of Education, taking a session during the conference
 

The conference brought together The British School New Delhi’s experience as one of the top international schools in India with the expertise of the UCL Centre for Educational Leadership. The project was supported by UCL Global Engagement, which is following its development closely.
 

The conference provided participants with fresh perspectives on leadership and the complexities of introducing change within different school contexts. Through research-informed sessions and discussions with fellow educational leaders, delegates had the opportunity to challenge existing assumptions, explore context-specific approaches to change and reflect on how they could apply their learning to their own leadership journeys.
 

The Leadership Development Conference reflects a shared commitment to supporting educational leaders as they navigate the cultural and organisational factors that influence school communities and shape the experiences of teachers and students.
 

About University College London (UCL)
UCL is a global top 10 university, set up in London 200 years ago to offer education for all. Today, we gather 60,000 staff and students, from over 150 countries, to create a unique city within a city – a research and innovation powerhouse that leads the world in subjects spanning the arts, sciences, technology and the humanities. We’ve nurtured 33 Nobel Prize winners, because here, brave ideas have the scale and the support they need to succeed. We are University College London. And here, it can happen. The UCL Institute of Education (IOE) is the world’s leading school of education and social science. In the 2026 QS subject rankings, the IOE was placed first in the world for education for the 13th consecutive year. 

For more information, please visit ucl.ac.uk.
 

About The British School New Delhi
The British School New Delhi is an inclusive, not-for-profit international school located in the heart of the diplomatic area of New Delhi. Founded in 1963 by the then British High Commissioner and his wife, the award-winning school offers high-quality education to British, expatriate and local families by drawing on the best facets of a rich and culturally diverse community. 

For more information, please visit www.british-school.org.

Ekya Vana Early Years, Haralur, Bengaluru - a nature-inspired space where children learn through exploration, play and connection with nature

Haralur is the programme’s third Bengaluru campus, following its centres in RMV Sanjay Nagar and Manyata Tech Park. The campus extends Ekya Vana Early Years’ nature-based approach to early childhood education in south-east Bengaluru.

The campus landscape includes mango, guava, chikoo, banana, coconut and pomegranate trees, alongside a butterfly garden where children can observe and engage with the natural environment.. Spaces such as the mud kitchen, nature workshop, eco lab and indoor atelier support hands-on exploration, creative expression and learning through experience.

As part of its planned eco-initiatives, the campus will also introduce a biopond. Once developed, it will give children opportunities to observe fish and explore how aquatic life interacts with plants and other elements of an ecosystem, helping them understand how different living things depend on one another.

At the heart of the programme is Earth Sense, an approach rooted in the belief that children are part of the natural world. Through its People & Planet and Earth Care pathways, Ekya Vana Early Years encourages children to explore their relationship with nature. The programme aims to make sustainability tangible through observation, inquiry and hands-on experiences, helping children understand how living systems are connected and why care for the environment matters.

“At Ekya Vana Early Years, we want children to grow up seeing nature not as something outside their lives, but as part of the world they belong to. In the early years, even simple experiences of observing a butterfly, exploring soil or noticing how plants grow can shape the way children relate to their surroundings. That connection is where we believe a lasting sense of care for the natural world begins,” said Dr. Tristha Ramamurthy, Founder, Ekya Schools.

Parents are invited to participate in sessions around food, nutrition and nature, creating opportunities to engage with the ideas that shape the programme.

The Haralur campus was unveiled at an event on September 19, attended by parents, prospective families and early childhood educators. The launch was also attended by Dr. K.C. Ramamurthy, IPS (Retd.), Chairman of the CMR Group of Institutions and CMR University, and former Member of Parliament (Rajya Sabha), and Dr. Sabitha Ramamurthy, President of CMR Jnanadhara Trust and Chancellor of CMR University.

Admissions are open for children aged 18 months to 6 years. The campus is located at  10th, 13/57, Shubh Enclave, main, Haralur Main Rd, off Sarjapur Main Road, Haralur, Kasavanahalli, Bengaluru, Karnataka. 

About Ekya Vana Early Years

Ekya Vana Early Years is the nature-based preschool and daycare programme from Ekya Schools, part of the CMR Group of Institutions. Founded in 2025, it offers early learning for children aged 18 months to 6 years across three Bengaluru campuses: RMV Sanjay Nagar, Manyata Tech Park and Haralur.

Its Earth Sense approach encourages children to develop a connection with the natural world through curiosity, exploration and hands-on learning. Through its People & Planet and Earth Care pathways, the programme introduces children to ideas of interdependence, care and environmental responsibility from their earliest years.

Distinguished experts at WECON 2026, hosted by Chitkara University, to advance conversations on engineering, artificial intelligence, and emerging technologies

Held on the theme “AI Technologies for Societal and Industrial Transformation,” the conference explored how emerging AI technologies can address real-world challenges and create meaningful impact across industry, society, research, education and emerging technology ecosystems.

WECON 2026 was supported by the DST-sponsored Technology Enabling Centre at Chitkara University (CU-TEC), reinforcing the conference's focus on translating emerging technologies and research into meaningful applications for industry and society.

The two-day conference featured around 15 expert talks by distinguished speakers from leading academic institutions, national research laboratories and industry. Experts and professors from institutions including IITs, NITs, CSIR-CSIO and the Indian Institute of Tropical Meteorology, along with professionals from leading technology companies, shared perspectives on the latest developments, opportunities and challenges in Artificial Intelligence. Discussions placed particular emphasis on real-world applications and the transformative potential of AI.

The conference witnessed participation from across India and abroad, bringing together academicians, researchers, industry professionals, technology experts and innovators. International participation from the United Kingdom, Australia and Germany added diverse global perspectives to the discussions. HTWG Konstanz – University of Applied Sciences, Germany, served as the international partner, strengthening opportunities for global academic collaboration, knowledge exchange and future joint engagement.

The discussions moved beyond technological advancement to examine the responsible, sustainable and human-centric adoption of AI. Participants explored emerging trends and opportunities across sectors, while identifying potential avenues for collaboration between industry and academia, researchers and technology leaders, and institutions in India and abroad.

Reflecting on the evolution of WECON, Dr. Madhu Chitkara, President and Co-Founder, Chitkara University, said, “For me, WECON’s evolution represents something very important — an institution must never stand still. It must continuously respond to new technologies, new opportunities and, most importantly, the changing needs of society and industry. The journey of WECON reflects that spirit.”

Over the years, WECON has evolved beyond the conventional academia-driven conference format into a curated platform for dialogue and collaboration among academia, industry, researchers, technology leaders and innovators. WECON 2026 further strengthened this approach by creating opportunities for participants to exchange knowledge, identify emerging trends and explore potential collaborations in AI and related technologies.

WECON 2026 reinforced Chitkara University’s commitment to strengthening industry–academia engagement, advancing research and innovation, and building global partnerships in emerging technologies. The conference also reflected the University's broader efforts to create internationally connected platforms that facilitate knowledge exchange and encourage technology-led transformation.

The two-day conference concluded with a renewed emphasis on collaboration, responsible innovation and translating AI research and expertise into meaningful solutions for industry and society.

About Chitkara University

Chitkara University is a UGC-recognised and NAAC-accredited private university in North India, with campuses in Punjab and Himachal Pradesh, offering career-oriented undergraduate and postgraduate programs in Engineering, Business, Healthcare, Pharmacy, Design, Architecture, Hospitality and emerging technology fields. For Class 11 and 12 students planning higher education, the University provides industry-aligned programs designed to combine academic excellence with practical exposure.

The curriculum emphasises experiential learning through internships, industry projects, research opportunities and global collaborations, supported by modern infrastructure, advanced laboratories, industry mentorship and skill-based training that strengthens student employability. Backed by 2,000+ campus recruiters and 300+ international academic and industry collaborations, students gain strong placement support, international exposure, academic exchange and collaborative research opportunities.

Consistently ranked among leading institutions by national and global frameworks such as NIRF, QS World University Rankings and Times Higher Education, the University maintains high academic rigour and industry relevance. With strong corporate partnerships and a focus on innovation, entrepreneurship and interdisciplinary learning, it prepares students for emerging career opportunities in India and abroad.

For more information, please visit: www.chitkara.edu.in.

Prof. S Sreenivasa Murthy, Director, IPE (Centre), Prof. Rama Krishna Yelamanchiili (left) and Prof. M Meher Karuna (right) on the occasion of Poster and Information brochure launch

Prof. (Dr.) S Sreenivasa Murthy, Director, IPE, released the poster and brochure alongside Prof. (Dr.) Y Rama Krishna, Dean, Admissions and Branding, and Prof. (Dr.) M Meher Karuna, Dean, Academics. The Director also unveiled the revamped admissions webpage and released promotional reels made by PGDM students.

Six PGDM programmes, each with its own strength

Established in 1964 and working under the aegis of the Indian Council of Social Science Research (ICSSR), Ministry of Education, Government of India, IPE offers six different two-year full-time PGDM programmes. These are approved by AICTE, accredited by NBA and SAQS, and accorded MBA equivalence by the Association of Indian Universities (AIU). IPE is also a member of AACSB.

The PGDM (General) programme, offered since 1995, builds strong skills across all core areas of management in the first year and adds specialised skills through dual electives in the second year. PGDM (Marketing Management), offered since 2007, combines sales, digital marketing, brand management and consumer psychology with live projects that turn consumer insight into marketing strategy. PGDM (Banking and Financial Services), offered since 2008, gives students 50+ finance-related credits and hands-on work with financial databases such as Bloomberg and ProwessIQ. PGDM (International Business), offered since 2009, takes students on international study tours and port and industry visits to destinations such as Europe, Dubai and Malaysia for first-hand exposure to global markets. PGDM (Human Resource Management), offered since 2012, prepares students for people-management roles through mentoring, live HR projects and extended industry engagements. PGDM (Business Analytics), the institute’s newest programme, offered since 2024, trains students as business analysts by imparting hands-on training in SQL, Python, R, Power BI and Tableau, along with predictive analytics, machine learning and artificial intelligence.

IPE also offers the Fellow Programme in Management (FPM), a doctoral-level programme for first-class Master’s graduates. Selection is through qualification in NET / CAT, a research proposal and interview, and selected candidates receive an IPE fellowship.

Admission process and scholarships

Applicants need to possess a bachelor’s degree from a UGC recognised institution with at least 50 per cent marks (45 per cent for SC, ST and PC candidates). Valid scores in CAT, XAT, MAT, CMAT, ATMA, GMAT or TGICET are accepted. Shortlisted candidates go through a psychometric test, a short essay, a group discussion and a personal interview.

Students can register and appear for upcoming management entrance tests that dates include CAT on November 29, 2026; MAT on December 20 and 27, 2026; XAT on January 3, 2027; and CMAT on February 7, 2027. IPE offers merit scholarships of up to Rs. 6 lakhs and sports and arts scholarships of up to Rs. 4 Lakhs. A special scholarship is available for students from the Northeastern states, Jammu and Kashmir, and Ladakh.

Management education builds careers and leaders

Prof. S Sreenivasa Murthy, Director, IPE, said, “Management education must combine academic rigour with professional relevance. In a fast-changing economy, a good programme gives young people the judgement, skills and confidence to lead organisations and build careers that keep growing. He suggested prospective students to look at the legacy of IPE, its commitment to quality education and infrastructure and then decide to join the IPE.”

Talent should not be turned away for lack of means

Prof. (Dr.) Y Rama Krishna, Dean, Admissions and Branding, said, “We want merit students to join IPE regardless of their financial background. Our program fee is Rs. 9 lakhs for two years and all eligible and merit students will get scholarship ranging from Rs. 60,000 to Rs. 2 Lakhs. Our merit scholarships of up to Rs. 2 Lakhs and sports and cultural scholarships of up to Rs. 4 Lakhs recognise achievement inside and outside the classroom, and our special scholarship supports students from the Northeast, Jammu and Kashmir, and Ladakh. In addition, for limited merit students IPE offers complete tuition fee waiver worth Rs. 6 lakhs.”

Placement preparation begins in the first year

Prof. (Dr.) M Meher Karuna, Dean, Academics, said: “Our placement results come from steady preparation over two years. Group discussions, interviews, resume building and communication training are part of the curriculum from the first year. Live projects, guest sessions and internships enable students meet industry well before they join it. More than 100 companies visit our campus every year, and recruiters tell us our graduates arrive ready to perform from day one on the job.”

Placements and campus

Each year more than 100 companies visit IPE for campus recruitment. IPE’s recent packages range from Rs. 5 lakh per annum at the lowest to a median of about Rs. 8 lakh and a highest of Rs. 23.5 lakh. Prominent Recruiters include Deloitte, PwC, TCS, Wipro, Oracle, Federal Bank, Kotak Mahindra Bank, Wells Fargo, S&P Global, FactSet, DE Shaw, Colgate Palmolive, Heritage Foods, Amul, Dr. Reddy’s, Birla Opus, Tata Power, Naukri, Apple etc,

The 22-acre green campus at Shamirpet has digitally equipped classrooms with lecture-capture technology and a library of nearly one lakh books with access to premium research databases. Students can earn SAP and Bloomberg certifications at no additional cost. About 1,100 students study on campus, which has air-conditioned hostels, an indoor stadium, a FIFA-standard football ground and a yoga and wellness centre.

How to apply

Applications are open at admissions.ipeindia.org. Additional information is available at www.ipeindia.org. Call the toll-free number 1800-120-4473.

Neeraj Tulsyan, Founder Hubble Money

The partnership brings together TimBuckDo’s student community and Hubble’s digital ecosystem, with both companies looking to create more meaningful experiences and opportunities for students.

Commenting on the partnership, Mythri Kumar, Co-Founder & CEO, TimBuckDo, said, “Creating earning and gig opportunities is one part of the experience we want to build for students. As a student-first company, we also believe in understanding and addressing the everyday needs and wants of this community. Through our partnership with Hubble, we can now bring relevant student discounts and offers to our users, giving them more value beyond the opportunities they find on TimBuckDo. For us, being student-first means not just helping students earn, but also helping them make the most of what they earn.”

Commenting on the partnership, Mayank, Founder, Hubble said, "Students are India's next generation of earners and spenders. Partnering with TimBuckDo lets us bring 500+ brands to over 700,000 students at the exact moment they earn. That is what rewards infrastructure is built for."

Mayank Bishnoi, Founder, Hubble Money

Hubble provides digital infrastructure for businesses across customer engagement, incentives and rewards-led programmes.

TimBuckDo is a Bangalore-based consumer tech company building the Pink Collar Economy through its network of verified, educated college students, or “Doers,” who address everyday household and business needs across India. Backed by Rukam Capital, Turbostart, Arjun Vaidya and Anupam Bansal, TimBuckDo has partnered with organisations including Decathlon, ONDC and Aditya Birla.

The partnership brings together TimBuckDo’s growing Doer community and Hubble’s ecosystem, while laying the foundation for future initiatives that can create additional value for students.

About TimBuckDo

TimBuckDo is Bangalore-based consumer tech building the Pink Collar Economy, an organised, on-demand layer of verified, educated college students ("Doers") solving everyday household and business convenience needs across India.

Every modern household has everyday needs like pet care, errands, child support, elder support, personal styling and shopping assistance, home management support, and quick business help, that call for educated, on-demand, flexible manpower beyond the traditional house-help or blue-collar labour category. TimBuckDo is that place.

The brand promise: "There's a Doer for that." Whatever the task, there's a verified, educated Doer ready to take it on, making everyday convenience simple, dependable, and just a tap away.

Backed by Rukam Capital, Turbostart, angel investors Arjun Vaidya and Anupam Bansal, and partnered with organisations including Decathlon, ONDC and Aditya Birla.

Website: www.timbuckdo.com

About Hubble

Hubble is a rewards and loyalty infrastructure platform based in India. Through its plug-and-play SDK and API, Hubble enables digital platforms to embed rewards stores and gift card programmes, with access to a catalogue of 500+ brands across 20+ categories, including food, fashion, travel, and entertainment.

Integrations can go live in under a week, and over 1,200 companies use Hubble to run rewards, incentives, and engagement programmes.

Website: www.myhubble.money

Instagram: @hubblemoney

New Delhi [India], October 12: The habits children build in their early years often stay with them for life. Yet lessons around nutrition, physical activity and sleep do not always have to be taught in a classroom. What if these essential life skills could be learned through play, storytelling and experiences that children genuinely enjoy?

Bringing this idea to life, Abbott and Sesame Workshop India recently hosted an immersive learning experience in Mumbai, where nearly 150 children from underserved communities participated in a day of interactive activities designed to make healthy living both fun and memorable. The children are part of Abbott India’s STEM Learning & Healthy Living Program, implemented in collaboration with Smile Foundation.

Hosted at the Nita Mukesh Ambani Cultural Centre, the event was more than just a day of entertainment. It was a celebration of learning, curiosity and the small, everyday choices that can shape lifelong well-being.

At the heart of the experience was an engaging Muppet Show featuring beloved Sesame Street characters Elmo, Grover and Cookie Monster. Through music, storytelling and audience participation, the characters encouraged children to embrace simple yet powerful habits such as eating nutritious meals, staying active, getting adequate sleep and spending meaningful time with family.

The energy was infectious as children took part in role-play activities, games and storytelling sessions that brought healthy living concepts to life. Rather than presenting health as a set of rules, the experience focused on helping children understand how small, consistent choices can help them feel stronger, happier and more confident.

The event is part of the Healthy Habits Program, launched this year by Sesame Workshop India with support from Abbott, to help families adopt healthy behaviors early in life that support lifelong well-being and contribute to the prevention of chronic diseases. Built on the belief that healthy habits do not have to be complicated, the program encourages simple actions around nutrition, physical activity, sleep and family connection that can make a meaningful difference over time.

As part of the initiative, free educational resources and engaging content are available on Sesame Workshop India’s digital platforms, helping parents and caregivers continue these healthy habit conversations at home. By combining evidence-based educational approaches with the appeal of trusted Sesame Street characters, the program makes preventive health learning both accessible and enjoyable.

Speaking about the initiative, Dr Jayanti Prakash, Director, Education, Content and Curriculum, Sesame Workshop India, said, “Children learn best through joyful experiences and meaningful interactions. Through beloved characters, we are helping children and caregivers understand that healthy eating, active play and good sleep can become part of everyday life in simple, achievable ways.”

Dr Rohita Shetty, Medical Affairs Head, Abbott India, added, “Building healthy habits early is one of the most effective ways to support lifelong health. Through this partnership, we hope to inspire children and families to make small, positive choices around nutrition, movement and sleep that can have a lasting impact on their future well-being.”

As Elmo, Grover and Cookie Monster demonstrated throughout the day, healthy living does not have to feel like work. Sometimes, it begins with a story, a game, a laugh and a single healthy choice. For children, those moments can become the foundation for a healthier, happier future.

Parents and caregivers can access free Healthy Habits resources, activities and learning tools at: https://sesameworkshopindia.org/resources/healthy-habits/

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By Amit Deshmukh | Notion Press

New Delhi [India], October 12: Education has increasingly become a global opportunity, but for many students, the biggest barrier is not ambition—it is awareness, information and the ability to navigate the scholarship process. Shakti Sharma’s Unlocking Scholarships addresses this gap with a practical and accessible guide for students who aspire to pursue quality education without allowing financial limitations to hold them back from achieving their educational goals.

The book takes the reader through the scholarship journey in a structured manner—from understanding the right mindset and identifying suitable opportunities to preparing applications that communicate one’s academic interests, experiences, and aspirations effectively. Its central message is particularly relevant: a scholarship should not be viewed merely as financial assistance, but as an opportunity for personal growth, international exposure and future impact.

One of the strengths of the book is its practical orientation. Rather than treating scholarships as mysterious opportunities available only to a select group of exceptional students, the book encourages readers to actively search for programmes that match their individual backgrounds and goals. This makes the subject more approachable for students who may not know where to begin.

The author’s own international academic experience adds an important dimension to the subject. Shakti Sharma pursued higher education across Germany, France and Italy in European Integration and Global Studies and is a certified Policy Officer in European and International Organisations. Her experience provides a meaningful backdrop to a book concerned with international educational opportunities.

Another valuable aspect is the emphasis on application writing. Finding a scholarship is only the beginning; presenting one’s story, motivation, academic interests and future aspirations effectively is equally important. The book therefore moves beyond simply identifying scholarship opportunities and focuses on how applicants can approach the application process comprehensively.

The book also has relevance beyond conventional academic profiles. Scholarship opportunities can serve students with different interests, backgrounds and career aspirations. This broader perspective is important because international education is no longer limited to a single definition of academic excellence.

At approximately 105 – 115 pages, the book is relatively concise, which works in its favour. It can function as a quick reference guide for students, parents, educators and professionals who want an accessible introduction to the scholarship landscape rather than a highly technical academic treatment.

Overall Impression

Unlocking Scholarships is essentially a roadmap from aspiration to application. Its greatest contribution lies in turning an often-confusing process into a series of manageable steps: understand your goals, identify appropriate scholarships, prepare thoughtfully, and present your application with clarity.

For students considering higher education in India or abroad, the book can serve as a useful starting point. For teachers, counsellors and educational institutions, it can also be a helpful resource to encourage students to explore opportunities beyond conventional funding routes.

Most importantly, the book promotes an idea that deserves wider attention: scholarships are not simply about receiving financial support; they can open pathways to knowledge, international exposure, professional networks and social impact.

Unlocking Scholarships is therefore a timely and practical handbook for anyone who believes that the right information, preparation and persistence can turn an educational ambition into a realistic opportunity.

If you object to the content of this press release, please notify us at pr.error.rectification@gmail.com. We will respond and rectify the situation within 24 hours.

MediaTek collaborates with ThinkStartup to launch ‘Future Minds’ CSR initiative

Powered by ThinkStartup and the Management & Entrepreneurship and Professional Skills Council (MEPSC), the initiative is designed for students in Classes 8 to 12. It will be rolled out across government and foundation-supported communities including Eklavya Model Residential Schools, Jawahar Navodaya Vidyalayas and PM Shri Schools. 

The comprehensive program provides school students with a structured curriculum covering ideation, business fundamentals and finance. Alongside the core coursework, participants will benefit from live masterclasses hosted by IIT alumni founders, a guided TS Idea Lab, and monthly pitch days to refine their concepts. The initiative will culminate in May 2027 with a national showcase of student-led entrepreneurial ventures, coinciding with MediaTek's 30th anniversary globally. 

"MediaTek's business is built on enabling ideas to become technology that reaches a billion devices," said Anku Jain, Managing Director, MediaTek India. "Future Minds extends that same belief to 6,000 young minds from underprivileged and government schools across 30 states, giving them the tools to turn their own ideas into ventures. Nurturing young builders is what MediaTek has always stood for, and initiatives like this naturally support India’s journey toward a Viksit Bharat."

Mr. Sanjeeva Shivesh, Co-founder, ThinkStartup, added, "At ThinkStartup, we have always believed entrepreneurship is an essential life skill. MediaTek wanted an intervention that could be rolled out at a national scale, reaching youth from underprivileged backgrounds, and our eSchool platform fit perfectly with that vision. Over the next year, we will provide teenagers in Class 8 to 12 the chance to learn, build and pitch real ideas with real mentorship. We are grateful to MediaTek for backing this program, and we are hoping our youngsters will inspire the world with a slew of innovative solutions that take India forward." 

As the initiative begins its phased rollout across the country, it marks a significant step in democratizing entrepreneurship education. The MediaTek Future Minds program reinforces the company's broader commitment to digital inclusion and youth empowerment in India. 

The regional ‘Campus to Career’ Challenge brought together 133 students from Kerala, Chennai, Bengaluru, Hyderabad, Pune and Gujarat, who applied project leadership skills to real-world challenges, including waste segregation and sustainability awareness. Five top-performing students presented their solutions at the Project Management South Asia Conference (PMSAC26) in Bengaluru, presenting their work to project professionals and leaders from India and around the world. Additionally, four students gained global exposure at the PMI  Global Leadership Institute Meeting (LIM) in Seoul, taking their experiences beyond the classroom and into the global project management community.

Students at PMI, Leadership Institute Meeting 2026 in Seoul, South Korea

The initiative gave students a hands-on experience in solving problems rooted in their local communities. Students tackled sustainability and waste management challenges, identifying problems, mapping stakeholders, assessing risks and constraints, developing implementation plans and considering how outcomes could be measured. Students from Presidency University, Bengaluru, explored reducing groundwater dependency through integrated water resource management; L.D. College of Engineering, Ahmedabad, developed a structured waste segregation initiative; while SMEF’s Brick School of Architecture, Pune, focused on building sustainable habits among school children.

Amit Goyal, Managing Director, South Asia, PMI, said, “The transition from campus to the workplace requires students to move beyond theoretical knowledge and develop the confidence to navigate ambiguity, collaborate with stakeholders and deliver outcomes. Through the Campus-to-Career Challenge, we are creating opportunities for students to experience these realities early in their journey. By combining practical problem solving with mentoring, leadership development and exposure to the project management community, we aim to help young talent build capabilities that will remain relevant across industries and geographies. Our focus is to strengthen the connection between academia and the professional world while preparing the next generation of project leaders.”

Reflecting on the experience, Abhin. A, a student leader from the PMI-DUK Student Club at Kerala University of Digital Sciences, Innovation and Technology, said: “The Asia Pacific-South Asia Leadership Institute Meeting 2026 was a transformative experience that broadened my understanding of leadership, student engagement and community building. Representing PMI Kerala Chapter and PMI-DUK Student Club on an international platform gave me the opportunity to learn from diverse perspectives and connect with PMI leaders and student members across the region. The experience strengthened my confidence and inspired me to create more mentoring, leadership and collaboration opportunities within our student community.”

The challenge demonstrated how project leadership can help translate local needs into practical solutions, with students navigating collaboration, stakeholder expectations, changing assumptions and execution constraints. Participation from Kerala, Chennai, Bengaluru, Hyderabad, Pune and Gujarat also brought diverse regional perspectives to the programme. Through global professional platforms such as the PMI Leadership Institute Meeting in Seoul and PMSAC26, students can take their experiences addressing real-world challenges beyond the classroom, gaining exposure to diverse perspectives and a broader understanding of how project leadership can be applied across different contexts.

With over 25 student clubs and 1,800+ student members  across South Asia, PMI offers students an opportunity to learn, lead, and enhance project management skills for their careers. Students can join as PMI Student Members and become part of an existing Student Club, while universities interested in starting a new club can apply through the PMI Student Club program on projectmanagement.com.

PMI hosted the 18th annual PMSAC26 on 3 October in Bengaluru, bringing together more than 800 project leaders and representatives from over 180 organisations under the theme “MORE, Together: Future-Ready in the Age of AI.

About Project Management Institute (PMI)

PMI is the leading authority in project success. Since 1969, PMI has shone a light on the people and advanced practices behind successful projects. Supported by a global community of millions of project professionals and by thousands of corporations, government agencies and academic institutions, PMI provides the knowledge, resources and certifications to lead projects and transformations effectively and responsibly. Join PMI in elevating our world – one project at a time. Connect with us at www.pmi.org, linkedin.com/company/projectmanagementinstitute, on Instagram @pmi_org, and on TikTok @PMInstitute.

PMI Trademarks

Project Management Institute and PMI are trademarks and/or registered marks of Project Management Institute, Inc., in the U.S., in India, and/or in other countries.

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*PMI South Asia market includes India, Sri Lanka, Nepal, Bangladesh, Bhutan, Maldives and Afghanistan primarily.

Founding members and industry leaders at the launch of the Global Skills Mobility Association of India (GSMAI) in New Delhi on 12 October 2026

Established as a not-for-profit Section 8 company limited by guarantee, GSMAI aims to build trust and coordination across the systems connecting Indian talent with global employment opportunities.

Recruitment, skilling, language training and employer engagement have long operated in separate lanes. GSMAI brings together 17 organisations across these areas: Ambe International, Magic Billion, VFS Global, Learnet Skills, Dynamic Staffing Services, 2COMS, Quess Corp, BorderPlus, Virohan, TeamLease Services, TERN Group, Adecco, Randstad India, UDS, CENTA, LeverageEdu and AnywhereJobs. The association seeks to strengthen coordination across the global skills mobility value chain, building trusted pathways from training to international employment.

The launch comes as working-age populations in Japan, Germany and Italy shrink and demand for international talent grows. India is well placed to respond: for every person aged 50 or above, India has approximately 1.4 people under 18, about five times Japan's ratio and roughly four times Germany's. Realising this demographic advantage requires ethical recruitment, language readiness, recognised qualifications, worker protection and stronger international partnerships.

Shri Vikram Misri, IFS, Foreign Secretary, Ministry of External Affairs, Government of India, delivered the inaugural keynote and unveiled the GSMAI logo and website alongside the founding board.

Addressing the future of India's global skills mobility, Shri Vikram Misri said, “India’s skill mobility must not be treated as a one-way exit. We want our people to go abroad, experience, earn well, build networks and acquire technologies and return, or contribute to India from afar.”

The programme also featured a keynote by Shri Shashank Mani, Hon'ble Member of Parliament, Lok Sabha, and Chairperson of the Standing Committee on Labour, Textiles and Skill Development, Parliament of India, who highlighted "There is almost a need for 65 to 70 million people globally, and India has a surplus of professionals of the 40 million variety. This mismatch has to be answered by institutions which are bringing them together."underscoring the opportunity to connect India's talent and skilling capabilities with evolving global workforce needs.

Ajay Khanna, Founding Chair, GSMAI, emphasised collective industry action to translate global demand into trusted pathways for international employment. He said, "We can treat global skills mobility as a series of transactions, or approach it as a national responsibility. We can remain suppliers, or become partners. GSMAI gives us the opportunity to choose credibility over convenience and institution-building over improvisation."

Mayank Kumar, CEO border plus ​"I think most states are coming to terms that it's not a volume game, it's a quality game.”

Neeti Sharma, CEO Teamlease "Skill is the currency that we need. The most important thing is ethical circular mobility and for you to have ethical circular mobility with the skills and with the kind of demand that is there in the world, it has to be digitally credentialised."

GSMAI's opportunity extends beyond connecting workers with overseas jobs. It lies in strengthening the systems linking workers seeking rewarding careers, employers seeking the right skills and countries addressing workforce needs. Better coordination across recruitment, training, qualification recognition and international partnerships can make mobility more transparent, responsible and mutually beneficial.

The launch also featured a diplomatic and industry dialogue on trusted talent corridors. Embassy representatives from Germany, Italy, Denmark and Switzerland joined industry leaders to discuss workforce demand, employer expectations, qualification recognition, language training, ethical recruitment and pathways connecting local skilling with overseas employment.

The state-level dimension was reflected in partnerships with the Governments of Maharashtra and Odisha, represented by Smt. Manisha Verma, IAS, Additional Chief Secretary, SEEID, Government of Maharashtra, and Shri Bhupendra Singh Poonia, IAS, Commissioner-cum-Secretary, Government of Odisha, respectively. These collaborations aim to connect state-level talent and skilling initiatives with international employment opportunities.

Going forward, GSMAI will focus on ethical recruitment, market intelligence, amplifying the industry's collective voice and connecting recruiters, employers, training providers, governments and international partners. These priorities aim to strengthen trust and align skills development with international workforce requirements.

GSMAI's long-term ambition is to position India not merely as a source of global talent, but as a trusted partner in meeting the world's evolving workforce needs—creating opportunity for Indian workers, confidence for global employers and lasting value for countries on both sides of the mobility corridor.

Drawing a parallel with India's IT story, Arnab Bhattacharya, CEO, GATI Foundation, said, "In 1988, India's IT industry gave itself a name and a voice. It grew into a $315 billion industry employing 5.95 million people. Global skills mobility is at that same moment today. India has the young workforce and the world has the demand. What has been missing is an industry that can speak with one voice."

The launch marks the beginning of a collective effort to make global skills mobility more trusted, transparent and accessible, turning India's talent advantage into a lasting global opportunity.

About GSMAI

The Global Skills Mobility Association of India (GSMAI) is a not-for-profit Section 8 company limited by guarantee established to strengthen India's global skills mobility ecosystem. It brings together organisations across recruitment, skilling, language training and workforce mobility to bridge the gaps between talent, skills and global workforce demand through industry collaboration and trusted international partnerships.

Sunny Varkey, Founder of Family First and the Varkey Foundation
 

That strong emphasis on family bonding extends across generations. Seventy-six per cent of children say they would like to spend more time with their grandparents – the highest percentage globally – while 85% of parents say they spend time with their own parents at least once a week, and 65% say they do so every day, both the highest percentages of all countries surveyed. Yet despite this strong commitment to family life, only 22% of Indian children say they are satisfied with the amount of quality family time they have – the lowest percentage of all countries surveyed.

The findings come from the world’s first global intergenerational study of family bonding, surveying children, parents, Gen Z, and grandparents. It features the world’s first Family Bonding Index, which assigns countries a score based on the strength of family connections.

Family First is a global movement launched by the Varkey Foundation to strengthen intergenerational bonds between children, parents and grandparents, with the aim of building stronger communities across generations.

Launched by Sunny Varkey, founder of GEMS Education, the movement reflects a longstanding commitment to fostering strong family values and encouraging greater support between children and parents, contributing to healthier and longer lives. It is rooted in the belief that education goes far beyond academic achievement – it shapes values and develops not only students, but future parents, future leaders, and stronger societies.

Sunny Varkey, Founder of Family First and the Varkey Foundation, said, “This landmark report clearly show that family bonds are under strain. Economic pressures, conflict, geographical distance and technological change all make it harder for families to spend meaningful time together. Across many societies, this is contributing to weaker intergenerational relationships, greater loneliness among older people and less time shared between children, parents and grandparents. Yet the family remains the most fundamental building block of every community, making it more important than ever to understand, protect and strengthen these relationships.”

Family remains central across generations

Family life remains deeply embedded in everyday life for many Indian households.

Eighty-one per cent of parents say that during a typical family meal, “everyone is talking together” – the second highest percentage of all countries surveyed after France (84%).

Seventy-nine per cent of grandparents say they often spend meaningful time with their families – the third highest percentage globally after Argentina (83%) and Brazil (80%).

Forty-one per cent of grandparents say their family typically spends 11 hours or more a week enjoying quality time together – the highest percentage of all countries surveyed.

Grandparents also remain closely integrated into family life. Seventy-six per cent live with their family – the second highest percentage globally after Malaysia (78%) – while 65% say they see their grandchildren in person every day, the second highest percentage after Malaysia (68%).

Seventy per cent say spending more time with their grandchildren would make a big difference to their happiness – the highest percentage of all countries surveyed.

Busy schedules and competing demands are putting pressure on family time

Despite that strong emphasis on family connection, competing demands appear to be putting pressure on time together.

Twenty-nine per cent of children say their parents are too busy to spend time with them – the highest percentage of all countries surveyed.

Forty-three per cent say homework or studying is what most often prevents them from spending more time bonding as a family – the joint second highest percentage globally after Kenya.

Twenty-three per cent say school, activities or expectations take time away from family life “a lot” or “all the time” – the second highest percentage of all countries surveyed after the UAE (27%).

Parents and grandparents also identify children’s schedules as a major challenge. Forty-four per cent of parents and 54% of grandparents say children’s schedules are what most often prevent them from spending more time bonding as a family – the highest percentages of all countries surveyed on both measures.

Even so, 60% of children say their family often makes time for each other despite busy schedules – the second highest percentage globally after Nigeria (81%).

Screens are a growing source of concern

Digital devices have emerged as a major source of concern across generations.

Seventy per cent of parents say screen time and digital devices have harmed their family’s opportunity to bond – the second highest percentage of all countries surveyed after Brazil (74%).

Among grandparents, 60% say the same – the fourth highest percentage globally after Brazil (71%), Malaysia (71%) and the UAE (66%).

Forty-five per cent of children say screen time is what most often prevents them from spending more time bonding as a family – the third highest percentage of all countries surveyed after Sweden (51%) and Malaysia (50%).

Forty-seven per cent say screens have done more harm than good to their family life – the third highest percentage globally after the UAE (52%) and Sweden (49%).

Seventy-four per cent of grandparents believe children today are being raised more by screens than family – the third highest percentage of all countries surveyed.

Children feel supported, but pressure remains high

Children report strong emotional awareness from parents, even alongside time pressures.
 

Fifty-nine per cent say their parent or parents always notice when they are upset or struggling – the joint highest percentage of all countries surveyed alongside Nigeria.

