Category: Education

The Ministry of External Affairs (MEA) has acknowledged that a number of Indian students in the United States have received notices from the U.S. government about their F-1 visa status. MEA spokesperson Randhir Jaiswal addressed the issue during a press conference in New Delhi, stating that the Indian embassy and consulates are actively engaged with the affected students.

“We are aware that several Indian students have received communication from the US government regarding their F-1 visa status. We are looking into the matter. Our Embassy and consulate are in touch with the students,” said Jaiswal.

The situation has sparked legal action from some international students. Chinmay Deore, an Indian student in the U.S., joined three other foreign nationals in filing a lawsuit on Friday against the Department of Homeland Security (DHS) and immigration officials. The lawsuit, reported by PTI, claims that their immigration status was unfairly and unlawfully terminated.

Deore filed the case alongside Xiangyun Bu and Qiuyi Yang from China and Yogesh Joshi from Nepal. All four are students at public universities in Michigan. According to their legal petition, their student status in the Student and Exchange Visitor Information System (SEVIS) was terminated without proper notice or explanation. The lawsuit emphasizes that this termination was both abrupt and illegal, putting them at risk of deportation despite having valid student credentials.

The impact of these federal actions has been significant, placing hundreds of international students in a precarious legal position. According to an investigation by the Associated Press that reviewed statements from universities and officials, at least 901 students from 128 educational institutions have seen their visas revoked or their immigration status terminated since mid-March. These institutions include a mix of prestigious private universities like Harvard and Stanford, major public schools such as the University of Maryland and Ohio State University, and smaller liberal arts colleges.

In one notable case, a U.S. federal judge intervened to temporarily halt the deportation of Krish Lal Isserdasani, a 21-year-old Indian undergraduate student at the University of Wisconsin-Madison. Isserdasani, who has held an F-1 visa since 2021, is in his final semester pursuing a degree in computer engineering.

According to court filings, “having maintained full-time enrollment and good academic standing, Isserdasani is now in the final semester of his senior year with less than 30 days remaining until an expected graduation on May 10, 2025.” The documents also noted that Isserdasani received no prior communication from U.S. Immigration and Customs Enforcement, his university, or the State Department about any changes to his visa status. His deportation, if carried out, would have prevented him from completing his degree and applying for Optional Practical Training (OPT), a post-study work program permitted under the F-1 visa rules.

The growing number of deportations is concerning. Since January, the United States has deported 682 Indians. Although many of these individuals entered the country unlawfully, there has also been a noticeable trend of student visa revocations. Some of these revocations are reportedly linked to student involvement in political protests, particularly those related to the Israel-Palestine conflict.

In many cases, students were informed via email by their school’s Designated School Officials (DSOs) that their records in SEVIS had been terminated. This cancellation invalidated their Form I-20, Employment Authorization Document (EAD), and legal student status in the U.S. The reasons cited for visa revocation ranged from relatively minor infractions like traffic violations—including speeding, driving without a licensed supervisor while on a learner’s permit, and failing to stop at a red light—to more serious but previously resolved issues such as shoplifting and alcohol-related offenses.

There have also been instances where students opted to self-deport after losing their visa status. One such case involves Ranjani Srinivasan, an Indian scholar who left the U.S. in March 2025. According to the Department of Homeland Security, Srinivasan self-deported after participating in a pro-Palestinian demonstration at Columbia University.

Another high-profile incident involved Badar Khan Suri, an Indian researcher in conflict studies at Georgetown University. He was detained on March 17 following allegations of antisemitic speech and alleged links to Hamas. Suri, however, refuted the accusations and claimed he was being targeted due to his wife’s Palestinian heritage. He is currently being held at an immigration detention center in Louisiana.

The U.S. government has recently intensified its scrutiny of international students, especially those involved in campus activism. The Department of State (DOS) has been asking students to self-deport, citing concerns over their political engagement. The crackdown is partly driven by social media reviews conducted by the DOS, which now extend to new visa applicants as well.

Even individuals applying for F (academic study), M (vocational training), or J (exchange visitor) visas may be affected by this social media screening. Based on their online activity, applicants can be denied a visa or asked to leave the country.

Understanding the student visa process is key to grasping the implications of these developments. To obtain a U.S. student visa—commonly an F-1 visa—students must first gain admission to a recognized school or university in the country. Following that, they must undergo an application and interview process at a U.S. embassy or consulate in their home country.

