India should welcome foreign universities but not on the fiction that brand names alone will fix a broken higher education system. If these campuses are allowed to charge premium fees, hire flexibly and market prestige while offering only modest academic depth, they will widen inequality rather than expand opportunity.

The policy case for foreign campuses has always been seductive: keep Indian students at home, reduce the foreign education outflow and bring global standards into Indian classrooms. But a policy should be judged by outcomes, not slogans. The UGC framework gives foreign institutions wide autonomy over admissions, hiring and fees, while requiring only that those fees be “transparent and reasonable” a phrase that sounds reassuring until one asks who defines reasonable, how it is audited and what happens when tuition becomes unaffordable for ordinary families.

That concern is not theoretical. Deakin University’s GIFT City campus has already been reported at roughly Rs 10.7 lakh per year for master’s programs, a figure that places it far beyond the reach of most Indian households. If foreign campuses become islands of high priced education in a country where public universities still operate under severe resource constraints, India will not be solving its access problem, it will be formalizing a two-speed system.

The deeper danger is that India may import the appearance of excellence instead of its substance. A university is not globally competitive because it carries a foreign logo. It is globally competitive when it invests in research, attracts strong faculty, publishes knowledge, builds labs and creates academic freedom that survives beyond the marketing brochure. UGC rules require parity with the home campus but parity is hard to verify unless regulators demand public evidence of faculty quality, research output, and student outcomes.

There is also a structural cost. India’s public universities still educate the bulk of students, yet they often face slow hiring, weak infrastructure and low research funding. If foreign campuses pull away the best teachers with higher salaries and better facilities, the public system will be weakened further. That is not educational reform; it is talent redistribution in favor of the wealthy.

Supporters will say that foreign campuses improve choice and that is true in a narrow sense. But choice is not justice. A system in which only affluent students can access international brands is not a more democratic system; it is a more polished hierarchy. The first foreign campus openings, including Southampton’s India launch plans, show that the model is no longer speculative, it is already here and it must now be judged against public-interest tests, not promotional language.

India should therefore insist on hard conditions. Foreign campuses must disclose fees clearly, publish faculty composition, show measurable research commitments, reserve meaningful scholarship support and prove that they are not merely teaching franchises with imported branding. Without those safeguards, the country risks creating expensive illusions glossy campuses, premium fees and limited systemic benefit.

The real goal should be bigger than hosting foreign universities. India should use this moment to lift the standard of higher education across the board. If foreign institutions help do that, they will have earned their place. If not, they will become just another expensive marker of inequality dressed up as reform.

The programme was attended by Union Minister for Steel and Heavy Industries, H.D. Kumaraswamy, Union Minister of State for Defence, Sanjay Seth, Minister for Information Technology, Government of Andhra Pradesh, Nara Lokesh, Visakhapatnam MP M. Sribharat, former Minister Venkatarao Nadagouda, along with several other dignitaries, members of the Shri Krishna Devaraya Education Society, students, and parents.

Addressing the gathering, Shri Sanjay Seth described the inauguration as a proud and defining moment for the region. Emphasising the importance of education, he referred to knowledge as a guiding force that shapes character and instils a sense of purpose in serving the nation.

Highlighting the legacy of North Karnataka, he spoke about its rich civilisational heritage from the architectural brilliance of the Chalukyas to the glory of the Vijayanagara Empire. He paid tribute to Sri Krishna Devaraya, noting his contributions as a patron of art, literature, and strong governance, which balanced cultural advancement with military strength. Establishing a Sainik School in his name, he said, carries deep symbolic and historical significance.

The Minister underscored the role of Sainik Schools as “institutions that go beyond academics, nurturing discipline, leadership, resilience, and a spirit of national service.” He noted that Karnataka continues to play a pivotal role in India’s defence ecosystem, contributing significantly to military leadership, defence manufacturing, and innovation. He highlighted institutions such as Hindustan Aeronautics Limited and Bharat Electronics Limited, as well as advancements in indigenous platforms like the Tejas Light Combat Aircraft, as indicators of the state’s strategic importance.

He further stated that “under the visionary leadership of Prime Minister Narendra Modi and the guidance of Raksha Mantri Rajnath Singh, India is witnessing a transformative phase in defence and youth development. The expansion of the Sainik School system, with 86 new schools approved and a target of 100 under the PPP model, reflects the government’s commitment to accessible, value-based education.”