Parents also appear highly engaged in children’s education. Twenty-nine per cent say they help their children with homework for more than seven hours a week – the second highest percentage globally after Nigeria (30%).

Wider systems are seen as supportive

Compared with many other countries, Indian families are relatively positive about how wider systems support family life. Eighty per cent of parents say societal systems such as work, school and technology support family life – the second highest percentage of all countries surveyed after Nigeria (81%). Among grandparents, that rises to 82% – the highest percentage globally.

Thirty-eight per cent of parents and 37% of grandparents say government policies on stronger guidance or limits on children’s screen use and online safety would help their families spend more quality time together – the highest percentages of all countries surveyed.

 The Family First Global Survey 2026: www.varkeyfoundation.org/family-first.

Walkathon, an initiative that promotes mental health literacy by encouraging early recognition of mental health concerns

This walkathon is part of MAHE Bengaluru’s broader initiative to advance mental health literacy and well-being across the campus and community, and to foster supportive spaces where people can speak openly and seek help.

Held under the theme “Walk for Health: Steps Towards Better Mental Health,” the 5K walk brought together students, faculty, staff, healthcare professionals, local authority representatives, volunteers and community members. It highlighted the importance of early recognition, timely support and open conversations around mental well-being.

The need for stronger mental health support systems is increasingly evident in Bengaluru. A 2026 study involving students across higher education institutions highlighted the importance of institutional support, while counselling data identified anxiety, family conflict and academic stress among key concerns. The findings reinforce the need for a connected ecosystem that enables early recognition and appropriate care.

S. R. Vishwanath, MLA, Yelahanka Constituency, flagged off the walkathon in the presence of Dr Raghavendra Prabhu P., Additional Registrar, MAHE Bengaluru, Dr Jothy S. Niraja, Chairwoman Maarga Mind Care, Mr Mahadev, Executive Engineer, Lake Division, BNCC, Yelahanka and Mr Chandu C N, President, Yelahanka United Environmental Association.

The walkathon also highlighted the connection between regular physical activity and mental well-being, encouraging participants to make movement part of everyday life to manage stress and support overall health. The organisers reiterated that seeking professional support is a sign of strength.

Addressing the gathering, MLA S.R. Vishwanath said, “Mental health must receive the same attention as physical health. Initiatives such as the MAHE Bengaluru Walkathon bring people together, encourage healthy habits and create much-needed awareness about mental well-being. Open conversations and strong community support are essential to building a healthier society.”

Dr Raghavendra Prabhu, Additional Registrar, MAHE Bengaluru, said, “At MAHE Bengaluru, we view mental health and well-being as an essential part of a meaningful student and campus experience. This initiative reflects our effort to build greater understanding, empathy and access to support through sustained engagement with students, healthcare partners and the wider community.”

Dr Jothi Neeraja, Founder, Chairwoman and Managing Director, Maarga Mind Care, said, “Bengaluru has built a strong ecosystem around healthcare, education and innovation, and mental health needs to be an equally important part of that progress. Our vision is to build a city where mental health concerns are recognised early, people feel confident seeking help, and quality care is accessible when it is needed. We need to move from responding only when distress becomes a crisis to recognising concerns earlier and making the right care easier to access. Mental healthcare cannot remain confined to hospitals or specific awareness days. It needs to become part of how individuals, families, educational institutions and workplaces think about overall health. Maarga is committed to strengthening this continuum in Bengaluru, from early recognition through treatment, recovery and beyond.”

Participants began the day with a warm-up session before completing the walk around the Allalasandra Lake loop. The event was organised by MAHE Bengaluru in association with Maarga Mind Care, its mental health and well-being partner, with support from the Volunteer Services Organisation, National Service Scheme, National Cadet Corps and Manipal Hospitals.

About Manipal Academy of Higher Education
Manipal Academy of Higher Education (MAHE) is an Institution of Eminence Deemed to be University. MAHE offers over 400 specialisations across Health Sciences (HS), Management, Law, Humanities & Social Sciences (MLHS), and Technology & Science (T&S) streams through its constituent units at campuses in Manipal, Mangalore, Bengaluru, Jamshedpur, and Dubai. With a remarkable track record in academics, state-of-the-art infrastructure, and significant contributions to research, MAHE has earned recognition and acclaim both nationally and internationally. In 2020, the Ministry of Education, Government of India, awarded MAHE the prestigious Institution of Eminence status. Currently ranked 3rd in the National Institutional Ranking Framework (NIRF) 2025 rankings, MAHE is the preferred choice for students seeking transformative learning experience and enriching campus life, as well as for national and multinational corporations seeking top talent.

Resonance Junior Colleges secured a record 4,377 meritorious seats in IIT, JEE, NEET, and premier national-level and state-level engineering and medical institutions

Hyderabad (Telangana) [India], October 10: Resonance Junior Colleges, an educational institution of excellence, secured a record 4,377 meritorious seats in IIT, JEE, NEET, and premier national-level and state-level engineering and medical institutions. The institution runs integrated courses that align intermediate academics with IIT-JEE and NEET preparation, and, with its current success, Resonance Junior Colleges celebrate this milestone at every Resonance Campus.

Unfolding the Celebrations: 2026 Report Card Timeline

1.    At every Resonance Junior College campus, a massive 50-foot-long banner was unveiled from the top of the building, highlighting the 2026 Report Card.

2.    Students (Resonites), faculty members, and the management team enthusiastically participated in the celebrations.

3.    Soon after, participants moved on to cake-cutting ceremonies and lit crackers, adding joy and creating a thrilling atmosphere.

4.    At almost every campus, Principals addressed their resonites: First, they congratulated the 4,377 meritorious achievers and motivated the current batches to follow in their seniors’ footsteps.

5.    Principals reminded resonites to stay focused and disciplined, maintain consistent academic preparation, and improve their readiness for competitive exams. 

6.    During the event, senior faculty and mentors stressed the importance of continuous practice, systematic learning, and a strong desire and determination to succeed in their chosen path.

Resonance Junior Colleges: A comprehensive 2026 Report Card

The institute released the startling news of an outstanding achievement in its 2026 Results Report Card. The success details include the number of merit seats secured in various national and state-level competitive exams and through counselling.

•   185 students secured IIT selections.
•   523 selections in NITs, IIITs, BITS and other top research institutions.
•   1,049 merit seats in the Top 10 EAPCET colleges.
•  1,446 merit seats in the Top 30 EAPCET colleges.
•  1,029 merit seats in leading National, State and Deemed Universities.
• 145 merit seats in top medical colleges.
• 1,468 students ranked among the State Top 10 in Telangana Intermediate examinations.

Celebrations Highlight Resonance Junior College Objectives

• Over the years, Resonance Junior College experts have designed and developed proven academic systems that bring various activities together for success.
• The proven academic system integrates well-structured classroom teaching with well-researched study material.
• The faculty conducts regular assessments, performance analysis, personalised mentoring, and continuous academic guidance.
• The celebrations reflect the institution’s commitment to cover resonites in large numbers rather than a few select individuals meant for focused guidance.
• The faculty members delivered a firm message to stay committed to collective accomplishments and reaffirmed to the next generation of student batches to exhibit high academic excellence.

Concluding the Celebrations with Dynamic Message to Resonites

The celebrations concluded with a dynamic message: “Different Exams. Different Dreams. One Proven Academic System,” reinforcing its philosophy, “Think Results, Think Resonance.”

About Resonance Junior Colleges – Telangana & Andhra Pradesh

Under the able leadership and guidance of Narra Purnachandra Rao, IIM ( Alumnus), the first Resonance Junior College was established in Hyderabad in 2018. Under Mr Purnachandra Rao’s guidance, the institution grew to 34 campuses in Hyderabad and one in Kurnool, Andhra Pradesh. Another major expansion phase is underway across Telangana & Rayalaseema districts.

13,125+ resonites from Resonance Junior Colleges in Telangana and Andhra Pradesh have secured seats in top institutions, including IITs, NITs, IIITs, AIIMS, and other leading universities. With its growing success in Intermediate education, Resonance colleges have expanded into Schools, E-Learning, Foundation Centres, and Global Studies, becoming a comprehensive educational ecosystem with 60+ campuses across Telangana & Andhra Pradesh.  

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The Keystone Venture Lab will connect Idea Loom projects with mentorship, market understanding and venture development

Hyderabad (Telangana) [India], October 10: Keystone School and AIC ISB have entered into a collaboration to help high school students develop promising ideas into solutions that can be tested and implemented in the real world.

The Memorandum of Understanding was formally exchanged at ISB Hyderabad by Srilakshmi Reddy, Founder and Director, Keystone Education Group, and Isha Handa, Chief Executive Officer, AIC ISB.

The partnership connects Keystone’s Idea Loom learning model with AIC ISB’s experience in entrepreneurship, mentorship and venture development.

The first programme under the partnership is the Keystone Venture Lab, which will support selected students pursuing Cambridge International AS & A Level and the International Baccalaureate Diploma Programme (IBDP). Building on their Idea Loom passion projects, students will receive guidance from mentors and industry practitioners to understand users and markets, test their assumptions, refine their ideas and explore how promising projects can be taken forward beyond school.

The programme will give students the time and support to investigate meaningful problems, develop appropriate solutions and build practical plans for taking their work forward.

“As one of the most innovative schools in the country, Keystone believes that students’ ideas, developed through our Idea-Loom learning framework by working with communities to solve real problems, should go beyond prototypes. Our collaboration with AIC ISB will help students test and refine these ideas and take them towards real implementation,” said Srilakshmi Reddy, Founder & Director, Keystone Education Group.

Idea Loom has evolved through more than a decade of work at Keystone. Students begin with problems they observe in communities and everyday life. They speak to the people affected, conduct research, build early versions and improve their work based on feedback.

More than 2,000 students have participated in Idea Loom over the past decade, working on over 200 community-rooted projects in areas such as agriculture, accessibility, food systems, health, mobility and local livelihoods. The programme has also resulted in hundreds of student prototypes.

“Students often have strong ideas, but they need the right questions, experienced mentors and sustained guidance to develop them further. Through the Keystone Venture Lab, we hope to help students understand users and markets, test their solutions and make informed decisions about what to build next. The larger purpose is to help them become thoughtful and responsible problem solvers,” said Isha Handa, Chief Executive Officer, AIC ISB.

The Venture Lab will become part of the wider support system that Keystone has built around Idea Loom.

Students begin by choosing a problem that matters to them. They then research the issue, speak to users and define what they want to create. As the work progresses, they build a prototype or conduct an investigation, collect feedback and make improvements. Projects that are ready for the next stage can receive further support through mentorship, internships and Keystone’s advanced innovation programmes.

Keystone also helps high school students gain professional exposure through internships, field immersions, conversations with experts and interactions with industry. These experiences introduce students to workplace discipline, technical feasibility and the responsibility of developing something for real users.

The Keystone Venture Lab will add venture development to this journey. Students will be introduced to customer discovery, market research, value propositions, business models, solution testing and communication. They will also learn how to plan the next stage of their projects.

The partnership is intended to help students make better decisions about their ideas. Some projects may move towards a pilot or wider implementation. Others may change direction after user or market research. In both cases, students will learn to use evidence, accept feedback and improve their work.

For Keystone, the collaboration advances a simple educational goal: students should have opportunities to take meaningful work beyond the classroom and understand what it takes to create something that people can use.

For more information, visit: https://www.keystoneeducation.in/

Chancellor felicitating the Chief Guest

The ceremony was presided over by Vice Admiral Atul Anand, PVSM, AVSM, VSM (Retd.), Former Additional Secretary, Department of Military Affairs, Ministry of Defence, Government of India, who served as the Chief Guest. Addressing the graduating class, he shared golden words of wisdom that the students would carry with them into the next chapter of their lives.

“Your compass is competence. Your anchor is character. Your sail is courage. And your course is guided by dharma. Somaiya Vidyavihar University has given you more than a professional education; it has given you the opportunity to encounter different disciplines. Carry that breadth with you. Do not become merely employable. Become useful. Do not become merely successful. Become significant. And do not ask only, ‘What can I get from India?’ Ask also, ‘What can I give to India?,” said Vice Admiral Atul Anand, PVSM, AVSM, VSM (Retd.).

Students at Somaiya Vidyavihar University have had opportunities to explore interests beyond their primary fields. Through initiatives like 120+ Basket Courses, more than 4,000 students have participated in credit-bearing courses spanning sports, literature, languages, nature, aesthetic arts, Indian knowledge systems and spiritual traditions. An engineering student can study Indian philosophy, while a commerce student can take swimming or yoga as part of the academic programme. Through the REACH Fellowship, students have also spent months in rural Maharashtra and Gujarat understanding local communities and developing community-led solutions around issues including water stewardship and sustainable development.

For others, learning has meant taking an idea from the classroom into the real world. Orion Racing India has developed more than 20 race cars and participated in over 30 national and international competitions, with successive student teams building on the work of those before them. The University’s 10+ research centres provide opportunities to work across areas including computational chemistry, biology, materials science, artificial intelligence and environmental research. Through riidl and BioRiidl, more than 380 entrepreneurs have been supported, with INR 198 crore in total investments facilitated. Beyond the classroom, students also pursue sports, with training across 22 sports. More than 10,000 students pursue sports, with over 3,500 representing the institution at district, state, national and international levels. This includes participation in events such as the FISU World University Squash Championship, where Somaiya students represented India at the international university level.

Together, these experiences reflect the University's guiding philosophy, ज्ञानादेव तु कैवल्यम् — Knowledge Alone Liberates, and its approach to education, one that encourages students to think, explore and apply knowledge beyond the classroom.

The question of what students carry with them beyond their degrees was also central to the address by Samir Somaiya, Chancellor, Somaiya Vidyavihar University. Speaking to the graduating class, he shared a traditional Sanskrit blessing that he felt captured some of the qualities he wished for them as they begin the next chapter of their lives.

“बुद्धिर्बलं यशोधैर्यं निर्भयत्वमरोगताम् । अजाड्यं वाक्पटुत्वं च हनुमत्स्मराणाद्भवेत् ॥ .” Explaining the blessing, he said, “May the Almighty give you wisdom; strength; patience; fearlessness; good health; alertness and clarity of thought; and eloquence in speech.”

He then spoke about the kind of education the University seeks to provide through three ideas: “We've always wanted to build what we call Pesha, Soch, aur Charitra, a fantastic skillset in your chosen field, a wide world of thinking, and strong character,” he said.

Prof. Ajay Kapoor, Vice-Chancellor, Somaiya Vidyavihar University, encouraged the graduating class to connect their abilities with a larger purpose. “Find something you are passionate about, something that is also your natural skill. Bring them together and solve society's problems. Do something that society, humanity, people need today and tomorrow. The fundamentals are very simple: if you do something that people want, people will hold you in high esteem. They will need you. They will pay for what you are providing. That gives you a living and a very, very fulfilling life,” he said.

The thought extends the idea of education beyond choosing a profession. The years at university can help students recognise what they are good at, what gives them energy and where those abilities can have practical value.

He also placed this advice in the context of a rapidly changing world, where technology is altering how knowledge is accessed and used. “Artificial intelligence will give you all the knowledge, much faster, much better organised, on anything you desire. But it is the wisdom, the Gyan, that you have to develop,” he added.

For the 3,279 graduates of the Class of 2026, the 5th Convocation marks the close of one chapter and the beginning of another. They leave with their degrees, but also with the experiences, relationships and perspectives gathered along the way. Through these experiences, they truly embrace the meaning of Somaiya Vidyavihar University's philosophy, ज्ञानादेव तु कैवल्यम् — Knowledge Alone Liberates. They now step into the world with the belief that what they have learned will shape their paths, help them become better individuals and contribute meaningfully to the world around them.

Spardha Team-Pavan Malpani, Rikhil Jain, Saurabh Srivastav, Dr. Amrita Srivastav & Saurbah Tomar

As technology reshapes education, Spardha is combining its teacher-led model with technology-enabled practice, feedback and progress tracking to create a more continuous and personalized learning experience. The new training platform is built on Spardha’s core one-on-one learning model, keeping teachers at the heart of the learning journey. Its enhanced classroom experience introduces features such as backing tracks, music tools, and student–teacher sync mode, making online music and dance learning more seamless, engaging, and effective. 

Students can access assignments, practice videos and music sheets beyond their scheduled classes as well, while tools such as the metronome, tabla, virtual keyboard, mridangam and tanpura support guided and independent practice. AI-powered session notes and monthly progress reports help students track their development and identify areas that require attention, while real-time AI-powered feedback during practice provides additional guidance.

It also monitors the quality and consistency of each teacher’s session delivery, ensuring a high standard of session hygiene. In addition, it enables continuous teacher upskilling through personalized learning journeys tailored to each teacher’s current skills, performance, and quality of service, supporting ongoing professional development.

“Technology is not replacing the music teacher. It amplifies the ability of teachers to personalize, engage and create better learning outcomes. The future of music education lies in combining the human connection and expertise of a good teacher with the data-driven intelligence of technology to deliver a deeply personalized learning journey for every student,” - Saurabh Srivastav, Founder, Spardha Learning.

The platform brings together discovery, practice and performance of thousands of new songs through Spardha’s proprietary AI based performance platform Jam Station with exciting features such as AI powered self-assessment that enable students to practice independently, evaluate their skills at run time and build greater confidence in their musical abilities. The learning journey extends beyond practice through Spardha’s phygital performance platform, which gives students regular opportunities to perform before a global audience of fellow students, teachers, parents and music enthusiasts, apply what they learn, gain real performance experience and build confidence.

The technology expansion is backed by Spardha’s growing business scale. The company currently generates close to INR 60 crore in annual recurring revenue (ARR) and is targeting INR 100 crore+ ARR by FY 2027-28 by scaling its operations from the current 55,000+ monthly live sessions capacity to 1,00,000 sessions per month by FY 2027-28. Over the longer term, Spardha is targeting to acquire 1 lakh active users globally and scale its operations to deliver 3 lakh live sessions per month by 2030. Beyond technology, Spardha is addressing key gaps in performing arts education through professionally trained teachers, structured learning and multiple unique formats of performance opportunities. Its ecosystem combines live instruction, guided practice, technology-enabled feedback, progress tracking and personalised learning, transforming music education from a weekly class into an ongoing continuous learning & performing journey.

About Spardha School of Music

Spardha School of Music is a global Performing Arts EdTech platform offering personalised, one-on-one live learning experiences in music and performing arts. Founded with the vision of becoming the most trusted platform for performing arts education globally, Spardha combines an outcome-oriented curriculum, qualified professional teachers and a technology-enabled learning ecosystem.

What if students did not all have to learn the same thing, in the same way, at the same time?

GEMS Education, one of the oldest and largest private K-12 education providers, has unveiled GR8 School, a global-first model combining hyper-personalised AI-powered learning with specially trained teachers (human mentors) and real-world expertise. Drawing on almost seven decades of educational experience, more than 10,000 educators and school leaders, and pathways that have taken GEMS graduates to more than 2,000 universities across 71 countries, including all eight Ivy League universities in the US and all 24 Russell Group universities and colleges in the UK, GEMS brings significant scale, experience and educational expertise to the new model. 

Sunny Varkey, Chairman and Founder of GEMS Education

Since its origin in 1959, GEMS has pioneered education in the UAE, from offering international curricula across schools at a range of price points to developing new models such as GEMS School of Research and Innovation (SRI). More than 500,000 GEMS alumni have gone on to become unicorn founders, entrepreneurs, doctors, engineers, scientists, academics, creatives and leaders across industries, with graduates progressing to the world’s leading universities. Its mission has remained constant: to see the potential in every child and evolve education to help them realise it. 

GEMS Education unveils GR8 School, a world-first fusion of AI, teachers and industry experts reinventing education

GR8 is the latest expression of that legacy of innovation and educational firsts. It will initially operate as a “school within a school”, creating a distinct pathway within existing school communities.

The 8 October unveiling comes as Dubai’s leadership explores new approaches to education and how future school models can respond to changing student needs and the world of work.

What makes GR8 School a pioneering education model?
The GR8 School will bring together three connected parts of a student’s education:

Hyper-personalised learning: Students use AI-powered learning that allows them to work through core academic material at their own pace, rather than every student following a fixed timetable. The learning system will continually assess a student’s progress, identifying what they have mastered, where they need additional support, and where they are ready to be challenged further.

World-class teachers (Human Mentors): Real-time data provided by the adaptive learning systems empower teachers to be able to spend most of their time on high-impact 1:1 support instead of teaching an entire class at the same time, as well as on delivering all practical aspects of the curriculum. Teachers will remain responsible for academic rigour while also providing the inspiration, mentorship and human connection central to a child’s growth.

Real-world pathways: Working backwards from each student’s interests and possible future ambitions, GR8 will connect students with relevant specialists, industry experts, practitioners, projects and experiences that help turn what they learn into what they can do. Alongside academic study, the model will place deliberate emphasis on critical thinking, communication, teamwork, financial literacy, and practical life skills, while creating direct pathways from education to further study, entrepreneurship and future employment.

Together, these people will form the GR8 Learning Collective – a wider human team of teachers, specialists, practitioners bringing industry and experts closer to students.

A different learning day: The GR8 model is being designed around a more flexible use of time. Students will combine asynchronous, AI-enabled self-paced learning with approximately 90 minutes to two hours of synchronous, teacher-led learning, supported by real-world experts and globally recognised specialists. This will be complemented by a further two to three hours of enhanced enrichment programmes, creating more time for deeper specialist learning, projects, practical application, collaboration, creativity, sport, the arts and other areas of personal development.

Transformative education should meet the needs of the learners where they are and give families meaningful choice. GR8 is being developed to operate across different GEMS school segments and price points. While final fees will vary by school, market and model and will be confirmed closer to launch, current indicative annual fee ranges are approximately USD 8,000–10,000 for affordable offerings and USD 20,000–40,000 for premium offerings. (Fees may vary by market).

GR8 builds on principles already embedded across GEMS – personalised support, strong teacher-student relationships, character, critical thinking and learning beyond the classroom – as well as existing enrichment programmes and opportunities, bringing them together in a more focused and structured model.

It will offer families a distinctive new choice, designed for students who may thrive in a more personalised, flexible and independently driven learning environment.

The visionary behind the model, Sunny Varkey, Chairman and Founder of GEMS Education, said, “For almost seven decades, we have evolved continually because the world our children are growing into keeps evolving. Throughout that journey one thing has never changed: the teacher has remained at the heart of a child’s learning and growth. A teacher provides inspiration, encouragement, judgement and human connection. That relationship remains fundamental."

“Today, artificial intelligence is changing how we learn and work, but the answer cannot simply be to put more technology into classrooms. We have to ask a bigger question: if we were designing education for young people today, knowing how rapidly the world around them is changing, what would we do differently?"

“GR8 is our answer to that question. It starts with the individual child and asks what combination of technology, great teachers, industry experts and real-industry experiences will help that young person achieve academically and discover what they could become."

“GR8 is not for everyone, nor is it intended to be. No single model of education is right for every child. We are making this pathway available to all our families, but we expect it will appeal to a select group of students who are ready for greater independence, personalisation and ownership of their learning. For the right student, we believe it can be transformative."

“Technology can help us understand and personalise how a child learns. But education is, and will always remain, deeply human. Our ambition with GR8 is to bring many worlds together around the learner."

“We want young people to leave school with excellent qualifications, but also with something more: the confidence to apply what they know, the judgement to think for themselves, and the skills, experiences and relationships that can help them turn their potential into possibility.”

The first GR8 School will soft launch in January 2027, with GEMS using the interim period to continue developing and testing the systems behind the model, including its learning technology, academic model, teacher and guide roles, and network of specialist and industry expertise, with further details to be announced closer to launch.

Radhika Bordia, Journalist; Ashwin Yardi, Non-Executive Chairman, Capgemini India; Chetna Sinha, Founder, Mann Deshi Foundation & Mann Deshi Mahila Bank; Ravi Sreedharan, Founder & President, ISDM

Among the voices contributing to the day's conversations were Ashwin Yardi, Non-Executive Chairman of Capgemini India; Chetna Sinha, Founder and Chairperson, Mann Deshi Bank and Mann Deshi Foundation; and Ravi Sreedharan, Founder and President, ISDM. Their perspectives reflected the breadth of the development ecosystem and the different institutional, community and leadership dimensions required to sustain social change.

DoDM 2026 explored a fundamental question facing the social sector: while many organisations create meaningful change, far fewer are able to sustain it. Programmes can lose momentum, reforms can unravel, and movements can struggle beyond funding cycles or changes in leadership. The fourth edition examined what enables change to endure across organisations, systems and communities.

The day's conversations spanned four interconnected tracks across governance, government systems, funding and impact: “Building Institutions, Not Just Organisations”, which examined the governance, leadership and resilience needed for institutions to endure beyond individuals and funding cycles; “From Schemes to Systems”, which explored how public systems can become more adaptive and capable of sustaining change at scale; “Funding the Future We Say We Want”, which examined the funding relationships and forms of capital needed to support long-term change; and “What is Impact Beyond the Numbers?”, which explored how the sector can move beyond outputs to understand whether change is truly taking root and enduring over time.

Chetna Sinha, Founder and Chairperson, Mann Deshi Bank and Mann Deshi Foundation, said, “For social change to last, communities must have the agency, institutions and resources to shape their own futures. Our experience with rural women has shown that financial inclusion, entrepreneurship and community institutions can root change in people's lives. Lasting change is about creating the conditions in which communities can continue to lead, adapt and expand their own progress.”

Ravi Sreedharan, Founder and President, ISDM, said, "Social change may happen because of good programmes or even good individuals. But for social change to last, it needs Social Purpose Organisations that are resilient and equipped to work over long periods in specific geographies or on specific issues. That is where Development Management comes in: strengthening the leadership, management and organisational capabilities that keep them effective as they grow and contexts change. DoDM 2026 is an effort to bring these questions to the centre of the sector's conversation."

Sharad Agarwal, Co-Founder, ISDM, added, “Sustaining social change requires a greater focus on the systems that development programmes operate within. Outcomes endure when those systems are accountable and responsive to the communities they serve, and when we invest in what carries progress forward, not just in what a programme delivers today."

Since its inaugural edition in 2023, DoDM has grown into a platform for conversations on Development Management, with 4,000+ participants, 400+ speakers and moderators, 270+ research papers presented and 50+ track partners across its editions. DoDM 2026 featured plenary conversations, Development Management Cases, masterclasses, research paper presentations, interactive discussions and Development Management Clinics, creating multiple formats for participants to engage with real questions of organisational and systemic change.

DoDM 2026 brought together diverse perspectives to deepen the conversation on what it takes to move from creating change to sustaining it. By examining the institutional, systemic, financial and impact dimensions of social change, the convening sought to advance a more enduring approach to development, one that enables organisations, systems and communities to build, adapt and carry progress forward over time.

About Indian School of Development Management (ISDM)

Since 2016, ISDM has prepared leaders with functional expertise, managerial judgment, and ethical responsibility to build strong, resilient social purpose organizations that create sustained impact at scale. Its work is anchored in three core efforts: leadership development through its flagship Post Graduate Program in Development Management, advancing Development Management as a distinct discipline integrating management, social science, public policy, and practice, and ecosystem capacity building across NGOs, foundations, social enterprises, and policy spaces.

SDM develops leaders who solve complex social challenges and strengthen institutions across India’s development ecosystem. As the institutional home of Development Management, ISDM integrates leadership, management and development practice to drive social transformation at scale.

PGP-DM

ISDM's Post Graduate Program in Development Management (PGP-DM) prepares leaders to take on India's most complex development challenges, and build the conviction and capability required to lead India’s social transformation. The 11-month program is spread over eight terms, and combines development perspectives with management rigor to equip you with the skills, knowledge and empathy required to lead work with real impact at scale.

Kolkata, October 7: Nearly 1,200 students, faculty members, volunteers and representatives of service organisations took to the streets on Wednesday as the Institute of Engineering & Management (IEM) organised a mental health awareness rally aimed at breaking the stigma around seeking psychological support.

The rally, titled ‘IEM United for Wellness’, was organised by the Department of Basic Science and Humanities, IEM, in association with the Rotary Club of Salt Lake Silicon Valley, Lions Club of Kolkata IEM and Lions Club of Kolkata Salt Lake IEM. The initiative was held under the theme ‘Together for Mental Well-being’.

The rally began at 3pm from IEM Management House. Participants carrying placards and banners with messages on mental wellness, emotional resilience, empathy and seeking timely support marched through College More and RS Software before returning via Ring Road to IEM Management House.

The organisers said the objective was to take conversations around mental health beyond classrooms and counselling spaces and into the wider community, particularly among young people.

“Mental health awareness must move beyond classrooms, counselling rooms and seminars to become a collective social responsibility. When nearly 1,200 young people and members of our community walk together for mental well-being, the message becomes stronger — no one should have to face emotional struggles in silence,” said Psychologist and Counsellor Prof (Dr) Samapika Das Biswas, Assistant Head, Department of Basic Science and Humanities, IEM, also Convener of the Mental health rally.

She said the initiative sought to create a culture in which seeking psychological support is seen as a sign of awareness and strength rather than something associated with stigma.

Prof (Dr) Satyajit Chakrabarti, Vice Chancellor and Director, IEM-UEM Group, said mental well-being was an essential component of education and student development.

“Education is not limited to academic achievement; it is equally about developing emotionally resilient, socially responsible and compassionate individuals. Mental well-being is essential for enabling young people to realise their potential,” he said.

Dr Anubhab Ray, Joint Convener, highlighting the importance of community support, said mental well-being becomes stronger when people feel heard and understood. “When young people come together in such large numbers, they take the conversation on mental health into the wider community and encourage society to replace stigma with empathy, isolation with support and silence with meaningful dialogue,” he said.

The participation of the three Rotary and Lions organisations added a community-service dimension to the initiative, with the organisers emphasising the need for educational institutions, service organisations and the wider community to work together on mental health awareness.

For the students, the rally was also an opportunity to carry the message beyond the campus. Organisers said the participation demonstrated that young people can play an important role in encouraging conversations around emotional well-being among their peers, families and communities.

The rally concluded at IEM Management House with a commitment to continue awareness initiatives and encourage safe, supportive spaces where people can discuss emotional and psychological concerns without fear of judgement.

The organisers said the message of ‘IEM United for Wellness’ was simple: mental well-being is a shared responsibility, and meaningful change begins when society chooses understanding over stigma.

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DesignUp Day at Chitkara University bringing together creative minds, diverse perspectives and a shared belief in designing with purpose

The event offered students an opportunity to engage with professionals from diverse fields and explore design beyond conventional boundaries. The sessions featured Alysha Naples, Designer Artist Coach Somatic Practitioner, Shiva Vishwanathan, Curator Director, DesignUp; Niteesh Yadav, AVP Design and Research, Pocket FM; and Meru Vashisht, Human-Centered Design Lead, International Rescue Committee.

Through engaging sessions and interactions, the speakers shared perspectives drawn from design, technology, storytelling, human-centred practice and social impact. Students explored how observation, empathy, experimentation and interdisciplinary thinking can influence the way designers understand people, identify problems and develop relevant solutions.

Speaking on the occasion, Dr Madhu Chitkara, President and Co-founder, Chitkara University, said, “Design is not simply about creating what looks good; it is about understanding what matters. When students learn to observe closely, question thoughtfully and design with empathy, they begin to see possibilities where others may see limitations. Platforms such as DesignUp give our students the opportunity to engage with practitioners who bring different experiences and perspectives, helping them understand the responsibility and possibilities that come with being a designer.”

The conversations also encouraged students to reflect on the changing role of designers in a world shaped by technology, social complexity and evolving human needs. By bringing together perspectives from creative practice, emerging technologies and social impact, DesignUp Day highlighted the value of interdisciplinary thinking in developing thoughtful and relevant design responses.

For students of Chitkara Design School, the event served as a valuable opportunity to learn directly from accomplished practitioners, gain insights into contemporary design practice and connect academic learning with real-world challenges.

DesignUp Day at Chitkara University reinforced the idea that meaningful design begins with understanding of people, contexts and the problems that shape everyday life and grows through curiosity, experimentation and purpose.

About Chitkara University

Chitkara University is a UGC-recognised and NAAC-accredited private university in North India, with campuses in Punjab and Himachal Pradesh, offering career-oriented undergraduate and postgraduate programs in Engineering, Business, Healthcare, Pharmacy, Design, Architecture, Hospitality and emerging technology fields. For Class 11 and 12 students planning higher education, the University provides industry-aligned programs designed to combine academic excellence with practical exposure.

The curriculum emphasises experiential learning through internships, industry projects, research opportunities and global collaborations, supported by modern infrastructure, advanced laboratories, industry mentorship and skill-based training that strengthens student employability. Backed by 2,000+ campus recruiters and 300+ international academic and industry collaborations, students gain strong placement support, international exposure, academic exchange and collaborative research opportunities.

Consistently ranked among leading institutions by national and global frameworks such as NIRF, QS World University Rankings and Times Higher Education, the University maintains high academic rigour and industry relevance. With strong corporate partnerships and a focus on innovation, entrepreneurship and interdisciplinary learning, it prepares students for emerging career opportunities in India and abroad.

For more information, please visit: www.chitkara.edu.in.

The CoA National Awards for Excellence 2026 Jury Begins at Manipal University Jaipur

The inaugural ceremony was graced by Ar. Naveen Kanithi, Vice President, CoA; Shri Deepak Kumar, Registrar, CoA; Ar. Jayashree Deshpande, Director, CoA-TRC and Convenor; and Ar. Bhavna Vimawala, Member, CoA. Representing Manipal University Jaipur were Cdr. (Dr) Anil Rana, Pro President, MUJ; Dr. Amit Soni, Registrar, MUJ; Prof. (Dr) Kuldip Singh Sangwan, Dean, FoSTA; Prof. (Dr) Madhura Yadav, Dean, DSW ; and Dr. Pooja Lalit Kumar, Director, School of Architecture & Design, along with faculty members and 220 student participants from MUJ and architecture institutions across India.

Dr. Pooja Lalit Kumar, Director, School of Architecture & Design welcomed all dignitaries and said that students and faculty members of the school had put in their best efforts to make the national event a success. She noted that the world-class infrastructure and academic environment at Manipal University Jaipur provide an ideal setting for an event of national stature and offer participating students an opportunity to showcase and explore their creative and academic potential.

Cdr. (Dr.) Anil Rana, Pro-President, Manipal University Jaipur delivered the presidential address. He highlighted the achievements of Manipal University Jaipur in research, academic excellence and its global footprint in ranking and accreditations. He appreciated the efforts of School of Architecture and Design and thanks Council of Architecture for choosing Manipal University Jaipur for this national event. 

The exhibition presents a diverse spectrum of architectural ideas, highlighting innovative design thinking, contextual sensitivity, sustainability and contemporary approaches to the built environment. It provides a platform for young architects to showcase their academic explorations, exchange ideas and engage with distinguished professionals and academicians.

The event also highlights the evolving role of artificial intelligence and emerging technologies in architectural education, while emphasising the continued importance of critical thinking, creativity, contextual understanding and empathy in design.

Reaffirming the School of Architecture & Design’s vision of being “locally invested but globally relevant”, the event underscores the importance of preparing future architects who remain rooted in their cultural and environmental contexts while equipped to address emerging global challenges.

The School of Architecture & Design extends its heartfelt gratitude to Dr. N. N. Sharma, President, Manipal University Jaipur for his valuable support and encouragement in making the event possible.

A press conference of the event was presided by the Council of Architecture at The Lalit Jaipur in presence of the President CoA, Executive committee Council of Architecture, along with the convenors and coordinators of the event from CoA and Manipal University Jaipur. Prof (Ar) Kiran S Mahajani, addressed the press briefing on the process of the CoA awards, the selection and evaluation. He also emphasised on creating platforms to promote the efficiency of built environment to the grass root levels, emphasising not just urban but also at rural levels.

The jury proceedings and Award Ceremony will be held on 9 October 2026, marking the culmination of the two-day event and recognising outstanding student achievements in architectural education.

