Tag: Education

Hyderabad (Telangana) [India], May 19: Resonance Hyderabad’s student has rewritten history, becoming the first female student to secure first rank in the engineering stream of TG EAPCET in 40 years. On this occasion, Hon’ble Governor of Telangana, Shri Shiv Pratap Shukla, felicitated TG EAPCET 2026 1^st ranker M. Rushi for her outstanding performance on May 18, 2026. 

In the engineering stream of TG EAPCET, 1.97 lakh students appeared, and about 1.44 lakh students qualified in the TG EAPCET 2026.  Malladi Rushi, EAPCET topper, scored a remarkable 156.63 out of 160 marks. On her achievements, Telangana Governor Shri Shiv Pratap Shukla congratulated the outstanding performer for her consistent efforts. 

Malladi Rushi’s Illustrated Remarkable Success

• Engineering & Medical Common Entrance Test, EAMCET, is the most prestigious entrance examination conducted in erstwhile Andhra Pradesh for 40 years. After the bifurcation of states into Telangana State & Andhra Pradesh, the trend of the state-level examination continued as Telangana EAPCET & Andhra Pradesh EAPCET.  
• Over the past 40 years, boys have consistently ranked at the top. This year, Malladi Rushi, a student of the Resonance Junior Colleges, Hyderabad, secured 1st rank in the Telangana EAPCET 2026, breaking the longstanding record of male dominance.  

Resonance Junior College, Hyderabad: A Cash award to Malladi Rushi 

• The historic success has marked the next level by M. Rushi, which is a matter of pride for Resonance Hyderabad. The faculty, students (resonites), and parents are overwhelmed by the exceptional results at Resonance Junior College.
• According to the Resonance Institutions, it is not just a rank – it is an inspiration for an entire generation. As a mark of recognition, Malladi Rushi has been awarded INR 300,000.00 (Three Lakh Rupees), an act that motivates other aspiring engineering students as well. 

Malladi Rushi – EAPCET 2026 Engineering State Rank 1, Heartfelt Remarks

• Malladi Rushi credits her success to her parents for providing continued emotional and psychological support throughout the preparatory journey for competitive exams. 
• She attributes her success to the motivation of her faculty, mentors, and friends. In addition, Rushi practised from a question bank and mock tests, which helped her manage time confidently and carefully without compromising on speed or accuracy. 
• When asked about her future endeavours, she said, “Interested in aiming for the BITS 2026 examination.” 

Major Resonance Junior College Hyderabad Toppers

• TG EAPCET 2026 Engineering Stream State 1st Rank
   M. Rushi – Hall Ticket No. 2622A06028
• Outstanding Veterinary, Agriculture & Pharmacy Stream Achievement
   Atipamula Bhargava – Hall Ticket No. 2611N02085 – State 41 Rank

TG EAPCET 2026 Results – Resonance Junior Colleges Hyderabad Performance Highlights: 

• 1250+ students eligible for merit seats in the Top 10 TG EAPCET Colleges
 • 3250+ students eligible for merit seats in the Top 30 TG EAPCET Colleges
 • 250+ students eligible for merit seats in Top 10 TG EAPCET Colleges in Veterinary, Agriculture & Pharmacy Stream

About Resonance Junior Colleges, Hyderabad

• Way back in 2018, Mr Purna Chandra Rao Narra began school and college by focusing on the MPC and BiPC streams with an integration course. 
• The secret of academic and career-oriented exam success is through quality education, involvement of experienced faculty,  
• In just 7 years, 6100+ students from Resonance Hyderabad have secured seats in IITs, NITs, IIITs, AIIMS, and other top universities.
• Building on this strong success, Resonance Junior Colleges in Hyderabad has now expanded into Schools, E-Learning, Foundation Centres, and Global Studies, with 50+ campuses across Telangana and Andhra Pradesh.

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Sonipat (Haryana) [India], May 19: In a step towards strengthening industry integration in management education, Jindal Global Business School (JGBS) of O.P. Jindal Global University, Sonipat, has signed a Memorandum of Understanding (MoU) with Skyways Air Services Ltd., through its training arm MyLogistics Gurukul. 