Providing key data, he noted that over 18,000 cadets are currently enrolled in existing Sainik Schools, with thousands more in newly established institutions, including a growing number of girl cadets. The expansion of the National Cadet Corps (NCC), with its capacity increased to 20 lakh cadets, further strengthens opportunities for youth participation in nation-building.

The inauguration of the Shri Krishna Devaraya Sainik School is expected to serve as a transformative step in shaping disciplined, capable, and nation-oriented youth, while further strengthening the region’s contribution to India’s defence and educational landscape.

In today’s time, when the purpose of education has evolved beyond merely acquiring a degree, the question arises: What are higher education institutions truly imparting to students? Is it just a process of earning a paper degree, or are students being equipped with practical skills that enable them to compete globally, not just within India? This is the time when understanding Outcome-Based Education (OBE) becomes crucial, as it is emerging as a revolutionary shift in contemporary educational institutions.

Concept of Outcome-Based Education (OBE)

Outcome-Based Education is a system where the focus of education is not merely on the methods of teaching or the curriculum but on the outcomes that students achieve. This educational framework prepares students by equipping them with the knowledge, skills, and competencies necessary to perform effectively in real-life situations. The goal of OBE is to ensure that students not only earn an academic degree but also become capable of succeeding in their professional lives in the future.

Difference Between Traditional Education System and New OBE Model

In the traditional education system, a student spends four years in college, passes all the exams, and earns a degree. Afterward, they may qualify for government jobs, but they often face difficulties in succeeding in the workplace. For example, a student might pass competitive exams for a government job, but when they enter the workplace, they may struggle with teamwork, communication skills, or solving real-world problems.
In contrast, Outcome-Based Education ensures that students are taught not just theoretical concepts but also practical applications, analysis, and problem-solving skills. For instance, an engineering student, instead of only studying mathematical and scientific theories, is also taught how to apply these concepts to real-life problems.

11 Key Skills for Graduates in OBE

In an Outcome-Based Education system, students are taught 11 crucial skills that not only deepen their knowledge but also prepare them for practical work. These include applying mathematical, scientific, and engineering principles to real-world problems, identifying and solving complex issues, designing innovative solutions, analyzing data to draw accurate conclusions, using modern tools and technologies, understanding the societal and environmental impacts of engineering solutions, following professional ethics, and respecting diversity. Additionally, students learn to work effectively in teams, communicate complex technical subjects in simpler terms, manage projects and lead teams, and continuously update themselves with new technical developments. These skills make students not just academically strong but also well-prepared for success in their professional lives.

Benefits of OBE

Outcome-Based Education offers several benefits for students. It provides clear goals, helping students understand what they need to learn and how to apply that knowledge. Students receive regular feedback, enabling them to know where improvement is needed. This approach also equips students with practical skills, making them job-ready and boosting their confidence.

For employers, OBE-trained students are ready to start working from day one, as they possess the required skills. Furthermore, OBE ensures that all colleges maintain the same standards, providing employers with professionals who are capable of continuous learning and growth.

 
Benefits for Educational Institutions

For educational institutions, Outcome-Based Education establishes clear quality standards and encourages continuous improvement. It helps institutions achieve prestigious accreditation and motivates them to include real-life projects in their curricula.

 
Responsibilities of Educational Institutions

To successfully implement OBE, institutions must provide qualified and experienced teachers. They must also maintain an optimal student-to-faculty ratio (e.g., 20:1), offer regular teacher training, ensure modern facilities, and foster industry connections. Institutions should facilitate internships, industrial training, and practical assignments for students.

 
Need for Skilled Professionals

In today’s rapidly advancing technological landscape, there is a growing demand for professionals who can solve problems, work in teams, communicate effectively, and understand their social and environmental responsibilities. Outcome-Based Education ensures that graduates are not just degree holders but versatile and skilled professionals who can address real-world challenges and contribute to innovation across multiple disciplines.

Outcome-Based Education is not just a new system; it has become a necessity. This system works towards producing practical, responsible, and competent professionals who are capable of working effectively not just within India but on a global scale. It can serve as a catalyst for students, employers, and educational institutions, ultimately contributing to the betterment of society as a whole.