Azeez Gupta, Rocket Learning; Dr. Shena Aggarwal, Govt. of Punjab; Radhika Jha, Govt. of India; Dr. Mrinalini Darswal, Govt. of Odisha; Rakhi, Parent from Sonipat
 

Amongst the esteemed speakers and guests were distinguished leaders including Dr. M. Srinivas, Member, NITI Aayog; Arti Ahuja, Former Secretary, Ministry of Labour and Employment, Government of India; Amanda Devercelli, Former Global Early Childhood Development Head, World Bank Group; Dr. Soumya Swaminathan, Chairperson, M. S. Swaminathan Research Foundation; Radhika Jha, Joint Secretary, Ministry of Women and Child Development, Government of India; Dr. Dinesh Arora, Principal Specialist at the Asian Development Bank, and Dr. Abhijeet Singh, Professor at the Stockholm School of Economics and Board Member (Education), J-PAL. They were joined by Dr. Shena Aggarwal, Special Secretary-cum-Director, Dept. of Social Security, Women and Child Development, Govt. of Punjab; Dr. Mrinalini Darswal, Commissioner-cum-Secretary, Dept. of Women and Child Development, Govt. of Odisha and senior officials of the Women and Child Development departments of Uttar Pradesh, Delhi, and Andhra Pradesh; leaders from OpenAI, TRYST at IIT Bombay, and SIRA; and Rocket Learning co-founders Azeez Gupta, Namya Mahajan, Siddhant Sachdeva, and Utsav Kheria.

Delivering the keynote discussion on reducing the administrative burden on Anganwadi workers in India, Dr. M. Srinivas, Member, NITI Aayog, said, "Frontline workers like Anganwadi staff should not be burdened solely with administrative tasks and manual record-keeping. Technology and policy changes must simplify their workload so they can focus on their primary mission: directly nurturing mothers and children."

Speaking on targeted AI interventions for vulnerable families, Arti Ahuja, Former Secretary, Ministry of Labour and Employment, Govt. of India, said, "The true power of AI lies in data-driven empathy. Down to the village and hamlet level, AI can help us identify red flags such as family migration or food scarcity, thus enabling targeted, local-level support for the most vulnerable children and families before they fall behind."

Speaking about the vision behind building Udaan as a cross-sector platform, Rocket Learning’s co-founders, Azeez Gupta, Namya Mahajan, Siddhant Sachdeva, and Utsav Kheria, in a joint statement said, “Every child deserves more than simply surviving the early years - they deserve the opportunity to thrive. We have witnessed the possibilities of Anganwadi educators, pre-school teachers and parents working together as one coherent unit to change children’s trajectories. Udaan 2026 was about moving from surviving to thriving, and the conversations on evidence, investment and technology reinforced that India has both - the ideas and the will - to make this possible at scale. Rocket Learning remains committed to supporting India’s early learning ecosystem, with Udaan 2026 marking an important milestone in this journey.”

Discussions throughout the day addressed how to best reform and enable Anganwadis, better invest in early childhood development, lessons from academia, and the role of technology in supporting the youngest children. The conference also saw the launch of results and lessons from the evaluation of a highly successful, technology-based homegrown early childhood development model, presented by Dr. Abhijeet Singh, and extended a platform to showcase stories of Anganwadi educators and parents.

Udaan 2026 reinforced that the case for ECCE is clearly established. The task now is to translate that understanding into action at scale - with rigour, compassion and a commitment to every child.

About Rocket Learning

Rocket Learning is one of India’s largest early learning non-profits focused on transforming early childhood and foundational learning outcomes at scale. Eighty-five percent of brain development happens before the age of six, making early learning extremely critical. By leveraging technology, behavioral insights, and strong government partnerships, Rocket Learning empowers parents, teachers, and frontline educators to drive measurable improvements in children’s learning. Working directly with government systems across 15 states and union territories and 200+ districts, since 2020 the organization has impacted 6 million children between birth and 6 years of age, across more than 500,000 classrooms, including 400,000 Anganwadi educators. Through responsible use of AI and digital innovation, Rocket Learning is striving to make quality early education accessible, inclusive, and effective for every child, with the aim to positively impact 50 million underserved children by 2030.

For more information, visit rocketlearning.org.

MOU Signing & File Exchange between SNPSU and Google Cloud, with Shanoop, Head, Google AI GTM, India, and G. D. Manoj, Pro-Chancellor, SNPSU

The collaboration is aimed at strengthening AI education, research and industry engagement by giving students exposure to emerging technologies and practical applications of intelligent systems. It also seeks to build capabilities that enable students and faculty to engage meaningfully with the rapidly evolving field of AI.

Speaking at the MoU signing, Shanoop, Head, Google AI GTM, India, said, the collaboration represents the beginning of a broader vision for technology-led education. He highlighted the potential of the initiative to serve as a model for progressive institutions looking to integrate emerging technologies into academic learning and prepare students for an increasingly AI-driven world.

G. D. Manoj, Pro-Chancellor, SNPSU, emphasized the need to view AI not merely through the lens of its impact on employment, but as a powerful tool for extending human capability. He noted that educational institutions have an important role to play in helping students understand AI, use it responsibly and harness its potential to create meaningful solutions for society.

Reinforcing the importance of integrating AI across disciplines, Dr. Jayanthi V,Vice Chancellor, SNPSU, highlighted the growing relevance of emerging technologies across higher education, including medicine and allied health sciences. She pointed to applications of AI in areas such as research, diagnostics, teaching and learning, and emphasized the need to embed AI capabilities within curricula while simultaneously strengthening faculty development, student training, research and innovation.

The partnership brings together Google Cloud, Google for Education and Google AI expertise, creating opportunities to connect academic learning with industry knowledge, technology platforms and real-world applications. Navisha Prabhakar, Regional Head – South, Google for Education, highlighted the role of technology-enabled education in helping institutions and learners respond to the changing demands of the future.

For SNPSU, the collaboration is part of a larger institutional effort to build a stronger foundation for AI education, research, innovation and industry collaboration. Dr. H. Ramakrishna, Registrar, SNPSU, Dr. Prashanth Kumar H. P., Director – Marketing, SNPSU and Shashank K R, Director – Admissions, SNPSU, were part of the university leadership supporting the initiative and its broader institutional vision.

The industry dimension of the collaboration is further strengthened through the participation of Surya Nigam – Google, and the CloudReign team, bringing technology expertise and industry perspectives into the partnership.

Deshmukh Omkar, OSD – Tech Partnerships, SNPSU, has been closely involved in developing the university’s technology partnerships and in strengthening the institution’s engagement with emerging technology ecosystem.

The MoU signing ceremony was held at Google Bengaluru-Ananta campus, in the presence of Dr. A. M. Nagaraja, Registrar – Evaluation, SNPSU and Dr. Mahendrababu, Dean, SoET, SNPSU; along with senior representatives from SNPSU, Google for Education and CloudReign.

The collaboration marks an important step in SNPSU’s vision to create an academic environment where emerging technologies are not simply studied, but actively explored, applied and developed through education, research and industry engagement.

Building the next chapter of AI-led education

The Agentic AI programme is envisioned as the starting point of a broader initiative at Sapthagiri NPS University—one that brings together learning, research, industry expertise and innovation to prepare students to participate meaningfully in an AI-driven world.

For SNPSU, the partnership represents more than the introduction of a new programme. It is a move towards making emerging technology an integral part of the university experience and creating a stronger bridge between what students learn today and the technologies shaping tomorrow.

Chief of Naval Staff Admiral Krishna Swaminathan urges students to “Never Give In”

New Delhi [India], October 5: “Be disciplined and persistent, choose a purpose for yourself in life, do the right thing always, no matter what and be grateful for the help and support you get along your life’s journey.” With this emphatic message, Chief of the Naval Staff Admiral Krishna Swaminathan, PVSM, AVSM, VSM, addressed the students of The Lawrence School, Sanawar, at the concluding ceremony of its 179th Founder’s Day celebrations on Monday.

Admiral Swaminathan, who was the Chief Guest, urged the students to carry forward the Sanawarian spirit of “Never Give In”, emphasising that discipline is not merely about following instructions but about choosing what is right over what is easy. He encouraged them to remain persistent in the face of setbacks, find a meaningful purpose in life, uphold integrity in their choices and remain grateful to the parents, teachers, coaches and friends who shape their journey.

Reflecting on his own childhood as a 10-year-old boy entering a residential military school, Admiral Swaminathan said boarding school teaches some of life’s most enduring lessons not only in classrooms but also on the playing field, in dormitories, at the dining table and through interactions with teachers and seniors. Earlier, he also paid tribute to Second Lieutenant Arun Khetarpal, Param Vir Chakra, a former Sanawarian whose courage during the Battle of Basantar in 1971 remains an enduring inspiration.

The ceremonial proceedings featured the traditional Trooping of the School Colours, followed by an impressive march past by Old Sanawarians representing the jubilee batches of 1956, 1961, 1966, 1971, 1976, 1996 and 2001, accompanied by the school band. The synchronized march by generations of Sanawarians added grandeur to the occasion and reflected the enduring bond shared by the school’s alumni.

On the occasion, the Distinguished Old Sanawarian Award was conferred to Lt Governor of Delhi Taranjit Singh Sandhu, General Gaurav SJB Rana (former Chief, Royal Nepalese Army and now Ambassador of Nepal to UK) and Maja Daruwala, a noted human rights lawyer.

Among those present on the occasion were Brigadier Adarsh Butail (Retd), President, Old Sanawarians Society, acclaimed actor Neena Gupta, and several other distinguished Old Sanawarians and eminent personalities. The Chief of the Naval Staff also congratulated the prize winners and appreciated the teachers, instructors, school staff and management for their contribution towards shaping the students.

During the event, School Headmaster Ruchi Pradhan Datta presented the school report, highlighting the institution’s achievements and milestones.

The three-day celebrations had begun with a vibrant mix of sports, alumni activities and cultural programmes. The opening day saw friendly basketball and futsal matches between Old Sanawarians and Present Sanawarians, followed by a special assembly bringing together jubilee batches. The alumni also paid homage at the War Memorial to former students who made the supreme sacrifice in service of the nation. Members of the 1966 batch paid a special floral tribute to their former classmate, Second Lieutenant Arun Khetarpal, Param Vir Chakra.

The second day centred around the Annual Athletic Meet, which witnessed participation by nearly 700 students across various track-and-field disciplines. Old Sanawarians too joined the sporting activities as Lt Col Jaspal Singh Sandhu, OS from the 1971 batch, graced the occasion as Chief Guest. Later in the evening, Tattoo, a light and sound show, also set the stage alive with vibrant dance and techno-dance performances.

Founded on April 15, 1847, by Sir Henry and Lady Honoria Lawrence, The Lawrence School, Sanawar, has completed nearly 18 decades of its distinguished journey.

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Chitkara University Ranks 3rd in India for Research Quality | #17 Overall | Top 701-800 Globally

The recognition places research quality at the centre of Chitkara University’s latest achievement. The THE World University Rankings assess research-intensive universities across five broad pillars; Teaching, Research Environment, Research Quality, International Outlook and Industry. The Research Quality pillar evaluates the influence and reach of a university’s research through indicators including citation impact, research strength, research excellence and research influence.

Chitkara University’s strong performance reflects its continued efforts to build an ecosystem where research is encouraged across disciplines, supported through institutional infrastructure and connected to real-world challenges. The University has been strengthening its research capabilities through interdisciplinary work, collaborations, innovation-led initiatives and opportunities for faculty and students to engage with emerging areas of knowledge.

Commenting on the achievement, Dr. Madhu Chitkara, President and Co-Founder, Chitkara University, said, “The actual measure of research is not only where it is published, but where it takes us. This recognition by Times Higher Education clearly shows the persistence of our researchers, the curiosity of our students, the work of our faculty and the ecosystem we have built to allow ideas to be explored, challenged and transformed into meaningful knowledge. For us, the significance of being ranked 3rd in India for Research Quality lies in what it represents - a culture that encourages people to ask better questions and pursue knowledge with purpose. We want research at Chitkara University to move beyond publications and laboratories, and become a pathway to innovation, collaboration and meaningful impact on society.”

The 17th position in India Overall and placement in the 701–800 global band further add to Chitkara University’s growing presence in global higher education. The 2027 edition of THE World University Rankings features 2,297 universities from 118 countries and territories, making it one of the most comprehensive editions of the rankings to date.

The achievement also builds on Chitkara University’s consistent performance in research-focused global rankings. In the THE World University Rankings 2026 as well, the University was placed among the Top 800 and was recognised among India’s leading institutions for Research Quality.

For Chitkara University, the latest recognition is not simply a measure of rankings performance, but an acknowledgement of the growing depth and quality of its research ecosystem. With a continued focus on knowledge creation, interdisciplinary collaboration, innovation and societal relevance, the University remains committed to strengthening its contribution to India’s evolving higher education and research landscape.

About Chitkara University

Chitkara University is a UGC-recognised and NAAC-accredited private university in North India, with campuses in Punjab and Himachal Pradesh, offering career-oriented undergraduate and postgraduate programs in Engineering, Business, Healthcare, Pharmacy, Design, Architecture, Hospitality and emerging technology fields. For Class 11 and 12 students planning higher education, the University provides industry-aligned programs designed to combine academic excellence with practical exposure.

The curriculum emphasises experiential learning through internships, industry projects, research opportunities and global collaborations, supported by modern infrastructure, advanced laboratories, industry mentorship and skill-based training that strengthens student employability. Backed by 2,000+ campus recruiters and 300+ international academic and industry collaborations, students gain strong placement support, international exposure, academic exchange and collaborative research opportunities.

Consistently ranked among leading institutions by national and global frameworks such as NIRF, QS World University Rankings and Times Higher Education, the University maintains high academic rigour and industry relevance. With strong corporate partnerships and a focus on innovation, entrepreneurship and interdisciplinary learning, it prepares students for emerging career opportunities in India and abroad.

For more information, please visit: www.chitkara.edu.in.

Dignitaries present in the Inaugural session of the FDP at Manipal University Jaipur

The programme was formally inaugurated in the presence of Pro-President Cdr. (Dr.) Anil Rana; Director CDOE, Dr. Mallikarjun Gaddapa; Dean Faculty of Management, Commerce and Arts (FoMCA) Dr. Brijesh; and senior representatives and experts from IIMBx, including Shainesh G., Chairperson, IIMBx; Sitaraman Shankar; Dr. S. Naga Siddharth; and Vijaya Tripathi, along with the IIMBx and SWAYAM expert and technical teams. The programme is being supported by experts including Shweta Shree, Raksha B., Manikandan K., Erwin Fernandes, Diljith Kannan, Nidhi A.C., Vishal C. Reddy, Sushma Nayak, Varun P., Bhumika Arora, Kalaiarasan R., Megha Srinivasan, Rajamohamadu Jeeyavudeen, Aarya S. Kumar, Malhar Patel and Anjali Alex, who are contributing to various sessions related to course design, content development, technology, video production, instructional design and SWAYAM course development. 

The four-day programme is structured around three key stages Design, Develop and Deliver. On the first day, faculty members are being trained to understand the needs of online learners, develop learner profiles, and align learning outcomes, course content and assessment. Participants are also being provided with hands-on experience in developing a module outline for their respective subjects and creating video scripts based on their course design. The second day focuses on the Develop stage, with particular emphasis on Artificial Intelligence and digital content production. Participants are being introduced to the fundamentals of Generative AI, its applications, strengths, limitations and associated risks. The programme also includes training in active learning activities and studio-based educational video production. Faculty members are getting an opportunity to record their learning videos and receive immediate expert feedback on delivery, pacing and the effective use of teaching aids. The third day focuses on the Deliver stage and will address the changing landscape of online education, the use of AI as a teaching and course-design assistant, and assessment development. Participants will be trained in developing different forms of assessments and aligning them with learning outcomes, as well as using AI for developing question banks with appropriate faculty validation. The programme will also include a showcase and peer review of participant-developed educational videos, followed by an orientation on course development, approval and launch through the SWAYAM platform. On the final day, participants will present their course blueprints in groups before an expert panel comprising members from IIMBx and Manipal University Jaipur. Each group will present its learner profile, course or module outline, sample script or video, learning activity, assessment and course launch plan. The presentations will be followed by expert and peer feedback and interaction with the panel. The programme will conclude with closing remarks and certificate distribution by Sitaraman Shankar, CEO, IIMBX. 

Dr. Mallikarjun Gaddapa, Director, CDOE, said, "Higher education is rapidly becoming more digital and learner centric. In this environment, subject expertise alone is not sufficient for faculty members; they also need capabilities in online course design, digital learning content development, AI-enabled teaching and outcome-based assessment. The FDP being organised in collaboration with IIMBx is providing faculty members with comprehensive hands-on exposure, from developing the initial course outline to digital content production, studio recording, assessment and online delivery. Our objective is to develop high-quality courses that respond effectively to the needs of contemporary learners.”

Shainesh G., Chairperson, IIMBx said, the objective of this programme is not merely to train faculty members, but to provide them with practical experience of the complete online course development process. From identifying learners and developing the course framework to scriptwriting, AI-enabled content development, studio recording, learning activities, assessment and preparing the course for online delivery, participants are getting an opportunity to work through every stage of the process. The collaboration between IIMBx and Manipal University Jaipur provides a strong platform for faculty members to experiment, receive expert feedback and develop modern, technology-enabled, learner-centric and outcome-oriented courses. The programme is designed as a hands-on and outcome-oriented faculty development initiative, enabling participants to move beyond theoretical understanding and work on tangible course-development outputs. The initiative is aimed at further strengthening the quality of digital and online education at Manipal University Jaipur and equipping faculty members with the capabilities required for contemporary teaching and learning. The collaboration brings together the digital learning expertise of IIMBx and the academic ecosystem of Manipal University Jaipur, providing faculty members with an effective platform to develop innovative, technology-enabled, learner-centric and outcome-based courses.

Chandigarh [India], October 3: The Lawrence School, Sanawar, one of the world’s oldest co-educational residential schools, commenced its three-day 179th Founder’s Day celebrations on Saturday with a vibrant line-up of sporting, alumni and cultural activities which brought together students, parents, staff and Old Sanawarians (OS) to celebrate the school’s enduring legacy and traditions.

The first day of the celebrations began on the sports fields with an Old Sanawarians (OS) vs Present Sanawarians (PS) Basketball match for girls, followed by the same combination of a futsal match for boys at Peacestead. The sporting events provided an opportunity for OS and present students to reconnect through healthy competition and camaraderie.

A deeply emotional moment of the opening day was the Special Assembly for the Old Sanawarian Jubilee Batches of 1956, 1961, 1966, 1971, 1976, 1996 and 2001, held at the historic School Chapel followed by group photographs at the Golden Staircase. Alumni who had walked through the corridors of Sanawar decades ago returned to their alma mater, many meeting old classmates and friends after several years, turning the assembly into a celebration of memories, friendships and a bond that has endured across generations.

For many, returning to Sanawar was more than an alumni gathering. It was an emotional homecoming to a place that continues to hold a special place in their hearts.

“Sanawar is not merely a school that we attended; it is a chapter of our lives that continues to live within us. Returning for our jubilee has brought back memories that time could never erase,” said OS Vivek Mehra of the 1971 batch.

“Years may have passed, but coming back to Sanawar makes you realise that some bonds never change. The Chapel Assembly gave us a beautiful opportunity to reconnect with our friends and relive the memories of our school days,“ said OS Maneet Singh of the 2001 batch.

The representatives of the Jubilee Batches also paid tribute at the War Memorial by laying a wreath in remembrance of the OS who made the supreme sacrifice in the service of the nation and safeguarded its honour. Members of the 1966 OS batch to which Second Lieutenant Arun Khetarpal (Param Vir Chakra awardee) belonged paid floral tribute to their former classmate and remembered his supreme sacrifice in the service of the nation.

The day’s celebrations further included a special school concert at Barné Hall wherein students featured a presentation of “12 Angry Men,” the classic courtroom drama that explores justice, critical thinking, prejudice and the importance of questioning assumptions. The performance highlighted the values of independent thinking, empathy and responsible decision-making.

Day two of the celebrations on Sunday will feature the annual athletic meet, annual prize distribution, school fete, concert, and the Tattoo light and sound show.

The celebrations will conclude on Monday in the presence of Chief of the Naval Staff Admiral Krishna Swaminathan with the traditional Trooping of the School Flag marking the ceremonial finale.

Ruchi Pradhan Datta, Headmaster, The Lawrence School, Sanawar, said, “Founder’s Day is a celebration of the spirit, traditions and values that have shaped Sanawar over the years. It is a wonderful occasion for our students, staff, parents and Old Sanawarians to come together, celebrate our shared heritage and create new memories while cherishing the timeless Sanawar bond.”

Brig. Adarsh Butail (Retd.), President, Old Sanawarian Society, said, “Founder’s Day gives us an opportunity to celebrate the traditions of Sanawar and the enduring friendships formed here.”

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Oxford University Press partners with Canva to empower future-ready learners

As rapid advances in automation and visual communication reshape how current and future generations learn, work and create, schools are moving beyond traditional instruction to build skills that prepare students for the future. Reflecting this shift, the collaboration brings together OUP’s decades of pedagogical expertise with Canva’s intuitive, industry-leading visual communication platform. Through the textbook series, students gain hands-on opportunities to develop digital creativity, communication and design skills, aligned with the aspirations of India’s National Education Policy (NEP) 2020 and the National Curriculum Framework (NCF).

Under the partnership, all OUP partner schools adopting the Keyboard series will receive complimentary access to Canva Education, providing teachers and students with hands-on access to professional-grade design tools in the classroom. A key highlight is the integration of Canva-based projects across Keyboard and OUP’s other computer science series, Reboot!, for Grades 3 to 8, with Reboot! available through the Oxford Educate platform.

Sukanta Das, Managing Director, Oxford University Press India, said, “At Oxford University Press, we are committed to developing educational resources that prepare learners to thrive in a rapidly evolving digital world. By embedding Canva into the curriculum, OUP and Canva are empowering students to think like creators from an early age, using technology to imagine, design and bring their ideas to life. Together, we aim to equip learners not only with technical knowledge, but also with the critical digital, communication and problem-solving skills essential for the future and envisioned by NEP 2020 and the National Curriculum Framework.”

"At Canva, our mission is to empower the world to design, and education is at the very heart of that goal. We are thrilled to collaborate with Oxford University Press to bring together their rich legacy of trusted educational content and Canva Education's intuitive visual communication tools. Together, we are making it easier than ever for educators and students to create highly engaging, interactive learning experiences." - Megan Townes, APAC Lead, Canva Education.

Featuring age-appropriate templates, including presentations, logos, flyers, websites and social media content, these projects encourage students to apply their learning in meaningful, real-world contexts while building creativity, digital literacy and visual communication skills. The collaboration broadens the impact beyond a single series, extending creative digital learning across OUP India’s wider learning ecosystem.

Designed for young learners from Grades 1 to 8, the Keyboard series combines theoretical knowledge with hands-on application, covering everything from foundational digital productivity to advanced areas like Python coding, AI, machine learning, IoT, big data, and AR/VR, making computer science engaging and interactive. Aligned with NEP 2020's emphasis on experiential, competency-based, and interdisciplinary learning, the series helps students build confidence in using technology while developing essential digital skills for the 21st century.

In addition to student resources, Canva will conduct a series of teacher-training sessions and webinars for OUP user schools, equipping educators to effectively lead design-based, visually driven learning into classroom instruction.

With technology continuing to reshape education and the workplace, the OUP-Canva partnership represents a significant step toward empowering learners with the digital fluency, creativity, and computational thinking skills required to thrive in the future.

About Oxford University Press

Oxford University Press (OUP) is a department of the University of Oxford. It furthers the University's objective of excellence in research, scholarship, and education by publishing worldwide. OUP is one of the world's largest university presses with a wide global presence. It currently publishes thousands of new publications a year, has offices in around fifty countries, and employs approximately 5,000 people worldwide. It has become familiar to millions through a diverse publishing program that includes scholarly works in all academic disciplines, bibles, music, school and college textbooks, children's books, materials for teaching English as a foreign language, business books, dictionaries and reference books, and academic journals.

About Canva

Launched in 2013, Canva is the world's leading all-in-one visual communication platform, empowering individuals, educators, and organizations to design, collaborate, and communicate visually through an easy-to-use online platform. Canva Education is designed specifically for schools and educators, providing tools that foster creativity, collaboration, and digital skills development in the classroom.

Winners of Millennium AI Creators Championship 2026 organised by Millennium Group of Schools

Held around the theme ‘Sustainable Cities. Intelligent Futures.’, the championship encouraged students to imagine how AI and human creativity can come together to address real-world challenges and contribute to cleaner, greener, kinder and more inclusive cities. The initiative was open to students from Grades 5 to 12 across India and was organised with Times Now, the leading English news channel from The Times Network, as the Official Broadcast Partner.

The championship featured three age-specific creative challenges:

• Grades 5–7: Storytelling Challenge
  • Winner: 
  1. Vishuddhi Jain
  2. Angad Mehta
  3. Aarav Mahajan
• Grades 8–9: Song Creation Challenge
  • Winner: 
  1. Ibrahim Siddiqui
  2. Hadiya Noor
  3. Rehan
• Grades 10–12: Short Film Challenge
  • Winner: 
  1. Karanjot Singh
  2. Krishna Chaudhary
  3. Abhiraj Sanjay Mokashi

The championship brought together students from across India, with entries evaluated on originality, creativity, storytelling, relevance to the theme, responsible use of AI and overall impact. 

Commenting on the conclusion of the championship, Neha Vaz, Head of Events & Strategic Alliances, The Millennium Group of Schools, said, “The response to the Millennium AI Creators Championship has demonstrated the curiosity and creative potential that young learners bring to conversations around Artificial Intelligence. What stood out was the way students used AI not simply to create, but to explore ideas, tell stories and engage with real-world challenges. Through this championship, we wanted to reinforce that responsible AI use begins with human imagination, critical thinking and intent. The winning entries reflect that spirit and serve as an encouraging reminder of what is possible when technology becomes a tool for young minds to express and build their ideas.”

As part of the championship, registered participants also received access to expert-led sessions covering prompt engineering, AI ethics and digital citizenship, helping students understand the responsible use of AI while strengthening critical thinking, creativity and innovation.

The Top 15 National Winners will receive an exclusive, fully sponsored AI Fellowship powered by TechnoKids in association with Knowledge Hub, providing advanced learning and coding opportunities to further develop their AI capabilities and future-ready skills. Winners will also receive robotics kits from E-BOT Plus, a solution designed around Computer Science, Coding, AI and Robotics, with a focus on practical and intuitive learning.

Speaking on the educational significance of the championship, Dr. Priyanka Jain, Head of Academics, The Millennium Group of Schools, said, “The Millennium AI Creators Championship has given students an opportunity to engage with Artificial Intelligence through creativity, inquiry and real-world problem-solving. The quality and diversity of the submissions demonstrate that when learners are given the right guidance, AI can become a powerful medium for expressing ideas and exploring solutions. Our focus has been to help students understand that responsible use of technology is as important as technical capability, and we hope this experience encourages them to continue questioning, creating and learning with purpose.”

The championship forms part of The Millennium Group of Schools’ broader focus on preparing students for a technology-led future while keeping creativity, critical thinking, ethical awareness and human imagination at the centre of learning. By bringing AI into a structured, creative and age-appropriate learning environment, the initiative sought to encourage students to build with AI rather than simply depend on it.

About The Millennium Group of Schools

The Millennium Group of Schools is a prominent chain of K-12 schools across India that follows the CBSE curriculum. Known for its holistic, child-centric approach, the institution follows the award-winning, research-backed Millennium Learning System™ (MLS™), developed through 10+ years of action research, to create personalised, experiential learning experiences that nurture curiosity, creativity, conceptual understanding and real-world application, while integrating global learning theories with the Indian education and value system.

Manav Rachna leadership and distinguished guests celebrate MRIIRS’ rise in the Times Higher Education World University Rankings 2027

The advancement marks a notable strengthening of MRIIRS's global position in one of the world's widely recognised university ranking frameworks. Its position among ranked Indian institutions has also moved from 98th among 128 ranked institutions in 2026 to 63rd among 170 institutions in 2027, as per the analysis of data available on the official ranking website.
 

The achievement comes as Manav Rachna celebrates 30 years of its educational journey, adding another significant milestone to three decades of institution building.
 

A key contributor to MRIIRS's performance this year has been Research Quality, which emerged as the University's strongest pillar. The development reflects sustained institutional efforts to strengthen the entire research ecosystem — spanning research funding and infrastructure to intellectual property, prototyping, incubation and translation of research into applications.
 

Dr. Prashant Bhalla, President, Manav Rachna Educational Institutions, said, “This upward movement is deeply meaningful for us because it reflects progress built steadily over time. As we celebrate 30 years of Manav Rachna, our aspiration is not simply to move higher in rankings, but to build an institution whose teaching, research and innovation create lasting value. This recognition belongs to our faculty, researchers, students and every member of the Manav Rachna family who continues to raise the bar. It strengthens our resolve to keep investing in academic excellence and research that can make a meaningful difference to society.”
 

MRIIRS has attracted more than Rs. 850 lakh in research funding, with support from organisations including the Department of Science and Technology (DST), Department of Biotechnology (DBT), Indian Council of Social Science Research (ICSSR), Indian Council of Medical Research (ICMR), Institute of Electrical and Electronics Engineers (IEEE), Ministry of Youth Affairs and Sports (MYAS), Haryana State Council for Science, Innovation & Technology (HSCSIT), and the Indian Council of Agricultural Research–Indian Institute of Millets Research (ICAR-IIMR), among others. Its research portfolio also includes participation in the European Union-funded ERASMUS+ Capacity Building in Higher Education programme.
 

The University's research priorities encompass Artificial Intelligence and Data Science, Biotechnology and Life Sciences, Sustainable Materials and Green Technologies, Health Sciences and Clinical Research, and Management, Economics and Policy.
 

Dr. Amit Bhalla, Vice President, Manav Rachna Educational Institutions, said, “Global recognition is an outcome of what happens within a university every day - in its laboratories, classrooms, collaborations and the ideas its people pursue. Our focus has been on creating an environment where research is supported by the right infrastructure, funding, partnerships and pathways for innovation. The improvement in THE World University Rankings is encouraging, but more importantly, it tells us that the direction we have chosen is yielding results.”
 

The research ecosystem at MRIIRS has reported more than 6,000 research publications and over 300 patents published. Its areas of innovation include biomedical devices, agricultural technologies, environmental sustainability solutions, smart systems and automation, while prototyping extends to medical devices, sustainable packaging, agri-tech solutions and smart IoT systems.
 

Prof. (Dr.) Sanjay Srivastava, Vice Chancellor, MRIIRS, said, “A university's global standing is ultimately strengthened by the quality, relevance and impact of the knowledge it creates. The improvement in our THE World University Rankings position, with Research Quality emerging as our strongest pillar, is particularly encouraging because it reflects years of sustained work towards building a more rigorous and enabling research culture. Our endeavour now is to deepen this culture and take more research from knowledge creation to meaningful application.”
 

An important component of the University's innovation ecosystem is the Manav Rachna Innovation and Incubation Foundation (MRIIF), a Section 8 company established to foster innovation and entrepreneurship. The Foundation reports having supported 110+ startups, providing innovators with access to mentorship, infrastructure, skill development, incubation and acceleration, funding support and industry linkages.
 

For MRIIRS, the latest ranking represents an important external marker of progress while reinforcing its longer-term direction: strengthening research quality, expanding global and industry collaborations, supporting innovation and increasing the societal impact of academic work.
 

As Manav Rachna celebrates its 30^th year, the movement in THE World University Rankings 2027 signals both progress achieved and the ambition ahead.

SRM University-AP, Amaravati Campus
 

Other than achieving a strong position overall, SRM University-AP’s performance was particularly strong in International Outlook, where it recorded a score of 58.5 and was placed fifth in India on this indicator, above some of best academic institutions. Its Research Quality score of 55.4 further reflects the strong reach, influence and growing impact of the University’s scholarly output within the global research community.

Dr P. Sathyanarayanan, Pro-Chancellor, SRM AP, expresses, “Entering the Times Higher Education World University Rankings within a decade of our founding affirms that we are moving in the right direction. It reflects the quality, purpose and ambition that define SRM University-AP. With a focused roadmap for research and academic growth, we will build on this foundation by further strengthening academic quality, global engagement and meaningful impact.”
 

For Vice-Chancellor, SRM AP, Prof. Ch Satish Kumar, the recognition reflects the culture of inquiry the university has built in under a decade: "To be placed in the 1001-1200 bracket of the THE World University Rankings so early in our journey is a moment of real pride, and it deepens our resolve toward the vision we have set for this university. It reflects the culture of curiosity we have nurtured at SRM University-AP, where faculty and students pursue questions that matter and share their findings with the global scholarly community. We will now strengthen every pillar, with re-energized focus so that the university increasingly transforms as a global destination for learning and research."
 

The University’s inaugural participation was coordinated by its Quality Assurance and Rankings (QAR) team. Dr Karthik Rajendran, Associate Dean, Quality Assurance and Rankings, said, “This was our first submission to THE, and securing a place in the rankings on our first attempt is deeply encouraging. It validates our efforts to benchmark teaching, research and international engagement against global standards. More importantly, it gives us a meaningful international baseline from which to measure progress and build further.”

With its schools spanning engineering and sciences, liberal arts, and business, as well as dedicated institutes in artificial intelligence and quantum technology, SRM University-AP continues to build a research-driven academic community with global ambitions. The THE World University Rankings 2027 recognition provides an important international reference point as the University expands its research ecosystem, academic collaborations and global partnerships.

SRM University-AP is a multidisciplinary private university in Amaravati, Andhra Pradesh, committed to advancing knowledge through high-quality education, research, innovation and international collaboration.

MYCPE ONE awarded in the service Export EdTech Category at the Payoneer India Cross-Border Excellence Awards 2026

Shalin (Shawn) Parikh, Co-Founder & CEO, and Nemin Vora, VP of Client Relationship Management, received the award on behalf of MYCPE ONE at the ceremony in New Delhi.

Shalin (Shawn) Parikh and Nemin Vora represented MYCPE ONE at the Payoneer India Cross-Border Excellence Awards 2026 in New Delhi

The award recognizes MYCPE ONE's approach to combining AI, automation, digital learning, and compliance technology to support the evolving needs of CPA and accounting firms. 

Unlike traditional EdTech platforms focused primarily on course delivery, MYCPE ONE combines professional education with technology and operational capabilities designed for the day-to-day needs of accounting firms. 

At the center of its learning ecosystem is MYCPE ONE's CPE platform, providing CPA and accounting firms with access to professional education across 100+ qualifications, along with tools for CPE compliance and learning management. The platform brings together 15,000+ hours of content, 50-state compliance tracking, automated reminders, audit-ready reporting, and a centralized Learning Management System for managing users, learning plans, assignments, practical training, assessments, and performance. It also supports customized learning paths, firm academies, and AI-powered learning tools to help firms develop skills across their teams. 

The company is also developing practical training programs, AI-focused academies, and AI-monitored assessments to help accounting professionals build skills for an increasingly AI-driven workplace. Its assessment platform uses AI-based monitoring to strengthen assessment integrity. 

Beyond learning, MYCPE ONE is developing an AI-first, technology-enabled offshoring model that combines offshore talent with structured workflows, digital productivity tools, candidate assessments, centralized management, and technology-enabled operations. Through its offshoring solutions, accounting firms can build their own offshore teams or use managed offshoring models while accessing accounting professionals across multiple locations. 

"This award reflects the journey we have taken at MYCPE ONE to bring technology, talent, and learning together to create more meaningful solutions for accounting and professional services firms," said Shalin (Shawn) Parikh, Co-Founder & CEO, MYCPE ONE. "We are proud to be awarded in the Service Export: EdTech category. It reinforces our belief in building solutions that help firms access the right talent, develop skills, and embrace technology as they grow globally." 

MYCPE ONE's technology and processes are backed by a SOC 2 Type 2 and ISO 27001:2022-certified Information Security Management System covering technology, development, operations, and offshore staffing activities. 

As accounting and professional services firms look beyond geographic boundaries for talent, technology, and learning, MYCPE ONE continues to expand its capabilities across AI-enabled education, compliance, and cross-border service delivery. 

About MYCPE ONE 

MYCPE ONE is a full-stack accounting and business services platform headquartered in Ahmedabad, India, serving 3,000+ CPA and accounting firms, along with 300+ growing businesses across North America, the UK, and Europe. 

Founded by Shalin (Shawn) Parikh and Valay Parikh, the company has evolved into an integrated platform offering offshore staffing, continuing professional education and learning and development, digital marketing, website solutions, managed IT, cybersecurity, AI implementation and other professional solutions. With SOC 2 Type II certification, ISO 27001 compliance, GDPR readiness, and a proven track record of zero data breaches, MYCPE ONE delivers secure, scalable workforce, education, and business enablement solutions. 

