Category: Education

Bengaluru’s Gurukul High School adopts DeepGrade by Smartail to drive AI-powered assessments and stronger learning outcomes.

Bengaluru (Karnataka) [India], May 16: Deepgrade, a flagship AI assessment platform by Smartail, is expanding across schools and education institutions in India. Gurukul High School, Bengaluru, is among the early adopters, integrating the system into its academic processes.

Gurukul High School, located in South Bengaluru, follows the Montessori approach, emphasizing self-directed, experiential, and collaborative learning. The institution also integrates technology to address evolving academic and assessment requirements.

The school is led by Dr. Gowri Prabha Prasad, an educationist and Principal, who also serves as Secretary of the Bangalore Sahodaya Schools Complex Association. With over a decade of experience as a CBSE Resource Person and Master Trainer, she has led initiatives in curriculum development, teacher training, and institutional transformation. Her contributions have been recognised through awards such as “Innovative Principal of the Year” and “Best Principal” at the Karnataka Educational Awards.

Under her leadership, the school has adopted DeepGrade to strengthen its assessment practices. The platform enables AI-based evaluation of handwritten and digital responses using structured rubrics, ensuring consistency and transparency in grading. It also provides actionable insights, allowing educators to reduce manual workload and focus more effectively on teaching and student support.

Through the integration of DeepGrade, Gurukul High School has embedded AI-enabled assessment into its academic processes. The platform supports faster evaluation cycles, consistent grading standards, and data-driven insights across student, classroom, and institutional levels. It also helps identify learning gaps, enabling timely academic interventions, while offering greater visibility into student progress for parents and school leadership.

Aslam Sherieff, Co-Founder and Chief Growth Officer of Smartail, said, “We’re working closely with schools and institutions to make assessment more meaningful, not just more efficient. With DeepGrade, the focus is on supporting educators with consistent evaluation and clear insights, enabling them to dedicate more time to teaching while institutions gain a deeper understanding of learning outcomes.”

Dr. Gowri Prabha Prasad, Principal of Gurukul High School, added, “This has been a valuable addition to our assessment practices. It enables teachers to go beyond marks and analyse patterns in student learning, while also providing the institution with a structured and transparent framework to monitor academic progress.”

The collaboration between DeepGrade by Smartail and Gurukul High School reflects the growing shift toward AI-driven assessment in education. By combining strong pedagogical practices with advanced technology, the initiative enhances teaching effectiveness and student learning outcomes, while offering a scalable model for schools across India.

About Smartail

Founded in 2019, Smartail is a global deeptech EdTech company building evidence-based AI solutions for assessment and learning analytics. Its flagship platform, DeepGrade, evaluates handwritten and descriptive answers at scale, enabling faster feedback and data-driven decision-making.

The company has been incubated in global programs such as IndiaAI, HEC Paris, and Station F, and has active deployments across India, the UK, and the GCC. Smartail focuses on delivering responsible, teacher-centric AI solutions designed for real classroom environments.

For more information, visit: https://smartail.ai/india/

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New Delhi [India], May 16: As Indian students increasingly explore diverse academic and career pathways after Class 10 and 12, education experts are calling for a more structured approach to career planning. From choosing the right subjects and preparing for international education to exploring skill-based careers such as nursing and arranging education loans for overseas studies, families today need an integrated roadmap that goes beyond traditional admission guidance.

With global education becoming a strong aspiration among Indian families, students are no longer looking only at degrees, but also at employability, affordability, practical exposure, international mobility and long-term career outcomes. Career planning should begin much earlier, especially at the school level, so that students and parents can make informed academic, financial and professional choices.

Speaking on the importance of early career guidance, Ms. Ritu Sharma, Principal, Dharav High School, Vidhyadhar Nagar Jaipur said, “A strong foundation for career planning begins with early exposure and informed guidance. Career planning should not begin only after board results. Students need the right exposure from Class 8 and 9 itself, so they can understand their interests, academic strengths and long-term goals. Schools play an important role in helping students and parents evaluate different pathways, whether higher education in India, study abroad or skill-based professional careers. Career guidance today must go beyond subject selection and examination preparation; it should focus on developing self-awareness, adaptability and future-readiness. The objective should be to prepare students not just for exams, but for life beyond the classroom.”

International education is also witnessing a clear shift, with students and parents looking at destinations that offer academic quality, affordability, industry exposure and better career outcomes. Germany, in particular, is gaining attention among Indian students because of its globally recognised universities, research-led programmes, strong engineering and technology ecosystem, and relatively affordable education compared to several other popular study-abroad destinations.

Dr. Latika Chaudhary, CEO, YES Germany said, “Germany is emerging as a preferred destination for Indian students seeking quality education, practical learning, and strong career opportunities across engineering, management, computer science, healthcare, applied sciences, and research. Students today also have the opportunity to study at globally reputed German institutions ranked higher than many IITs, often at a lower cost than private institutions in India. However, studying in Germany requires careful planning around course selection, academic eligibility, language preparation, university shortlisting, application timelines, and visa documentation.”