Skyways Air Services, India’s No. 1 and globally Top 50 Air Freight forwarder, offers integrated first-to-last mile supply chain solutions across Air, Ocean, Road, Express and Warehousing. JGBS is India’s top ranked private university-based B-school as per the latest QS World University Rankings by Subject 2026. 

As part of this partnership, the students of JGBS will get practical, hands-on experience on India’s growing logistics industry. This initiative also ties perfectly into the Government of India’s Skill India Mission, helping impart young people the employable skills they need to make India a global talent hub. The MoU provides JGBS students hands-on exposure through internships, facility visits, industry sessions and certified modules from MyLogistics Gurukul, bridging learning with real-world operations.

Professor (Dr.) C. Raj Kumar, Founding Vice Chancellor of O. P. Jindal Global University (JGU), stated: “Over the past 17 years, JGU has established itself as an unparalleled and pioneering institution, setting the benchmark for global higher education in India. In our quest for academic excellence, we have ensured that our students are exposed to a diverse and inclusive learning environment with suitable exposure to industry. The business school of the university, JGBS, is forging strategic partnerships with major players in the industry. This helps create meaningful avenues for our management students to understand and work on the opportunities and challenges faced by the industry, helping them become employable and future-ready. As an Institution of Eminence, JGU remains committed to contributing to national growth by adding a skilled youth workforce to the national pool.”

Under the terms of the MoU, JGBS students will gain access to Skyways’ operational ecosystem through structured internships, facility visits to warehousing and freight hubs, and industry-led sessions conducted by senior logistics professionals from Skyways Air Services.

On the occasion, Mr. Yashpal Sharma, CMD, Skyways Air Services stated: “We are delighted to partner with JGBS, who has been contributing immensely to the academic world and bringing great talent to the Indian workforce. We are looking to work with them and together nurture talent that will propel Indian Logistics as the engine of economic vitality. Logistics is fast-tracking global trade through e-commerce and quick commerce, thrusting academic talent into logistics-ready professionals so India can compete worldwide, create effective supply chain solutions, and be most cost-competitive for Logistics. This alignment with JGBS will contribute hugely to the national vision for a skilled and competitive India.”

Key areas of cooperation include knowledge partnership for courses offered in the areas of supply chain, logistics and allied areas, industry guest lectures, and research related collaboration between Skyways professionals and JGBS faculty members.

JGBS Dean Professor (Dr.) Mayank Dhaundiyal said: “I am thrilled about this industry partnership with the Skyways group. Through this partnership, our students will get to experience the logistics sector first-hand and work on real problem statements and actual challenges that companies like Skyways are solving today. These activities complement well the other pedagogical interventions we are doing inside the classroom including simulations, case studies and experiential activities that help students with the course and program learning objectives. As India’s top-ranked private university business school, we will keep pushing to ensure our students graduate not just with a degree but with the skills and industry exposure that make them industry-ready.”

For JGBS students, this partnership is about getting closer to how the industry actually works. The business school students at O P Jindal Global University will work on live problem statements along with professionals from the Skyways Air Services Ltd., taking concepts like supply chain strategy and operations management and optimization out of the classroom and into real business settings. Beyond live projects and industry visits by students of JGBS, the collaboration also brings Skyways experts to the JGU campus for industry guest lectures thereby adding a layer of practical insight that textbooks alone cannot provide.

About Skyways Air Services Limitedand My Logistics Gurukul

Skyways Air Services Limited (Skyways Group), founded in 1984, is one of India’s established logistics groups with over four decades of experience in freight forwarding and supply chain solutions. Recognised as India’s No. 1 Air Freight forwarder since 2017 and Globally Top 50 Air Freight forwarderas per World ACD rankings, the company offers integrated, first-to-last mile supply chain solutions across Air, Ocean, Road, Customs Brokerage, and technology-enabled Express Services & Warehousing, Cold Chain solutions. 

The Group’s skilling arm, My Logistics Gurukul, was set up to focus specifically on building logistics talent in India through training programmes designed in close conversation with the industry it serves.