Backed by a talent pool of 500,000+ vetted professionals and a global team of 3,000+ members, MYCPE ONE operates as a unified ecosystem supporting firms and businesses at every stage of growth.

Vishwabharati Defence Academy Cadet Ananya Sebastian Selected for NCC Special Entry, Begins Officer Training at OTA Chennai

New Delhi [India], October 1: VDA presently trains around 159 students across its two CBSE-affiliated residential campuses in Yavat and Shivneri, offering a two-year residential programme that combines NDA and JEE coaching with CBSE  Schools for Classes XI and XII, along with dedicated preparation for the Services Selection Board (SSB) interview. The Academy is led by senior retired officers of the Armed Forces, including Col Subhash Pol (Retd), an alumnus of Sainik School Balachadi Jamnagar ,a Kargil War veteran, and Col Rohit Tewari (Retd), a former officer of the Regiment of Artillery and Military Intelligence, along with Mr. Ananda Hota, a first-generation entrepreneur and founder member of the institution.

Ananya Sebastian completed her two-year residential NDA course at VDA before proceeding to Fergusson College for her graduation. During this period, she was selected under the NCC Special Entry scheme and will now begin her officer training at OTA Chennai – a milestone the Academy has held up as a validation of its training model, which blends military mentorship, physical training, and academic rigour to prepare students for the career as commissioned officers in the Indian Armed Forces.

Contact no :Col Subhash Pol Mob -9930004092

Email -info@vishwabharatigurukul.com

Website: www.vishabharatigurukul.com

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New Delhi [India], September 30: What happens when business decisions have to be made in a changing market place? MBA and BBA students at Invertis University, Bareilly got an opportunity to experience real business challenges through CESIM Simulation Workshop organised on September 10, 2026, at the University Seminar Hall.The workshop introduced students to simulation based learning, giving students a practical setting to apply business concepts, assess situations and understand how strategic decisions can influence business performance.

The workshop was conducted by Mr. Rohan Jugran, Head Business Operations, CESIM India, who guided the students through business simulation exercises and shared insights from the industry.

Through the simulation based activities the students were able to work on scenarios that required them to analyse the market, understand the competition, plan their own strategies and make decisions as a team. The exercises helped them to see how different business choices could yield different results in a market that was constantly fluctuating.

Instead of restricting business strategy to just theory and classroom discussions, the students were able to apply their understanding to real life scenarios and make decisions keeping in mind their possible repercussions on the functioning of their potential business.

The session was also attended by Prof Y.D.S. Arya (Vice Chancellor), Prof Manish Gupta, Dean Management, Dr. Ankita Tandon,  HOD MBA and faculty coordinator Dr Viksit Tripathi.

For MBA and BBA students, this provided a practical way to understand the inter related  nature of business decisions. A decision related to strategy or competition does not work in isolation, it can influence how a business responds to the market and performs against competitors. The simulation environment allowed students to explore these challenges  in a structured and engaging manner.

The workshop also strengthened the focus on experiential and industry oriented learning for management students. By working through simulated business challenges, students were encouraged to look beyond theoretical answers and develop a more analytical approach to market concepts.

The activities were focused on key management skills including strategic planning, competitive analysis, teamwork and decision making. The teamwork also encouraged the students to exchange ideas, evaluate different perspectives and reach a collective decision.

The industry perspective shared by Mr. Jugran further linked the simulation exercises with the way businesses operate in real world environments. For students preparing for their careers in management, such an exposure can enable them to better understand the importance of analysing situations before making strategic choices.

The programme concluded with a vote of thanks delivered by Dr. Viksit Tripathi.

Through the CESIM Simulation Workshop, Invertis University offered MBA and BBA students with an opportunity to experience business strategy through practical decision making. The initiative gave an industry-oriented dimension to management education, enabling the students to learn, analyse, collaborate and make decisions in a simulated competitive business environment.

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Collaboration will cover joint research, Work Integrated Learning, and specialised healthcare
 

The collaboration brings together the clinical environment of the Apollo network and BITS Pilani's strengths in engineering, technology and data science. Clinicians and BITS Pilani researchers will explore joint research on clinical and healthcare problems, with specific areas to be identified as the collaboration develops.
 

The two institutions will collaborate to develop Work Integrated Learning programmes for healthcare professionals. These programmes allow doctors, nurses, allied health professionals and healthcare managers to earn a qualification while continuing in their jobs. Potential areas include healthcare logistics and supply chain, pharmacy, and hospital finance, with the curriculum built around the work these professionals actually do.
 

The partners will also explore technology learning for students, built around the role each student is training for. This would extend to learners at The Apollo University, at the medical and nursing colleges in the Apollo network, and at Apollo Healthcare Academy's partner institutions.
 

Specialised programmes in allied health and healthcare technology are a further area the two institutions will explore, combining BITS Pilani's competency centres with clinical training in Apollo hospitals.
 

Dr. Preetha Reddy, Executive Vice Chairperson, Apollo Hospitals Group, said, “Healthcare is entering an extraordinary era, where technology is opening new possibilities and widening the horizons of diagnosis, treatment and care. Yet the future of healthcare will be shaped not by technology alone, but by our ability to bring high tech and high touch together, combining innovation with the human connection that lies at the heart of healing. This landmark partnership brings together two pioneering institutions, Apollo Hospitals and BITS Pilani, each with a legacy of transforming its field and a shared belief in the power of knowledge to shape the future. Together, we can enable healthcare professionals to learn while they continue to care, build capabilities for a rapidly changing world, and advance research rooted in the challenges clinicians encounter every day. In doing so, we hope to nurture a generation of healthcare professionals ready not only for the future of healthcare, but ready to shape it.”
 

Prof. V. Ramgopal Rao, Group Vice-Chancellor, BITS Pilani, said, "Healthcare is one of the areas where good engineering makes a direct difference to people's lives. The collaboration creates opportunities to work with Apollo's clinical ecosystem and with a large base of healthcare professionals and students. We bring the technology, data science and a proven model of teaching people who are already working. We expect this collaboration to produce both research and trained professionals."
 

About Apollo Knowledge
Apollo Knowledge is a higher education, skilling and workforce development group backed by the promoters of Apollo Hospitals, working across medicine, nursing, allied health, technology and management. Its institutions include The Apollo University, Apollo Institute of Medical Science and Research, Apollo Nursing Colleges, Apollo Healthcare Academy, Medvarsity and Global Workforce Development. More than 10,000 students are on campus today, undergoing clinical training in the hospitals. More than 5,000 healthcare professionals have been placed in roles in India and abroad, including over 400 radiographers who joined the National Health Service in the United Kingdom in the last three years.
 

About BITS Pilani
The Birla Institute of Technology and Science, Pilani (BITS Pilani) is a leading private deemed-to-be university in India, founded in 1964 under the patronage of the Birla family. It was among the first six institutions in India to be declared an Institution of Eminence by the Government of India. BITS Pilani operates campuses at Pilani, Goa, Hyderabad, Mumbai and Dubai. Its Work Integrated Learning Programmes division has offered degree programmes for working professionals since 1979. More than 1,36,000 professionals have graduated through these programmes, and over 50,000 are currently enrolled across India and more than 32 countries. Over 350 companies work with BITS Pilani for workforce development.

L-R: Alba Smeriglio, British Deputy High Commissioner, Chandigarh; CII Chandigarh Education Summit Chairman Reekrit Serai; Haryana Education Minister Mahipal Dhandha; CII Chd Director Sumanpreet Singh

Calling for greater collaboration between schools, universities, industry and society, Dhanda said India’s youth must be equipped with the skills and capabilities required to contribute meaningfully to a Viksit Bharat. He invited education and industry leaders to share their ideas and work alongside the government in strengthening the education ecosystem and preparing young people for the opportunities of the future.

“The future is something we build together. The Greater Chandigarh region has all the ingredients to become a model for connecting education, skills and industry. By bringing government, academia and businesses together, we can equip young people with the skills, creativity and adaptability needed for tomorrow. The UK is proud to be a long-term partner in this journey,” said Alba Smeriglio, British Deputy High Commissioner, Chandigarh.

Emphasising the importance of decisions being taken today, Reekrit Serai, Chairman, CII Chandigarh Education Summit 2026 and Managing Director, Satluj Group of Schools, said, “The future is not something our children will one day enter. It is something we are building for them—in our classrooms, our institutions and in the decisions we make today.”

Highlighting the region’s potential, Serai added, “Greater Chandigarh has the ingredients to emerge as a major education and knowledge hub. Panchkula, in particular, has the potential to become a higher-education destination, attracting leading Indian and international universities, including British institutions. Education must ultimately prepare young people not simply for the jobs of today, but to think, adapt, create and lead in the world of tomorrow.”

Vivek Verma, Chairman, CII Chandigarh UT and Managing Director, Spray Engineering Devices Ltd, highlighted the growing impact of technology on education. “The education ecosystem is undergoing a significant transformation, driven by Artificial Intelligence, digital technologies and changing industry requirements. Technology can enable personalised learning, improve access and create new approaches to teaching and assessment, but it must remain an enabler and not a replacement for the human element of education,” he said.

The discussions at the Summit focused on strengthening the school-to-skills-to-industry connect, promoting experiential and vocational learning, enhancing teacher development, integrating emerging technologies and creating greater industry exposure for young learners.

The Summit also brought together perspectives from both the academic and institutional ecosystems, enabling stakeholders to examine how schools, higher-education institutions, policymakers and industry can collectively respond to rapidly changing workforce and societal requirements.

Stakeholders underlined the need for closer collaboration between government, academia and industry to ensure that education remains aligned with evolving workforce requirements while continuing to nurture the broader intellectual, social and human capabilities of young people.

The dialogue reaffirmed CII Chandigarh’s commitment to facilitating industry-led engagement on education and supporting the development of a future-ready, inclusive and skills-oriented education ecosystem.

Bengaluru (Karnataka) [India], September 29: There is a training restaurant on International Airport Road in Bengaluru where servers learn to carry plates before they carry them for paying guests. Tables are set to specification. Briefings are conducted before every session. Complaints are rehearsed, not avoided. The room looks like a working restaurant because, operationally, it functions like one.

This is Adevo Academy, and the deliberateness of what happens inside it is precisely the point.

A Sector That Trained by Accident

India’s hospitality industry employs an estimated 40 million people and is growing at a pace few sectors can match. The food service market alone crossed $56 billion in 2025, with projections pointing well past $130 billion by 2034. New hotels are opening across Tier 2 and Tier 3 cities at a rate that would have seemed ambitious five years ago. The numbers are, by any measure, impressive.

What has not kept pace is the training infrastructure behind them.

Annual attrition in India’s restaurant sector runs between 30 and 60 percent depending on the segment. A significant proportion of hospitality workers are trained informally through observation, imitation, and on-the-job trial-and-error rather than through any structured programme. The gap between the experience a hotel or restaurant promises its guests and the preparation its staff actually receives is, in most cases, substantial.

Adevo Academy was founded in January 2021 specifically to close that gap. The firm’s three co-founders Brendon Pereira, Krishna Shantakumar, and Rashmi Koppar arrived at the same problem through different routes, and built something that reflects all three perspectives simultaneously.

Three Careers, One Diagnosis

Pereira spent three decades moving between hotel F&B management, corporate finance, and strategic consulting, from F&B Manager at Le Meridien and TGI Fridays to CFO of an NSE-listed company. He holds an MBA from SPJIMR and completed an MDP in Mergers and Acquisitions at IIM Ahmedabad.

Shantakumar spent 30 years on the other side of the business, building restaurants that became institutions in Bangalore’s dining landscape. The 13th Floor, ASEAN On The Edge, and Ebony properties defined a certain era of the city’s F&B culture. He is also a published food writer with work in leading Indian newspapers and journals.

Koppar brings a third dimension: 27 years spanning luxury hotel operations at Taj and Oberoi, followed by an extended academic career at Ramaiah University of Applied Sciences, where she rose to Deputy Registrar and Academic Registrar while designing hospitality curricula at the institutional level.

The consensus among the three, when they founded Adevo, was that India’s hospitality training problem was neither a talent problem nor a willingness problem. It was a systems problem. The sector had been training by instinct for decades. What it needed was a firm that could build the systems and train to them.

What the Model Actually Looks Like

Adevo operates across four channels. The physical academy in Bengaluru with its training restaurant and housekeeping laboratory, handles in-person, hands-on training for individual learners and corporate cohorts. On-site delivery takes the same programmes directly to client premises across India. A live LMS platform at lms.adevo.in hosts more than 100 modular courses across F&B service, kitchen operations, food safety, housekeeping, and leadership available in English and Indian regional languages. And for larger organisations, Adevo offers full-cycle L&D outsourcing: taking over the entire learning and development function so clients do not have to build or maintain one in-house.

The client list that has gathered around this model is striking for a bootstrapped, four-year-old firm. The Phoenix Mills Limited. General Mills India, for whom Adevo built an upskilling programme covering 6,000 bakeries across India, trained 64 chefs under a Train the Trainer format, and produced seven content modules spanning sales, sanitation, and inventory management. Kempegowda International Airport, Bengaluru. JSW Foundation, where Adevo runs a community hospitality training academy in Toranagallu for rural youth in Bellary district. And a long roster of Bangalore’s most recognised restaurant and bar brands.

The outcomes, where measurable, are specific. Kling Brewery and Kitchen, one of Adevo’s F&B clients, now consistently maintains a 4.8-plus rating on Google following structured service training, a concrete, public, trackable metric in a sector where training investments almost never produce numbers you can point to.

What It Points Toward

India’s hospitality sector is at an inflection point. The infrastructure is being built. The demand is real. The workforce challenges chronic attrition, inconsistent training, an undertrained supervisor layer, and a geographic expansion into Tier 2 and Tier 3 markets that outpaces skill development is also real, and growing.

Adevo is not the only company addressing it. But it may be the only one doing so with a founding team that has actually run the operations it is now training people for.

That distinction, practitioner-built, not consultant-designed is what the training room on International Airport Road is quietly trying to prove, one briefing at a time.

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Maneesh Singh, CEO, ExamOnline

New Delhi [India], September 30: For years, exam preparation has been measured in hours: how early you woke up, how late you stayed up, how many chapters you crammed into a weekend. But the students who consistently perform well aren’t always the ones who study the longest – they’re the ones who prepare with intention. And increasingly, “preparing” means more than just knowing the material. As exams move online, being ready also means being comfortable with how that knowledge will be tested.

The Problem With “More Hours”

It’s tempting to believe that doubling your study time will double your results. In reality, the brain has limited capacity for focused attention. Focused attention declines during prolonged, unstructured study, making additional hours less productive.

The smarter approach isn’t about cutting corners. It’s about replacing low-value habits with ones that build durable understanding – and about not letting the exam format itself become a source of avoidable stress.

1. Practice Retrieval, Not Just Review

One of the most well-established findings in learning science is that actively recalling information strengthens memory far more than passively rereading notes. Instead of skimming a chapter again, students benefit more from closing the book and trying to answer questions on the material.

Regular practice tests do more than check what you know – they reveal exactly what you don’t, which is often the more useful discovery. A student who works through timed practice questions after each topic gets immediate, honest feedback on where their understanding is shaky, well before it counts.

2. Space Out Your Study Sessions

Cramming creates an illusion of mastery. Information feels fresh right after a late-night session, but it fades quickly because it was never given time to consolidate. Spaced repetition – reviewing material at increasing intervals over days and weeks – leads to far stronger long-term retention than a single marathon session.

Research has consistently found that spaced learning tends to produce stronger long-term retention than concentrated cramming, even when total study time is comparable.

3. Rehearse the Exam Itself, Not Just the Content

Knowing the material is one part of preparation. Being comfortable with the format in which you will have to demonstrate that knowledge is another. As more assessments move to digital and remotely supervised formats, students also need to practise the conditions under which they will actually be tested. A student who is comfortable solving questions on paper may still lose time adjusting to a countdown timer, on-screen navigation, identity checks or a monitored environment.

None of this is difficult once you know what to expect. But it can be genuinely unsettling the first time someone encounters it – a student who has only ever taken exams with pen, paper, and open notes can find a monitored digital test disorienting, even when they know the subject well. Treating this as part of preparation, not an afterthought, removes a variable that has nothing to do with knowledge and everything to do with unfamiliarity. That might mean simply taking one full practice test under real conditions: same device, same quiet room, no phone nearby, camera on, full attention on the screen for the entire duration.

4. Handle the Logistics Before Exam Day, Not During It

Online exams come with their own checklist, separate from the syllabus: a stable internet connection, a functioning webcam and microphone, valid identification ready to show, and the test window opened and tested ahead of time. Technical hiccups are rarely about knowledge, but they can cost real time and composure if they surface for the first time during the actual test.

Students preparing smarter run through this setup at least once beforehand – checking their connection, confirming their device meets requirements, and understanding what the identity verification and browser lockdown will look and feel like. It’s a small investment that means, on the day itself, all the mental energy goes toward the questions rather than toward troubleshooting.

5. Use Data to Study What Matters

Not all topics deserve equal attention. Some carry more marks, some appear more frequently, and some are simply weaker areas for a given student. Preparing smarter means identifying these priorities early rather than working through material in the order it appears in a textbook.

Tracking performance across practice attempts – which topics consistently trip you up, which question types take the longest, where careless errors happen – turns preparation into a targeted process. When detailed results and reports are available soon after a practice test, this review can happen while the material is still fresh, which makes the lessons stick far better than revisiting them days later.

6. Build in Rest and Recovery

Sleep, breaks, and downtime aren’t the opposite of productive studying – they’re part of it. Sleep plays an important role in memory consolidation, while breaks can help sustain attention during extended study periods. Students who protect their sleep and build short breaks into long study sessions tend to retain more per hour studied than those who push through fatigue, and they also tend to walk into a monitored exam calmer, which matters even more in a timed digital exam, where fatigue can affect concentration, reading speed and decision-making

7. Review Mistakes, Not Just Scores

A test score is a summary, not a lesson. The real learning happens when a student goes back through incorrect answers and asks why they got them wrong – a knowledge gap, a misread question, a careless slip, or a timing issue caused by the format itself. Each of these has a different fix. Treating every practice attempt as a diagnostic tool, rather than just a grade, is what turns repeated testing into steady improvement.

8. Use AI as a Tutor, Not an Answer Machine

The important media angle is the distinction between AI-assisted learning and AI-dependent learning. A Mumbai study, for example, found widespread awareness of AI among Class IX students but also concerns that students were using it to obtain quick answers rather than develop independent problem-solving skills. 

The Bigger Shift

Preparing smarter isn’t a single trick – it’s a shift from “how much time can I put in” to “how effectively am I using the time I have,” and from focusing only on content to also getting comfortable with the format the exam will take. Regular low-stakes practice, spaced learning, familiarity with a secure digital test environment, and honest review of mistakes all compound over weeks and months.

Students who prepare this way tend to need less last-minute cramming, feel steadier when the camera turns on and the timer starts, and perform more consistently – not because they worked harder, but because nothing about exam day caught them by surprise.

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A Moment of Celebration as IIT Jammu Hosts Its 7th Convocation

A total of 420 degrees were conferred during the ceremony, comprising 209 B.Tech, 124 M.Tech, 23 M.Sc., and 64 Ph.D. degrees, reflecting the Institute’s growing contributions to higher education and research.

The ceremony was graced by Dr. Shankar M. Venugopal, Vice President, Mahindra & Mahindra Ltd., Mahindra Research Valley, as the Chief Guest, and Dr. Amitabh Ranjan, Vice Chairman, Pan IIT Alumni India, as the Guest of Honour.

Addressing the graduating students, Dr. Venugopal encouraged them to embrace the opportunities emerging in a world being reshaped by technology and innovation. He urged the graduates to remain connected with their alma mater and contribute to its growth as mentors, collaborators, and ambassadors of IIT Jammu. Reflecting on their student journey, he encouraged them to cherish the experiences and relationships they had built at the Institute and draw strength from them as they navigate the challenges ahead. He also highlighted the immense potential of India to transform its challenges into opportunities through innovation, determination, and collective effort.

Dr. Amitabh Ranjan, Guest of Honour, congratulated the graduating students and emphasised the importance of staying connected with the IIT ecosystem and contributing to the larger community. He encouraged the graduates to carry forward the values, knowledge, and spirit of excellence cultivated at IIT Jammu as they embark on their professional journeys.

In his address, Prof. Manoj Singh Gaur, Director, IIT Jammu, congratulated the graduating class and spoke about the importance of curiosity, resilience, and purpose in shaping meaningful careers and lives. He encouraged the graduates to remain committed to lifelong learning, create value through their work, and ensure that their knowledge and innovations contribute meaningfully to society. He urged them to remain grounded in their roots, pursue new paths with courage, and nurture friendships and relationships that extend beyond professional networks.

A key highlight of the ceremony was the unveiling of ‘Antardṛṣṭi’, meaning “inner vision”, a new sculpture dedicated to the graduating class of 2026. The sculpture symbolises the moment before departure, when clarity must come from within before one steps into the wider world. It embodies a message of self-trust, courage, and aspiration for the graduates as they begin the next chapter of their lives. The sculpture serves as a reminder to look within when the path ahead appears uncertain, to dream beyond the limits set by others, and to move forward with confidence even when the journey ahead is challenging.

The ceremony also recognized outstanding academic achievements through the conferment of prestigious medals. Vivek Kumar Shandilya, Department of Materials and Metallurgical Engineering, was awarded the President Gold Medal for securing the highest CGPA among all B.Tech graduates. The Director Gold Medal was conferred upon Ayush Raj, Department of Chemical Engineering, for the best overall performance.

The Institute Gold Medal for the highest CGPA among graduating M.Tech students was awarded to Mohammad Shamsul Haq, M.Tech in Civil Engineering, while Sheikh Aabid Nisar, M.Sc. in Chemistry, received the Institute Gold Medal for securing the highest CGPA among graduating M.Sc. students.

The Institute Silver Medals were awarded to students securing the highest CGPA in their respective disciplines. Among the B.Tech programmes, the recipients were Ayush Raj (Chemical Engineering), Khushboo (Civil Engineering), Chaitanya Tandon (Computer Science and Engineering), Nageshwar Kumar (Electrical Engineering), and Harshit Beri (Mechanical Engineering).

In the postgraduate programmes, the Institute Silver Medals were conferred upon Shivangi Sharma (M.Tech in Chemical Engineering), Anshu Kumari (M.Tech in Computer Science and Engineering), Sandeep Kumar (M.Tech in Electrical Engineering), Binod Kumar (M.Tech in Mechanical Engineering), and Akshita (M.Sc. in Physics).

The 7th Convocation of IIT Jammu was a celebration of academic accomplishment, perseverance, and aspiration. As the graduating class of 2026 steps into a new phase of its journey, the Institute congratulates all the graduates and wishes them success in their future endeavors. Equipped with knowledge, resilience, and a sense of purpose, the graduates are poised to make meaningful contributions to society and carry forward the values of IIT Jammu in the years ahead.

Highlights from the ARISE Learning Festival 2026—powerful conversations, distinguished voices, and the launch of AI Adoption for K-12: Moving Beyond Experimentation

Held around the theme ‘Connected Schools – Building Communities. Inspiring Futures,’ this year’s Festival was designed as an immersive, delegate-centred experience moving beyond a conventional conference format to combine school visits, keynotes and conversations with masterclasses, student voices, school showcases, partner and exhibitor engagements, peer learning and networking.
 

The Festival began with curated school tours across India on September 24 and across Delhi-NCR on September 25, offering delegates an opportunity to experience first-hand how schools are building collaborative cultures, strong communities and future-ready learning environments. The initiative brought together 6 host schools across India and 11 schools across Delhi-NCR*.
 

The learning continued at the Dr. Ambedkar International Centre, New Delhi, through interactive masterclasses and breakout conversations spanning teacher development, school leadership, institutional culture, technology and AI, digital resilience, student wellbeing, curriculum leadership and future readiness.
 

A key knowledge outcome of the Festival was the launch of the FICCI–ARISE–EY-Parthenon Knowledge Report, AI Adoption Plan for K12: Moving beyond Experimentation, focused on enabling schools to move from experimentation with artificial intelligence towards more purposeful and responsible adoption.
 

Perspectives shaping the future of education

Deepak Bagla, Mission Director, Atal Innovation Mission, NITI Aayog, shared perspectives on how schools can evolve from standalone innovation initiatives into connected ecosystems linking young people with creativity, entrepreneurship, problem-solving, partnerships and real-world opportunities. He highlighted the role of leadership and collaboration in embedding innovation more deeply within school culture.
 

Bringing a perspective from beyond education, Shikhar Dhawan, Chairman, Da One Group and former Indian international cricketer, drew upon his journey in high-performance sport, entrepreneurship and community initiatives to reflect on resilience, discipline, confidence and purpose. The conversation explored how schools and communities can create the conditions that help young people navigate challenges, build self-belief and translate their potential into meaningful achievement.
 

Patrick Derham OBE, former Head Master of Westminster School, Rugby School and Solihull School, drew on his extensive experience of school leadership to reflect on the fundamentals that continue to matter in education purpose, service, shared values, relationships and the strength of the school community. His reflections reinforced the importance of looking beyond academic outcomes to the broader role schools play in shaping young people.
 

Nikole Blanchard, Head of Educational Technology and Innovation, LSU Laboratory School, brought the conversation to the intersection of technology and humanity, highlighting the distinctly human capabilities young people will continue to need including curiosity, creativity, empathy, judgement, collaboration, courage and imagination as schools prepare students for an increasingly unpredictable future.
 

Students at the centre

Student voice formed an important part of the Festival. A main-stage student panel brought together students from government and private schools to share their perspectives on learning, wellbeing, belonging, creativity, purpose and what they would like the next generation of schooling to look like. The conversation placed students not simply as recipients of education, but as important participants in shaping its future.
 

Students were also visible across the Festival through presentations and showcases, bringing their ideas, creativity and work directly into the delegate experience.
 

From conference to experience

A defining feature of this year’s Learning Festival was its emphasis on participation and experience. The ARISE Experience Zone, school showcases, student presentations, partner and exhibitor engagements and interactive formats created opportunities for delegates to discover new practices and solutions, engage directly with innovators and connect with peers.
 

Across the programme, practitioners and experts also explored some of the most pressing questions facing schools today from the changing role of teachers and curriculum leadership to AI-enabled school management, career readiness, wellbeing, safeguarding and institutional culture.
 

Together, these formats sought to ensure that delegates did not simply listen to conversations about the future of education, but could experience ideas in practice, interact with those implementing them and build connections that could continue beyond the Festival.
 

Celebrating excellence in school education

The Festival culminated with the 4th Edition of the FICCI supported ARISE Excellence Awards, celebrating exemplary and innovative practices across school education.
 

The Awards drew participation from schools across the country, with an almost equal representation of government and private schools, reflecting the breadth and diversity of India’s school education ecosystem. Entries underwent a structured evaluation process involving an Interim Jury followed by a Grand Jury, with EY serving as the official tabulator.
 

The Awards ceremony also saw the release of the FICCI-supported ARISE Excellence Awards Compendium, showcasing exemplary practices and initiatives from participating schools and enabling their learnings to reach the wider education community.
 

Speaking on the occasion, Dr. Arunabh Singh, President, ARISE; Co-founder & Director, Healthy Planet Schools & Nehru World School, said, “Connected schools are ultimately about people students, teachers, leaders and communities learning from and strengthening one another. Through the ARISE Learning Festival, we wanted to move beyond a conventional conference and create an experience where delegates could see, participate, exchange and connect. The diversity of voices represented this year from government and private schools to students, policymakers, experts and industry demonstrates the power of bringing the ecosystem together.”

The ARISE Learning Festival 2026 (in collaboration with FICCI) reinforced the need for schools to remain connected, adaptive and deeply human-centred as they prepare young people for a rapidly evolving world. By bringing together ideas, lived experiences and on-ground practices, the Festival sought to translate conversations about the future of education into opportunities for learning, collaboration and action.

*List of ARISE host schools:

For Delhi NCR, Host School are as follows:
1. Pathways World School, Gurugram, Haryana
2. Healthy Planet School, Noida, Uttar Pradesh
3. Khaitan World School, Ghaziabad, Uttar Pradesh
4. Heritage International Xperiential School, Gurugram, Haryana
5. The Shri Ram School, Aravali, Gurugram, Haryana
6. The Ardee School, New delhi
7. Delhi Public School, Sector-45, Gurgaon, Haryana
8. Silverline Prestige School, Ghaziabad, Uttar Pradesh
9. Vasant Valley, New Delhi
10. Nehru World School, Ghaziabad, Uttar Pradesh
11. Shiv Nadar School, Noida, Uttar Pradesh

For PAN India, Host Schools are as follow:
1. The Ardee School, Sangolda, Goa
2. Valistus International School, Whitefield, Bangalore, Karnataka
3. Walnut School, Pune, Maharashtra
4. The Newtown School, Kolkata, West Bengal
5. Sagebrook International School, Hyderabad, Telangana
6. Grassroots Global Early Years, Patna, Bihar

New Delhi [India], September 26: At the meeting of the Board of Trustees of Vivekanand Education Society, Chembur, held today, a significant new initiative for community upliftment was proposed.

Shri DR Lalit Tekchandani, Trustee, proposed that on the lines of the successful model of JEETO, VES should create a dedicated support system to encourage and mentor students from our community aspiring to join the Indian Civil Services – IAS, IPS & IRS.

To give this vision a concrete start, Shri Lalit Tekchandani announced an initial seva contribution of Rs. 5,00,000/- (Rupees Five Lakhs only) towards this project.

The objective of the project is to support underprivileged boys and girls from the community from across India who have the talent and aspiration to pursue Civil Services but need guidance, coaching support and financial assistance.

The proposal was warmly appreciated and supported by Chairman Shri Rajesh Gyani, and Trustees Shri Bansi Wadhwa, Shri Dr Lulla and all other present trustees.

The Trust will now work out the detailed modalities, including selection criteria, mentoring and coaching partnerships, to launch the project at the earliest.

This initiative reaffirms VES’s commitment to education and support for Sindhi aspirants.

Vivekanand Education Society, Chembur, Mumbai: This initiative shall start from 22 nd February, on the birth anniversary of the founder, late Shri Hashu ji Advani, who was an RSS pracharak.

If you object to the content of this press release, please notify us at pr.error.rectification@gmail.com. We will respond and rectify the situation within 24 hours.

New Delhi [India], September 26: At the meeting of the Board of Trustees of Vivekanand Education Society, Chembur, held today, a significant new initiative for community upliftment was proposed.

Shri DR Lalit Tekchandani, Trustee, proposed that on the lines of the successful model of JEETO, VES should create a dedicated support system to encourage and mentor students from our community aspiring to join the Indian Civil Services – IAS, IPS & IRS.

To give this vision a concrete start, Shri Lalit Tekchandani announced an initial seva contribution of Rs. 5,00,000/- (Rupees Five Lakhs only) towards this project.

The objective of the project is to support underprivileged boys and girls from the community from across India who have the talent and aspiration to pursue Civil Services but need guidance, coaching support and financial assistance.

The proposal was warmly appreciated and supported by Chairman Shri Rajesh Gyani, and Trustees Shri Bansi Wadhwa, Shri Dr Lulla, and all other present trustees.

The Trust will now work out the detailed modalities, including selection criteria, mentoring and coaching partnerships, to launch the project at the earliest.

This initiative reaffirms VES’s commitment to education and support for Sindhi aspirants.

Vivekanand Education Society, Chembur, Mumbai: This initiative shall start from 22 nd February on the birth anniversary of the founder, late Shri Hashu ji Advani, who was an RSS pracharak.

If you object to the content of this press release, please notify us at pr.error.rectification@gmail.com. We will respond and rectify the situation within 24 hours.

Anant National University Hosts Mass Timber Workshop 2026, Championing Sustainable Construction and a Greener Future

As the construction sector grows, the need for environmentally responsible building practices becomes increasingly important. Mass timber offers an opportunity to explore alternatives to conventional construction materials and contribute to a more sustainable built environment. The workshop encouraged dialogue and collaboration around the role of such materials in shaping the future of construction.

At Anant National University, sustainability is central to its vision for education and its commitment to creating a better future. The University supports initiatives that encourage students, faculty and industry partners to address real-world challenges through sustainable architecture, responsible material use, climate-conscious design and interdisciplinary research.

The Mass Timber Workshop reflected this commitment by bringing together perspectives from academia and industry through discussions, knowledge-sharing and practical engagement. It provided a platform to explore how mass timber and other sustainable approaches can contribute to a more environmentally responsible built environment. Ahead of the workshop, participating Anant students also visited India’s landmark mass timber project in Umargam, Gujarat, gaining firsthand insights into the material’s practical applications.

By supporting initiatives such as this, Anant continues to create opportunities for its academic community to engage with emerging ideas and contribute to meaningful change. Through sustainability-focused learning, research and collaboration, the University remains committed to nurturing designers, architects and changemakers who can help build a more sustainable future.

About Anant National University

At Anant National University, education begins with a simple belief: the future will not be inherited. It will be purposefully designed.

Guided by the philosophy: Come, Create the New, Anant brings together learners who are curious about the world as it is, but also ambitious about what it could become. The University encourages students to look beyond conventional answers and engage with the complex challenges of our times: Ranging from climate and sustainability to cities, communities, systems and technologies.

Anant offers undergraduate, postgraduate and doctoral programmes across design, architecture, climate action and visual arts. Its approach combines academic rigour with studio-based learning, emerging technologies, research, entrepreneurship, Indigenous Knowledge Systems and hands-on engagement with communities. The goal is not only to build practical skills but also to train diligent professionals who can connect disciplines, understand context and create meaningful change.

Recognised as a Centre of Excellence by the Government of Gujarat, Anant received a 5-Star Rating in Architecture and a 4-Star Rating in the University category under the Gujarat State Institutional Rating Framework (GSIRF) 2023-24. These recognitions reflect Anant’s abiding commitment to build an innovating institution where creativity, sustainability, innovation and purpose come together to help shape a more thoughtful and resilient future.

SAP Learning Hub, student edition
 

Imagine graduating with more than a degree on your resume. You don’t need to be an IT professional to explore what SAP Certification-related jobs look like—SAP skills can open career opportunities in roles such as Consultant, Analyst, Business Process Analyst, Developer, Technology Analyst, and Application Support Associate across areas like Finance, HR, Sales, Procurement, Manufacturing, Analytics, and Technology. It’s a step toward a globally recognized certification, and a chance to work at the world’s top companies running on SAP, the world’s largest ERP company.

Eligible final-year college and university students in India can access the platform at no cost. Registration starts with using a university email to create an SAP Universal ID and uploading a student ID for verification. Once that’s done, they get an activation email, and they’re in.

Some head straight for supply chain or analytics, others explore HR, and SAP Learning Journeys cover all of it, each one a structured path built around a specific area. A commerce student can explore finance, an aspiring HR professional can go deeper into HR, and a student interested in technology can follow an entirely different path. The idea is to connect what they’re learning with the work they want to pursue.

“We want students to be able to explore, experiment, and find what works for them,” says David Chaviano, Program Manager, SAP Learning Hub, student edition. The experience goes beyond self-paced learning. Students can join sessions led by SAP experts and use real SAP practice systems to put their learning to work. “A classroom lesson can explain how a business process works. A practice system lets you try it yourself.” They can also join a learner community and prepare for SAP Certifications, with two exam attempts included.

By the time they graduate, students have explored an area of interest, built practical skills, and gained experience with SAP systems, giving them more to take into their first job search than a degree alone.

Eligible final-year students in India can register for the free SAP Learning Hub, student edition at https://learning.sap.com/free-student-edition.

Gurugram (Haryana) [India], September 24: The School of Design, Sushant University, Gurugram, successfully hosted the International Conference on Design Consciousness (ICDC) 2026 on September 18, 2026. Held on the theme “Social Design: Bridging Gaps, Building Futures,” the conference brought together academicians, researchers, designers, architects, industry professionals and students to explore the evolving role of design in addressing complex social and environmental challenges.