Dr. Latika further emphasized that admission standards have become more streamlined yet rigorous. “From the Winter Semester 2026/27 onwards, Indian students applying for bachelor’s programs must secure a minimum of 70% in their Class XII board exams to qualify for the mandatory APS (Akademische Prüfstelle) certification. Additionally, since Indian schooling is shorter than the German system, students generally need to complete one year of a recognized bachelor’s degree in India or attend a Studienkolleg in Germany. Studienkolleg prepares international students academically and linguistically for German higher education, after which they can apply to Germany’s public universities that offer highly affordable or tuition-free education.”

While international education continues to be a key aspiration, experts also point out that professional and skill-based education in healthcare is becoming an important pathway for students. Nursing is being seen as a meaningful career option with opportunities across India and global healthcare systems.

SPARSH Nursing College, RR Nagar, established in 2023 with its first batch of 40 students, follows a hospital-integrated training model through SPARSH’s own multi-specialty hospital. The college provides early clinical exposure, bedside observation and training in hospital systems, rotations across units and guidance from experienced faculties’ senior nurses and in-house doctors and senior consultants. Its student intake has grown from 40 in academic year 2023, 2024 to 100 students from   the academic year 2025.

Mr. Shashidhar M, CAO, SPARSH Institutes said, “Nursing education today needs to combine classroom learning with practical clinical exposure. At SPARSH Nursing College, students receive hospital-based training, hands-on observation and guidance from experienced professionals. Our focus is to help students become confident, capable and industry-ready for healthcare opportunities in India and abroad.”

Along with academic and career readiness, financial planning has become one of the most critical parts of education decision-making, especially for families considering overseas education. Tuition fees, living expenses, visa-related financial documentation, collateral requirements, margin money, repayment structure and currency fluctuations can all impact the overall study abroad journey.

Mr. Jyoti Prakash Gadia, Managing Director, Resurgent India Limited noted, “The rapid expansion of the education sector necessitates a transition from traditional funding to more structured institutional financing. As universities and professional colleges scale to meet global standards, the primary challenge lies in securing long-term capital for infrastructure and technology integration. For education institutions, funding is assessed more on the strength of the operating model, enrolment stability, fee visibility and repayment capacity. Land value may add collateral comfort, but the credit case is built on underlying economics.”

Mr. Gadia further added, “A lender will also look at capex phasing, promoter contribution, historical repayment behaviour, and the risk of overbuilding capacity ahead of demand.”

Experts collectively emphasised that India’s education ecosystem is moving towards a more outcome-driven model. Today, students require clarity on career pathways, country options, skill relevance, employability, financial preparedness and global opportunities. The need of the hour is collaboration between schools, international education consultants, professional institutes and financial advisory organisations to help students make better decisions and create stronger education-to-employment pathways.

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Bengaluru (Karnataka) [India], May 15: From Bengaluru to classrooms across 12 Indian states and beyond, one EdTech platform has made something most schools still consider optional into the standard: every student builds something real.

Skill Education That Goes the Distance

In classrooms across 500-plus schools in 12 Indian states and the Middle East, one thing is consistent: every student who completes a skill module on Ulipsu produces something — a project, submitted, assessed, and tied directly to the certificate they earn. That is not incidental to how the platform works. That is the entire point.

When Ulipsu’s founding team began building its curriculum eight years ago, they acted on a specific insight: turning learning into capability requires one step that most platforms skip — the moment a student stops consuming a lesson and starts building something with it. Ulipsu was designed to make that step unavoidable.

Today, Ulipsu reaches over five lakh students across its full network as of 2025-26. In the 2024-25 and 2025-26 academic years, students completed over 8.6 lakh hands-on projects and earned more than 1.28 lakh certifications across future-focused skill domains.

The Difference Between Knowing and Doing

Consuming a lesson and acquiring a skill are not the same thing. A student who has watched a series of videos on data science has encountered data science. A student who has collected a dataset, calculated moving averages, visualised outputs through charts, and written a structured report has used data science. The difference is not cosmetic — it is the difference between recognition and capability.

Ulipsu’s curriculum was built on that distinction. Every module is designed so that learning leads somewhere tangible: not just to a certificate, but to something the student has made.

Three Stages. No Shortcuts.

Every skill module on Ulipsu follows a three-stage structure, and the third stage cannot be skipped.

Students begin with video-based, gamified lessons that deliver real-time feedback as they learn. They then move through game-based evaluations that test genuine understanding rather than rote recall. The third stage is the project: a hands-on challenge in which the student builds something using what they have learned, submits it through the platform, and has it reviewed by their teacher.

Learn. Demonstrate understanding. Build. That sequence holds across every module from Grade 1 to Grade 10. The project is embedded into the evaluation structure of every module and is directly tied to the internationally accredited certificate the student receives upon completion.