About Jindal Global Business School

JGBS is one of twelve constituent schools of O.P. Jindal Global University, and the second largest by faculty and student strength. JGBS is India’s top ranked private university B-school and among the top 200 B-schools in the world as per QS World University Rankings by Subject 2026. JGBS is also an AACSB accredited B-school with a AAA+ rating by Careers360; its BBA (Hons.) programme is now consistently ranked India’s No. 1 BBA programme for last 3 yrs in row (Outlook ICARE 2023, 2024, 2025). Its programmes sit across three levels – undergraduate (the BBA Honours and its specialised tracks in Business Analytics, Family Business and Financial Markets), postgraduate (a five-year integrated BBA–MBA and a two-year MBA), and online (MBA and BBA programmes). The school’s faculty count is around 200, drawn from premium institutions in India and abroad.

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Surat (Gujarat) [India], May 18: G. D. Goenka International School, Surat has once again achieved a remarkable 100% result in the CBSE Class 12 Board Examinations across all three streams — Science, Commerce, and Humanities — continuing its outstanding academic legacy for the 13th consecutive year.

Maintaining its tradition of excellence, the school has delivered exceptional performances in all streams this year as well, bringing pride to the institution, students, parents, and faculty members.

In the Science stream, Soham Borad secured an outstanding 97.2% (486/500) and has emerged as the Science topper in Surat city, bringing great honor to the school and his parents. 5 students from the school secured positions among the Top 10 students in Surat city in the Science stream.

Science Stream Highlights

• Overall Result: 86.70% 
• Highest Percentage: 97.2% 
• Total Students Appeared: 59 
• 6 Students Scored 100/100 Marks

Top Performers – Science Stream

1. Soham Borad – 97.2% (1st in Surat City) 
2. Unnati Jain – 96.2% 
3. TanaySanghvi – 95.8% 
4. Riddhi Kedia – 95.6% 
5. Pratham Tekriwal – 95.4% 

In the Commerce stream, Bhavya Jhunjhunwala achieved an exceptional 98.8% (494/500) and secured the 2nd position in Surat City. The school had 6 students among the Top 10 positions in the Commerce stream across Surat city.

Commerce Stream Highlights

• Overall Result: 86.53% 
• Highest Percentage: 98.8% 
• Total Students Appeared: 91 
• 16 Students Scoring 100/100 Marks

Top Performers – Commerce Stream

1. Bhavya Jhunjhunwala – 98.8% (2nd in Surat City) 
2. Niyati Tayal – 98.6% 
3. AyushGoyal – 98.4% 
4. Chelshi Savaliya – 97.2% 
5. Kashvi Agarwal – 97.2% 
6. Jay Bhadani – 97% 
7. Abhishek Jodhani – 96.6% 

In the Humanities stream, Dhruvi Vasra scored an impressive 96.2% (481/500) and secured the 3rd position in Surat city.

Humanities Stream Highlights

• Overall Result: 92.7% 
• Highest Percentage: 96.2% 
• Total Students Appeared: 2 

Top Performer – Humanities Stream

1. Dhruvi Bharatbhai Vasra – 96.2% 

A total of 152 students appeared for the CBSE Class 12 Board Examination from all three streams combined. Among them:

• 58 students scored above 90% 
• 50 students scored between 80% and 89% 
• 36 students scored between 70% and 79% 
• 8 students scored between 60% and 69% 

Additionally, a total of 18 students across all streams achieved 22 perfect scores of 100/100 in various subjects.

The school’s Academic Director & Principal Dr.Shruti Agrawal, Director Operations Dr.Sejal Thakkar, Higher Section Dean Mr. Bilal Fayaz, Associate Dean Mr. Sohel Makwana, Heads of Departments, and the entire GDGIS team congratulated the students, parents, and teachers on this remarkable achievement and extended their best wishes for continued success in the future.

Jamshedpur (Jharkhand) [India], May 16: Building on the successful launch of its pioneering executive education initiative in public policy and leadership, XLRI – Xavier School of Management has commenced admissions for the second batch of its flagship Public Policy & Sustainable Leadership (PPSL) programme.

Launched in collaboration with the Department of Personnel & Training (DoPT), Government of India, PPSL, the one-year hybrid executive programme, has emerged as a distinctive interdisciplinary platform bringing together policymakers, administrators, academicians, development professionals, sustainability practitioners, and professionals from the private sector under one academic ecosystem. One of the unique elements of the programme is the eclectic class mix comprising both government-sponsored candidates and self-sponsored candidates. 