The conference was conducted under the leadership of Dr. Rakesh Ranjan, Hon’ble Vice-Chancellor, Sushant University, as Chief Patron, with Dr. Sanjiv Kumar Sharma, Hon’ble Pro Vice-Chancellor, as Patron and Dr. Koshalpreet Kaur as Conference Chair. The conference was conceived as a platform for examining design beyond aesthetics and functionality, with emphasis on inclusion, sustainability, social impact, universal design, public spaces, service design, digital social innovation, AI and emerging technologies. The discussions focused on the need for more responsible, empathetic and human-centred approaches to design.

ICDC 2026 featured a distinguished research advisory network comprising experts from leading international institutions, including The Hong Kong Polytechnic University, IULM University Milan, Politecnico di Milano, UNAB Santiago, Milano Fashion Institute, and Webster University, Tashkent, alongside eminent academics and design experts from institutions across India.

A key highlight of the conference was the expert panel bringing together diverse perspectives from architecture, design, urban development and creative practice. The panel featured architects, Co-founders & directors and directors from design. Their discussion centred on the idea of “Designing a Conscious Future for All.”

Speaking about the conference, Dr. Koshalpreet Kaur, Dean, School of Design and Conference Chair, ICDC 2026, said: “ICDC 2026 has been an important step towards creating a more conscious conversation around the role of design in society. For us, social design is not simply about designing for people, but about designing with people—listening to diverse voices, understanding lived experiences and creating solutions that are inclusive, responsible and meaningful. I am deeply grateful to our international and national research advisory committees, speakers, reviewers, researchers, participants and the entire School of Design team for making this academic initiative possible.”

The academic program was further strengthened by research presentations done by scholars from different parts of the globe, covering a broad spectrum of contemporary design concerns.  Senior experts from reputed institutions were invited as session chairs.  The conference proceedings feature 30 research contributions, addressing themes ranging from universal design and inclusive communities to sustainable materials, placemaking, design psychology, textile waste, service design, digital social innovation, AI-assisted design and the digital divide.

A significant outcome of ICDC 2026 is the publication of the selected research contributions in an edited conference volume, International Conference on Design Consciousness, carrying an ISBN and available on Amazon and Flipkart. The conference followed a rigorous peer-review process, with selected papers compiled for academic dissemination.ICDC 2026 marks another step in the School of Design’s commitment to research-led, socially relevant, and globally connected design education, creating platforms where research, practice, and interdisciplinary dialogue can contribute to more inclusive and sustainable futures.

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Architect and Design Educator Jabeen Zacharias Joins Anant National University as Professor of Practice

As Chief Architect of Jabeen Zacharias Architects, she has led more than 300 successful projects across hospitality, institutional, corporate, museum, cultural and residential sectors. She has also contributed extensively to design education in India through teaching, advocacy and leadership roles across academic and professional institutions, including the College of Engineering Trivandrum, the IIID Education Council and the Institute of Indian Interior Designers (IIID).

She has been associated with the Asia Pacific Space Designers Association (APSDA), the International Federation of Interior Architects/Designers (IFI) and the Indian Institute of Architects (IIA), where she was the first woman to chair the Kerala Chapter. She currently serves as Director, Vision & Strategy at the Global Village Foundation, further extending her engagement across education, human settlements, ecology, culture and civic initiatives.

At Anant, Zacharias will bring her extensive professional experience and industry perspective into the academic environment, strengthening the connection between design education and professional practice. Her engagement will span experiential and interdisciplinary learning, design advocacy, mentorship and professional networks, creating opportunities for students to learn from real-world practice and engage with the broader social, cultural and environmental contexts of design.

Her appointment strengthens Anant’s commitment to creating a wholesome learning ecosystem where students engage with leading practitioners who have shaped the profession through sustained work, exemplary leadership and powerful impact. 

As design education evolves beyond technical training towards contextual, ethical and purpose-driven problem-solving, her multidimensional engagements will play a key role in preparing students to respond thoughtfully to the complex realities of our world.

About Anant National University
Anant National University is India’s premier design university, preparing students to face the complex challenges of both the contemporary and emergent worlds. Guided by its brand philosophy, “Come, Create the New”, Anant encourages learners to move beyond conventional ways of thinking and imagining, designing and pursuing more inclusive, sustainable and future-ready possibilities instead.

The University offers multidisciplinary undergraduate, postgraduate and doctoral programmes across design, architecture, climate action and visual arts. Anant’s inventive academic approach combines rigorous learning, studio-based practice, emerging technologies, sustainability, Indigenous Knowledge Systems, research, entrepreneurship and hands-on community experiences.

Anant has been recognised as a Centre of Excellence by the Government of Gujarat. It has also received a ‘5-Star Rating’ in Architecture and a ‘4-Star Rating’ in the University category under the Gujarat State Institutional Rating Framework (GSIRF) 2023–24. These recognitions reflect Anant’s continuing commitment to build a world-class institution rooted in creativity, contextual understanding, innovation and purpose.

About Anant National University
At Anant National University, education begins with a simple belief: the future will not be inherited. It will be purposefully designed.

Guided by the philosophy: Come, Create the New, Anant brings together learners who are curious about the world as it is, but also ambitious about what it could become. The University encourages students to look beyond conventional answers and engage with the complex challenges of our times: Ranging from climate and sustainability to cities, communities, systems and technologies.

Anant offers undergraduate, postgraduate and doctoral programmes across design, architecture, climate action and visual arts. Its approach combines academic rigour with studio-based learning, emerging technologies, research, entrepreneurship, Indigenous Knowledge Systems and hands-on engagement with communities. The goal is not only to build practical skills but also to train diligent professionals who can connect disciplines, understand context and create meaningful change.

Recognised as a Centre of Excellence by the Government of Gujarat, Anant received a 5-Star Rating in Architecture and a 4-Star Rating in the University category under the Gujarat State Institutional Rating Framework (GSIRF) 2023-24. These recognitions reflect Anant’s abiding commitment to build an innovating institution where creativity, sustainability, innovation and purpose come together to help shape a more thoughtful and resilient future.

Certification valid August 2026 – August 2027, based entirely on what employees say about their experience. 

Pune (Maharashtra) [India], September 23: Amanora School, Hadapsar, Pune, has been officially Certified as a Great Place To Work® by Great Place To Work®, India, in the Mid-Size Organizations category. The certification, valid from August 2026 to August 2027, is awarded solely on the basis of direct, anonymous feedback shared by the school’s own employees – making it one of the most credible and employee-driven recognitions in the workplace culture space.

This recognition comes as Amanora School has embarked on 17th year of excellence in education – a journey that has seen the school grow from a small, single-building setup into a large, thriving campus serving thousands of students today. The Great Place To Work Certification underscores that this growth has been built as much on the strength of its people as on its infrastructure and academic outcomes.

As part of the rigorous Trust Index assessment, Amanora School recorded exceptional employee sentiment scores: 100% of employees said they are proud to work at Amanora, 96% said Amanora is a great place to work overall, 99% said it is a physically safe place to work, 98% said the leadership demonstrates high integrity, and 99% said management communicates openly and honestly. The school also reported a 94% employee retention rate and an average employee tenure of six years, with nearly a third of its people – including its entire leadership team and Heads of School – having grown into their roles from within the organisation.

A People-First Culture

The certification reflects Amanora School’s sustained investment in a people-centric culture built on trust, respect, collaboration and open communication. This includes structured employee engagement initiatives, professional development and training for teachers and staff through CENTA, recognition programmes such as the ACE Awards and Thank You Awards, wellbeing initiatives including health check-ups and insurance coverage, and progressive people policies such as adoption, maternity and paternity leave. The school also runs regular employee feedback and engagement surveys to continuously strengthen the workplace experience for both academic and non-academic teams.

“From the very beginning, our vision for Amanora School has been to create not just an outstanding learning environment for students, but an equally outstanding workplace for the people who make that learning possible. Seeing 100% of our employees say they are proud to be part of Amanora is deeply humbling, and this certification is a milestone that inspires us to raise the bar even further. I’m very happy with the support from Ryan Education team in managing the high staff morale at all times,” said Mr. Aniruddha Deshpande, Chairman, Amanora School.

“This certification is a proud moment for all of us at Amanora School. It is not an award we set out to win – it is a reflection of how our people genuinely feel about working here every day. When teachers and staff feel valued, respected and supported, that energy naturally extends to our students and classrooms. This recognition strengthens our resolve to keep building a school where our educators can grow, contribute and thrive,” said Ms. Meera Nair, Director Principal, Amanora School.

“Across the Ryan Group, we believe that a great school is built by a great team, and Amanora’s Great Place To Work Certification is a powerful validation of that belief. What stands out is that this recognition comes directly from our own employees — their honesty and trust in giving this feedback is what makes it meaningful. It reinforces our continued investment in leadership accessibility, employee wellbeing and career growth across all our institutions,” said Mr. Vinod Sharma, Chief Operating Officer, Edunation Services Pvt. Ltd.

Why This Recognition Matters

For Amanora School, the certification strengthens its standing as an employer of choice and reinforces its commitment to building a high-performing, people-centric organisation. For its employees, it is a direct reflection of their own experience and contribution to the school’s culture – reinforcing that wellbeing, trust, growth and open communication are integral to the school’s success. According to Great Place To Work research, job seekers are **4.5 times more likely to find a great boss at a Certified great workplace, and employees at Certified workplaces are 93% more likely to look forward to coming to work.

About Amanora School

Amanora School, Pune, is managed by the Ryan Group of Institutions, one of India’s largest K-12school networks with a presence across 40 cities and 20 states. Amanora School is committed to providing a holistic, values-driven education while fostering a workplace culture where educators and staff are empowered to learn, grow, and build meaningful careers. To learn more, visit www.amanoraschool.edu.in.

About Great Place To Work®

As the global authority on workplace culture, Great Place To Work® brings over 30 years of ground-breakingresearch and data to help every organisation become a great place to work for all. Their proprietary platform and For All Model help companies evaluate the experience of every employee, with exemplary workplaces becoming Great Place To Work Certified or receiving recognition on a coveted Best Workplaces List. Learn more at greatplacetowork.com.

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Uttarakhand Government and M3M Foundation representatives during the MoU signing to equip youth with industry-relevant skills

On the occasion, Smt. Chandrakanta (Deputy Director, Employment), Shri Niranjan Khugshal (Deputy Director, Training), Shri Dinkar Rawat (Principal Grade-I, Government Industrial Training Institute, Niranjanpur, Dehradun), Smt. Vinita Badoni (Nodal Officer, UKSDM), and Shri Arvind Kumar Sharma (M3M Representative), along with other officials and representatives from the department and training institutions, were present.

The objective of this MoU is to establish a collaborative skill development framework in Uttarakhand, through which youth can be provided technical training aligned with the current and emerging requirements of the industry. Under this initiative, special focus will be placed on quality training, employability enhancement, industry linkages, placement opportunities and sustainable livelihood outcomes. Along with linking training to local employment demand, efforts will also be made to prepare youth for employment and self-employment opportunities.

Under the MoU, priority has been given to the operation of training centres in Dehradun, Haldwani, Kashipur and Pithoragarh in the initial phase. Based on project requirements, geographical conditions and the availability of potential beneficiaries, Almora and Barkot may also be included as additional training locations. At least two courses will be selected for each training centre, keeping in view local conditions, industry demand and employment opportunities.

The proposed training programmes include modern and employment-oriented technical trades. These include Junior Technician – Electric Vehicle, Junior Technician – Auto Electrical Maintenance, Junior Technician – Automobile Repair & Maintenance, Junior Technician – Internet of Things (IoT), and Junior Technician – Plumbing. The selection of these trades is proposed to be undertaken keeping in view the requirements of local industries and the employment opportunities available to youth.

Through this partnership, emphasis will be placed on equipping the youth of Uttarakhand with skills aligned with changing industrial and technological requirements, while also connecting them with employment and self-employment opportunities. Along with strengthening engagement with industries and placement support, special attention will also be given to the quality of training and post-training outcomes.

On the occasion, Dr. Payal Kanodia, Chairperson & Trustee, M3M Foundation, said that providing youth in Uttarakhand with skills aligned with industry requirements and connecting them with employment and livelihood opportunities is an important objective of this partnership. She said that this collaboration between M3M Foundation and the Department of Skill Development and Employment, Uttarakhand, is an important initiative towards making skill development in the state more industry-focused, employment-oriented and outcome-driven.

Through this partnership, continuous efforts will be made to strengthen pathways for quality skill training, better employment opportunities and sustainable livelihoods for youth.

This partnership will bring together departmental efforts and participation from the social sector in the field of skill development in Uttarakhand, working towards making training, employment and livelihood opportunities more effective for youth.

Jaya Deoras Deshmukh (MICA), Navin Khemka (WPP Media) and Shashank Surana (DS Group) at the launch of DCODE 2.0, by DS Group with WPP Media and MICA

Building on the foundation of its first edition, DCODE 2.0 reflects the rapidly changing digital marketing landscape, with Artificial Intelligence (AI) integrated across the entire spectrum of digital marketing. Rather than treating AI as a standalone subject, the playbook explores its application across disciplines including Search, Paid Media, Performance Marketing, Content & Creative and other key areas, reflecting its growing role as an integral part of the modern marketer’s toolkit.

A significant addition to DCODE 2.0 is its association with MICA, bringing academic rigour and contemporary learning perspectives to complement the real-world expertise of DS Group and WPP Media. The collaboration strengthens the playbook’s relevance for both industry practitioners and the wider marketing and academic ecosystem.

The second edition also marks DS Group’s commitment to keeping DCODE an evolving resource, with the playbook intended to be updated periodically to incorporate emerging technologies, new tools, evolving industry practices and changing consumer behaviour.

DCODE 2.0 has also been reorganised and streamlined to make it more accessible and more practical for marketers. The modules have been strengthened, while the Paid, Owned and Earned (POE) framework has been refreshed to provide a more intuitive, practitioner-friendly approach to planning and executing digital marketing.

Rajeev Jain, Sr Vice President, Corporate Marketing, DS Group, said, “Digital marketing is evolving at an extraordinary pace while AI is fundamentally changing how marketers think, create, engage and measure. DCODE 2.0 is our effort to navigate this transformation and translate it into practical knowledge that marketers can apply. Our collaboration with MICA adds an important academic dimension, while our partnership with WPP Media brings deep industry expertise. Together, they make DCODE 2.0 a more relevant, comprehensive and future-ready resource for the marketing ecosystem.”

Prasanth Kumar, CEO WPP Media, South Asia, said, “Marketing is moving from a world of fragmented digital channels to an increasingly connected, intelligent and adaptive ecosystem. AI is accelerating this shift, but its real impact will come from how effectively marketers integrate it across the entire consumer journey, from discovery and media to content, commerce and measurement. DCODE 2.0 is a timely effort to bring these evolving disciplines together and translate a complex, fast-changing landscape into practical knowledge. By combining industry experience with academic rigour, the playbook can help marketers move beyond simply understanding new technologies to applying them meaningfully to drive growth.”

Jaya Deoras Deshmukh, Director & CEO, MICA, said, “The future of marketing is not merely to discover demand; it is to imagine, create, and responsibly steward the futures that demand inhabits. As the marketing function steps into this Age of Imagination, the fundamental discipline of demand activation transforms, sensing unfelt and unmet needs and bringing them to life. DCODE 2.0 captures that very shift by pairing smart technology with human intuition, empowering marketers to look beyond what already exists and imagine entirely new possibilities into being.”

DCODE 2.0 is designed for a wide spectrum of users, including corporate and agency marketing teams, digital practitioners, media planners and buyers, students, academic institutions and senior marketing professionals. It will be available as an open-access resource, reinforcing the initiative’s objective of contributing to the broader digital marketing ecosystem. It provides frameworks, processes, best practices and actionable guidance across key areas of digital marketing, helping marketing practitioners navigate an increasingly complex and technology-led ecosystem.

India’s media and advertising landscape continues to expand, with total advertising revenue projected to grow by 9.7% in 2026 to Rs 2,01,891 Cr, according to the TYNY 2025 report by WPP Media, an incremental addition of Rs 17,844 Cr over 2025. Digital is driving this structural shift, with digital, including digital extensions of all media, accounting for 68.1% of total ad revenue. Within digital, commerce-led advertising is the fastest-growing segment at 24.2%, driven by the convergence of retail media, quick commerce and social commerce. Other digital channels are expected to grow at 11.1%, while OOH and cinema expand at 8.9%. Television is projected to grow at 3.1%, supported by connected TV and addressable advertising, while audio is expected to grow at 1.5%, fuelled by streaming platforms. At the same time, AI-powered search, voice and agentic discovery are projected to grow at 8%, reflecting how AI and technology are becoming increasingly integral to India’s evolving advertising ecosystem.

The playbook can be accessed at <Digital Marketing Strategy Guide | DS Group>

About WPP Media

WPP Media is WPP’s global media collective. In a world where media is everywhere and in everything, we bring the best platform, people, and partners together to create limitless opportunities for growth.

For more information, visit wppmedia.com.

WPP Media is part of WPP, the trusted growth partner for the world's leading brands. Powered by exceptional talent and our agentic marketing platform WPP Open, WPP unites cutting-edge media intelligence and data solutions, creativity, production, enterprise solutions, and expert strategic counsel.

About DS Group

The DS Group (Dharampal Satyapal Group) is a one of the leading FMCG conglomerates and a Multi-Business Corporation with a strong Indian and International presence. Founded in the year 1929, it is an inspiring and successful business story that blends a remarkable history and legacy with visionary growth. It has an extensive and diverse portfolio with presence in Food and Beverage, Confectionery, Mouth Freshener, Hospitality, Agri, Luxury Retail businesses, and other investments. Catch, Pulse, Pass Pass, Silver Pearls, Ksheer, Rajnigandha, Ovino, L’Opera, Le Marche, Birthright, LuvIt, Chingles, Golmol, Namah are some of the leading brands, the Group proudly shelters today.

As a corporate, DS Group is guided by a clear set of values that are built on a strong foundation of collective good to give back to society and protect the planet. The DS Headquarters has been awarded Leadership in Energy and Environmental Design (LEED) Platinum certification, under the USGBC (US Green Building Council) existing building O&M (Operation and Maintenance) program version 4.0. The DS Headquarters has also received LEED Zero Carbon Certification, by the USGBC. DS Group has aligned its financial performance with global ESG priorities with the launch of a pioneering Double Materiality Assessment across all businesses. Further demonstrating its environmental leadership, the DS Group has a water positivity index at 1.8 across its business units in 30 locations of India.

For details, log onto www.dsgroup.com.

New Delhi [India], September 22: When Sai University conferred an honorary Doctor of Science (D.Sc.), Honoris Causa, on Padma Bhushan Shri Natarajan Chandrasekaran, Chairman of Tata Sons, at its Convocation on 19 September, the occasion brought together two themes that have shaped the University since its founding: technology-led innovation and institution-building.

Sai University counts among its Governing Council and its circle of distinguished guests several individuals who have played significant roles in shaping India’s technology and knowledge ecosystem. Padma Vibhushan N. R. Narayana Murthy, co-founder of Infosys, and Padma Shri T. V. Mohandas Pai, Chairman of Manipal Global Education and a former Infosys board member, are both closely associated with the institution, alongside figures such as Shri Ashank Desai of Mastek and Justice M. N. Venkatachaliah, former Chief Justice of India. Their association reflects the University’s efforts to bring perspectives from industry, technology, academia and public life into its institutional ecosystem.

It helps that the two people steering Sai University day to day bring together complementary perspectives from industry and research.

Founder and Chancellor Shri K. V. Ramani is one of the early architects of India’s IT services industry. He joined IBM as a graduate engineer in 1970, went on to found Future Software and co-found Hughes Software Systems, and was a founding force behind NASSCOM, serving as its Chairman in the late 1990s. NASSCOM presented him with its Founder’s Award in 2015 for his contribution to putting India on the global IT map. He continues to serve as Chairman and Managing Director of Digital Holdings Pvt. Ltd.

Vice-Chancellor Prof. Ajith Abraham brings the research dimension to the University’s leadership. He is ranked among the top 0.01% most-cited scientists globally in engineering and computer science, with more than 71,500 citations, over 1,500 publications and research funding exceeding US$110 million across projects spanning the United States, Europe and Asia. He has edited one of the oldest journals in artificial intelligence and founded a machine intelligence research lab in Seattle.

Between them, Ramani and Abraham give Sai University something fairly unusual for an institution this young: leadership that brings together experience in building technology enterprises with globally recognised academic research. That combination is reflected directly in how the University designs its degrees. Each of its eight schools, from Law and Media Studies to Allied Health Sciences, follows what the institution calls an “AI + X” approach, treating artificial intelligence as a shared foundation across disciplines rather than as a specialisation reserved only for computing students.


At the University’s Third Convocation, Shri Natarajan Chandrasekaran was conferred the degree of Doctor of Science (D.Sc.), Honoris Causa. The citation accompanying the honour described him as a “technology leader and business statesman whose career exemplifies education, innovation, perseverance and ethical leadership.” Sai University conferred the honorary degree in recognition of his outstanding contributions to industry, business, technology and innovation, education and society, and for his role in globalising India. The citation also highlighted his journey from Tata Consultancy Services to the chairmanship of Tata Sons and his leadership across digital transformation, sustainability and emerging industries.

The conferment also reflected a broader connection between the values recognised in Chandrasekaran’s career and Sai University’s emphasis on bringing technology, research, industry and education closer together. As Chief Guest, Chandrasekaran addressed the graduating class on navigating an era shaped by artificial intelligence and rapid economic and technological change, urging students to remain curious, keep learning and measure themselves against their own progress.

Seen against that backdrop, the honorary doctorate was a significant moment in Sai University’s Third Convocation, bringing together the University’s academic mission with a career recognised for contributions across technology, industry, innovation and institution-building.

About Sai University

Sai University was established by the Tamil Nadu State Legislature under the Sai University Act No. 42 of 2018 and is recognised under Section 2(f) of the University Grants Commission (UGC) Act, Government of India, as well as by the Association of Indian Universities (AIU) and the Bar Council of India.

It is positioned as India’s future-ready, AI-first university. Founded by Shri K. V. Ramani, co-founder of NASSCOM, who serves as Founder and Chancellor, the University is led by Vice-Chancellor Prof. Ajith Abraham, ranked among the top 0.01% most-cited scientists globally in engineering and computer science.

Across its eight schools, spanning Artificial Intelligence, Computing and Data Science, Law, Media Studies, Business, Allied Health Sciences, Arts and Sciences, and Technology, artificial intelligence is integrated as a foundation rather than an add-on. The University’s 103-acre campus on OMR, Chennai, includes dedicated labs for artificial intelligence, robotics, drones, allied health sciences and psychology; a functioning Moot Court for the School of Law; and a sports complex inaugurated in March 2026.

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New Delhi [India], September 22: For Indian students exploring study-abroad options, the choice is no longer limited to the traditional favourites. With globally recognised universities, industry-focused programmes and a welcoming environment for international students, New Zealand offers a compelling proposition for students and families. For applicants from India, however, choosing a destination is only the first step. Understanding university requirements, English-language proficiency and the application process is equally important.

Why Study in New Zealand?

New Zealand’s higher education system offers internationally recognised qualifications across disciplines including business, engineering, computer science, health sciences, environmental studies, law and the humanities.

One of the country’s key advantages is its emphasis on independent thinking and practical application. Students are encouraged to engage with ideas, conduct research and develop skills that extend beyond the classroom.

Globally recognised education

New Zealand’s universities maintain rigorous academic standards and offer undergraduate, postgraduate and research programmes across a wide range of fields. For Indian students, this creates opportunities to pursue specialised programmes while gaining exposure to a different academic environment.

Focus on employability

Career outcomes are an increasingly important consideration when choosing an international university. New Zealand institutions place emphasis on practical learning, industry engagement and transferable skills.

Depending on the programme, students may have opportunities to participate in internships, research projects, work-integrated learning and other forms of industry exposure.

International student experience

New Zealand attracts students from across the world, creating a multicultural campus environment. Indian students can gain international exposure while studying in a country known for its relatively smaller cities and outdoor lifestyle.

What Can Indian Students Study?

New Zealand offers programmes across a broad range of disciplines. Some popular areas among international students include:

• Business and management
• Computer science and information technology
• Engineering
• Data science and analytics
• Health sciences
• Hospitality and tourism
• Environmental sciences
• Agriculture and food technology
• Architecture and design
• Social sciences

Course selection should go beyond the programme title. Curriculum, specialisations, internship opportunities, graduate outcomes, location and total cost of study are all worth considering before making a decision.

IELTS and New Zealand University Admissions

English-language proficiency is an important part of the application process for international students. IELTS, or the International English Language Testing System, is widely accepted by universities and other education providers in New Zealand.

The test evaluates four areas:

• Listening
• Reading
• Writing
• Speaking

Students receive an individual band score for each component as well as an overall band score.

There is no single IELTS requirement for every New Zealand university. Requirements can vary depending on the institution, level of study and programme. Many undergraduate and postgraduate courses commonly look for an overall score around 6.0 to 6.5, although some programmes may require a higher score or specify minimum scores in individual sections.

Students should therefore check the requirements of their specific course rather than preparing around a generic target.

How Should Students Prepare for IELTS?

A good IELTS strategy begins with understanding your current level. Taking a diagnostic test can help identify whether you need to work on reading speed, vocabulary, grammar, listening comprehension, writing structure or speaking fluency.

For Reading, regular exposure to newspapers, essays and long-form articles can improve comprehension and familiarity with different writing styles.

For Writing, practise organising ideas clearly before worrying about using sophisticated vocabulary. A well-structured response with a logical argument is more effective than complicated language used incorrectly.

Speaking requires consistent practice. Recording yourself and reviewing your responses can help improve fluency, pronunciation and clarity.

For Listening, practise following different accents and identifying specific information without trying to write down every word.

Planning Your New Zealand Application

IELTS preparation should form part of a wider application strategy. Indian students should begin by identifying their preferred field and then shortlist universities based on academic requirements, programme structure, English-language requirements, tuition fees, living costs and career opportunities.

Financial planning is particularly important. Students should consider the complete cost of studying in New Zealand, including accommodation, food, transport, insurance and other living expenses, rather than looking only at tuition fees.

Scholarships and university-specific funding opportunities can also play a role in making an international education more manageable.

Starting early gives students time to address academic or English-language gaps, prepare documentation and make informed decisions rather than rushing to meet an application deadline.

New Zealand as the Next Step

For Indian students looking beyond the most established study-abroad destinations, New Zealand offers a combination of academic quality, practical learning and international exposure.

IELTS can be an important part of the journey, but it is only one element of the application. The strongest approach is to begin with the right course, understand its requirements and build the rest of the application around it.

With careful research and early preparation, studying in New Zealand can offer Indian students an opportunity to gain an internationally recognised education while developing the academic, professional and personal skills needed to build a global career.

On-Ground Support in New Zealand for Indian Students

Jamboree Education has recently launched an office in New Zealand to welcome students admitted to universities in the country. The move is aimed at providing ground support to students so that they can navigate the process and any challenges with ease and appropriate guidance.

Visit the office: Jamboree Education C/O Panama Square, 14 Garden Place, Hamilton 3204, New Zealand.

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ShikshaNext, the 3-year, INR 170-crore multi-donor initiative aimed at improving learning outcomes for children across India by leveraging EdTech and AI, today announced the next phase of its journey with the selection of 11 solutions across its EdTech ScaleX and EdTech Accelerator pillars.

A teacher demonstrates an EdTech app to her students, part of ShikshaNext's  market-shaping push to bring proven digital tools into Indian classrooms

The announcement moves the ShikshaNext initiative from vision to execution, aiming to bring evidence-backed and emerging EdTech and AI solutions closer to classrooms and state government systems by 2029. ShikshaNext is anchored by the Michael & Susan Dell Foundation, Reliance Foundation, and Gates Foundation as Founding Strategic Partners, with Central Square Foundation as the Managing Partner. The Initiative is also supported by Anthropic as a Supporting Partner.

This Initiative further brings together three interconnected pillars, each addressing a different stage of the EdTech innovation pipeline: EdTech ScaleX focuses on improving learning outcomes at scale by taking proven solutions into government systems and enabling their effective adoption; the EdTech Accelerator strengthens the pipeline of promising solutions as they are being built, tested and refined; and the EdTech and AI Innovation Hub tackles some of the unsolved problem statements that could shape the next generation of technology and AI-led education solutions.

Underpinning these three pillars is a sustained commitment to rigorous evidence generation: this involves not just building proof that a solution works, but also understanding how it performs in real government systems, what makes implementation effective for students, parents and teachers, and what it takes to translate promising solutions into sustained impact at scale.

Five solutions have been selected under EdTech ScaleX, serving children in the 4-10 age group:

1. Chimple by Sutara Learning: Teacher-directed, at-home gamified mobile learning solution; validated by a randomised controlled trial (RCT) by Prof. Kartini Shastry, Wellesley College and Prof. Sheetal Sekhri, University of Virginia (2024)

2. Rocket Learning: Playful, WhatsApp-based home-learning; validated by a J-PAL RCT (2023)

3. Top Parent by Nudged: Pan-India, parent-facing solution for at-home learning; validated by a quasi-experimental study under the guidance of Prof. Tarun Jain, Indian Institute of Management Ahmedabad (2026)

4. Prakashak by ThinkZone: WhatsApp-based at-home learning programme validated by a quasi-experimental study under the guidance of Prof. Tarun Jain, Indian Institute of Management Ahmedabad (2026)

5. Youth Impact: Phone-based remedial Math learning; validated by a five-country RCT by Dr Noam Angrist et al. (2025)

Through its portfolio of five solutions, EdTech ScaleX will aim to improve learning outcomes at scale by targeting 8 million+ students.

Six solutions have been selected under the EdTech Accelerator, serving children in the 4-10 age group:

1. Darsel: 1:1 personalised WhatsApp chatbot for math practice at-home

2. Eedi: AI native WhatsApp based socratic personal tutor for math remediation at-home

3. TARA ORF by Prosical Language Technologies: Oral Reading Fluency (ORF) assessment, analysis, and student remediation at-home

4. PadhAI by Pratham Education Foundation: Offline ORF assessment, analysis, and student remediation at-home

5. Vowels of the People Association (VOPA): ORF assessment, analysis and student remediation for both literacy and numeracy skills at-home

6. VallamAI by Madhi Foundation: AI-powered teacher-support tool for assessments, coaching, and lesson planning

Through the EdTech Accelerator, these six solutions will work on building the evidence and capabilities needed to translate promising innovations into solutions that can ultimately scale.

Together, these 11 solutions will forge a new pathway for EdTech and AI-enabled learning in India, strengthening learning outcomes for millions of children and building the evidence that turns bold ideas into lasting impact at scale.

Ishmeet Singh, Chief Executive Officer, Central Square Foundation, said, "Selecting these 11 solutions is where ShikshaNext's ambition starts to become tangible. Five of them are already backed by independent evidence and are ready to work with governments at scale; the other six are building the next generation of AI-enabled solutions for India's classrooms. Bringing proven, scale-ready solutions together with emerging AI innovations and generating the evidence needed to move both forward is what makes this more than a portfolio of grants. It is a pathway designed to help early stage innovations to travel to institutional state adoption and integration into the governance mechanism."

Prachi Jain Windlass, Head of India, The Michael & Susan Dell Foundation, said, "Technology matters when it helps children learn better and opens pathways to future opportunity. Used effectively, technology and data can help educators understand student progress and act quickly when additional support is needed. ShikshaNext brings evidence, innovation, and government adoption together so proven EdTech can benefit more children, while the next generation of AI-enabled solutions is tested and strengthened responsibly.”

B Srinivasan, Executive Lead, Reliance Foundation said, “Reliance Foundation’s vision is simple yet profound that every child in India should have the opportunity to fulfil their potential and realise their dreams. The rapid expansion of digital connectivity and 5G over the past decade has unlocked unprecedented possibilities to deliver quality education to every corner of our country.

We have seen that when philanthropy, government, educators, and innovators come together with shared purpose, technology in education moves beyond promising pilots to achieving measurable learning outcomes at scale. ShikshaNext represents the next step in this journey - a collaborative platform to generate rigorous evidence, strengthen partnerships, and harness the power of AI responsibly and inclusively.

Our commitment is to ensure that the next generation of AI-enabled solutions is not only innovative, but equitable - designed to serve every child, everywhere, and to truly transform India’s educational future.”

Benjamin Piper, Director, Global Education, Gates Foundation, said, "The EdTech Accelerator solutions in particular reflect where we think the real opportunity with generative AI lies - not replacing good pedagogy, but strengthening it, in tools built specifically for low-resource classrooms. Pairing that work with ScaleX's evidence-backed solutions gives ShikshaNext a pipeline that spans from what we know works today to what could work tomorrow."

About ShikshaNext

ShikshaNext is a three-year, Rs 170-crore multi-donor initiative aimed at improving learning outcomes for children across India by leveraging EdTech and AI. Anchored by the Michael & Susan Dell Foundation, Reliance Foundation, and the Gates Foundation as Founding Strategic Partners, supported by Anthropic as Supporting Partner and led by Central Square Foundation as Managing Partner, ShikshaNext aims to enable more than 13 million children to access meaningful, technology- and AI-enabled learning opportunities by 2029. The initiative operates across three pillars — EdTech ScaleX, the EdTech Accelerator, and the EdTech & AI Innovation Hub — underpinned by a sustained commitment to evidence generation.

About Central Square Foundation

Founded in 2012, Central Square Foundation (CSF) is a non-profit committed to improving learning outcomes for school-going children across 14 Indian states through system-led reform. CSF works in close partnership with 11 state governments to design and deliver statewide missions on Foundational Literacy and Numeracy (FLN), while strengthening Early Childhood Education. CSF also focuses on building a vibrant EdTech and AI ecosystem to enable equitable, high-quality learning at scale.

More at www.centralsquarefoundation.org

About The Michael & Susan Dell Foundation

The Michael & Susan Dell Foundation builds pathways that change lives for people and communities around the world. Through their philanthropy, Michael and Susan Dell have committed more than €10 billion to improve education, health, and economic mobility, with a focus on delivering measurable, long-term impact. These efforts reflect a belief that lasting change comes from investing in people – and in the potential of every child.

For more information, visit www.dell.org and follow the Michael & Susan Dell Foundation on LinkedIn.

About Reliance Foundation

Reliance Foundation, the philanthropic arm of Reliance Industries Limited, aims to play a catalytic role in addressing India's development challenges through innovative and sustainable solutions. Led by Mrs Nita M Ambani, Founder and Chairperson, Reliance Foundation works across rural transformation, education, health, sports for development, disaster management, women empowerment, urban renewal, and arts, culture and heritage, and has touched the lives of over 88 million people across India.

More at www.reliancefoundation.org

About Gates Foundation

The Gates Foundation is a global philanthropy working to reduce poverty, tackle preventable disease, and expand opportunity so more people can lead healthy, productive lives. Education is a core pillar of its work, with a Global Education Program focused on improving foundational reading and math for children in India and sub-Saharan Africa.

More at www.gatesfoundation.org

New Delhi [India], September 21: Rishihood University has announced the appointment of Dr. Jeevan Deep Sehgal as the Director of its School of Entrepreneurship, as part of the University’s continued efforts to strengthen its entrepreneurship education, academic ecosystem and institution-building capabilities.

His career reflects a rare balance between the corporate world and the classroom. In the corporate sector, he has held HR leadership roles at organisations including PeopleStrong, Orange Business Services, 3i Infotech, and Alcatel, and most recently served as Head of HR at Jio Institute, Navi Mumbai. In academia, he spent close to six years at O.P. Jindal Global University as Associate Professor and Additional Director, HR. He has also been a visiting faculty member at the Tata Institute of Social Sciences (TISS), teaching Performance Management, Recruitment, and Training & Development.

At Rishihood University, Dr. Sehgal will now serve as Director of the School of Entrepreneurship. In his expanded role as Director, he will work closely with faculty and University leadership to shape curriculum, pedagogy, and the overall learning experience for students building entrepreneurial ventures.

Welcoming the appointment, the University’s leadership has expressed faith in Dr. Sehgal’s experience as an institution builder, along with his expertise in organisational development, behavioural sciences, leadership and change management, and is confident that his expertise will be valuable in shaping the next phase of the School of Entrepreneurship.

At Rishihood University, entrepreneurship is positioned as more than the creation of new businesses. The University focuses on identifying opportunities, solving meaningful problems, building enduring institutions and creating value for society. Under Dr. Sehgal’s leadership, the School will focus on deepening this approach while strengthening its academic offerings, industry partnerships and wider entrepreneurial ecosystem.