A major requirement for the F-1 visa is proof of adequate financial support to cover the costs of education and living expenses. While enrolled, students must maintain full-time academic status and typically face restrictions on off-campus employment. Although the State Department manages entry visas, the Student and Exchange Visitor Program, under the DHS, oversees the students’ legal status after they arrive in the U.S.

The current wave of visa revocations, student lawsuits, and legal interventions underscores a growing unease among international students in the United States. As the U.S. tightens its immigration oversight—especially for those participating in political expression—the future remains uncertain for hundreds of students caught in the crossfire of policy enforcement and academic aspiration.

For the first time in four years, there has been a simultaneous decline in the number of Indian students receiving study visas to Canada, the United States, and the United Kingdom, according to a detailed analysis of newly released visa statistics by The Indian Express.

The 2024 data reveals a notable decrease of at least 25% in the number of Indian students obtaining study permits across these top three education destinations. Canada experienced a significant 32% fall, with visa approvals dropping from 2.78 lakh in 2023 to 1.89 lakh in 2024, as reported by Immigration, Refugees and Citizenship Canada (IRCC). The United States registered an even steeper decline of 34%, with F1 student visas reducing from 1,31,000 in fiscal year 2023 to just 86,110 in 2024. Meanwhile, the UK recorded a 26% drop, with sponsored student visas granted to Indian nationals falling from 1,20,000 to 88,732, based on UK Home Office data.

This downward trend follows the introduction of stricter immigration rules, particularly by Canada and the UK, which have imposed limitations on student intake and dependent visas. These measures are largely seen as responses to growing concerns over housing shortages and the strain that large international student populations are placing on public services in these countries.

Canada, in particular, has enacted several major changes affecting Indian students. Among the most impactful is the cancellation of the Student Direct Stream program, which had previously fast-tracked applications. In addition, the Canadian government has introduced a cap on the number of study permits issued, resulting in a 35% drop in 2024 alone. It has also set a goal of reducing temporary residents to just 5% of the national population by 2026. Another 10% cut to study permit allocations has already been announced for 2025. These policy changes are being justified by officials as necessary to alleviate growing pressure on housing, healthcare, and other public systems.

Reflecting the consequences of these policies, the number of Indian students receiving study permits in Canada declined by 32% — from 2.78 lakh in 2023 to 1.89 lakh in 2024. In contrast, the decline in Chinese student permits was far less severe, dipping only slightly from 58,080 in 2023 to 56,465 in 2024 — a decrease of just 3%.

The UK has also rolled out new visa rules in 2024, with a strong focus on limiting foreign students from bringing family members. The UK Home Office acknowledged that the policy change may have “partly impacted the number of main applicant visas granted.”

Unlike the United States and Canada, where Indian student numbers were climbing until 2023, the UK had already experienced a drop in Indian student visa grants beginning in 2023. That year saw a 13% decline, with the number falling from 1,38,980 to 1,19,738. This was followed by a sharper 26% decrease in 2024.

The current decline marks a dramatic reversal from the decade-long boom in Indian student enrollments in these countries. Over the past ten years, Indian students had experienced substantial increases in visa approvals and had even surpassed their Chinese counterparts in all three destinations.

Canada had emerged as the leading choice for Indian students, with the number of visas granted rising from just 31,920 in 2015 to 2,78,160 in 2023 — nearly an eightfold increase. The UK saw an even steeper surge, with Indian student visa approvals rising more than tenfold — from 10,418 in 2015 to 1,19,738 in 2023. Meanwhile, the US saw its number of F1 visas issued to Indian students almost double, from 74,831 in fiscal 2015 to 1,30,730 in 2023.

This trend enabled Indian students to overtake their Chinese counterparts in all three nations. Even in 2024, despite the fall in total numbers, Indian students continued to outnumber Chinese students in both Canada and the United States. In the UK, Indians held the lead in 2022 and 2023, but their numbers dropped below the Chinese cohort again in 2024.

There are also distinct patterns in the academic preferences and enrollment trends of Indian students across these three countries. In Canada, a majority of Indian students tend to pursue college-level programs that offer shorter, employment-focused diplomas and certificate courses instead of traditional university degrees. In 2023, undergraduate programs slightly edged out postgraduate ones at Canadian universities, with about 16,000 study permits issued for bachelor’s programs, compared to roughly 15,640 for master’s degrees.