The inaugural cohort includes officers from the Government of India (IAS, IPS, IFoS, and State Civil Service officers) and various state governments, senior professionals from UN Women, PSI India, Council on Energy, Environment & Water (CEEW), PCI India, IBM Research Labs, and academicians from public administration institutes.

The 180-hour programme has been carefully designed to accommodate working professionals through a hybrid delivery format combining two short immersive campus residencies with interactive online sessions held on Sundays. It offers a multidisciplinary curriculum covering public policy, public finance, public management, public systems, governance, sustainability, leadership, stakeholder engagement, business strategies & non-market strategies, and emerging developmental challenges.

Speaking about the programme’s relevance and impact, Prof. Kalyan Bhaskar, Associate Professor, XLRI and Programme Director of PPSL, stated:

“The PPSL programme reflects XLRI’s larger vision of creating responsible leadership at the intersection of public policy, governance, civil society, and public value creation. The diversity of the participants enriches classroom discussions, peer learning, and enables meaningful dialogue between administration, academia, development sector, and industry.”

With increasing complexities in public policy, governance, sustainability transitions, and public administration, the programme aims to create a new generation of leaders capable of designing inclusive, ethical, and evidence-driven solutions for society.

The second batch is expected to further strengthen the programme’s relevance by fostering collaborative learning among officers, practitioners, and professionals working across public systems and developmental institutions.

The last date for application is 18th August 2026. The program commences on 18th September 2026 with the inaugural campus component at XLRI Jamshedpur.

More details about the programme, eligibility, and admissions are available at the XLRI website. 

Link: https://application-portal.xlri.ac.in/ppsl

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Noida (Uttar Pradesh) [India], May 16: Somerville International School, Noida successfully organised the fourth edition of its flagship Model United Nations conference, SISMUN ‘26, on 12th and 13th May 2026. The two-day conference brought together young minds from across the city for enriching discussions centred on diplomacy, debate and global dialogue. With participation from more than 26 schools and over 380 delegates, this edition emerged as one of the largest and most vibrant SISMUN conferences to date.

The prestigious event was graced by eminent dignitaries, including Mr. Thomas T. Roy, Superintendent & Secretary/Treasurer, Lott Carey Baptist Mission in India; Mrs. Mary George, President, Lott Carey Baptist Mission in India; Mrs. D.A. Tressler, Chairperson & Director, Somerville Schools; Dr. Mary Thomas, Principal, Somerville School, Greater Noida; Dr. Marilyn Thomas, Principal, Somerville International School, Noida; and Col. Joy Jose, Ex-Army Officer, Aviation Department, Indian Army who attended as the Chief Guest. Their inspiring presence added immense value and prestige to the occasion.

SISMUN ‘26 featured seven intellectually engaging committees — UNGA, UNSC, AIPPM, HCC, GENSAFE, GENSAFE 2.0, and the Multiverse Assembly (MVA). These committees provided delegates with a platform to deliberate on pressing global and national issues. The agendas ranged from international peace and security to gender rights, media regulation and historical crises, encouraging participants to think critically, negotiate diplomatically and propose meaningful solutions.

The Opening Ceremony commenced with great enthusiasm as the distinguished guests addressed the gathering and emphasised the importance of youth participation in global discourse. Over the course of two days, delegates engaged in rigorous committee sessions, policy debates and resolution-drafting exercises. The conference also offered students valuable opportunities to strengthen their leadership, public speaking, negotiation and collaborative problem-solving skills.

The conference concluded with a grand Closing Ceremony and prize distribution, recognising outstanding delegates and schools for their exceptional performances. SISMUN ’26 ended on a high note, reaffirming Somerville International School’s commitment to nurturing global awareness, diplomacy and leadership among students.

Delegates from each committee were honoured with awards for Best Delegate, Best Position Paper, Special Mention and High Commendation. The Outstanding Participation Award, presented for the highest number of delegates, was jointly awarded to Lotus Valley International School, Noida Extension and Somerville School, Vasundhara Enclave, with both schools sending delegations of 41 students each. The Best School Trophy, awarded for securing the highest number of accolades through its delegates, was presented to Somerville School, Greater Noida.