What Students Actually Build

Across Ulipsu’s 16-plus skill modules, the project briefs are grounded in real-world challenges scaled to the school level. Students in the Data Science module collect datasets, calculate moving averages, and document their findings in structured reports. In the Coding module, more than 15,000 students created games using block-based coding platforms over the past two years, while over 5,000 built interactive storytelling projects combining narrative thinking with code logic.

In the Artificial Intelligence module, more than 3,100 students from higher grades completed Python-based projects, while nearly 6,000 built AI-powered solutions integrating concepts from artificial intelligence and data science. The Entrepreneurship module produced more than 55,000 startup and business concept submissions, alongside thousands of financial simulation and business decision-making projects built around real-world scenarios.

Every submission is recorded on the student’s individual Skill Report — a detailed document capturing assessment performance and project completions across every module completed. By the time a student reaches Class 10, their Skill Portfolio is not a list of certificates. It is a documented record of things they have built.

A Certificate That Means Something

Each student who completes a skill module — including its assessed project — receives an internationally accredited certificate co-branded with ISTE, recognised across 127 countries, and STEM.org, trusted in 80 countries. These credentials accumulate into a Skill Portfolio: a verifiable, evidence-backed record of applied learning that travels with the student throughout their academic career.

For school leaders, the Skill Portfolio also addresses a practical priority: NEP 2020, India’s National Education Policy, places explicit emphasis on skills-based, experiential learning outcomes. Ulipsu’s documented project records give schools a concrete, verifiable way to demonstrate that their students are meeting those goals — not through certificates alone, but through work produced and assessed in the classroom.

“We wanted the certificate to mean something,” said Nikhil K B, co-founder and CTO. “A student’s Skill Portfolio shows what they built, how they performed in assessments, and certifications aligned with recognised international accreditation standards. That is a very different conversation from a certificate that simply says they watched 12 videos.”

Every Student Gets There

When project work is optional, a predictable pattern emerges. Students who complete projects tend to be those who already have engaged parents, self-directed motivation, and time outside school hours to invest. Optionality, in most school environments, tends to benefit those who already have access — not those who need the opportunity most.

Ulipsu’s model removes that optionality entirely. The project is built into the curriculum. It is delivered during school hours and assessed by the teacher using a structured evaluation framework built into the platform. Every enrolled student completes it.

This has particular significance in Ulipsu’s government school deployments, which span 200 institutions serving 1.5 lakh students — many from first-generation learner households where after-school enrichment is simply not available. For these students, the embedded project component is the mechanism that takes their learning all the way to application, within the single point of access they have.

Building Deeper, Reaching Further

For Ulipsu, the next phase means expanding further across government schools, private institutions, and CSR-led education initiatives, ensuring that every student who completes a module gains a skill they can demonstrate, not just a certificate they can display.

The measure Ulipsu holds itself to is not the number of certificates issued or schools onboarded, it is whether students completing its modules can demonstrate their skills in practice. Not in theory. Not under recall conditions. Through work they have produced, submitted, and had assessed.

That structural commitment was made eight years ago. Over 10 lakh projects completed since then are evidence.

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National Technology Day Celebration 2026

New Delhi [India], May 12: Rajiv Gandhi Institute of Petroleum Technology (RGIPT) celebrated National Technology Day 2026 with the demonstration of several innovative and sustainable technologies developed by the Institute for societal benefit, environmental protection, renewable energy generation, and waste-to-wealth applications. The event witnessed enthusiastic participation from students, faculty members, members of the press, and school children from nearby institutions. Rajiv Gandhi Institute of Petroleum Technology showcased multiple live demonstrations highlighting how engineering and scientific innovations can address practical challenges related to waste management, water conservation, carbon management, renewable energy, and sustainable development.

Addressing the media, the Honourable Director of RGIPT, Prof. Harish Hirani, emphasized the importance of technology-driven sustainable development and stated that the technologies demonstrated at RGIPT are not merely conceptual ideas but functioning systems operating under real conditions. He highlighted that the Institute is actively developing reliable, scalable, and affordable technologies aimed at solving pressing environmental and energy challenges while ensuring operational safety, resource efficiency, and long-term sustainability. He further explained that modern technological development must focus not only on innovation, but also on practical societal impact, environmental responsibility, and circular economy principles.

Prof. Hirani elaborated on RGIPT’s integrated water management and sewage treatment initiatives. He informed that the Institute has developed systems for sewage-water purification, recycling, groundwater replenishment, and continuous water reuse for maintaining water-table sustainability. He also explained the “Living Lab” concept being implemented at RGIPT, where real-life environmental and engineering challenges are converted into practical educational and technological solutions. Treated sewage water is being effectively reused within the campus for landscaping, irrigation, and aesthetic applications such as fountains and the “selfie point,” demonstrating how treated wastewater can be sustainably utilized. He further emphasized the importance of scientific treatment methods for effectively controlling sewage-water pathogens and improving environmental hygiene.