A welcome address was delivered by Ms Geeta Chhabra, Head of the School, who spoke about the school’s focus on holistic and future-ready education. She shared how Birla Open Minds International School aims to nurture students academically while also supporting their emotional, social, and ethical development. The Director of the school Ms Anju Malik shared her vision behind bringing Birla Open Minds International School to Bhopal

The audience was introduced to the long-standing Birla legacy and its “We Care” philosophy, which forms the foundation of the institution’s educational practices. The academic framework of the school lays emphasis on alignment with NEP 2020 and the importance of hands-on learning to make education engaging and relevant for children.

The session also highlighted the vision and mission of Birla Open Minds International School, Bhopal, outlining its commitment to creating a supportive learning environment that encourages curiosity, confidence, and lifelong learning.

The programme concluded with a vote of thanks and an inter-generational pledge, underlining the shared role of educators, parents, and institutions in shaping the future of children. The event marked the beginning of Birla Open Minds International School’s journey in Bhopal.

Minister Bhuria stated that alleviating difficulties faced by girl students in rural and backward areas in reaching school is a priority for the state government. She said, “The bicycle distribution scheme will not only facilitate girl students’ access to school, but will also make them regular, self-reliant, and more aware of their education.”

Minister Bhuria stated that under the leadership of Chief Minister Dr. Mohan Yadav, the state government is continuously striving to ensure quality and accessible education. She said, “Education of girls is the key to the progress of society and the nation, and the government is committed to ensuring that no girl child is deprived of education due to distance or lack of resources.”

107 bicycles were distributed at Balak Higher Secondary School Barbet, 74 at Sandipani Vidyalaya Petlawad and 78 at Kanya Higher Secondary School Petlawad. The girls were filled with joy upon receiving the bicycles. The girls expressed their gratitude to Minister Bhuria and said that now they will be able to attend school more regularly. The program was attended by local public representatives, teachers, parents and a large number of students.

Through this initiative, free bicycles are being provided to students who have passed Class 5 and Class 8. The scheme benefits only those students whose hamlets or localities are situated at least two kilometers away from their schools. Additionally, girl students residing in hostels for their studies are also included in the scheme. The bicycles have been provided to facilitate students’ commute to and from school.

Last year, the department distributed free bicycles to 4 lakh 80 thousand students. The Directorate of Public Instruction completed the bicycle procurement process through the GEM portal with the assistance of the Small Scale Industries Corporation. The Directorate also issued detailed guidelines for bicycle distribution. Students of Class 6 have been provided with 18-inch bicycles, while those in Class 9 have received 20-inch bicycles.

Riya, a bright and curious 15-year-old, walked out of her room, her face pale. She had just seen her board exam results. Her marks were not what she expected. Her parents didn’t say much — but their silence was heavier than words. Like Riya, millions of children across India today are facing the same question: “Are my marks enough?”

Here’s the truth: Your marks are just numbers — not your identity.

 HOW TO ACCEPT RESULTS – WITH STRENGTH, NOT SHAME

When results fall short of expectations, it can feel like a failure. But it is not. It’s feedback — a reflection of academic performance, not your worth.

In India, over 3.5 crore students appear for board exams each year, but not all shine through the same grading lens. Does that mean the rest won’t succeed? Absolutely not. Research shows that emotional intelligence, adaptability, communication skills, and creative thinking are stronger predictors of long-term success than academic scores.

WHAT PARENTS CAN DO (AND AVOID)

Parents, your reaction sets the tone. Your support in this moment matters more than your child’s scorecard.

Replace blame with empathy: Instead of asking “Why didn’t you score more?”, ask “How are you feeling?”

Don’t link love with marks: Children must feel that they are loved regardless of their performance.

Focus on future skills: Encourage curiosity, problem-solving, and creativity — skills that can’t be measured on a marksheet.

 FOR STUDENTS: THIS IS NOT THE END

If your results are disappointing, remember: You have every right to feel upset — just don’t stay stuck there.

Feel, then move forward: Allow yourself to feel. But don’t let one exam define your belief in yourself.

Plan your next step: Seek guidance, explore alternate streams, or enroll in a skill-building program.