The Fifth Edition of SISMUN is slated for April ’27.

Maneesh Singh, CEO – ExamOnline

Mumbai (Maharashtra) [India], May 16: When the e-Assessment Association announced the finalists for its 2026 International e-Assessment Awards in April, organisations from across Europe, Asia, North America, and Australia were recognised across categories covering schools, universities, professional certification, and workplace assessment. From a highly competitive pool of global entries, ExamOnline was among the three finalists in the Best International Implementation category, one of the programme’s most prominent recognitions. The Mumbai-based company has been building global assessment technology since 2009.

The recognition is notable for several reasons, not least because it arrives without the scaffolding that typically precedes such moments for Indian technology firms. No venture capital. No overseas headquarters. No multinational parent. ExamOnline is a fully bootstrapped company, founded in Mumbai, that has delivered millions of assessment sessions across 35 countries – including the United States, United Kingdom, Germany, Saudi Arabia, Singapore, and Australia – entirely on the strength of its technology and execution track record.

What the Award Category Measures

The Best International Implementation category is among the most demanding on the e-Assessment Association’s roster. It does not reward ambition or product design in isolation. It recognises demonstrable, at-scale delivery of assessment solutions across international jurisdictions – environments where regulatory complexity, multilingual requirements, connectivity variability, and compliance standards differ significantly from one geography to the next.

The 2026 conference theme – “The Trust Imperative: Innovation with Integrity” – reflects how the global assessment industry has moved its central question from ‘can technology deliver examinations at scale’ to ‘can it do so with verifiable integrity and institutional accountability.’ It is precisely that question that ExamOnline has spent 17 years building an answer to.

The platform operates on a fully in-house, proprietary AI architecture – no white-labelled proctoring engines, no dependency on third-party assessment frameworks. Its browser-based delivery model requires zero installation on the candidate’s device, a design decision that has proven critical in markets where institutional IT infrastructure varies widely. An auto-save and session recovery mechanism ensures continuity even in low-connectivity environments – a feature that has been battle-tested across examinations in sub-Saharan Africa, South and Southeast Asia, and rural Europe.

ExamOnline’s compliance posture – ISO 27001, ISO 9001, GDPR-compliant, and CERT-In certified – speaks directly to the kind of trust infrastructure that international assessment delivery demands. Universities in Finland cannot accept the same compliance documentation as certification bodies in Saudi Arabia. Enterprises in Australia operate under different privacy frameworks than government agencies in India. ExamOnline’s architecture was built to navigate those differences simultaneously, not sequentially.

The Weight of the Stage

The International e-Assessment Conference and Awards Gala Dinner, organised by the e-Assessment Association (eAA), is anticipated to attract more than 400 delegates from over 27 countries, featuring an AI Symposium, senior policy discussions, and the awards ceremony where organisations from across the global assessment community present their most significant implementation work. Founded in 2008, the eAA has grown into a global network of more than 5,000 members, bringing together awarding organisations, technology providers, academics, certification bodies, and institutional leaders focused on advancing digital assessment practices worldwide.

Now in its tenth year, the awards celebrate the people, projects, and organisations driving assessment forward across education, professional certification, and the workplace. For an Indian platform to earn finalist recognition in this environment (alongside organisations from the UK, Europe, and North America with longstanding institutional relationships within the global assessment ecosystem) represents a different level of validation than domestic rankings or industry recognition.

ExamOnline’s client portfolio reflects that breadth and complexity, with deployments spanning university examinations, national medical licensing assessments, corporate bulk-hiring evaluations, government sector tests, and international educational olympiads across multiple geographies.

The Larger Signal

India has long contributed talent to the global assessment industry – engineers, psychometricians, and product specialists helping build digital examination systems used around the world. What ExamOnline’s finalist position represents is something less common: an Indian company building and owning its own assessment technology platform, and earning recognition for it in the market that helped define the category.

The winners will be announced at the Awards Gala Dinner in London on 9 June 2026. Regardless of the outcome, the shortlist itself has already made a point that needed making: serious assessment technology is no longer built only in Silicon Valley, London, or Amsterdam. Sometimes it is built in Mumbai – and delivered everywhere else.

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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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