Highlighting RGIPT’s advancements in renewable energy and waste utilization technologies, Prof. Hirani informed that the Institute has significantly enhanced its biogas production capacity and is supplying biogas equivalent to LPG for practical applications. He noted that waste streams generated from the biogas process are also being converted into valuable products such as biochar for carbon dioxide capture and waste-derived cleaning products, including soap formulations. He emphasized that RGIPT’s philosophy is centred on transforming waste into wealth and converting environmental challenges into sustainable opportunities. The Director also discussed ongoing work related to carbon dioxide purification, carbon utilization, hydrogen generation through water splitting, and pilot-scale green hydrogen technologies. He stated that hydrogen has enormous future potential as a clean and pollution-free energy source capable of supporting India’s sustainable energy transition.

The Director also highlighted RGIPT’s work in solid waste management and plastic waste utilization. He informed that the Institute is developing technologies related to waste segregation, plastic separation, waste shredding, and plastic-to-crude-oil conversion. In addition, waste plastics are being transformed into useful products such as blocks, stools, and lever blocks, demonstrating multiple value-added applications of recycled plastic materials. He further highlighted RGIPT’s research activities related to corrosion prevention and advanced protective coatings, including specialized primers developed to reduce corrosion, leakage, and industrial deterioration, thereby improving operational reliability and safety in industrial systems.

Emphasizing the role of advanced education and research in national development, Prof. Hirani announced that RGIPT is launching new M.Sc. programs in Sustainable Energy Sciences and Geosciences. He noted that these programs are designed to strengthen interdisciplinary education and research in renewable energy systems, hydrogen technologies, sustainability, petroleum systems, subsurface sciences, environmental geoscience, and advanced energy technologies. He added that the programs will help develop highly skilled human resources capable of addressing future challenges related to energy security, sustainability, and earth-resource management.

The Director also announced expanded opportunities for Ph.D. admissions at RGIPT. He informed that students can now apply for Ph.D. programs through institute-based entrance examinations in addition to conventional admission pathways, and importantly, deserving students can pursue Ph.D. research even without a GATE qualification. Full fellowship support will be provided to selected candidates as per the institute’s norms. He further mentioned that project-linked and interdisciplinary Ph.D. programs are also being strengthened to promote innovation-driven, industry-oriented, and socially relevant research in emerging technological areas.

Prof. Hirani also briefly discussed the responsible use of emerging digital technologies and emphasized that while tools such as ChatGPT can support learning and productivity, overdependence on such technologies should be avoided. He stressed the continued importance of original thinking, experimentation, practical problem-solving, and research-oriented learning for genuine technological innovation and scientific advancement.

The event included interactive demonstrations for students invited from nearby schools and colleges. Through these demonstrations, RGIPT showcased how science, engineering, and technology can effectively address challenges related to waste management, sustainable energy, water conservation, environmental protection, carbon utilization, and resource recovery. The technologies presented during the event collectively reflected RGIPT’s commitment toward nation-building through innovation, sustainability, interdisciplinary education, and socially relevant research.

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Bengaluru (Karnataka) [India], May 14: ABBS has once again strengthened its position as one of India’s leading higher education institutions with remarkable recognition in the prestigious GHRDC Survey 2026. The institution has been acknowledged for its exceptional contribution to management and legal education, earning top rankings at the national, state, and regional levels. The latest rankings reaffirm ABBS’s commitment to delivering industry-oriented education, academic innovation, and holistic student development.

Rankings Achieved by ABBS in GHRDC Survey 2026:

Acharya Bangalore B School (ABBS) – BBA

• 1^st Rank among Top BBA Colleges of Eminence in India
• 5^th Rank in the State of Karnataka
• 6^th Rank in the Southern Region

ABBS School of Law – Law

• 6^th Rank among Top Law Schools of Excellence in India
• 9^th Rank in the State of Karnataka
• 10^th Rank in the Southern Region

The recognitions were awarded by the Global Human Resource Development Centre (GHRDC), New Delhi, one of India’s leading education rating and assessment bodies. Institutions are evaluated on key parameters including academic quality, faculty excellence, placements, industry interaction, infrastructure, innovation, leadership development, and student outcomes.

Acharya Bangalore B School has consistently distinguished itself through its future-focused curriculum, experiential learning model, industry collaborations, global exposure opportunities, and strong placement ecosystem. The institution continues to prepare students to excel in dynamic business environments through leadership training, live projects, entrepreneurial initiatives, and corporate engagement.

Similarly, ABBS School of Law has emerged as a progressive centre for legal education by combining academic rigour with practical legal exposure. Through moot courts, legal aid initiatives, research-driven learning, and contemporary legal specialisations, the institution is nurturing socially responsible and professionally competent legal professionals.

“Being recognised in the GHRDC Survey 2026 is a proud moment for the entire ABBS community. These rankings are a reflection of the collective dedication and hard work of our faculty, students, alumni, recruiters, and academic partners. At ABBS, we remain committed to building a culture of excellence, innovation, and impact-driven education that empowers students to become future-ready leaders,” said Mr. Ajitesh Basani, Executive Director, ABBS, Bengaluru.

With these latest recognitions, ABBS continues to strengthen its position as one of India’s emerging centres of excellence in higher education, setting new benchmarks in management and legal studies while empowering students to become future-ready leaders.