Remember your worth: You are more than a percentage. The world needs thinkers, creators, helpers, builders — not just toppers.

It was a few years ago. My daughter was studying in primary school. A few days before the results, she told her father very innocently, “I have completed my work. Now whatever party and gift you want to give, give it now, why wait for the results to come.

Like any normal family, we also used to associate the award with the exam result. We both smiled. At that time, perhaps we could not understand the depth of this matter. But today, when I face the mental state of children as a teacher and counselor every day, then this sentence shakes me again and again.

What do we tell our children? “If you score good marks, you will get a mobile or a bike.” “If you top, you will get a party.” “First show me your result, then we will talk.”

Such things inadvertently teach children that their respect, love and appreciation are also based on the scorecard. Is this the emotional nourishment they need? This is the big question. Accepting failure with dignity is something parents need to teach to their children as well as themselves.

Children often speak the truth which we adults have entangled in logic and conditions. They remind us that efforts are also worth celebrating, their hard work should be celebrated, not just the results. It is important to appreciate the efforts of children.

From childhood, we are told that “don’t give up”, “only winning matters”, “if you don’t top then you are useless”. Children start fearing the results even before they get them. Getting rejected is a blow to self-esteem.

BURDEN OF EXPECTATIONS

Recently, I got the opportunity to participate in a prestigious and tough entrance exam. I had to do only administrative work there, but the scene there also gave a glimpse of emotions and mental struggles. The tiredness, frustration and tension in the eyes of the candidates and their parents sitting outside the exam centre made me feel sad.

The ideal age limit for that entrance exam is 18 to 20 years, but while preparing, many candidates had crossed the age of 24-25. This is not only a question of our exam system, but also an indication of the long-term mental pressure on the youth.

They were not giving the exam, they were struggling to prove themselves. The burden of expectations of society, family and self was clearly visible on their shoulders.

Getting rejected, failing, losing – these three words are associated with negative emotions in the social context. As if their occurrence is an irreparable failure of life. But the truth is that failure is an inevitable part of life, and accepting it in a dignified manner is an important skill that must be developed.

THIS IS THE TIME TO RESPECT YOUR EFFORTS

What is dignified failure, it is not to give up and start cursing yourself that nothing good happens to me. It is not to hide from the world. This is the time to respect your efforts even if the results are not as expected.

Do not be harsh, but have an honest conversation with yourself that: “Where did I go wrong, and what did I learn? What will I do differently next time? Avoid comparing with others, because every person’s journey is different.”

The most beautiful thing about life is that it gives us an opportunity to try again after every failure. Getting rejected, losing, all this can also be a respectable experience, provided we can make it a medium of learning.
Link the party and the award to the sincerity of the effort, not the result.

Research A word that carries both dreams and determination. It stands for passion, purpose, and above all, the guiding hand of a mentor. But what happens when that guiding hand turns into a gatekeeper of frustration?

In many Indian universities, research scholars today are trapped not in the thrill of intellectual discovery but in the unpredictable mood swings of their supervisors. Like a recurring tragic chorus of “Aa… ab laut chalen,” many scholars are forced to withdraw, sacrificing time, money, and most painfully, their mental peace, as if performing the final rites of a journey they never truly got to walk.

Some supervisors seem to have taken a doctorate in dismissal. Every suggestion is met with rejection. Titles, even when thoughtfully crafted are tossed aside with a cold “Not suitable, think of something new.” And the cycle continues,until one day, without informing the scholar, the title is silently changed, as if correcting a minor clerical error, not rewriting someone’s intellectual identity.

Then there is the DRC, the Doctoral Research Committee, meetings that feel more like sacred rituals than academic evaluations. Repetition replaces progress. The same issues, the same questions, the same silences. For scholars, it becomes a mental test of endurance, resembling the endless disrobing of Draupadi, humiliating and helpless. And every time, the justification remains unchanged: “It’s an internal matter.”

Worse still, many supervisors have mastered the “art of appearing busy.” Emails vanish into thin air. Feedback is rare, and when given, it reads more like revenge than review. Some have an uncanny interest in their scholars’ personal lives, especially details about spouses, food habits and whereabouts seem to take precedence over research milestones. Their expertise often lies not in academic journals but in personal intrusions and even illicit activities far removed from education.