Speaking about his appointment, Dr. Jeevan Deep Sehgal said, “At the School of Entrepreneurship, we believe that entrepreneurship is far more than starting a business, it is a mindset. It is about identifying opportunities where others see challenges, creating value through innovation, embracing uncertainty with confidence, and leading with integrity and compassion. My vision is to make entrepreneurship a way of learning and thinking, not merely a subject. At Rishihood University, I want learners to discover, create, launch, and scale, equipping them to solve India’s challenges at scale. Whether they become entrepreneurs, intrapreneurs, or take their family businesses to the next level, we want them to leave the programme with the confidence and capabilities to create meaningful impact,” he added.

With Dr. Sehgal’s appointment, Rishihood University aims to further develop the School of Entrepreneurship as a platform where learners can experiment, build, collaborate and translate ideas into meaningful solutions, preparing them not only to become entrepreneurs but also to contribute as intrapreneurs, institution-builders and next-generation family business leaders.

About Rishihood University

Founded by IITians and trusted by Nobel Laureates, Padma Shri Awardees and Policymakers, Rishihood University is reimagining higher education as a force for national transformation. It shapes learners for personal growth, professional excellence, and public impact in an industry-integrated, values-first learning environment. With an interdisciplinary approach that integrates technology, entrepreneurship, design, mental wellness, and public policy; Rishihood aims to create a new generation of conscious professionals.

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VELS honoured 2,000 outstanding teachers across Tamil Nadu at the Teachers Excellence Awards 2026, celebrated across Periyapalayam, Thiruvanmiyur and Pallavaram

As part of its Teachers’ Day celebrations, VELS organised a series of Teachers’ Excellence Award ceremonies across Thiruvanmiyur, Periyapalayam and Pallavaram, recognising thousands of educators for their dedication, commitment and tireless efforts in shaping the lives and futures of students.

The series began at the VELS Thiruvanmiyur Campus, where Dr. Tamilisai Soundararajan graced the occasion as the Chief Guest. The second edition was held at the VELS Periyapalayam Campus, with Dr. Sowmiya Anbumani, Member of the Legislative Assembly, Dharmapuri Constituency, as the Chief Guest. The celebrations culminated at the VELS Pallavaram Campus with Tmt. Premalatha Vijayakant, Member of the Legislative Assembly, Virudhachalam Constituency and General Secretary, Desiya Murpokku Dravida Kazhagam, as the Chief Guest.

Celebrating the teachers who shape every profession

Addressing the gathering, Dr. Preethaa Ganesh, Vice-President, VELS Group of Institutions, highlighted the unique role played by teachers in shaping individuals and society.

“Teachers work tirelessly for their students, often without expecting recognition or praise. Their contribution goes far beyond the classroom. They guide students, build their confidence, shape their character and help them find the right direction in life.

Our culture has always placed teachers in a position of great respect through the timeless words ‘Matha, Pitha, Guru, Deivam.’ The teaching profession is unique because it creates and nurtures every other profession. Every doctor, engineer, scientist, entrepreneur, administrator and professional begins the journey with a teacher.

Through the VELS Teachers’ Excellence Award, we wish to express our gratitude and recognise educators whose dedication continues to make a lasting difference in the lives of their students,” she said.

Tmt.Premalatha Vijayakant recalls teacher who shaped her journey

Speaking as the Chief Guest at the Pallavaram ceremony, Tmt. Premalatha Vijayakant said “Teachers have the responsibility of guiding students in the right direction. Education is one of the most important foundations of a person’s life. Captain Vijayakant strongly believed in the importance of education and supported thousands of students in pursuing their studies.

Behind every successful student, there is the contribution of a teacher. I still remember my teacher Mr. Loganathan, who moulded me and helped me become the person I am today. He is no more, but I continue to remember him with gratitude. I owe a part of all my success to the teacher who guided and shaped me during my formative years,” she said.

She also encouraged students to actively participate in sports and extracurricular activities, highlighting their role in building confidence, discipline and teamwork.

Congratulating the award recipients, she appreciated the immense contribution of teachers to society and extended her best wishes to the entire teaching community.

The Pallavaram event was attended by Dr. Arthi Ganesh, Pro-Chancellor (Administration); Dr. M. Bhaskaran, Vice-Chancellor (FAC), Dr. M. Chandrasekaran, Registrar,, along with university officials, educators and award recipients.

About Vels University

VELS Institute of Science, Technology & Advanced Studies (VISTAS) continues to be recognised as one of the prominent deemed-to-be universities in Chennai, distinguished by its prestigious NAAC A++ accreditation and UGC Category-I status. Home to over 20,000 students and supported by a dedicated faculty strength of 1,220 members, VISTAS offers more than 150 undergraduate and postgraduate programmes across a wide spectrum of disciplines. These include Medicine, Engineering, Nursing, Allied Health Sciences, Pharmacy, Management, Law, Mass Communication, Maritime Studies, Aviation, Physiotherapy and Computing Sciences, among others.

With its commitment to academic excellence, innovation and holistic development, VISTAS remains a premier destination for quality higher education in India. With campuses across Pallavaram, Thalambur, Periyapalayam, Thiruvanmiyur and Adyar, VELS provides students with opportunities to pursue academic learning alongside research, innovation, industry engagement, sports, cultural activities and experiential learning.

For more information: www.vistas.ac.in.

Quantum Technology Capabilities at MAHE Bengaluru Campus

Four faculty members and seven students completed the specialised programme across India and the Netherlands, gaining hands-on exposure to the complex hardware and engineering systems that support quantum computing. The initiative positions MIT Bengaluru to develop a trained academic and student talent base for Q-Hub from its inception.

The training was conducted in two phases. The first phase at MIT Bengaluru focused on quantum control systems, vacuum technologies, practical vacuum assembly and foundational quantum engineering concepts. The second phase was held at the QuantrolOx laboratory and QuTech at TU Delft, Netherlands, where participants received advanced training from experts working at the forefront of quantum technology.

Faculty members and students gained practical experience in microwave technologies, RF electronics, gas handling systems, dilution refrigerator assembly, cryocooling systems, superconducting quantum processing unit assembly, signal measurement and analysis, and the use of QuantumEDGE software and QBlox modules.

The programme has strengthened the ability of faculty members to teach, mentor and lead research in emerging quantum technologies. For students, it has created an opportunity to move beyond theoretical learning and engage directly with the hardware, control systems and experimental processes involved in quantum computing. The trained cohort will support laboratory instruction, research projects and the operation of critical infrastructure at Q-Hub.

Prof. (Dr.) Madhu Veeraraghavan, Pro Vice Chancellor, MAHE Bengaluru, observed, “India’s quantum future depends on meaningful collaboration between academia and industry. At MAHE Bengaluru, Q-Hub will bring faculty, students, researchers and industry partners together to develop talent, address real-world challenges and advance quantum innovation in India.”

Commenting on the initiative and the upcoming launch of Q-Hub, Dr. Iven Jose, Director, MIT Bengaluru, said, “The inauguration of Q-Hub marks a significant milestone in our journey towards building advanced technological capabilities that can contribute meaningfully to India's emerging quantum ecosystem. Q-Hub has been envisioned as much more than a conventional academic laboratory. It brings together quantum computing, superconducting quantum hardware, cryogenic systems, RF and control engineering, research, education, innovation and industry collaboration under a single platform. Our aspiration is to move from learning quantum technology to engineering quantum systems and ultimately creating quantum technologies in India.”

Participants described the programme as an important opportunity to connect quantum concepts with real-world engineering applications. Their exposure to international laboratories and advanced quantum infrastructure deepened their understanding of the design, development and manufacturing of quantum computing components.

Scheduled to be inaugurated on 13 October 2026, Q-Hub Lab will serve as an integrated platform for quantum education, faculty development, student training, research and innovation. By bringing together academia, industry, start-ups, government agencies and international partners, the centre aims to contribute to the development of a skilled quantum workforce and strengthen India’s ambition to build indigenous quantum technologies.

About Manipal Academy of Higher Education

Manipal Academy of Higher Education (MAHE) is an Institution of Eminence Deemed to be University. MAHE offers over 400 specialisations across Health Sciences (HS), Management, Law, Humanities & Social Sciences (MLHS), and Technology & Science (T&S) streams through its constituent units at campuses in Manipal, Mangalore, Bengaluru, Jamshedpur, and Dubai. With a remarkable track record in academics, state-of-the-art infrastructure, and significant contributions to research, MAHE has earned recognition and acclaim both nationally and internationally. In 2020, the Ministry of Education, Government of India, awarded MAHE the prestigious Institution of Eminence status. Currently ranked 3rd in the National Institutional Ranking Framework (NIRF) 2025 rankings, MAHE is the preferred choice for students seeking transformative learning experience and enriching campus life, as well as for national and multinational corporations seeking top talent.

SLM-MRIIRS has been placed in the 301+ global band, making it one of only five Indian institutions to enter the QS Global MBA Rankings for the first time this year. The School has also been placed 51st in Asia and 9th in India, while securing the 2nd position in India for Diversity.

A total of 19 Indian business schools feature in the QS Global MBA Rankings 2027. The five new Indian entrants this year include O.P. Jindal Global University, Jaipuria Institute of Management, School of Business and Management at CHRIST (Deemed to be University), School of Leadership & Management at MRIIRS, and Vikrant University Gwalior.

In the 301+ global band, SLM-MRIIRS features alongside several long-established names in Indian management education, including IIM Udaipur, IIFT Delhi, Management Development Institute Gurgaon, XLRI – Xavier School of Management, IMT Ghaziabad and K J Somaiya Institute of Management, among others.

The latest Global MBA ranking represents a further expansion of Manav Rachna’s presence across QS benchmarks—from international trade and online management education to the flagship global full-time MBA rankings. It’s Online MBA had gained global recognition through the QS Online MBA Rankings 2026, entering the 76–100 global band, securing the 9th position in the Asia-Pacific region, and being ranked 1st globally for Class Experience.

Dr. Prashant Bhalla, President, Manav Rachna Educational Institutions, said, “Our entry into the QS Global MBA Rankings is an important recognition of the direction in which management education at Manav Rachna has evolved. We have consistently worked towards creating a learning environment that brings together academic rigour, industry engagement, global exposure, research, entrepreneurship and diversity. This recognition encourages us to further strengthen an ecosystem that prepares our students for meaningful leadership in an increasingly interconnected world.”

Dr. Amit Bhalla, Vice President, Manav Rachna Educational Institutions, said, “Management education today must remain closely connected with the realities of industry and the changing nature of business. At Manav Rachna, we have consciously built mechanisms that bring practitioners, corporate leaders and academic experts into continuous dialogue with our students and faculty. The QS recognition is an encouraging validation of this approach.”

A distinctive pillar of this industry-integrated approach is the Strategic Mentoring Board of Manav Rachna, founded and first chaired by the late Padma Shri Dr. Pritam Singh, one of India’s foremost management thinkers and former Director of MDI Gurgaon and IIM Lucknow. The Board was conceived to deepen the interface between academia and industry and to ensure that management education remains continuously informed by changing business realities. Over the years, it has brought senior leaders and practitioners into academic deliberations, mentorship, curriculum inputs and industry engagement at Manav Rachna.

The Strategic Mentoring Board continues to serve as a critical bridge between academic direction and industry practice at the School of Leadership & Management. Its contemporary agenda includes deeper faculty-industry immersion, strengthening Professors of Practice and mentorship-led learning, building thought leadership, workforce readiness, knowledge partnerships and sustained institutional collaboration.

Prof. (Dr.) Sanjay Srivastava, Vice Chancellor, MRIIRS, said, “Global rankings benchmark institutions not only on academic outcomes, but on their ability to create measurable impact across employability, research, entrepreneurship, international engagement and diversity. SLM’s debut in the QS Global MBA Rankings reflects years of sustained institution-building and an academic model that deliberately brings together scholarship and practice. We see this recognition as an impetus to raise these benchmarks further.”

The School of Leadership & Management follows an industry-integrated and globally oriented approach to management education. Its portfolio includes MBA programmes with specialisations and industry-linked learning, along with global pathways including the MBA Global dual-degree programmes with KEDGE Business School, France, and Queen Mary University of London. The School also offers programmes incorporating specialised academic and industry collaborations in areas such as business analytics, finance and emerging business domains.

The QS Global MBA Rankings assess programmes across key dimensions including Employability, Return on Investment, Entrepreneurship & Alumni Outcomes, Thought Leadership and Diversity. The strong performance of SLM-MRIIRS on Diversity, where it stands 2nd among Indian institutions, reflects the School's emphasis on varied perspectives and an inclusive management-learning environment. The 2027 ranking comes at a time when India's presence in global management education is expanding substantially. Nineteen Indian institutions now feature in the QS Global MBA Rankings 2027, pointing to the increasing international visibility of Indian business education.

For MRIIRS, the achievement also forms part of a wider global-ranking trajectory. The University made its debut in the QS World University Rankings 2026 and is also ranked in the QS Asia University Rankings, further strengthening its international academic presence.

New Delhi [India], September 18: Edtech platform Vedantu has launched Eklavya – JEE 2027, an online preparation programme for Class 12 students and droppers, with JEE Advanced preparation at the core of its academic approach.

Designed for aspirants targeting the JEE Advanced examination, Eklavya aims to provide students with a structured learning environment focused on strong conceptual understanding, advanced problem-solving, rigorous practice and regular assessment.

The programme brings together Vedantu’s experienced Master Teachers and specialised mentors to help students navigate the higher-level concepts and problem-solving demands associated with JEE Advanced. The programme features mentors associated with students who have achieved AIR 11 and AIR 15, along with a Physics Olympiad Gold Medalist, as highlighted in the programme details.

A major focus of Eklavya – JEE 2027 is its extensive live-learning and testing structure. Students will have access to 300+ hours of live classes and 250+ hours of JEE Main and JEE Advanced test series. The testing component is designed to give aspirants consistent exposure to challenging questions while helping them evaluate their preparation and identify areas requiring improvement.

The programme will also offer dedicated doubt discussion sessions with Master Teachers, enabling students to clarify concepts and strengthen their understanding of difficult topics.

While JEE Main forms an important part of the overall preparation journey, JEE Advanced remains the primary academic focus of Eklavya. The programme is structured to encourage students to move beyond conventional preparation and develop the depth of understanding and analytical problem-solving required for the advanced-level examination.

With Eklavya – JEE 2027, Vedantu aims to bring together expert teaching, advanced-level practice, mentorship, doubt resolution and extensive testing under one focused online programme for Class 12 students and droppers aspiring to prepare for JEE Advanced.

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Welcoming the inaugural Class of 2029

Two things anchored the orientation: a hands-on AI session that ran identically at all four campuses, and a guest programme of senior industry practitioners built city by city. Students at every campus began their degree having done the same practical work, with the same tools, in the same week.

The hands-on session was led by Priteesh Joshi, Associate Director, AI Learning, Stride School of Business, and put students to work across NotebookLM, Gamma and Gemini Canvas. They researched a topic and turned the output into images, mind maps, a video, a podcast and a set of quizzes. Then came the real test: building a presentation on the same brief across Claude, Gemini and Gamma, presenting it to the class, and arguing out which tool suited which task. At Delhi NCR, students also built a working website inside the session. In Jaipur, students built an app, then shot, edited and presented vlogs about their first days at the school. Priteesh Joshi also walked each batch through the three-year academic plan, laying out what each year covers and how AI threads through it.

On the ground, the guest programme ran campus by campus. At Delhi NCR, Mayank Agarwal, VP/Head of Marketing at The Man Company (a part of Emami Group), spoke in a fireside conversation on building a D2C brand from scratch, including which parts of brand-building AI has already taken over. Aditya Malhotra, DGM Product at Airtel Digital, ran a masterclass on how product teams decide whether to pursue or kill an idea.

Pune’s fireside conversation, “The Face of Business and Entrepreneurship Changing with the Evolution of AI,” featured Sudarshan Mahabal, AI and Technology Leader at Xoriant, and Prayag Dwivedi, Community Manager at Emergent. Girish Chhabra, VP and Global Practice Head for Data and AI at Atos, led a masterclass on agentic AI and set students an assignment to complete afterward. Jayesh Atal, Strategy, Marketing and Operations at KPIT, made the case for why AI won’t replace them, and walked through the practical reasoning behind it.

Bangalore brought together Aastha Shree, Vice President at Goldman Sachs, and Laveena Lobo, Partner at Insist Consulting, for a fireside chat on AI, careers, leadership and the changing nature of work in a world of AI. Uttaran Nayak, Co-Founder & CEO of Alchemyst AI, led a masterclass asking “What does a business look like when AI is built into everything?” And Gaurav Ranjan, Principal at Prime Venture Partners, joined a fireside chat on entrepreneurship and why investors and venture capital matter to the companies students may one day build.

At Jaipur, Radhesh Sirohiya, Co-Founder of Shyle, joined a fireside conversation on entrepreneurship and e-commerce, fielding questions on the practical challenges of building a business.

The four campuses sit at HiTech Group of Institutions (Delhi NCR), Rathinam School of Business (Bangalore), Ajeenkya DY Patil University (Pune) and Jagannath University (Jaipur). Students earn their BBA from the partner institution at each campus, while the programme, curriculum and learning model belong to Stride School of Business.

Every student received a personal Apple MacBook in their welcome kit on day one. Each campus carries an identical set of spaces: AI Launchpad, Collab Zone, Podcast Studio, Pitch Tank, AI Forum and Smart Classrooms, used for classes, project work, presentations and collaboration.

Piyush Nangru, Founder, Stride School of Business, said, “A school’s first batch usually takes years to build. Ours came together in four cities at the same time, around a straightforward argument: business education should now be taught with AI inside the work, not alongside it. The appetite for that has moved faster than the sector has. ASCENT ’26 was built to match it, which is why the same programme ran in all four cities in the same week rather than as four separate welcomes.”

Anmol Jain, Founding Director, Stride School of Business, said, “We could have spent three days telling this batch what Stride School of Business is. We decided to show them instead. They sat with people whose own jobs are being changed by AI and then we put them in front of the same tools and asked them to make something. By the third day every student had built something of their own. For a first batch, in a first week, that is exactly the beginning we wanted them to have.”

With ASCENT ’26 behind them, the Class of 2029 begins a three-year programme where AI runs alongside business fundamentals, practical projects and industry exposure, as part of how students learn concepts, develop ideas and solve problems, not a layer on top of it.

About Stride School of Business
Stride School of Business is an AI-first undergraduate business school with campuses in Delhi NCR, Bangalore, Pune and Jaipur. Its three-year programme is built around a learning-by-doing model combining business fundamentals, AI, practical projects and industry exposure. Students earn an AICTE-approved and UGC-recognised BBA degree from the partner institution at their campus.

Impact Focused Entrepreneurship workshop for educators with NCERT Expert and Entrepreneurs at ARCH Campus, Jaipur

As part of the international initiative, ARCH is bringing its expertise in design education, design-led innovation, creative entrepreneurship and sustainability to a collaborative European education ecosystem. The programme brings together partners from four countries — Belgium, Finland, Denmark and India — involving eight higher education institutions, creating opportunities for cross-border knowledge exchange and collaboration around new approaches to entrepreneurship education.
 

A key responsibility for ARCH within Co-LIFE is its leadership of Work Package 4, which focuses on developing a collaborative network involving businesses, non-academic organisations and other stakeholders. Through this role, ARCH is contributing to stronger connections between education, industry, entrepreneurship and the wider creative ecosystem, with a focus on developing learning approaches that can create meaningful impact.
 

As part of its Co-LIFE engagement, ARCH recently hosted an Entrepreneurship & Industry Interaction Workshop for Teachers, bringing together 45+ teachers and academics from 25 schools. The workshop focused on Impact-Focused Entrepreneurship (IFE), Design Thinking and the role of industry-linked learning in school education, exploring ways to make learning more creative, practical and connected to the real world.
 

The workshop brought the concept of Impact-Focused Entrepreneurship to life through real-world case studies. ARCH facilitated case studies of Jaipur Rugs, Kalpana Handmade Paper, Neeraja Blue Pottery and Jaipur Bloc, enabling participants to understand how design, innovation, sustainability, traditional knowledge and entrepreneurship can come together to create meaningful impact. The case studies also demonstrated how real business experiences can be translated into practical learning frameworks for students.
 

The workshop was led by Dr. Shipra Vaidya, Co-head, Faculty of Commerce, NCERT, who travelled from Delhi to Jaipur to conduct the session. The workshop encouraged educators to explore multidisciplinary approaches to entrepreneurship education and consider how Design Thinking can help students identify problems, ask meaningful questions, explore possibilities and develop innovative solutions.
 

Ms. Archana Surana, Founder, ARCH College of Design & Business, highlighted ARCH’s continuing Design Culture Initiative, which focuses on bringing Design Thinking and design sensibilities into school education. She encouraged educators to explore diverse design domains, including Service Design, Sustainable Design, Emotional Design and Systems Design, while introducing young learners to design-led problem-solving.
 

The programme also brought together entrepreneurs and education practitioners, including Nishant Patni, Founder, Hello English–CultureAlley; Divya Arora, Co-Founder, Kesar Sweets, Jaipur; Shekhar Gattani, Founder, Imlee Jaipur; and Sandeep Sethi, creator of the Jaipur Educational Festival. Their experiences provided educators with practical perspectives on entrepreneurship, employability, innovation, adaptability and problem-solving.
 

The workshop further explored the transformative potential of NEP 2020, particularly its emphasis on multidisciplinary and flexible learning. Educators were encouraged to connect industries with NCERT subjects, develop emerging business ideas, products or job roles, and identify ways in which such real-world connections could be integrated into classroom learning.
 

ARCH’s involvement in Co-LIFE reinforces its larger vision of making design education more relevant, interdisciplinary and impact-oriented. By bringing together design thinking, entrepreneurship and sustainability, ARCH aims to encourage learners and educators to move beyond conventional classroom approaches and engage with real-world challenges.
 

Through its leadership of Work Package 4, ARCH is contributing to the development of stronger networks between higher education institutions, businesses, non-academic organisations and other stakeholders. This international collaboration reflects ARCH’s broader purpose of connecting design, education, entrepreneurship, industry and sustainability to prepare learners for a rapidly evolving world.
 

As part of the ongoing Co-LIFE international engagement, Ms. Archana Surana, Founder, ARCH College of Design & Business, will travel to Finland as both a speaker and panellist, representing ARCH in the programme’s international academic engagements. On 21 September 2026, she will be at Laurea University of Applied Sciences as a speaker, presenting ARCH’s perspective and work around design-led education, impact-focused entrepreneurship and creative innovation. On 22 September 2026, she will participate in engagements at Laurea University of Applied Sciences, Vantaa, and LAB University of Applied Sciences, Lahti, including a panel discussion. Her participation will further strengthen ARCH’s contribution to the Co-LIFE programme and facilitate knowledge exchange between Indian and European higher education institutions.
 

Through its participation in Erasmus+ Co-LIFE, ARCH College of Design & Business continues to strengthen its international engagement while contributing an Indian perspective to the evolving global conversation around design-led education, impact-focused entrepreneurship, creative innovation and sustainability.

Become a B2B Partner with a Leading EdTech Platform

The program allows educators, career counsellors, alumni networks, coaching institutes, colleges, and companies to refer students to EasyShiksha's catalog of over 1,500 active courses and earn a commission on resulting enrollments — without taking on any responsibility for course delivery, certification, or student support, which remain entirely EasyShiksha's own.

A Commission Model Built to Compound
Commission under the program scales with referral volume, starting at 15% for partners referring up to 100 paid students per month and rising to 30% for partners exceeding 1,000 referrals monthly.

The program's central feature, according to the company, is that commission attribution does not expire after a student's first purchase. Once a student is linked to a partner's referral code, any future enrollment that student makes — a second certification, an internship, or a subscription — continues to generate commission for the original referring partner, with no requirement to refer that student again.

"We've always believed the best way to reach students isn't more advertising — it's people who are already trusted by the students who need us. Building a commission model that pays for the long term, not just the first referral, was our way of actually committing to that belief instead of just stating it," said Sunil Sharma, CEO, EasyShiksha

Open to Individuals and Institutions Alike
The program is structured to accommodate two categories of partners on identical commercial terms: individuals — such as educators, counsellors, and alumni with an existing network — and institutions, including coaching centres, colleges, placement offices, and companies referring in bulk. Applications are free, and the company states that approved partners typically gain access to their referral dashboard within one to two business days of applying.

Partners are provided with a real-time dashboard showing referral activity, current commission tier, and payout history, along with marketing materials and message templates intended to reduce the effort required to begin referring students.

Availability
The B2B Partner Program is open for applications now, for both India-based and international applicants, with payouts available via bank transfer or PayPal depending on the partner's location. Full program details, commission tiers, and the application process are available at www.easyshiksha.com/b2b-partners.

About EasyShiksha
EasyShiksha is an online education platform offering certification courses, internship programs, and certifications in association with partner universities, spanning technology, business, and professional-skills subjects. EasyShiksha is operated by EdSpectra Global Private Limited.

Kaziah Liz Mejo was honoured for her inspiring journey from the law classroom to the national pageant stage

The felicitation took place during the inauguration of ERAYA’26, the cultural festival of MLS at MAHE Bengaluru, celebrating talent, creativity and culture. Kaziah was honoured for her inspiring journey from the law classroom to the national pageant stage. She is now preparing to represent India at the global Miss Universe competition later this year.

At nineteen, while pursuing her legal education, Kaziah made history as the first woman from Kerala to win the Miss Universe India title. As she prepares to compete on one of the world’s most recognised stages, her journey is a striking example of how ambition can take many forms. Her achievement has brought immense pride to her peers, faculty members and the wider MAHE Bengaluru community.

Currently in the third semester of the BA LLB programme, Kaziah has balanced her academic commitments with her passion for fashion and public engagement. At MLS, she has been an active member of the RUBARU fashion team and is known among her faculty members and peers as a polite, studious and approachable student. Her faculty members also recognise her as a strong team player with excellent communication skills, qualities that have helped her navigate both her academic journey and the competitive world of pageantry.

Reflecting on her journey, Kaziah Liz Mejo said, “My journey has taught me that success is not just about wearing a crown, it is about perseverance, overcoming challenges and continuously striving to become the best version of yourself. As a student of Manipal Law School at MAHE Bengaluru, I have learned the value of resilience, discipline and confidence. I am proud to carry these lessons with me as I represent India on the global stage.”

Speaking at the felicitation, Prof. Madhu Veeraraghavan, Pro Vice Chancellor, MAHE Bengaluru, said, “A crown brings attention. Character decides what that attention can become. Kaziah’s journey tells every student that confidence is not the absence of uncertainty, it is the decision not to let uncertainty have the final word. Her achievement enlarges the horizon of what the next young woman may permit herself to imagine.”

Commenting on her achievement, Prof. Dr. Sarasu Esther Thomas, Director, Manipal Law School, said, “Manipal Law School is proud of Kaziah’s achievement. She epitomises our law students, studying and playing hard, whether on the sports field, in moot courts or in pageantry.”

Kaziah’s journey challenges the narrow idea that a young person must choose only one version of herself. As a law student, performer, model and public representative, she has pursued her diverse interests with preparation, courage, discipline and a strong sense of purpose. Her achievement reflects the belief that education should give students intellectual confidence and moral courage to realise their potential without limiting their talents to a single field.

For Manipal Law School, the crown represents more than a title. It is a celebration of a student who dared to pursue a dream beyond the conventional boundaries of a law classroom. Her achievement also reflects the spirit of holistic development encouraged at MAHE Bengaluru, where students are given the space to discover their strengths, pursue diverse interests and build confidence alongside their academic and professional journeys.

As Kaziah prepares to represent India internationally, the Manipal Law School and MAHE Bengaluru communities celebrate this significant milestone and extend their best wishes to her for the journey ahead.

About Manipal Academy of Higher Education
Manipal Academy of Higher Education (MAHE) is an Institution of Eminence Deemed to be University. MAHE offers over 400 specialisations across Health Sciences (HS), Management, Law, Humanities & Social Sciences (MLHS), and Technology & Science (T&S) streams through its constituent units at campuses in Manipal, Mangalore, Bengaluru, Jamshedpur, and Dubai. With a remarkable track record in academics, state-of-the-art infrastructure, and significant contributions to research, MAHE has earned recognition and acclaim both nationally and internationally. In 2020, the Ministry of Education, Government of India, awarded MAHE the prestigious Institution of Eminence status. Currently ranked 3rd in the National Institutional Ranking Framework (NIRF) 2025 rankings, MAHE is the preferred choice for students seeking transformative learning experience and enriching campus life, as well as for national and multinational corporations seeking top talent.

Dr Ranjan R. Pai, President, MAHE Trust, with the beneficiary family at the launch of the housing initiative for families of economically weaker students in Manipal

MAHE has joined hands with Yakshagana Kalaranga to construct 50 affordable homes for economically disadvantaged families of deserving students across Udupi district in next five years.

The project reflects MAHE’s commitment to extending its charitable activities beyond education and to supporting the well-being of deserving members of the community. The initiative will identify eligible beneficiaries based on defined criteria, with priority given to economically weaker families of deserving students. MAHE will oversee the construction of the houses and hand over the completed homes to the selected beneficiaries without any financial burden on them.

Launching the initiative, Dr. Ranjan R. Pai, President of MAHE Trust, reaffirmed MAHE’s commitment to inclusive community development through social impact initiatives. To mark the launch, house construction confirmation letters were handed over to two families on Thursday.

Speaking on the initiative, Dr H S Ballal, Pro Chancellor, MAHE, said, “Education can transform lives, but meaningful social development also requires us to address the basic needs that enable families to live with dignity and security. Through this initiative, the MAHE seeks to extend its commitment to social responsibility by providing deserving families with a safe, permanent home.”

The initiative reflects the MAHE’s continuing commitment to community welfare and inclusive development, extending its charitable efforts beyond education to address the essential needs of economically disadvantaged families.

About Manipal Academy of Higher Education

Manipal Academy of Higher Education (MAHE) is an Institution of Eminence Deemed to be University. MAHE offers over 400 specialisations across the Health Sciences (HS), Management, Law, Humanities & Social Sciences (MLHS), and Technology & Science (T&S) streams through its constituent units at campuses in Manipal, Mangalore, Bengaluru, Jamshedpur, and Dubai. With a remarkable track record in academics, state-of-the-art infrastructure, and significant contributions to research, MAHE has earned recognition and acclaim both nationally and internationally. In 2020, the Ministry of Education, Government of India, awarded MAHE the prestigious Institution of Eminence status. Currently ranked 3^rd in the National Institutional Ranking Framework (NIRF) 2025 rankings, MAHE is the preferred choice for students seeking a transformative learning experience and enriching campus life, as well as for national and multinational corporations seeking top talent.

Great Lakes Institute of Management, Gurgaon hosts the Data, Governance & the SDGs: A Sustainability Symposium in New Delhi

The symposium was inaugurated by Dr. Saurabh Garg, Secretary, Ministry of Statistics and Programme Implementation, Government of India; Ms. Eunsong Kim, Programme Specialist and Chief of Sector for Social and Human Sciences, UNESCO; and Ms. Anna Roy, Senior Advisor & Head, Women Entrepreneurship Programme, NITI Aayog.

Opening the symposium, Dr. Saurabh Garg emphasised the importance of making data more timely, granular and interoperable for effective policymaking. “If data is too dated, no one wants to use it. It's fresh data that everyone wants to use,” he said, adding that better data systems would be critical to making development decisions more targeted and effective as India works towards Viksit Bharat 2047.

Ms. Eunsong Kim emphasised the need to ensure that technological progress contributes to inclusive and sustainable development. “The question before us is not simply how much AI we can develop, but whether and how AI can accelerate progress towards the SDGs without reproducing and deepening existing inequalities,” she said.

The symposium also marked the launch of Data Science for Sustainable Development Goals: Indian Case Studies, edited by Dr. Bappaditya Mukhopadhyay, Professor, Analytics, Great Lakes Gurgaon, and Dr. Avik Sarkar, Visiting Faculty & Senior Researcher, ISB. The book brings together Indian case studies demonstrating how data science can be applied to address development challenges and support evidence-based decision-making.

The event featured a session on data-driven governance, with experts from government, academia, philanthropy and civil society examining how data can improve public policy and service delivery. Ms. Anna Roy highlighted the need to make public data more accessible and usable, saying, “Data is a whole ecosystem. We get enamoured by the platforms and the nice tools, but we forget the tragedy of data collection and the drudgery of maintaining quality.”

The newly launched ESG whitepaper is based on a closed-door CXO roundtable held on May 22, 2026, on International Biodiversity Day, in collaboration with Development Alternatives and knowledge partner Pierag Consulting. The subsequent ESG fireside chat, moderated by Dr. Sanghamitra Bhattacharyya, Great Lakes Gurgaon, brought together Kunwar Himmat Singh, Director – Corporate Affairs, ESG & CSR, Nestle India, and E. Nagachandran, Deputy Director, Ministry of Corporate Affairs. The discussion examined the evolution of ESG beyond compliance and disclosure, with a focus on business resilience, responsible governance, sector-specific approaches and long-term value creation.

Kunwar Himmat Singh highlighted the growing business relevance of ESG, saying, “ESG is no longer a gesture of compliance. It is a business resilience agenda, it is about the very survival of an organization.” E. Nagachandran emphasised the need for a calibrated regulatory approach, noting, “You cannot have the same set of guidelines governing a company that manufactures plastic and one that mines coal.”

Dr. Sanghamitra Bhattacharyya, Great Lakes Gurgaon, said: “The discussion reinforces the need for multiple actors to work in partnership national and civil society organisations, ministries and corporates so that we can work together in synergy to achieve these outcomes.”

The Sustainability Index, developed by the Great Lakes Gurgaon Data Lab, uses satellite data to map three indicators – nightlight, GHG emissions and soil moisture - with economic activity and regional development across India. The underlying datasets and code have been made publicly available, enabling researchers and users to analyse other environmental indicators and contribute to the repository.

The symposium concluded with a panel on “Importance of Data in Driving Sustainability,” bringing together experts from academia, industry, government affairs and the energy and climate sector to discuss how reliable data can strengthen sustainability measurement and decision-making.

Through the symposium and its research initiatives, Great Lakes Gurgaon continues to build collaboration between academia, government and industry to apply data and technology to real-world sustainability and development challenges.

About Great Lakes Institute of Management, Gurgaon
Established in 2010, Great Lakes Institute of Management, Gurgaon is a premier business school dedicated to shaping business-ready leaders for the dynamic corporate landscape. In 2019, Great Lakes Gurgaon received the AMBA UK accreditation and in 2026 it received the AACSB US accreditation - making it the youngest B-school in India to receive this 'double crown' of global accreditations. The institute has swiftly risen to prominence by being the first in India to introduce full-time specializations in Analytics, AI, and Machine Learning, preparing professionals to lead effectively in today’s evolving global business environment.

Learn more at www.greatlakes.edu.in./gurgaon.

Amrita Vishwa Vidyapeetham secured 2nd place nationally at ISRO Robotics Challenge 2026, winning a Rs 7 lakh cash prize

The award was presented on August 23 in Ahmedabad during the National Space Day celebrations. The team received the prize from Gujarat Cabinet Minister Arjunbhai Modhwadia and ISRO Chairman Dr. V. Narayanan, in the presence of Union Minister Gajendra Singh Shekhawat.

The 10-member student team includes Tanush J, Shakti Sree Kumaran, Sanjay Sree, Ram Sreekanth, Kevin Victor, Kavish V, N. Sunil Varma, Manoj Gangadharan, Rahothaman M, and Dharmadashan. They were guided by mentors Dr. Piyush Pratap Singh and Dr. Abhishek Jha.

Nearly 600 teams from across India participated in the competition, with only 20 making it to the final stage. The final field evaluation took place from July 21 to 23 at the UR Rao Satellite Centre in Bengaluru.

For the final challenge, the students had to design autonomous drones and base stations capable of surveying, navigating, landing, and transmitting data in areas without GPS access. Their technology was designed to help support future space and planetary exploration missions.

Launched in 2024 to honor the success of the Chandrayaan-3 mission, the annual IRoC-U competition aims to encourage scientific and technological talent among young innovators across the country.