About ABBS

ABBS is an autonomous institute affiliated with Bangalore University and approved by AICTE. ABBS is accredited by NAAC with an ‘A’ Grade for three consecutive cycles and by IACBE, USA for the second time. The programmes at ABBS are designed so that students gain nearly 70% of their learning outside the classroom. As an autonomous institution, ABBS regularly revises its curriculum to keep it innovative and aligned with industry expectations.

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Dr. RVR NRIU’s Deemed-to-be University status marks a major achievement, advancing academic excellence, innovation, research, and industry-focused education in Andhra Pradesh.

New Delhi [India], May 12: In a significant milestone for higher education in Andhra Pradesh, Dr. RVR NRIU has officially attained the status of a Deemed-to-be University, marking a new chapter in its journey of academic excellence, innovation, and student-focused learning.

Formerly known as NRI Institute of Technology, the institution stated that the transformation reflects its long-standing commitment to creating a respected and dependable educational ecosystem that nurtures capable, responsible, and future-ready professionals. Recognised by the University Grants Commission and the Ministry of Education, the university aims to strengthen its focus on quality education, research, and industry-oriented learning.

Future-Focused Education

Spread across a sprawling 30-acre eco-friendly campus, Dr. RVR NRIU offers a modern academic environment supported by advanced laboratories, state-of-the-art infrastructure, and future-focused learning facilities. The university currently offers a wide range of B.Tech, M.Tech, and MBA programmes with specialisations in emerging fields such as Artificial Intelligence & Machine Learning, Data Science, Cyber Security, Electronics & Communication Engineering, Information Technology, and more.

Research, Innovation & Industry-Oriented Learning

The university emphasises a student-centric learning model that combines rigorous academics with research, innovation, and practical exposure. Strong industry collaborations with leading companies and multinational corporations provide students with opportunities for internships, workshops, and live projects, helping bridge the gap between classroom learning and professional careers.

Expert Faculty & Personalised Mentorship

The institution also highlighted its focus on personalised learning and placement training, enabling students to develop leadership skills, confidence, discipline, and career readiness. According to the management, the university’s mentoring approach allows students to learn at their own pace under the guidance of experienced and highly qualified faculty members.

Vibrant Campus Life 

Apart from academics, Dr. RVR NRIU offers a vibrant campus life enriched with cultural celebrations, technical events, student clubs, reunions, and recreational activities designed to encourage talent, creativity, and self-confidence. On-campus healthcare facilities with attending doctors are also available to ensure student well-being.

A Home-Like Feeling

The university has separate hostels for boys and girls with spacious rooms, hygienic dining facilities, reading rooms, TV lounges, and attentive wardens to create a safe and comfortable “home away from home” experience for students.

Healthy Bodies, Healthy Minds

Sports and fitness are another major focus area at the university. Students are encouraged to participate in cricket, football, hockey, badminton, and table tennis, while a fully equipped gymnasium and yoga facilities promote physical and mental wellness. Professional trainers and instructors support students in maintaining an active and balanced lifestyle.

Committed to Academic Excellence

Established under the aegis of the Sri Durga Malleshwari Educational Society, the institution has steadily grown over the years, with reputed constituent institutions such as NRI College of Pharmacy and NRI Institute of Technology contributing to its strong academic foundation.

With its transition into a Deemed-to-be University, Dr. RVR NRIU reaffirmed its commitment to shaping future leaders through globally relevant education, innovation-driven learning, and holistic student development.

Please visit: https://rvrnriuniversity.edu.in/

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New Delhi [India], May 12: The Indian Institute of Technology Delhi (IIT Delhi) has invited applications for the second cohort of its Online Postgraduate Diploma in Healthcare Product Development and Management, offered by the Centre for Biomedical Engineering. Designed at the intersection of healthcare, engineering, innovation, and enterprise, the programme equips learners with the knowledge and applied skills needed to conceptualise, develop, and take healthcare products to market. Its multidisciplinary framework brings together biomedical science, regulatory understanding, product strategy, and commercialisation, preparing professionals to contribute meaningfully to India’s evolving healthcare innovation ecosystem.

The 12-month Online Postgraduate Diploma in Healthcare Product Development and Management suits professionals and aspiring specialists across the healthcare product ecosystem, whether they work in biotechnology research, healthcare entrepreneurship, medical technology or regulatory functions. The programme builds role-ready competencies for careers in biotech, medical devices, pharmaceuticals, healthcare IT and digital health innovation. It also strengthens foundational understanding of human anatomy and disease pathways to inform product conceptualisation, develops practical knowledge of materials and mechatronics for healthcare applications and sharpens the ability to evaluate emerging research directions and innovation opportunities in healthcare product development. 