If a scholar dares to achieve something independently, a publication, an international accreditation and invitation, a conference presentation, don’t expect applause. These accomplishments are ignored, even resented. The research, in their eyes, only matters if it glorifies their name. The final insult? A cold refusal to write a recommendation letter. Or worse, a vague and deliberately damaging one that ensures no institution comes near the scholar.

And still, they say, “It’s an internal matter.”

But the real question is, how did we let it get this bad? Isn’t it the supervisor’s foremost duty to promote research, not to suppress it? To support scholars, not sabotage them? It is high time that institutions of higher learning confront this reality. They must create transparent systems that hold supervisors accountable while empowering research scholars with dignity and voice.

Otherwise, we will lose more than just papers, we’ll lose the trust of a generation who will forever wonder:
“If only my guide had truly been my guide…”

The global workforce is undergoing a dramatic transformation, driven by rapid advancements in automation, artificial intelligence (AI), and digital learning. Two emerging trends- the Dark Factory Revolution and the University in a Laptop- are set to redefine the way we work and learn. These concepts not only challenge traditional employment structures but also demand a fundamental shift in how skills are acquired and applied in the modern economy.

A Workforce without Workers?

The term Dark Factory refers to an industrial facility that operates with minimal to no human intervention. These factories function in a “lights-out” environment where robotics, AI, and the Internet of Things (IoT) handle everything from production to logistics. Companies are increasingly adopting this model to reduce costs, eliminate human errors, and maximize efficiency. In industries such as automobile manufacturing, electronics, and logistics, dark factories are already operational, demonstrating the potential of full automation.

However, this shift raises critical concerns. If machines take over most of the manufacturing and production work, where does that leave human workers? According to estimates, automation could replace millions of jobs globally in the coming decades.

But instead of outright job elimination, what we are likely to witness is job evolution, where routine, repetitive tasks are automated, while human roles shift towards managing, programming, and optimizing these intelligent systems. The workforce will need to transition from manual labor to knowledge-driven roles that require creativity, problem-solving and technical expertise.

The University in a Laptop: The Future of Education

As industries transform, so must the education system. The traditional model of higher education- campuses, fixed curricula, and years-long degree programs is increasingly being challenged by a more flexible, technology-driven approach. The University in a Laptop concept envisions a future where learning is no longer confined to classrooms but is available anytime, anywhere, through AI-powered digital platforms.

This shift is already taking shape through online courses, micro-credentials, AI tutors, and immersive simulations. Companies like Google, Microsoft, and IBM are prioritizing skills-based hiring over traditional degrees, offering certifications that carry more value in certain industries than a conventional university degree.

Personalized learning paths powered by AI will enable individuals to acquire and update their skills continuously, ensuring they remain relevant in a rapidly evolving job market. The emphasis will move from acquiring a single degree to lifelong learning, where professionals constantly upgrade their knowledge and expertise to stay competitive.

Impact on the Global Workforce

The combined influence of dark factories and digital learning will fundamentally alter the global employment landscape. Jobs that rely on repetitive, physical labor will decline, while demand for tech-savvy, problem-solving professionals will rise. The gig economy will expand as more people choose flexible, project-based work over traditional full-time employment. Remote work will become even more common, as digital education breaks down geographical barriers, allowing companies to hire talent from anywhere in the world.

To navigate this transformation, governments, businesses, and educational institutions must collaborate to create policies that support upskilling and reskilling. Social safety nets will need to be strengthened to help workers transition from outdated roles to new opportunities. The challenge is not just about keeping up with technological advancements but ensuring that people have the tools and knowledge to thrive in this new world.

Adapting to the Future: A Call for Action

The future of work will not be about surviving automation but adapting to it. Those who embrace digital learning and acquire future-ready skills will be at the forefront of this revolution. Companies will prioritize employees who can seamlessly integrate technology into their work while bringing uniquely human qualities i.e. creativity, empathy and critical thinking to the table.

The Dark Factory Revolution and the University in a Laptop are not distant possibilities; they are already unfolding. The question is not whether the world is ready for this transformation, but how quickly individuals, industries, and governments can adapt. The workforce of tomorrow will belong to those who see change not as a threat but as an opportunity to innovate, learn, and lead.