About Amrita Vishwa Vidyapeetham

Amrita Vishwa Vidyapeetham is a multi-disciplinary, research-intensive private university with a student strength of over 31,000, supported by more than 2,150 faculty members. Accredited with the highest ‘A++’ grade by NAAC, Amrita offers more than 300 undergraduate, postgraduate, and doctoral programs spanning diverse fields, including Engineering, Management, Medical Sciences, Ayurveda, Life Sciences, Physical and Agricultural Sciences, Law, Arts & Humanities, and Social & Behavioral Sciences.

With a network of ten campuses located in Amaravati, Amritapuri, Bengaluru, Chennai, Coimbatore, Kochi, Mysuru, Nagercoil, NCR Delhi (Faridabad), and Haridwar, Amrita Vishwa Vidyapeetham stands among India’s leading private universities. Spanning over 1,200 acres with more than 10 million square feet of built-up area, the university is distinguished for its commitment to academic excellence and consistently ranks among the top private institutions in the country, reinforcing its reputation as a premier center for quality education

New Delhi [India], September 15: For students who want to study Vedic Astrology professionally, completing a course and receiving a certificate is just one aspect. Practical kundali reading, consultation experience, guidance from experienced mentors and support while entering professional practice can make an equally important difference.

Established by Gurudev Shrie Kashyap in 2004, All India Institute of Occult Science takes great pride in preparing its students for a professional career in the field of Vedic Astrology, in addition to teaching Vastu, Numerology, Palmistry, Graphology, Card Reading, Akashic Records, Reiki and more.

What Makes All India Institute of Occult Science an Established Vedic Astrology Institute?

All India Institute of Occult Science has trained over 97,000+ students, conducted 10,374+ classes, has 21+ mentors and has over 22 years of experience in occult education. The institute’s 21st Convocation Ceremony was held recently to honour over 1,200 students specializing in diverse branches of occult science.

In addition to being ISO-certified and government-registered, All India Institute of Occult Science also provides globally recognized certification in the field of Vedic Astrology and other occult sciences.

These stats speak volumes about the scale of operations, while practical training and post-course support remain a specialty of the institute.

How Are Students Prepared for Professional Astrology Consultation?

The Vedic Astrology curriculum begins with an introduction to the basics of planets, houses, zodiac signs and Kundli reading followed by Dasha, Yogas, divisional charts, Ashtakvarga, planetary transits, Muhurat and advanced prediction techniques, and many more advanced astrology concepts which is mentioned in their syllabus in detail.

It includes:

• Live–interactive classes
• Small batches (10–15 students)
• Study notes developed from 24 years of research by Gurudev Shrie Kashyap
• Practical Kundli discussions
• Case-based learning modules
• Lifetime access to class recordings
• Doubt-solving sessions
• Mentor support throughout the academic journey
• Placement support for eligible students after successful course completion

The institute’s Vedic Astrology program consists of Certificate, Diploma and Master level certification courses that enable students to train themselves from scratch to advanced-level prediction and consultancy skills.

Instead of just learning individual Dasha and planetary combinations, students learn to connect the dots and draw correlations while studying Kundli reading.

What Happens After Vedic Astrology Certification?

For a lot of students, Vedic Astrology certification is just the beginning of their journey with All India Institute of Occult Science. As Gurudev Shrie Kashyap often mentions, “The real journey of a student begins after course completion.”

Students who wish to explore professional consultations can apply to participate in a structured post-course program:

• Skill-Gap Interview: Students attend an interview to find out which consultation skills they still need to improve. These areas are then covered during the training.
• Platform Onboarding: Eligible certified students are added to the consultation platform as part of the placement process.
• Client-Handling Videos: After joining the platform, students get training videos on consultation and client handling. These videos help them prepare for real customer interactions.
• Live Practical Sessions: After completing the videos, students attend live group training sessions. These sessions cover common consultation problems, practical situations and ways to handle different clients.
• Live Consultations: Once students are ready for consultation, they start getting real customers on the platform and begin giving consultations.
• Performance Monitoring & Mentorship: Student performance is regularly checked. If a student needs improvement or extra help, one-to-one guidance and mentoring are provided.
• Professional Development: Students are trained to explain their predictions clearly and professionally. They also receive guidance on personal branding to help them build their professional image.
• Lifetime Alumni Support: Once students become alumni of All India Institute of Occult Science, they continue to receive lifetime doubt-clearing support for the courses they have completed. Even while giving consultations on Vedic Meet, another platform or through their own practice, they can approach the institute if they face any course-related doubt or need guidance related to consultations or their professional career. A dedicated team is available to guide and assist alumni on priority. This continued support, even after course completion, is one of the key features that makes All India Institute of Occult Science different from many other institutes.

This way, students are not left on their own after completing the course. From building consultation skills to handling real client situations and clearing doubts even years later, the institute continues to support its alumni throughout their professional journey.

How Does All India Institute of Occult Science Placement Support and Ecosystem Work?

All India Institute of Occult Science facilitates the placement of eligible students through its platform, Vedic Meet and other professional networks. According to the institute’s placement reports, dated September 2026, its 2,387+ trained consultants have crossed ₹1 lakh in monthly earnings from consultations on various platforms. Of these, 385+ consultants have crossed ₹1 lakh per month through institute’s own consultation platform.

In addition, a number of trained consultants have launched their practice or are providing services to external Astrology platforms both in India and abroad.

What Can an All India Institute of Occult Science-Trained Astrologer Earn?

Viewed from an income perspective, trained consultants who build a consistent client base may earn around ₹50,000–₹70,000 per month during the early stages of their professional practice. With stronger consultation skills, recurring clients, experience and reputation, some consultants may progress to ₹1 lakh–₹2 lakh+/month or more.

These figures are indicative and are not guaranteed. Actual earnings vary based on consultation hours, experience, client demand, ratings, platform participation and individual performance.

Why Could All India Institute of Occult Science Be a Stronger Choice for Career-Focused Learners?

While examining the best Astrology course in India, students should understand that beyond the curriculum and certification, a good course focuses on practical Kundli reading, faculty support, preparing students for consultations and mentoring them post-certification.

With over 22 years of experience, 97,000+ students trained, 10,374+ classes conducted, a strong faculty and a clear pathway from class to consultations, All India Institute of Occult Science covers all bases for a successful professional practice. For serious students that view Astrology as a profession, these combined advantages make the institute stand out.

Data Source: Student, class, faculty, placement and consultant-earning figures mentioned in this article are based on All India Institute of Occult Science’s internal records updated through September 2026.

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New Delhi [India], September 15: Competitive examinations and professional skill development have become important milestones for millions of learners. With students and working professionals looking for more flexible and specialized training options, Learnees is creating a platform that brings diverse learning opportunities together in one place.

Learnees serves as a digital marketplace where students can discover coaching programs, training courses and educational services offered by institutes, academies and individual trainers.

The platform caters to learners preparing for examinations such as NEET, IIT-JEE, UPSC and defence examinations, while also providing opportunities for those preparing for entrance tests and other competitive assessments.

The availability of multiple learning categories allows students to explore different educational options instead of depending on a single coaching provider. Learners can identify courses according to their academic objectives, preferred learning format and specific preparation needs.

Alongside competitive examination preparation, Learnees has developed a strong focus on technology and professional skills. The platform features learning opportunities related to artificial intelligence, data science, cybersecurity, cloud computing, DevOps, networking and web technologies.

This combination of academic and professional learning reflects the changing expectations of today’s learners. Education is no longer limited to school or college qualifications. Students and professionals increasingly need additional skills to remain competitive in a rapidly changing employment environment.

Learnees supports online, offline and classroom learning models, allowing users to choose programs that fit their preferred learning environment. Live learning also enables interaction between trainers and learners, creating a more engaging educational experience.

Another important part of the Learnees ecosystem is its support for trainers and institutes. Education providers can list their courses and showcase their expertise to learners searching for relevant programs.

The platform also enables educators to create online test series. Such tools can help trainers provide students with additional practice and assessment opportunities, particularly in examination-focused courses.

For learners, having different categories available through one platform can make the course discovery process more convenient. Rather than spending significant time searching through multiple sources, users can explore different educational opportunities through a centralized marketplace.

Learnees is also focused on creating opportunities for educators to reach audiences beyond their immediate geographical locations. Digital learning allows trainers with specialized knowledge to connect with learners in different cities and regions.

The company believes that the future of education will increasingly combine technology, accessibility and personalized learning. Its marketplace model is intended to support this transition by connecting learners and educators in a single ecosystem.

With its focus on competitive examinations, academic learning and technology skills, Learnees continues to develop its platform for students, professionals, trainers and educational institutions.

As demand for flexible education continues to increase, Learnees aims to contribute to a learning environment where discovering the right course, trainer or institute becomes simpler and more accessible.

About Learnees

Learnees is an education and training marketplace designed to connect learners with trainers, institutes and academies. Its learning ecosystem includes competitive examination preparation, academic courses and professional technology training in online, offline and classroom formats.

Visit Website: https://www.learnees.com/

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Dr Vinayak Kalluri, Registrar, SRM University-AP, with TechnoSmile leadership, university leaders and students from the Placement Drive
 

Techno Smile conducted a two-day job fair on SRM AP campus, on September 10 and 11. Through this initiative, seventeen engineering students from the University's 2027 Destination Japan graduating batch were selected for international career tracks, the first tangible milestone toward the fifty opportunities promised for 2028. This success stems from a collaboration formally set in motion on June 2, when a delegation from Techno Smile visited the SRM AP campus to sign a Memorandum of Understanding with the University, signed on behalf of the institution by Dr Vinayak Kalluri, Registrar of SRM University-AP. It laid the foundation for what both sides described as a long-term collaboration, with Techno Smile setting out an ambitious vision, to create fifty career opportunities for SRM AP engineering students by 2028.

That commitment was carried forward on August 6, when Mr Sankar Karunanidhi, Country Manager at SRM Global Consulting Pvt Ltd, travelled to Techno Smile's Aichi Head Office in Nagoya to meet Mr Ryoma Yoshinaga, Managing Executive Officer of the company's Technology Business Division, and Mr Syuntaro Suzuki, Deputy Head of the same division. Their discussions centred on the practical steps needed to turn the partnership's early promise into a functioning hiring pipeline for SRM AP students.

TechnoSmile’s senior management interacts with 1,000+ engineering students on career opportunities in Japan
 

On campus, the University's Corporate Relations and Career Services team, led by Dr M S Vivekanandan, Director of Corporate Relations and Career Services, along with Mr Jotish Kumar, CEO of SRM Global Consulting, as part of the Destination Japan programme, undertook the task of preparing students for a recruitment process shaped by Japanese hiring conventions. Led by the CRCS team, the programme combines Japanese-style interview training, technical readiness, and communication coaching, equipping graduating batches to compete confidently for international placements and reflecting the University's commitment to global careers. Over the following weeks after the visit, students were trained in the technical competencies the industry expects, and the finer points of self-introduction and communication, training meant to make them genuinely ready for these roles.

The partnership's reach, however, extends well beyond those directly selected. During their visit on September 10th and 11th, Techno Smile's senior management engaged with over a thousand first- and second-year engineering students, introducing them to the possibilities that a career in Japan might hold and encouraging them to weigh the option seriously as they progress through their studies, an exercise in early awareness as much as recruitment.

The University remains committed to building similar pathways that place its students within international industries and careers extending past national borders: from SRM University-AP to Japan, building careers without borders.

Kolkata (West Bengal) [India], September 14: Kolkata is set to become a meeting ground for global health science and technology as the Institute of Engineering & Management (IEM) hosts IEM-HEALS 2026 – International Conference on Advancing Science and Technologies in Health Science from September 11 to 13 at the CII Auditorium, IEM Management House, Kolkata.

The three-day international conference is bringing together health science, artificial intelligence, biotechnology, medical technology, research, innovation, and entrepreneurship on a common platform, with eminent scientists, academicians, clinicians, researchers, innovators, and young minds from India and across the world participating in the event.

Organised by the Department of Basic Science & Humanities, Institute of Engineering & Management, the conference is being held in collaboration with Smart Society USA, Canada, Springer Nature, the Institution’s Innovation Council, and the Rotary Club of Salt Lake Silicon Valley. The initiative places strong emphasis on interdisciplinary collaboration, with the objective of creating an ecosystem where cutting-edge research can move beyond laboratories and translate into meaningful technological solutions for healthcare and society.

Adding an innovative touch to the delegate experience, participants were onboarded through an innovative passport and boarding pass system, carrying details of the conference programme and schedule.

The inaugural and valedictory sessions will feature senior leadership from the IEM-UEM group, including Prof. Dr. Nabarun Bhattacharya, Pro Vice-Chancellor, University of Engineering and Management Kolkata (UEM); Prof. Dr. Arun Kr. Bar, Principal, IEM; Prof. Dr. Anupam Bhattacharya, Principal (Management); Prof. Dr. Malay Gangopadhaya, Dean Academics and Vice Principal, among other senior officials from the IEM-UEM group.

A key attraction of IEM-HEALS 2026 is its focus on technology-driven healthcare innovation, with two major hackathon initiatives in Health Science and Technologies, including Hack 2 Heal 2.0 – the Global Hackathon.

With participants from more than 42 countries, including the USA, Canada, UK, Australia and Singapore, Hack 2 Heal 2.0 is positioning Kolkata as a global meeting ground for healthcare innovation. Students, researchers, technology enthusiasts and innovators will work together to identify pressing healthcare challenges and develop technology-enabled solutions with potential real-world impact.

The conference also has an extensive academic and research programme, featuring paper presentations, technical poster exhibitions and innovative project exhibitions.

Researchers and scholars will present their latest findings through oral and poster presentation sessions. The technical poster exhibition will offer a visual platform for participants to communicate research ideas, methodologies and discoveries, while the Innovative Project Exhibition will put the spotlight on technology and creativity through projects and prototypes addressing contemporary challenges in health science and technology.

Another major component of the programme is the specialised workshop “Genome to Code: Exploring Avenues of Bioinformatics.” The technical programme has also been divided into three major tracks: Artificial Intelligence, Clinical Decision Support and Health Informatics; Medical Imaging, Computer Vision and Biomedical Signal & Data Analytics; and Computational Genomics, Bioinformatics, Systems Medicine and Mathematical Biology.

Selected papers are scheduled for publication in Springer Nature ACSAR (Advances in Computer Science Applications and Research) conference proceedings, adding an academic dimension to the international event.

The conference has also brought together an impressive line-up of national and international speakers. The speaker panel includes Prof. Mojgan Rezvani, Canada; Prof. Nikolay Dokholyan, USA; Prof. David A. Hood, Canada; Prof. Matthew Chua, Singapore; Prof. Shoji Yokobori, Japan; Dr. Somnath Dutta, Indian Institute of Science (IISc), Bengaluru; Dr. Nirmalya Sen, Bose Institute; Dr. Debjani Dutta, NIT Durgapur; and Dr. Jayasri Das Sarma, Professor, IISER Kolkata, among others.

A special highlight of IEM-HEALS 2026 is the Global Excellence Award, instituted to recognise distinguished contributions to health science and allied areas.

The awardees include Dr. Saroj Mandal, Padma Shri Awardee (2026) – Medicine, for “Distinguished Contribution to Cardiovascular Medicine and Patient Care”; Dr. Jayasri Das Sarma, Professor, Department of Biological Sciences, IISER, for “Pioneering Contributions to Neurovirology and Neuroimmunology”; Dr. Abhijit Chowdhury, Provost and Professor, Indian Institute of Liver and Digestive Sciences, for “Pioneering Contributions in Translational Medicine”; Dr. Santasabuj Das, Scientist G & Director, NICED, for “Outstanding Contributions to Infectious Disease Research”; and Dr. Dhriti Banerjee, Director, Zoological Survey of India, for “Outstanding Contributions to Zoological Research, Biodiversity & Conservation.”

Prof. Shoji Yokobori, Professor, Director and Chair, Department of Emergency and Critical Care Medicine, Nippon Medical School, Japan, will also be recognised for his outstanding contribution to “Advancing scientific knowledge through pioneering research in neurocritical care, neurotrauma, and innovative therapeutic approaches”.

Speaking about the vision behind the conference, Prof. Dr. Satyajit Chakrabarti, Vice Chancellor, Institute of Engineering & Management and University of Engineering & Management, Kolkata, said, “IEM-HEALS 2026 reflects our commitment to creating a global platform where scientific excellence, technological innovation and human-centred healthcare come together. Through this initiative, we aim to inspire young minds to transform ideas and research into solutions that can create a meaningful impact on society.”

Prof. Dr. Prabir Kumar Das, Convener, IEM-HEALS 2026; Professor and Head, Department of Basic Science & Humanities, IEM, said, “IEM-HEALS brings together multiple disciplines on a common platform. The paper presentations, technical poster exhibition, innovative projects and global hackathon will encourage meaningful interaction between researchers, students, healthcare professionals and technologists, fostering collaboration and new ideas.”

Prof. Dr. Debasmita Bhattacharya, Convener, IEM-HEALS 2026; Professor, Department of Basic Science & Humanities, IEM, added, “Our objective is to create an environment where innovation is not restricted to laboratories or classrooms. Through Hack 2 Heal 2.0, HEALIX, project exhibitions and research presentations, we want participants to think boldly, collaborate globally, and develop solutions that address real healthcare needs.”

With participation from across the globe, high-impact research, paper presentations, technical posters and innovative project exhibitions, two healthcare hackathons, distinguished international speakers and recognition of scientific excellence, IEM-HEALS 2026 is emerging as a major platform for the convergence of health science and technology.

The conference seeks not only to bring global health innovation to Kolkata but also to provide a platform for Indian researchers, students, and innovators to take their ideas and solutions to the world.

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Kolkata (West Bengal) [India], September 14: Kolkata is set to become a meeting ground for global health science and technology as the Institute of Engineering & Management (IEM) hosts IEM-HEALS 2026 – International Conference on Advancing Science and Technologies in Health Science from September 11 to 13 at the CII Auditorium, IEM Management House, Kolkata.

The three-day international conference is bringing together health science, artificial intelligence, biotechnology, medical technology, research, innovation and entrepreneurship on a common platform, with eminent scientists, academicians, clinicians, researchers, innovators and young minds from India and across the world participating in the event.

Organised by the Department of Basic Science & Humanities, Institute of Engineering & Management, the conference is being held in collaboration with Smart Society USA, Canada, Springer Nature, Institution’s Innovation Council and Rotary Club of Salt Lake Silicon Valley. The initiative places strong emphasis on interdisciplinary collaboration, with the objective of creating an ecosystem where cutting-edge research can move beyond laboratories and translate into meaningful technological solutions for healthcare and society.

Adding an innovative touch to the delegate experience, participants were onboarded through an innovative passport and boarding pass system, carrying details of the conference programme and schedule.

The inaugural and valedictory sessions will feature senior leadership from the IEM-UEM group, including Prof. Dr. Nabarun Bhattacharya, Pro Vice-Chancellor, University of Engineering and Management Kolkata (UEM); Prof. Dr. Arun Kr. Bar, Principal, IEM; Prof. Dr. Anupam Bhattacharya, Principal (Management); Prof. Dr. Malay Gangopadhaya, Dean Academics and Vice Principal, among other senior officials from the IEM-UEM group.

A key attraction of IEM-HEALS 2026 is its focus on technology-driven healthcare innovation, with two major hackathon initiatives in Health Science and Technologies, including Hack 2 Heal 2.0 – the Global Hackathon.

With participants from more than 42 countries, including the USA, Canada, UK, Australia and Singapore, Hack 2 Heal 2.0 is positioning Kolkata as a global meeting ground for healthcare innovation. Students, researchers, technology enthusiasts and innovators will work together to identify pressing healthcare challenges and develop technology-enabled solutions with potential real-world impact.

The conference also has an extensive academic and research programme, featuring paper presentations, technical poster exhibitions and innovative project exhibitions.

Researchers and scholars will present their latest findings through oral and poster presentation sessions. The technical poster exhibition will offer a visual platform for participants to communicate research ideas, methodologies and discoveries, while the Innovative Project Exhibition will put the spotlight on technology and creativity through projects and prototypes addressing contemporary challenges in health science and technology.

Another major component of the programme is the specialised workshop “Genome to Code: Exploring Avenues of Bioinformatics.” The technical programme has also been divided into three major tracks: Artificial Intelligence, Clinical Decision Support and Health Informatics; Medical Imaging, Computer Vision and Biomedical Signal & Data Analytics; and Computational Genomics, Bioinformatics, Systems Medicine and Mathematical Biology.

Selected papers are scheduled for publication in Springer Nature ACSAR (Advances in Computer Science Applications and Research) conference proceedings, adding an academic dimension to the international event.

The conference has also brought together an impressive line-up of national and international speakers. The speaker panel includes Prof. Mojgan Rezvani, Canada; Prof. Nikolay Dokholyan, USA; Prof. David A. Hood, Canada; Prof. Matthew Chua, Singapore; Prof. Shoji Yokobori, Japan; Dr. Somnath Dutta, Indian Institute of Science (IISc), Bengaluru; Dr. Nirmalya Sen, Bose Institute; Dr. Debjani Dutta, NIT Durgapur; and Dr. Jayasri Das Sarma, Professor, IISER Kolkata, among others.

A special highlight of IEM-HEALS 2026 is the Global Excellence Award, instituted to recognise distinguished contributions to health science and allied areas.

The awardees include Dr. Saroj Mandal, Padma Shri Awardee (2026) – Medicine, for “Distinguished Contribution to Cardiovascular Medicine and Patient Care”; Dr. Jayasri Das Sarma, Professor, Department of Biological Sciences, IISER, for “Pioneering Contributions to Neurovirology and Neuroimmunology”; Dr. Abhijit Chowdhury, Provost and Professor, Indian Institute of Liver and Digestive Sciences, for “Pioneering Contributions in Translational Medicine”; Dr. Santasabuj Das, Scientist G & Director, NICED, for “Outstanding Contributions to Infectious Disease Research”; and Dr. Dhriti Banerjee, Director, Zoological Survey of India, for “Outstanding Contributions to Zoological Research, Biodiversity & Conservation.”

Prof. Shoji Yokobori, Professor, Director and Chair, Department of Emergency and Critical Care Medicine, Nippon Medical School, Japan, will also be recognised for his outstanding contribution to “Advancing scientific knowledge through pioneering research in neurocritical care, neurotrauma, and innovative therapeutic approaches”.

Speaking about the vision behind the conference, Prof. Dr. Satyajit Chakrabarti, Vice Chancellor, Institute of Engineering & Management and University of Engineering & Management, Kolkata, said, “IEM-HEALS 2026 reflects our commitment to creating a global platform where scientific excellence, technological innovation and human-centred healthcare come together. Through this initiative, we aim to inspire young minds to transform ideas and research into solutions that can create a meaningful impact on society.”

Prof. Dr. Prabir Kumar Das, Convener, IEM-HEALS 2026; Professor and Head, Department of Basic Science & Humanities, IEM, said, “IEM-HEALS brings together multiple disciplines on a common platform. The paper presentations, technical poster exhibition, innovative projects and global hackathon will encourage meaningful interaction between researchers, students, healthcare professionals and technologists, fostering collaboration and new ideas.”

Prof. Dr. Debasmita Bhattacharya, Convener, IEM-HEALS 2026; Professor, Department of Basic Science & Humanities, IEM, added, “Our objective is to create an environment where innovation is not restricted to laboratories or classrooms. Through Hack 2 Heal 2.0, HEALIX, project exhibitions and research presentations, we want participants to think boldly, collaborate globally and develop solutions that address real healthcare needs.”

With participation from across the globe, high-impact research, paper presentations, technical poster and innovative project exhibitions, two healthcare hackathons, distinguished international speakers and recognition of scientific excellence, IEM-HEALS 2026 is emerging as a major platform for the convergence of health science and technology.

The conference seeks not only to bring global health innovation to Kolkata but also to provide a platform for Indian researchers, students, and innovators to take their ideas and solutions to the world.

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In Picture: Vanita Uppal OBE, Director, The British School New Delhi (L); Jennie Shaw, Vice-Provost, Education and Student Experience, UCL
 

The extension was formally signed in Mumbai on 20 August 2026 by Professor Jennie Shaw, Vice-Provost (Education and Student Experience), UCL, and Vanita Uppal OBE, Director of The British School New Delhi.
 

Since its inception in 2024, the UCL India Summer School has grown into a distinctive academic experience for students from across India. Hosted at The British School New Delhi, the programme brings UCL academics and pre-university students together for an immersive week of research-led teaching, high-level critical thinking and multidisciplinary learning.
 

Over the past three years, students have engaged with academics from ten UCL faculty through lectures, workshops and discussion-based learning, exploring disciplines ranging from law and psychology to technology, urban studies and sustainability. With small class sizes and direct interaction with UCL faculty, the programme gives students a rare opportunity to step beyond the school curriculum and experience the intellectual rigour and excitement of a high-quality university education.
 

Vanita Uppal OBE, Director of The British School New Delhi, said, “The UCL-TBS partnership is fuelled by our shared values and a passionate commitment to bring a stellar pre-university academic experience to students from across the country here in New Delhi. Over the last three years, I have seen first-hand the phenomenal impact the summer school has had on participating students, both in terms of the academic challenge they experienced and equally in their thorough enjoyment of the pedagogical approaches adopted by the faculty. It is a unique and thoughtfully curated opportunity and a ‘must do’ for students who are curious, academically ambitious and ready to be challenged and inspired.”
 

In picture: The 2026 cohort of the UCL India Summer School at The British School New Delhi
 

The partnership takes on added significance in 2026 as UCL celebrates its bicentenary, marking 200 years of advancing knowledge, driving innovation and expanding access to education. The Summer School reflects a shared vision between UCL and The British School New Delhi, of education that opens doors, broadens perspectives and empowers young people to engage meaningfully with the world around them.
 

Professor Jennie Shaw, Vice-Provost (Education and Student Experience), UCL, said, "The UCL India Summer School “is an opportunity for high school students from across India who are looking to apply to world-leading universities to be exposed to high-level critical thinking and research-led teaching delivered by UCL staff.”
 

With the partnership now extended to 2029, students across India will continue to have the opportunity to learn from leading academics, explore new fields of study and experience the curiosity, rigour and multidisciplinary thinking that define the UCL academic experience.
 

The next three years promise to build on an already successful partnership, creating new opportunities for young people to broaden their academic horizons and understand what their future might hold.

About University College London (UCL)

UCL is a global top 10 university, set up in London 200 years ago to offer education for all. Today, we gather 60,000 staff and students, from over 150 countries, to create a unique city within a city – a research and innovation powerhouse that leads the world in subjects spanning the arts, sciences, technology and the humanities. We’ve nurtured 33 Nobel Prize winners, because here, brave ideas have the scale and the support they need to succeed. We are University College London. And here, it can happen.
 

For more information, please visit ucl.ac.uk.
 

About The British School New Delhi

The British School New Delhi is an inclusive, not-for-profit international school located in the heart of the diplomatic area of New Delhi. Founded in 1963 by the then British High Commissioner and his wife, the award-winning school offers high-quality education to British, expatriate and local families by drawing on the best facets of a rich and culturally diverse community. 
 

For more information, please visit www.british-school.org.

Haus of Intelligence, an AI education technology company powered by LanceMart AI, today announced that it has crossed 1,000 enrolments in the first cohort of its Agentic AI Mastery Program. This milestone further establishes it as Bharat's Biggest Agentic AI Program. It also reflects the growing recognition among learners across the country that Agentic AI is no longer optional knowledge, but a foundational skill for the future of work.
 

Over 1,000 learners enrolled for the 28-week Agentic AI Mastery Cohort Program

The Agentic AI Mastery Cohort Program is a structured 28-week regime built around three progressive cohorts, AI Builder, AI Architect and AI Operator, all included in a single enrollment priced at less than Ten thousand Rupees, paid once and accessible for life. Unlike most AI education available today, which focuses on single-tool automations such as chatbots or voice agents, HOI's program is built around orchestrated, multi-agent AI systems, the kind of infrastructure that businesses actually need to run real operations.

Speaking on the achievement, Mr. Aryaman Upmanyu, Founder & CEO, Haus Of Intelligence, commented, "This program did not start as a business plan. It started because I kept meeting people who were terrified of being left behind by AI and had nowhere honest to go for help. Working across D2C and real estate through LanceMart, I saw firsthand how a handful of well-built AI agents could quietly replace entire teams of manual work, and I also saw how little of that knowledge was reaching ordinary people outside of tech circles. That gap is what led to Haus of Intelligence. The vision was never to teach one automation trick or one chatbot build. It was to give someone with zero technical background the same command over AI systems that a trained AI architect would have, and to do it in a way that respects their time, their age and their profession. Crossing 1,000 learners across 13 to 70 year olds, students, working professionals, business owners, tells me that vision was not just personal to me. It is a need that Bharat has been carrying quietly, waiting for someone to build the right door into it. We built that door, and this is just the beginning of walking people through it."

Behind this milestone is an engineering core that turns the program's vision into daily practice. Ojas Kulshrestha, Head of Engineering at LanceMart AI, and Satyam, Director of Engineering at LanceMart AI, lead the design of the very multi-agent systems that learners study inside the program, ensuring the curriculum is built on architecture that is already running in live businesses, not theory borrowed from elsewhere. Their work translates directly into how confidently HOI's learners implement agentic AI in their own work and daily lives.

The program continues to operate on a bundled structure, where a learner enrolling in Cohort 1.0 automatically receives Cohort 2.0 and Cohort 3.0 at no additional cost, all under the single price tag. This is paired with weekly live sessions held every Saturday, where new automations are built live with the community, along with dedicated Q&A access to the HOI team.

About Haus of Intelligence

Haus of Intelligence (HOI) is an AI consultancy, automation and training company building agentic AI infrastructure for individuals and businesses across Bharat. Its flagship offering, the Agentic AI Mastery Cohort Program, is a 28-week structured regime spanning three progressive cohorts, AI Builder, AI Architect and AI Operator. The program includes 56 modules, 120+ lessons and 10+ hours of recorded content, delivered through the HOI Dashboard alongside an active community on WhatsApp and Discord. HOI's learner base spans age 13 to 70+ across cities and states throughout the country, reflecting its mission to make agentic AI accessible to people of all ages and all professions.

About LanceMart AI

LanceMart AI is the parent AI Infrastructure company behind Haus of Intelligence, building the intelligence layer that runs entire businesses through orchestrated, multi-agent AI systems rather than single-tool automations. The company operates across two core service lines: the D2C Agent as a Service Operating System (AaaS OS), a roster of 110 specialized AI agents that run acquisition, sales, retention, and operations for direct-to-consumer brands, and the Real Estate Multi-Agent AI Infrastructure, an 11-system suite that automates lead management, client communication, and commission tracking for real estate teams and brokerages.

LanceMart AI serves lean and scaling D2C founders in India and global markets, alongside independent real estate team leads and boutique organisations in the US and UAE, giving each customer a dedicated bench of AI specialists rather than a generalist tool. Haus of Intelligence operates as LanceMart AI's education and training arm, extending this same agentic AI infrastructure expertise into a structured learning program for individuals and businesses across Bharat.

6th Convocation of Online Degree Programs at MUJ - President Dr N N Sharma felicitates Chief Guest Mr Ashish Kumar Srivastava in presence of dignitaries

The convocation also witnessed the participation of learners residing outside India, reflecting the expanding global reach of MUJ’s online degree programmes and the growing acceptance of flexible, digitally enabled models of higher education.

The ceremony was graced by Mr Ashish Kumar Srivastava, Managing Director, Haver & Boecker India, as the Chief Guest, and Mr Ambrish Sinha, CEO, UNext Learning, as the Guest of Honour. The academic procession was led by the Chief Guest and Guest of Honour along with Dr N. N. Sharma, President, Manipal University Jaipur; Commander (Dr.) Anil Rana, Pro-President; Dr. Amit Soni, Registrar; Dr. Nitu Bhatnagar, Provost; Dr. Mallikarjuna Gadapa, Director, Centre for Distance and Online Education; Mr Dasari Nagaraju, Controller of Examinations, and members of the Academic Council.

The ceremony commenced with the rendition of the University Kulgeet, followed by the ceremonial welcome of the Chief Guest and other distinguished guests. In his welcome address, Commander (Dr.) Anil Rana congratulated the graduating students and highlighted the perseverance, self-discipline and resilience demonstrated by online learners. He emphasised that the success of students pursuing education through digital platforms is supported by families, faculty members and technology-enabled learning, which together help overcome geographical and professional barriers.

Delivering his presidential address, Dr. N. N. Sharma highlighted the University's achievements in research, rankings, academics, SWAYAM MOOCs and sports. He underlined the importance of online degree programmes in enabling learners to gain specialised knowledge and enhance their professional competencies, thereby improving their suitability for careers across diverse sectors. He also noted that the graduating cohort represented the true spirit of lifelong learning, with students ranging in age from 19 to 78 years.

Addressing the graduating students, Chief Guest Mr Ashish Kumar Srivastava appreciated Manipal University Jaipur's emphasis on combining academic learning with practical and industry-oriented education. He encouraged the graduates to continuously upgrade their knowledge and skills to remain relevant in a rapidly changing professional environment. He observed that online degree programmes offer learners the opportunity to acquire specialised knowledge while strengthening competencies required for careers across a wide range of sectors.

Presenting the graduating students, Dr. Mallikarjuna Gadapa, Director, CDOE, said that online education is closely aligned with the demands of the digital age. He highlighted that technology-enabled education provides learners with greater flexibility and independence while helping them become familiar with emerging technologies and develop essential digital skills.

The Sixth Convocation reaffirmed MUJ's commitment to creating inclusive learning opportunities for students and working professionals seeking to pursue higher education without geographical or professional constraints. The diversity in the age and location of the graduating cohort further reflected the role of online education in supporting lifelong learning and continuous professional development.

Concluding the ceremony, Dr. Amit Soni, Registrar, Manipal University Jaipur, expressed gratitude to the Chief Guest, Guest of Honour, distinguished guests, parents, faculty members, University management and staff for their contribution to the successful conduct of the convocation. He extended his best wishes to all the graduating students for a successful and bright future.

The convocation was also live-streamed through the University's official channel, enabling students and parents who could not attend the ceremony in person to participate virtually and share in the milestone.

Chanakya Convergence Forum: Mohandas Pai; MP Kumar,Pro-Chancellor; Prashanth Prakash,Partner-Accel; Dr S Somanath, Chancellor-Chanakya University & fmr Chairman of ISRO; & others

New Delhi [India], September 12: Chanakya University hosted the Chanakya Convergence Forum (CCF), an academia-industry engagement series, on September 10, 2026 at Accel LaunchPad, Koramangala.

The inaugural edition brought together leaders and practitioners from India’s space technology ecosystem for an evening of knowledge sharing and networking around the future of India’s space economy.

Themed “India’s Space Economy & The Next Decade,” the Forum opened with a keynote address from Dr. S. Somanath, Chancellor, Chanakya University and Former Chairman, ISRO, who spoke on the need for sustained investment in space research and allied sectors for national development. He urged industry partners to collaborate with Chanakya on R&D so that future innovators in the field get hands-on training.

This was followed by a panel discussion, “Who Will Build India’s Space-Tech Future?”, featuring Sri Prashanth Prakash, Partner at Accel India, Sri Suyash Singh, Co-founder of GalaxEye Space, and Prof. Duvvuri Subrahmanyam, IISc. Sri Prashanth Prakash noted that India’s private space-tech sector is still in its early days and has exciting days ahead, Sri Suyash Singh spoke on the need for greater innovation and policy support, and Prof. Duvvuri Subrahmanyam expressed confidence in closer academia-industry alignment for space research.

The Forum felicitated Prof. P.A. Ramakrishna from IIT Madras, Dr. V. R. Lalithambika from ISRO, Sri Suyash Singh from GalaxEye Space, and Prof. Duvvuri Subrahmanyam from IISc for their outstanding contributions to the growth of the space sector in India.

Sri Mohandas Pai, Chairman, Aarin Capital, also addressed the gathering, speaking on the need to invest further in infrastructure and RCD for India’s economy. He urged young people in the audience to dream big, build startups and create jobs, and while being candid about gaps in policy, reform and governance, closed on an optimistic note about India’s path to becoming a developed nation.

At the event, Prof. S. Sadagopan, Founding Director, IIIT-B launched the Centre for Technology Development and Consultancy (CTDC), through which the University will work directly with industry and startups to develop, test and deploy technology solutions. CTDC’s mandate spans technology co-development, IP and research commercialisation, industry consultancy, executive education and incubation support for young innovators.