India’s healthcare sector continues to expand rapidly, driven by population density, access gaps and an accelerating push towards technology-led delivery. Estimates indicate India requires 2.4 million additional hospital beds, translating into approximately 2 billion square feet of healthcare infrastructure to move towards global standards. Brickwork Ratings has projected that India’s hospital sector could reach USD 202.5 billion by 2030, from an estimated USD 122.30 billion in 2025, supported by rising demand, private investment, government initiatives and the adoption of technologies such as AI and telemedicine. AI’s share of the healthcare market is projected to exceed 30% by 2030, up from approximately 15% currently. In parallel, the wearable medical devices market is projected to grow to USD 184.75 billion by 2033, from USD 42.1 billion in 2024, propelled by consumer adoption, healthcare digitalisation, and intelligent monitoring technologies. 

Speaking on the announcement of the second batch, Prof. Arnab Chanda, Programme Coordinator, IIT Delhi, said, “India’s healthcare growth demands professionals who can build products with scientific depth and real-world viability. 

This diploma trains learners to move from unmet clinical needs to validate, compliant and commercially scalable solutions. We bring together engineering, clinical perspective and product strategy through rigorous coursework, practical projects and expert-led teaching, so participants can deliver innovations that stand up to regulatory and market expectations.”

Graduates, postgraduates, and working professionals with BE/BTech/BCA/BIT in any engineering discipline or equivalent, BSc (or equivalent) in life sciences and related basic sciences, and MBBS, BDS, BPharm or allied disciplines can apply. The programme also considers professionals from healthcare, biomedical, biotech, or related industries with BE/BTech/BSc/Diploma in Engineering/MBA/MCA qualifications. Participants can pursue roles such as Healthcare Product Manager, Medical Technology Consultant, Regulatory Affairs Specialist, Health Data Analyst, among others. 

The year-long programme includes 450+ hours of learning, comprising 200 hours of live online sessions, 120 hours of practical work and projects, and a two-day campus immersion. The curriculum spans 18 academic credits across two semesters and includes eight modules, covering topics such as Mechanics of Biomaterials, Biofabrication, Research Techniques in Biomedical Engineering, Soft Tissue Characterisation and Applications, Healthcare Wearables Design and Applications, and Healthcare Entrepreneurship and Management, among others. Learners also work with tools such as Pick 3D Printer, AutoCAD, and UX/UI platforms.

Delivered by IIT Delhi faculty and industry experts, including eminent healthcare industry experts, the programme runs through live, interactive online classes and combines academic rigour with practical application. Participants engage in real-time simulations, case-based analyses and hands-on projects, with an optional two-day campus immersion designed to deepen peer learning and professional exchange. On successful completion, learners receive Affiliate Alumni Status.

About the Indian Institute of Technology Delhi: 

Indian Institute of Technology Delhi is one of the 23 IITs created to be Centres of Excellence for training, research, and development in science, engineering, and technology in India. Established as the College of Engineering in 1961, the Institute was later declared as an Institution of National Importance under the “Institutes of Technology (Amendment) Act, 1963” and was renamed as “Indian Institute of Technology Delhi”. It was then accorded the status of a Deemed University with powers to decide its own academic policy, to conduct its own examinations, and to award its own degrees.

IIT Delhi has been ranked consistently in top 5 management institutes and rank 1 institute in Research and Professional Practice as per NIRF 2022 and NIRF 2021 Management Category rankings.

Centre for Biomedical Engineering, IIT Delhi

The Centre for Biomedical Engineering (CBME) was established in 1971 as a joint venture of the Indian Institute of Technology Delhi and the All India Institute of Medical Sciences (AIIMS), Delhi. The key focus of the centre has been on the application of engineering principles to address healthcare problems. Currently, the centre has 17 faculty members who are dedicated to teaching and research in the areas of Biomaterials, Bioinstrumentation, Biomechanics, Medical Imaging, and Medical Implants.

The centre offers a wide range of PG programs (Ph.D., M.Tech, and MS (Research)), Executive Programs (Healthcare Entrepreneurship, Healthcare for Industry 5.0, and Robotics), Fellowship Programs (School of Biodesign and WIPO Global Health Innovation), UG courses in Healthcare Engineering, and a Minor in Biomedical Engineering.

Over the years, CBME has established strong relations with many hospitals and medical institutes in the NCR region and has trained students in emerging areas of healthcare product design and development, clinical translation, and entrepreneurship, with a focus on conception-to-commercialization of healthcare technologies, through executive and Swayam-NPTEL-based courses.

This one-of-its-kind ecosystem has led students, faculty, and mentors from AIIMS to join hands to invent products and processes, file patents, and initiate technology translation and healthcare startups.

For more details, please visit: https://cbme.iitd.ac.in/

[The press release has been issued on behalf of the Service Provider TimesPro for the Centre for Biomedical Engineering at IIT Delhi.]

The 12-month live online programme equips professionals with future-ready expertise in AI-led network optimisation, quantum communication, 5G/6G systems, and quantum-safe security infrastructure

New Delhi [India], May 12: As communication networks become increasingly intelligent, software-defined, and security-intensive, the Indian Institute of Technology (IIT) Delhi has invited applications for the second cohort of its Online Post Graduate Diploma in Advanced Communication Engineering with Quantum and AI Integration. Offered by the Bharti School of Telecommunication Technology and Management at IIT Delhi, the programme has been designed for engineers and technology professionals seeking advanced capability at the intersection of Artificial Intelligence, Quantum Networking, and next-generation wireless communication systems.

The 12-month, live online programme equips learners to solve complex problems across modern telecommunications, intelligent systems, and secure network infrastructures. Learners integrate machine learning, advanced wireless communication systems, quantum communication protocols, and secure networking techniques to stay ahead in a rapidly evolving technology landscape. 

The curriculum spans 27 academic credits delivered across two semesters, building proficiency in machine learning for network optimisation, secure quantum communications, and the deployment of high-efficiency wireless networks using tools and concepts such as MIMO systems, Software-Defined Radios (SDRs), and Quantum Key Distribution (QKD) protocols. Learners can expect to graduate with capabilities aligned to critical roles, including Quantum Communication Engineers, AI & ML Specialists in Telecom, 5G/6G Network Engineers, and Cybersecurity Experts specialising in quantum-safe infrastructures.

Demand for such convergence-led expertise has intensified alongside the steep growth outlook for AI and quantum technologies. A UN Trade and Development (UNCTAD) report projects that the global AI market will rise from $189 billion in 2023 to $4.8 trillion by 2033, representing a 25-fold increase within a decade. Research also anticipates that the quantum communication market could surpass USD 22.09 billion by 2035, growing at over 33% CAGR during 2026–2035.

Speaking at the announcement, Prof. Manav Bhatnagar, Professor, IIT Delhi, said, “Telecom networks now sit at the crossroads of AI-driven automation, quantum-secure trust, and ever-denser wireless systems. Through this online PG Diploma, we equip engineers to design, optimise, and protect next-generation communication infrastructures—spanning 5G/6G, software-defined radios, and quantum key distribution. Learners will graduate with rigorous foundations and applied capability to translate research-grade ideas into deployable solutions for industry and national missions.”

Learners will also immerse themselves in specialised tools such as VisualQKD Pro, which mirrors practical QKD behaviour by modelling noise effects, QBER trends, and eavesdropping scenarios with high fidelity. In addition, learners will work with VisualML Lab Pro and Visual Quantum to interpret raw data patterns, select suitable algorithms for optimum performance and model behaviour, prepare arbitrary quantum states, and apply single-qubit gates, respectively.

The programme suits telecommunications and network engineers, AI and data science professionals, quantum communication specialists, and cybersecurity experts, as well as technical managers and decision-makers. After completing the programme, learners can explore roles such as Quantum Communication Engineer, AI & ML Engineer, Wireless Communication Engineer, Network Security Engineer, Software-Defined Radio (SDR) Engineer, Telecommunications Consultant, Research Scientist (AI & Quantum Communication), IoT & Edge Computing Engineer, and Cybersecurity Specialist, among others. 

The programme runs for over 360 hours, includes a 60-hour capstone project and 30 hours of assignments, and offers a campus immersion experience at IIT Delhi. IIT Delhi delivers sessions live via Direct-to-Device (D2D) mode, supported by lab tutorials and collaborative projects under the guidance of IIT Delhi faculty and industry experts. Participants also receive affiliate alumni status from IIT Delhi, access to the Academic Bank of Credits (ABC), and specialised career services.

Applicants with BE/BTech/MSc/MCA qualifications in Electronics & Communication Engineering (ECE), Electrical Engineering (EE), Computer Science & Engineering (CSE), Information Technology (IT), Applied Physics / Engineering Physics, Telecommunications Engineering, Mathematics / Applied Mathematics and Data Science / AI & ML are eligible to apply. Working professionals with more than 2 years of experience or more than 5 years of experience, along with a minimum 50% score or 5 CGPA, can also apply. 

About Indian Institute of Technology Delhi: 

Indian Institute of Technology Delhi is one of the 23 IITs created to be Centres of Excellence for training, research, and development in science, engineering, and technology in India. Established as the College of Engineering in 1961, the Institute was later declared as an Institution of National Importance under the “Institutes of Technology (Amendment) Act, 1963” and was renamed as “Indian Institute of Technology Delhi”. It was then accorded the status of a Deemed University with powers to decide its own academic policy, to conduct its own examinations, and to award its own degrees.

IIT Delhi has been ranked consistently in the top 5 management institutes and ranked as the 1st institute in Research and Professional Practice as per NIRF 2022 and NIRF 2021 Management Category rankings.

About Bharti School of Telecommunication Technology and Management:

Bharti Foundation in partnership with the Indian Institute of Technology (IIT), Delhi has set up Bharti School of Telecommunication Technology and Management at IIT Delhi. The School has been set up with the vision “to develop telecom leaders through excellence in education and research”. Over the years, the School has emerged as a premier institute in developing ‘Young Telecom Leaders’ that will make India a telecom superpower. Bharti School offers PhD, MS(Research), M.Tech(with focus on Telecom Technology and Management), and MBA ( with focus on Telecom Systems Management) degrees. The Bharti School provides state-of-the-art labs to its students that are comparable to the best in the world. The school itself is housed in a modern building with very good facilities. Along with that, the school has been continuously coming up with new programs to maintain a vibrant learning environment since its inception.