The University also launched the Chanakya SpaceTech Fellowship (2026–27), an industry-academia initiative placing young researchers on industry problems sponsored by industry partners. Fellows will work across domains including satellite communications, earth observation, space robotics, radar signal processing, hyperspectral imaging and space debris tracking. Prof. H. S. Subramanya, Pro-Vice Chancellor of Chanakya University invited companies to join Chanakya through the fellowship along with research collaboration on other high-tech sectors such as mobility, pharma and devices, and artificial intelligence.

The Forum saw participation from space-tech companies including Nibe Industries, Collins Aerospace, GalaxEye Space and EtherealIX, alongside venture capital firms such as 3One4 Capital, Momentum Capital, Pratithi and the Kris Gopalakrishnan Family Office, offering a platform for founders, investors and researchers to connect. Other prominent guests included entrepreneur Sri Madan Padaki, Sri Umakant Soni from Bharat1.AI, Smt. Malini Goyal from UnboxingBlr, Prof. Aloke Kumar from IISc, and many more.

Pro-Chancellor Sri M.P. Kumar delivered the closing remarks, describing the CCF as the institution’s step toward integrating industry with academia and reaffirming Chanakya’s commitment to building a culture of industry-aligned research and curriculum.

The Chanakya Convergence Forum is a flagship platform bringing together leaders and thinkers to engage with questions that matter and ideas that can shape the future, with each edition centred on a theme at the intersection of industry, research, entrepreneurship and institutions.

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Representatives of the NSW Government and MAHE at the NSW Government’s India Mission reception in Mumbai
 

The New South Wales (NSW) Government’s India Mission, held from 31 August to 3 September 2026, strengthened the state’s engagement with India across the economy, education, research, innovation, and culture, and created new opportunities for sustained partnerships among governments, institutions, industry, and communities.
 

Led by The Honourable Chris Minns MP, Premier of NSW, and The Honourable Daniel Mookhey MLC, NSW Treasurer, the mission convened senior government officials, policymakers, academics, industry leaders, and other stakeholders from New South Wales and India to explore opportunities for stronger bilateral cooperation.
 

As part of the mission, the NSW Government hosted a special reception at The Taj Mahal Palace, Mumbai, convening the Premier and Treasurer of NSW with government leaders, senior officials and policymakers from India, along with members of the official NSW delegation. The reception provided an important platform for dialogue and identifying opportunities for greater cooperation across priority sectors.
 

A significant institutional outcome of the mission was the signing of a Memorandum of Understanding (MoU) between MAHE and the University of Sydney (USYD) on 2 September 2026 to strengthen cooperation in education, research, innovation and international mobility. The MAHE and USYD delegations subsequently attended the Mumbai reception, where the partnership was formally announced in the presence of the NSW Premier and Treasurer.
 

The partnership aligns with the broader objectives of the NSW Government’s India Mission by translating government-level engagement into tangible institutional collaboration. It also demonstrates universities’ role in building sustained connections between New South Wales and India through academic exchange, collaborative research, innovation and mobility.
 

Dr Sharath K. Rao, Vice Chancellor, MAHE, said, “The NSW Government’s India Mission provides an important platform for strengthening the longstanding ties between New South Wales and India. Education, research and innovation can play a defining role in building deeper, more sustainable relationships between our two regions. MAHE’s growing partnerships with universities in NSW reflect our commitment to creating meaningful opportunities for students, faculty and researchers to collaborate and exchange knowledge. We look forward to contributing to a stronger India-NSW partnership through sustained academic, research and innovation-led engagement.”
 

The NSW Government’s India Mission also focused on strengthening economic and industry engagement and on identifying opportunities for investment, trade, innovation, and knowledge exchange. It underscores the importance of higher education and research partnerships in supporting the long-term objectives of the NSW-India relationship.
 

About Manipal Academy of Higher Education

Manipal Academy of Higher Education (MAHE) is an Institution of Eminence Deemed to be University. MAHE offers over 400 specialisations across the Health Sciences (HS), Management, Law, Humanities & Social Sciences (MLHS), and Technology & Science (T&S) streams through its constituent units at campuses in Manipal, Mangalore, Bengaluru, Jamshedpur, and Dubai. With a remarkable track record in academics, state-of-the-art infrastructure, and significant contributions to research, MAHE has earned recognition and acclaim both nationally and internationally. In 2020, the Ministry of Education, Government of India, awarded MAHE the prestigious Institution of Eminence status. Currently ranked 3^rd in the National Institutional Ranking Framework (NIRF) 2025 rankings, MAHE is the preferred choice for students seeking a transformative learning experience and enriching campus life, as well as for national and multinational corporations seeking top talent.

Held on 07 September 2026, the event sought to raise awareness of Unveiling India: An Incredible Journey, an existing school club that encourages students and members of the wider school community to explore and celebrate India's diverse cultural heritage. The evening marked an opportunity to bring the initiative to a wider audience and build greater engagement around its vision.

Timothy Curtis, Director, UNESCO Representative, New Delhi Office (L); Vanita Uppal OBE, Director, The British School New Delhi

Timothy Curtis, Director and UNESCO Representative of the New Delhi Regional Office, and an esteemed TBS alum, attended the event as Chief Guest, joining students, families, staff and members of the school community for an evening of music, fashion and food.

A highlight of the evening was a special performance by renowned artist Sonam Kalra and The Sufi Gospel Project. Their distinctive musical repertoire, bringing together Indian folk and Sufi traditions with contemporary influences, offered a powerful celebration of India's rich musical heritage.

The evening also featured a fashion showcase presented by members of The British School community, highlighting traditional and contemporary ensembles representing different states of India. Guests were also treated to a selection of Indian refreshments, celebrating the country's diverse culinary traditions.

Vanita Uppal OBE, Director, The British School New Delhi said, “The curtain raiser for ‘Unveiling India: An Incredible Journey’ revealed the deep resonance of the values and ethos of The British School with the core of what defines India - Vasudeva Kutumbakam (The world is one family). Our deep appreciation and respect for diversity coupled with our belief in a shared humanity underpinned the spectacular showcase of India’s rich cultural heritage. The school community came together in a dazzling display of the exquisite fabrics, weaves and costumes from across the country, followed by a mesmerising and soulful concert by the ever-so-talented Sonam Kalra and the Sufi Gospel Project. The story of incredible India will continue to be unveiled in our classrooms and events.”

Sonam Kalra and The Sufi Gospel Project

As an international and multicultural school, The British School New Delhi recognises the importance of developing a meaningful connection with the country in which its students live and learn. Unveiling India: An Incredible Journey provides a platform for the community to discover the country's history, traditions, arts and diverse cultural expressions, while fostering greater appreciation for the richness of India's heritage.

About The British School New Delhi

The British School New Delhi is an inclusive, not-for-profit international school located in the heart of the diplomatic area of New Delhi. Founded in 1963 by the then British High Commissioner and his wife, the award-winning school offers high-quality education to British, expatriate and local families by drawing on the best facets of a rich and culturally diverse community. www.british-school.org 

Chitkara University and Chandigarh Angels Network ink MoU to empower student-led Deep-tech  & innovative Startups

The collaboration will provide aspiring and early-stage entrepreneurs with greater access to experienced mentors, investors and industry practitioners. As part of the partnership, quarterly pitching sessions will be organised for deep-tech and AI focused student startups, giving emerging founders a regular platform to present their ventures, demonstrate their solutions, receive investor feedback and explore potential funding opportunities.

Through these structured engagements, student founders will gain exposure to the expectations of the investment community while developing their ability to articulate their business models, market opportunities, technology propositions, scalability and growth potential.

With a network of more than 70 investors, a portfolio spanning 46 companies and over seven successful exits, Chandigarh Angels Network brings considerable investment and operating experience to the partnership. Its engagement with Chitkara University will add an important investor-facing dimension to the University's entrepreneurship ecosystem.

Commenting on the collaboration, Dr Madhu Chitkara, President and Co-Founder, Chitkara University, said, “A strong entrepreneurial ecosystem is built by creating meaningful opportunities for young founders to learn, test, present and grow. Our collaboration with Chandigarh Angels Network will help our student and alumni entrepreneurs move beyond developing promising ideas towards building ventures that are capable of creating sustained value. The quarterly pitching sessions, particularly for our deep-tech and AI innovators, will give them an opportunity to engage directly with investors, understand what makes a venture investment-ready and learn from experienced professionals. We believe that access to the right ecosystem at the right stage can significantly shape the journey of a founder.”

The quarterly pitching sessions will serve as a recurring founder–investor interface, enabling promising deep-tech and AI ventures from Chitkara University to showcase their work to members of CAN's investor network. The sessions will also create opportunities for constructive feedback, mentorship and potential investor engagement.

The partnership will further focus on structured mentorship, investor interactions, pitch opportunities and exposure to market-oriented perspectives. It will enable entrepreneurs to better understand the fundamentals of building scalable and sustainable ventures while giving investors greater visibility into emerging technologies and solutions being developed within the University ecosystem.

The collaboration reflects Chitkara University's continued emphasis on entrepreneurship as an integral part of higher education, where students are encouraged not only to develop ideas but also to validate them, build viable ventures and engage with the larger innovation and investment ecosystem.

Through CCIE, the University has been building an ecosystem that brings together student innovators, founders, mentors, industry experts and investors. The association with Chandigarh Angels Network further strengthens this ecosystem by creating a direct interface between emerging founders and the investment community.

The partnership is expected to contribute to a more connected entrepreneurship ecosystem at Chitkara University, enabling student and alumni founders to move with greater clarity from idea to venture, venture to market, and market to investment.

About Chitkara University

Chitkara University is a UGC-recognised and NAAC-accredited private university in North India, with campuses in Punjab and Himachal Pradesh, offering career-oriented undergraduate and postgraduate programs in Engineering, Business, Healthcare, Pharmacy, Design, Architecture, Hospitality and emerging technology fields. For Class 11 and 12 students planning higher education, the University provides industry-aligned programs designed to combine academic excellence with practical exposure.

The curriculum emphasises experiential learning through internships, industry projects, research opportunities and global collaborations, supported by modern infrastructure, advanced laboratories, industry mentorship and skill-based training that strengthens student employability. Backed by 2,000+ campus recruiters and 300+ international academic and industry collaborations, students gain strong placement support, international exposure, academic exchange and collaborative research opportunities.

Consistently ranked among leading institutions by national and global frameworks such as NIRF, QS World University Rankings and Times Higher Education, the University maintains high academic rigour and industry relevance. With strong corporate partnerships and a focus on innovation, entrepreneurship and interdisciplinary learning, it prepares students for emerging career opportunities in India and abroad.

For more information, please visit: www.chitkara.edu.in

Prof. Arindam Ghosh is felicitated by M. R. Sampangi Ramaiah, Honorary Director, RIT, M. R. Kodandaram, Director, RIT, and others

The seminar brought together academicians, industry experts and students to discuss the growing convergence of technology and the importance of multidisciplinary learning in preparing engineering students for the future. The discussions focused on how circuits, control, communication and computing, while traditionally viewed as distinct areas of engineering, are increasingly interconnected and playing a significant role in shaping emerging technologies.

Addressing the students, Prof. Arindam Ghosh emphasized that engineers of the future need to look beyond their individual areas of specialization and develop an understanding of multiple disciplines. He said that the rapid pace of technological advancement has created a need for professionals who can understand the connections between different fields and apply their knowledge to solve real-world problems.

“It is extremely important for future engineers to possess interdisciplinary knowledge rather than specializing in just one field. Our students should not view technology merely as a means of securing employment, but should use it as a powerful tool to find solutions to the problems faced by society,” he said.

He pointed out that technology has the potential to address a wide range of challenges, including those related to rural development, healthcare, agriculture, environmental protection and transportation. He encouraged students to develop a problem-solving mindset and use their technical education to create solutions that can have a meaningful impact on society.

“Circuits, Control, Communication and Computing are not merely four separate technical fields. They are four important pillars that are interconnected and are shaping the technology of the future. Let us learn technology, foster research, promote innovation and use knowledge for the betterment of society,” Prof. Ghosh said.

Speaking on the occasion, Smt. Gnanapriya Chidambaranathan, Associate Vice-President, Infosys and Chair, IEEE Bangalore Section COM, highlighted the importance of multidisciplinary research and encouraged students to pursue research with a clear focus on addressing societal challenges.

“There is a need to encourage multidisciplinary research. Research should be conducted with the objective of finding solutions to the problems faced by society. On behalf of IEEE, we organize seminars, interviews and soft-skills training programmes for the benefit of students. These initiatives are highly beneficial to students,” she said.

The seminar also highlighted the changing nature of career opportunities for engineers. With developments in areas such as renewable energy, semiconductors and other emerging technologies, the demand for engineers with diverse technical capabilities and an understanding of sustainability is expected to grow.

M. R. Kodandaram, Director, Ramaiah Institute of Technology, said that the evolving technology landscape would create significant opportunities for engineering graduates, while also requiring them to continuously upgrade their knowledge and skills.

“There will be plenty of opportunities in the future. We expect significant changes in several sectors, including renewable energy and semiconductors. As a result, employment opportunities are also expected to increase. There will be a growing need for sustainable engineers in the future, and students need to prepare themselves accordingly,” he said.

The seminar provided students with an opportunity to interact with experts and gain insights into emerging technological trends, research opportunities and the skills required to remain relevant in a rapidly changing professional environment. The emphasis on interdisciplinary learning also reinforced the importance of combining technical expertise with research, innovation, communication and problem-solving capabilities.

The programme was attended by M. R. Kodandaram, Director, RIT; M. R. Sampangi Ramaiah, Honorary Director, RIT; Prof. Arindam Ghosh, Indian Institute of Science; Smt. Gnanapriya Chidambaranathan, Associate Vice-President, Infosys and Chair, IEEE Bangalore Section COM; Dr. Karisiddappa, Education Advisor; Dr. B. Satish Babu, Principal, RIT, along with faculty members, experts and students.

The seminar reaffirmed the importance of creating an engineering education ecosystem that encourages students to think across disciplines, pursue meaningful research and apply technology towards building sustainable and innovative solutions for society.

Tver State Medical University hosted Russian Health Minister Mikhail Murashko on the occasion of the commencement of the new academic year and Knowledge Day 2026

New Delhi [India], September 9: The new academic year at Tver State Medical University began with a significant visit from Russia’s top healthcare leadership. Mikhail Murashko, Minister of Health of the Russian Federation, visited Tver State Medical University on September 1, 2026, as the university welcomed its new batch of students for the 2026-27 academic year.

Murashko attended the university’s Knowledge Day celebration along with Vitaly Korolev, Acting Governor of the Tver Region, and Prof. Alexander Grigorievich Sonis, Rector of Tver State Medical University. The presence of senior representatives from Russia’s healthcare, government, and academic sectors gave the occasion special significance and highlighted the important role of medical education in preparing the country’s future doctors.

For the first-year students, Knowledge Day marked much more than the beginning of a new academic session. It marked the start of a long journey of medical education, practical learning, clinical exposure, and professional development.

Health Minister Addresses the New Generation of Medical Students

The visit of the Russian Health Minister comes at an important time for medical education and healthcare in the country. Medical universities such as Tver State Medical University play a vital role in preparing qualified healthcare professionals who will eventually serve patients across Russia and beyond.

The presence of the Health Minister at the university’s opening ceremony also underlined the close connection between medical education and the country’s healthcare system. For students beginning their medical careers, the occasion provided an opportunity to receive a message of encouragement from one of the country’s senior healthcare policymakers.

The university has a long history of medical education, dating back to 1936, and has developed into an important centre for training medical professionals. It is also listed in the World Directory of Medical Schools (WDOMS). Moreover, the university’s international medical programme is NMC-compliant as per the applicable requirements for Indian students.

Why Tver State Medical University Draws International Interest

The significance of the ministerial visit is also relevant to international students considering MBBS abroad. Russia has been a destination for students from several countries who are looking for medical education outside their home countries, including Indian students exploring opportunities to study MBBS in Russia.

For Indian students and parents, choosing a medical university abroad requires careful consideration of several factors, including regulatory requirements, academic structure, clinical training, medium of instruction, tuition fees, accommodation and the overall student environment.

Tver State Medical University offers an English-medium medical programme for international students, while students can also learn Russian during their stay. Knowledge of Russian can be useful for everyday communication and interaction during clinical training.

The university also provides opportunities for practical learning and clinical exposure as students progress through their medical education, allowing them to connect classroom knowledge with real healthcare environments.

For Indian aspirants considering MBBS in Russia 2026, regulatory compliance remains an important part of the decision-making process. Students should carefully check the latest NMC rules, eligibility criteria, course structure, internship requirements and other applicable regulations before taking admission.

A Supportive Environment for Indian Students

Studying medicine in another country involves adapting to a new academic and cultural environment. Tver State Medical University provides opportunities for Indian students to participate in cultural celebrations and social activities, including Diwali, Holi and Navratri. Such activities can help international students maintain a connection with their traditions while building a community during their years abroad.

Affordability is another factor that makes medical education in Russia an option considered by international students. However, students should assess the complete cost of education, including tuition, accommodation and living expenses, rather than looking at tuition fees alone.

A New Chapter for Future Doctors

The visit of Russian Health Minister Mikhail Murashko to Tver State Medical University has given the 2026 Knowledge Day celebration a special significance. It brought the university community together with senior government and healthcare leadership at the beginning of a new academic year.

For the students entering Tver State Medical University, the event marked the first step towards years of learning, clinical training and professional growth. For students in India researching MBBS abroad and looking at options to study MBBS in Russia, the university’s academic history, international programmes and role within Russia’s medical education system make it an institution worth researching carefully.

For Students Exploring MBBS in Russia

For students and parents considering MBBS in Russia, particularly at Tver State Medical University, having the right information and guidance can make the admission journey easier. Students can seek assistance through the university’s official admission partners, Rus Education, for information about eligibility, admission procedures, documentation, and other requirements.

With more than 33 years of experience in guiding Indian students towards medical education abroad, Rus Education supports students through various stages of the admission journey. This includes assistance with university selection, documentation, admission formalities, visa applications, travel arrangements, and accommodation, helping students and parents navigate the process with greater clarity.

With counselling centres and branches across different cities in India, Rus Education provides students with access to in-person guidance and admission support. Over the years, the organisation has assisted thousands of Indian students pursuing medical education at universities in Russia.

Students and parents looking for further information about Tver State Medical University and MBBS in Russia can visit www.ruseducation.in or contact the Rus Education student helpline at 1800-833-3388.

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M3M Foundation inaugurates two multi-activity resource centres in Lucknow

The new centres at SBI Colony–Sachivalaya Colony, near Engineering College Chauraha, and Vinayakpuram, Lucknow, were inaugurated by Dr. Aishwarya Mahajan, Managing Trustee and President, M3M Foundation along with Sanjay Sharma, Director – Resource Mobilization & External Engagement, Bal Raksha Bharat. The centres will provide safe and inclusive spaces for children and adolescents, while facilitating access to education, health, nutrition, child protection, social entitlements and other essential services.

The collaboration will take the iMpower-MAC model to eight centres across Gurugram, Chandigarh and Lucknow, strengthening community-based support for migrant workers and their families.

Since its launch in 2019, iMpower has grown from an initiative focused on migrant communities into an integrated support ecosystem. Today, the programme reaches 35+ iMpower Clubs and Resource Centres, connecting more than 5,000+ families, 10,000+ children and 2,500+ women and adolescent girls, while more than 1,000 individuals have been mainstreamed through its interventions. The programme provides support across areas including early childhood care and education, after-school learning, nutrition, digital education and social entitlements.

Dr. Payal Kanodia, Chairperson and Trustee, M3M Foundation, said, “Seven years of iMpower have strengthened our belief that migrant families need an integrated ecosystem of support to build secure and dignified futures. The expansion to Lucknow, in partnership with Bal Raksha Bharat, is a step forward in taking this vision to more communities. Every new centre brings support closer to families and creates greater opportunities for children to learn, grow and thrive.”

The two Lucknow centres will serve communities facing challenges including irregular school attendance, school dropouts, child labour, risks of child marriage and limited access to essential services. The SBI Colony–Sachivalaya Colony centre will serve approximately 350 households and 1,650 community members, including 520 children, while the Vinayakpuram centre will cater to around 200 households and 1,200 community members.

The expansion reinforces iMpower’s growing focus on partnership-led, family-centric and community-based solutions, bringing together expertise and resources to create safer, more inclusive and resilient communities.

About M3M Foundation

M3M Foundation is the philanthropic arm of the M3M Group, working across education, health, livelihoods, sports, and environment. With a reach across 22 states and over 1,300 villages, the Foundation has positively impacted more than 5 million lives, driven by a vision of inclusive, sustainable, and transformative nation-building.

Esri India Launches Digital Atlas Program for Schools

With curriculum-relevant content and ready-to-use resources, the program is aimed to help teachers create learning experiences that spark curiosity, encourage exploration, and connect classroom concepts to real-world situations. It will enable students to ask questions and find answers, discover the world beyond the textbook, and turn their discoveries into creative projects. By exploring relationships between people, places, and the environment, students will develop a deeper and more connected understanding of geography. The aspiration is to move students from being map users to map investigators, and eventually, knowledge creators.

Agendra Kumar, Managing Director, Esri India, said, “Through the Digital Atlas Program, we want to make geography learning more engaging for school students. The vision is to have students see geography differently. Instead of simply asking, ‘Where is it?’, students can start asking, ‘Why is it there?’, ‘What is connected to it?’, ‘What does this pattern tell me?’, and even, ‘What could happen next?’ For example, while learning about urban flooding, their questions can become more inquiry-driven, such as, ‘Where did the flooding take place?’, ‘Why did it happen?’, ‘How many people were impacted?’, ‘What could cause flooding to happen again?’, ‘What can be done to prevent it?’, and so on. The Digital Atlas Program brings together maps, data, and context to drive this kind of inquisitiveness. Importantly, since the program is curriculum-linked, it makes learning geography exciting right in the classroom.”

GIS is becoming increasingly integral to how we understand and address the challenges of a rapidly changing world. Today’s students are the future of our country, and nurturing spatial thinking through school education can enable them to view real-world challenges from a geographic perspective from an early age. The Digital Atlas Program is not just about teaching students to use maps. It is about developing spatial thinking. It builds on Esri India’s experience of working with schools, colleges, and universities to introduce students to GIS and geospatial technologies. 

New Delhi [India], September 9: For years, the higher education journey for Indian Class 12 students followed a fairly predictable pattern. Students either prepared for highly competitive entrance examinations in India or set their sights on familiar international destinations such as the United States and the United Kingdom.

But things have changed – for the better!

Today, a single Class 12 student may be preparing for board examinations while also taking the SAT, applying to Indian universities such as Ashoka University and Plaksha University, exploring undergraduate programmes in Europe, Australia and Asia, and considering an entirely new category of institutions: international universities establishing campuses in India.

The question is no longer simply whether to study in India or abroad. It is about identifying the academic environment, programme structure, career opportunities and global exposure that best align with an individual student’s ambitions.

The SAT is Becoming Part of a Wider Admissions Strategy

As admissions become increasingly holistic and competitive, standardised test scores (like the SAT) can form one part of a broader academic profile alongside school grades, extracurricular achievements, essays, recommendations and interviews. For ambitious students applying across multiple geographies, preparing for the SAT can help keep several options open.

The test is also relevant closer to home. Institutions such as Ashoka University consider SAT scores as part of their holistic admissions process, although the examination is not mandatory. Ashoka evaluates applicants across academic performance, non-academic engagement, essays and admissions assessments, reflecting a broader shift towards multidimensional undergraduate admissions in India.

Class 12 students considering competitive Indian and international universities need to think about testing, applications and profile-building well in advance.

Indian Universities Are Now Offering a Different Kind of Undergraduate Experience

Institutions such as Ashoka University and Plaksha University have helped popularise educational models that place greater emphasis on interdisciplinary learning, research, critical thinking and flexibility in course selection. Students are increasingly looking beyond traditional degree labels and considering pursuing an academic environment that encourages learning across disciplines.

For students who once viewed studying abroad as the only route to a liberal arts or interdisciplinary education, the Indian higher education landscape now offers more compelling alternatives.

International Universities Are Coming to India

Perhaps one of the most significant developments in Indian higher education is the growing presence of international universities establishing campuses in the country. International institutions that are operational, approved, or at various stages of establishing an India presence include:

• University of Southampton, UK
• Queen’s University Belfast, UK
• Deakin University, Australia
• University of Wollongong, Australia
• Illinois Institute of Technology, USA
• University of Surrey, UK
• University of Western Australia, Australia
• University of Aberdeen, Scotland
• University of Bristol, UK
• Victoria University, Australia
• University of Liverpool, UK
• University of York, UK

For students, these campuses offer the opportunity to access international university education while remaining in India, potentially at a different cost and with a different transition experience than moving overseas immediately after Class 12.

The World Is Bigger Than the US and UK

The traditional popularity of the US and the UK remains strong, but students are looking beyond these two destinations.

Australia and New Zealand continue to attract students. Ireland has emerged as a destination of interest for students exploring technology, business and science programmes. Germany offers opportunities in engineering, technology and research, while countries across Europe are becoming increasingly accessible through English-taught undergraduate programmes.

Singapore, Japan, South Korea, Hong Kong and other parts of Asia offer access to globally competitive institutions in regions with growing economic and technological influence.

This geographical diversification is important because students should not choose a destination simply based on popularity.

Applying to University Is No Longer a Single-Track Process

For today’s students, it is entirely possible to apply across several different categories simultaneously.

A student may, for example, apply to Ashoka University and Plaksha University in India, take the SAT for applications to universities in the United States, explore undergraduate programmes in Europe or Australia, and keep an international university campus in India as another option.

Different universities have different timelines, application requirements, and admissions philosophies. Students who begin exploring their options early are therefore better positioned to make informed decisions.

The Need for a More Thoughtful Admissions Strategy

The biggest mistake Class 12 students can make today is assuming that there are only two paths: an Indian university or a university abroad, but the reality is far more nuanced.

The best undergraduate education experience is not determined by a university’s location alone. Students should consider the programme curriculum, teaching style, opportunities for research and internships, campus culture, career outcomes and the kind of academic environment in which they are most likely to thrive.

For the Class of 2027 and beyond, higher education planning is becoming increasingly global, flexible and personalised. The US and UK will continue to be important destinations, but they are no longer the only names in the conversation.

From taking the SAT and applying to institutions such as Ashoka and Plaksha to exploring international universities in India and emerging study destinations around the world, today’s students have more choices than any generation before them.

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Dual FT recognition reinforces the Institute’s expanding global footprint and international ambitions

Ghaziabad Pradesh) [India], September 8:: Institute of Management Technology (IMT) Ghaziabad has re-entered the Financial Times Masters in Management (MiM) Ranking 2026 at #86 globally. The return marks an 11-place improvement over IMT Ghaziabad’s #97 position in the 2024 ranking and places it among the 14 Indian business schools featured in this year’s global table.

The FT MiM Ranking is a widely followed global benchmark for pre-experience management education. It assesses participating schools and programs across graduate career outcomes, salary progression, international mobility, diversity, career services and value for money, among other indicators.

For IMT Ghaziabad, the recognition is particularly significant because it follows the Institute’s #59 global position—and #1 position in India—in the Financial Times Masters in Finance Ranking 2026. Its presence in both rankings in the same year reflects the growing international visibility of IMT Ghaziabad’s management education portfolio and the strength of its outcomes across general management and finance.

The achievement comes as IMT Ghaziabad advances a wider internationalization agenda. The Institute is progressing the transition of its Dubai presence into the IMT Ghaziabad Dubai Campus, envisioned as an international platform for the PGDM Dual Country Program, short-duration certificate offerings and executive education. It is also developing international pathways and executive programs with globally recognized, triple-accredited partners, including KEDGE Business School and Vlerick Business School. These initiatives are at different stages of development and will be introduced subject to the applicable academic, regulatory and partnership approvals.

The program considered in the MiM ranking is anchored in IMT Ghaziabad’s two-year, full-time PGDM portfolio. Its learning experience combines rigorous management foundations with experiential learning, close industry engagement, global exposure and career development. The Institute’s role–competency approach further connects curriculum and developmental experiences with emerging managerial roles, while retaining the breadth, judgment and adaptability expected of future leaders.

“Re-entering the Financial Times Masters in Management Ranking at #86, together with our #59 global and #1 India position in the FT Masters in Finance Ranking, affirms IMT Ghaziabad’s growing global relevance. We are building on this momentum through the developing IMT Ghaziabad Dubai Campus and international pathways and executive programs with established triple-accredited partners. Our purpose remains clear: to offer globally engaged management education that prepares responsible leaders who are role-ready without becoming role-bound.”

— Dr. Atish Chattopadhyay, Director, IMT Ghaziabad

Together with its expanding global partnerships and Dubai strategy, the dual FT recognition strengthens IMT Ghaziabad’s aspiration to be a globally engaged professional school contributing to the knowledge economy.

Official ranking: www.rankings.ft.com/rankings/3047/masters-in-management-2026

About IMT Ghaziabad

Established in 1980 under the aegis of the Lajpat Rai Educational Society, Institute of Management Technology Ghaziabad is one of India’s leading management schools. IMT Ghaziabad is accredited by AACSB and the South Asian Quality Assurance System (SAQS). Its eligible PGDM programs are accredited by the National Board of Accreditation (NBA), and its two-year PGDM programs have MBA equivalence from the Association of Indian Universities (AIU).

The Institute offers AICTE-approved two-year PGDM programs, a program for experienced professionals and a Fellow Program in Management. Its academic ecosystem integrates research, practice, technology, responsible management and global exposure. IMT Ghaziabad has an engaged worldwide alumni network of more than 15,000 professionals, entrepreneurs, academics, public-service leaders and changemakers.

In 2026, IMT Ghaziabad is ranked #86 globally in the Financial Times Masters in Management Ranking and #59 globally—and #1 in India—in the Financial Times Masters in Finance Ranking. The Institute is expanding its international footprint through the developing IMT Ghaziabad Dubai Campus and collaborations with leading global schools.

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CM Shri D.K. Shivakumar was welcomed by Dr. M.R. Jayaram, Dr. Seetharam and Dr. Havidan Rodríguez at the inauguration of RISM and the foundation laying of Nareyana Pragnalaya

The ceremony marked an important milestone in the Ramaiah Group’s continuing journey in education and brought together eminent academic and institutional leaders, including Dr. M.R. Jayaram, Chancellor, RISM; Dr. Seetharam, Chairman, Gokula Education Foundation; Dr. Havidan Rodríguez, President, University at Albany, State University of New York; Dr. M.M. Pallam Raju, Member, Board of Management; Prof. B.N. Raghunandan, Chairman, RISM Task Force; and Mr. Gurucharan Gollarkeri, IAS (Retd.), Chief Strategy Officer, GEF (Medical), among others.
 

Ramaiah Legacy of Building a Knowledge Society
Speaking on the occasion, Chief Minister Shri D.K. Shivakumar appreciated the contribution of the Ramaiah Group of Institutions to education and the development of Bengaluru and Karnataka. He highlighted the role played by the institutions in creating generations of professionals, entrepreneurs and leaders and in contributing to the building of a knowledge-driven society.

He also emphasised the importance of educational institutions preparing young people not merely to seek employment, but to become entrepreneurs, innovators and job creators who can contribute meaningfully to the country’s future.
 

RISM: Global Knowledge Meets Technology
Dr. M.R. Jayaram, Chancellor, RISM, highlighted the vision behind the new institution and its focus on global academic engagement, research, innovation and emerging technologies.

A key pillar of RISM’s academic vision is its collaboration with the University at Albany, State University of New York. The partnership is intended to provide students with access to global academic expertise, knowledge, research and emerging technologies, while creating opportunities for international exposure and industry-relevant learning.

The collaboration brings together the educational legacy of the Ramaiah Group and the global academic strengths of the University at Albany, creating an environment designed to prepare students for a rapidly changing world.
 

Nareyana Pragnalaya – Abode of Wisdom
Dr. M.R. Jayaram also highlighted the significance of Nareyana Pragnalaya, the name given to the new RISM campus for which the foundation stone was laid.

Nareyana Pragnalaya means ‘Abode of Wisdom’ and envisions a transformative space where knowledge becomes wisdom, learning inspires discovery, and education shapes enlightened minds.

Rooted in timeless values and driven by a vision for tomorrow, the campus is envisioned to nurture intellect, creativity, character and compassion, empowering generations to learn, lead and shape a better world.

The foundation laying therefore represents more than the creation of a new campus. It marks the beginning of a new academic environment where knowledge, technology, research and human values come together.

The inauguration of RISM and the foundation laying of Nareyana Pragnalaya extend the enduring legacy of the Ramaiah Group of Institutions and Gokula Education Foundation into a new generation of global, technology-enabled and future-ready education.

IIC 3.0- Chief Guest Mr Virendra Chaudhary was felicitated by Dr. Amit Soni, Registrar, Manipal University Jaipur

Organised by the Department of IoT & Intelligent Systems, AIC-MUJ, E-Cell MUJ and DoIC-MUJ, the challenge is co-powered by Unstop, mlHealth 360 Pvt. Ltd., Mahindra & Mahindra Pvt. Ltd., MongoDB, InterviewBuddy, Internshala and Code Crafters, with ICAR, Mysore as a partner.

The inaugural ceremony brought together university leadership, industry experts, mentors, partners and participating teams. The session was graced by Prof. Amit Soni, Registrar, MUJ, Prof. Vijaypal Singh Dhaka, Dean, IQAC, MUJ and Convenor, IIC 3.0 and Shri Virendra Choudhary, Director, 1^st India News as the Chief Guest.

Prof. Amit Soni, Registrar welcomed the guests and participants from across the country and introduced the rich legacy of Manipal University Jaipur.

The Chief Guest Shri Virendra Choudhary, Director, First India News, who opened the problem statement for IIC 3.0. Addressing the participants, Shri Choudhary emphasised the need to build a robust and future-ready agricultural ecosystem and encouraged young innovators to explore entrepreneurship and technology-led solutions in the agriculture sector.

Dr. Geeta Rani, HoD, IoT & Intelligent Systems and Program Chair, IIC 3.0, welcomed the mentors, partners and participating teams and outlined the journey ahead for the 36-hour challenge. Dr. G. L. Saini proposed the vote of thanks, acknowledging the contribution of dignitaries, mentors, partners, volunteers, participants and the organising team.

The third edition has witnessed an impressive response, with 259 teams comprising more than 900 registered students participating in the first round out of these, 154 teams are from MUJ and 105 teams are from institutions outside the university, representing 15 states and more than 70 universities and colleges across India and globe. The participating institutions include premier institutes such as IIT Bombay, IIT Jodhpur and NIT Lucknow. The challenge has also attracted an international team from Italy, adding a global dimension to the competition.

The participating teams are working on solutions across 10 critical themes, including EdTech, HealthTech, FinTech, AgriTech, Cybersecurity, Women and Child Safety, Aerotech and Aerospace Innovation, Transportation and Mobility, and Smart Cities and Urban Development.

Building on the success of IIC 2.0, organised last year, IIC 3.0 has been expanded into a comprehensive innovation platform combining a 36-hour hackathon and expert-led panel discussions.

The challenge is supported by an experienced panel of mentors and judges, including Mr. Ankit Jha, Founder, Awarno Technologies; Ms. Swati Bansal, SDE, Amazon; Ms. Nandini Sharma, Founder, Aparajita Foundation; and Mr. Prince Yadav, SDE, GreyOrange, Dr Ester Zumpano, University of Calabria, Italy; Dr Eugenio Vocaturo, CNR-Nanotec, Italy, Dr Haiming Liu, Southampton University, UK. The discussions will explore contemporary issues and opportunities around artificial intelligence, industry requirements and career planning, innovation and entrepreneurship, higher education, and global opportunities, providing participants with perspectives beyond the competition itself.

The competition offers attractive rewards to recognise innovative ideas and promising solutions. The first prize carries a cash award of Rs. 1 lakh, the second prize Rs. 75,000 and the third prize Rs. 50,000. In addition, participants will receive goodies and opportunities for paid internships, providing them with avenues to further develop their skills and connect with industry.

With participation from across India and an international team, IIC 3.0 represents MUJ’s continued efforts to create a vibrant ecosystem for innovation, entrepreneurship, interdisciplinary collaboration and sustainable development. The 36-hour challenge provides young innovators with a platform to transform ideas into solutions while engaging with mentors, industry leaders and peers from diverse academic and professional backgrounds.