Disclaimer: The press release has been produced on behalf of the Service Provider TimesPro for the Continuing Education Programme (CEP), IIT Delhi.

Authored by Mr. Sagar Joshi, founder of Law Prep Tutorial

New Delhi [India], May 11: The Indian Institute of Management Rohtak successfully conducted the IPMAT Rohtak 2026 examination today for admissions into its 5-Year Integrated Programme in Management (IPM). The examination witnessed participation from aspirants across multiple cities nationwide.

The examination was conducted during the morning slot from 9:00 AM to 11:00 AM, with reporting and gate closure scheduled for 8:30 AM. Several students noted that the early timing proved relatively convenient amid the ongoing summer conditions, particularly when compared to examinations such as IPMAT Indore 2026, which was conducted during peak afternoon hours.

Following the examination, the academic team at LPT released its preliminary analysis based on student feedback, mentor reviews, and memory-based discussions collected immediately after the test.

According to LPT’s first-cut assessment, the overall difficulty level of the paper was easy to moderate, with the examination displaying a noticeable emphasis on accuracy.

Exam Pattern Overview

The paper consisted of the following sections:

• Quantitative Ability
• Logical Reasoning
• Verbal Ability

The total duration of the examination was 120 minutes, and the paper followed the pattern prescribed by IIM Rohtak for the 2026 admission cycle i.e. 40 questions per section. Each question in the examination carried 4 marks, with a penalty of 1 mark for every incorrect response. All questions in the paper were multiple-choice in nature.

Additionally, candidates who opted for the Integrated Programme in Law (IPL) during registration were required to appear for an additional Legal Reasoning section comprising 20 questions with a sectional duration of 20 minutes. Similar to the core IPMAT paper, each question carried 4 marks with a negative marking of 1 mark for every incorrect response.

Section-Wise Analysis

Quantitative Ability (QA)

The Quantitative Ability section was observed to be easy in terms of overall difficulty. Major question distribution was reported from topics such as:

• Arithmetic
• PnC and Probability
• Geometry
• Number System

Students particularly found questions from arithmetic, PnC, and Number System to be direct and easy.

Logical Reasoning (LR)

The Logical Reasoning section largely covered questions based on syllogisms, seating arrangement, DI sets, which were easy and doable.

According to initial student reactions, this section was also easy despite a couple of questions based on general knowledge.

Verbal Ability (VA)

The Verbal Ability section featured questions from:

• Reading Comprehension [One passage]
• Vocabulary
• Grammar Usage
• Para Jumbles

The section was considered to be moderate as compared to the other two, with the Reading Comprehension passage being short and based on the Iran-USA war. In this section, too, general awareness made an entry. The vocabulary questions are expected to be the game-changer.

Initial Attempt and Cutoff Indicators

Based on previous years’ trends and initial student feedback, a good attempt for the paper is expected to range between 100 and 105 attempts with an accuracy benchmark of approximately 85-90%.

Experts also believe that cutoff trends this year are likely to remain similar to or slightly higher than the previous admission cycle, depending upon the overall difficulty level of the paper, candidate performance distribution, and the normalization process.

Expert Commentary

Students who maintained composure and avoided unnecessary risks are likely to hold an advantage during the cutoff stage. We expect the competition at higher score ranges to remain intense, particularly if the overall paper is perceived as student-friendly across centres, said [NAME], [Designation] from LPT.

Student Reactions

Students appearing for the examination described the paper as easily doable. Many candidates stated that the overall paper was approachable for well-prepared aspirants despite a few time-consuming questions in the verbal section.

Interview Prep

With the written examination phase now concluded, focus is expected to shift towards the Personal Interview (PI) stage of the admission process. As per the admission process outlined by IIM Rohtak for the 2026 cycle, calls for the Personal Interview are tentatively expected to be announced by the end of May 2026, while the interview process itself is likely to be conducted during the first or second week of June 2026.

The final merit list will be prepared using a composite score comprising IPMAT performance (55%), Personal Interview evaluation (15%), Class X academic performance (10%), and Class XII academic performance (20%).

LPT will shortly commence its PI preparation and mentorship support for shortlisted candidates, covering interview strategy, communication skills, current affairs discussions, mock interviews, and profile-based guidance aligned with the evaluation parameters, followed by IIM Rohtak.

About LPT

LPT is an education and test-preparation platform focused on management entrance examinations, including IPMAT, JIPMAT, CUET, and other undergraduate aptitude-based programs. The institute regularly publishes exam analyses, preparation resources, mentorship programs, and admission guidance for aspirants across India.

For more information, please refer to:
https://www.youtube.com/live/mwEXEpXOjHE?si=-9OQyky6TyRuUayg 
https://www.youtube.com/live/RfNu7Wf8-6g?si=ucBDicL7PJchH7DV

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