In the United States, the academic landscape for Indian students has changed over the years. Data from the Open Doors report shows that while engineering remained the most popular subject until the 2017–18 academic year, mathematics and computer science have since become the top fields of interest. In the most recent data, 37.5% of Indian students were pursuing studies in math and computer science, compared to 35.4% in engineering. Indian students in the US have consistently leaned toward postgraduate studies more than undergraduate education.

The UK reflects similar patterns. A large portion of Indian students in the UK pursue postgraduate degrees, with the UK Home Office noting that “four out of five Indian students — or 80% — were enrolled at the master’s level.” This postgraduate preference has intensified over time. According to the Higher Education Statistics Agency, the share of Indian undergraduates in the UK has significantly dropped — from around 50% in 2014 to just 20% in 2024.

In summary, the steep fall in Indian student visa approvals in 2024 across Canada, the US, and the UK ends a decade of consistent growth and signals a major shift in global education mobility trends. The tightening of immigration policies, especially in Canada and the UK, appears to be the central reason behind the decline. While Chinese student numbers have largely remained stable, Indian students have been disproportionately affected by these changes. Whether this trend continues in the coming years will likely depend on how these destination countries balance their policy goals with the demand for international education and talent.

A newly proposed bill in the US Congress is creating widespread anxiety among global student communities, as it seeks to eliminate the Optional Practical Training (OPT) program. The OPT provision allows international students in STEM (Science, Technology, Engineering, and Mathematics) fields to stay in the US for up to three years post-graduation while gaining work experience.

If enacted, this legislation could abruptly cut off a critical link between academic achievement and professional development, severely impacting the higher education system and tech sector in the United States.

Understanding OPT and Its Importance

The OPT program offers temporary employment authorization to international students holding F-1 visas, enabling them to work in the US for one year following graduation. For students in STEM disciplines, there is an additional 24-month extension available, allowing a total of three years of practical training in the US.

This timeframe plays a pivotal role in helping international students:

Gain essential work experience in the US job market

Manage and begin repayment of education loans

Pursue long-term employment through H-1B visa sponsorship

Once their OPT period concludes, students who haven’t secured another visa status such as the H-1B are required to exit the US. The OPT period thus serves as both a professional stepping stone and a legal cushion for recent graduates.

Implications Beyond Indian Students

Although Indian nationals make up the largest segment of the international student population in the US—over 300,000 during the 2023–24 academic year, according to Open Doors 2024—the consequences of this bill would extend to all international students with F-1 and M-1 visas.

Students from China, South Korea, Brazil, Nigeria, and other countries, particularly those pursuing STEM degrees, depend on the OPT period to launch their careers in the US and repay their often substantial student loans. A sudden end to the program could disrupt countless academic and career trajectories.

The Growing Alarm Over the Bill

While this isn’t the first attempt to reduce or eliminate OPT, the timing and political context have heightened anxieties. The bill appears in the midst of a rising anti-immigration sentiment in the US, especially with the upcoming elections driving a more hardline approach.

Recent developments exacerbating these concerns include:

Increased deportations and more intense scrutiny of student visas

F-1 visa holders rushing to find employment that offers H-1B sponsorship

Students postponing or cancelling international travel due to fears of re-entry issues

Even elite institutions such as Yale, Columbia, and Cornell have reportedly advised students to avoid traveling abroad during the summer, fearing complications upon return.

Effects on Mental Wellbeing, Career Paths, and Loan Repayment

This uncertainty is dramatically changing conversations on university campuses. Where students once discussed topics like coding boot camps and summer internships, they are now flocking to immigration information sessions and legal Q&A forums.

The most immediate and profound impact is the potential loss of access to the US job market during a crucial early-career period. Many international students rely on the OPT years to:

Gain professional exposure

Strengthen their resumes

Earn income that helps offset tuition costs, which can exceed $60,000 annually

Losing OPT would force many students to leave the US right after graduation, throwing their career plans into disarray and making student loan repayment far more difficult.

Could This Redirect Students to Other Countries?

The United States has long held a reputation as the preferred destination for international students, but that dominance could face serious challenges if the OPT program is removed.

There’s already evidence of shifting interest, with a 20 percent increase in applications to other destinations such as Canada, the UK, and countries across Europe. Many parents are now actively asking educational counselors about alternatives that offer more reliable post-graduation work rights.

Countries like Canada, which offers a generous Post-Graduation Work Permit (PGWP), and Germany, known for its Blue Card pathway, are becoming increasingly appealing for students who want both world-class education and viable career options afterward.

Support From Universities and Employers

Recognizing the threat posed by the potential elimination of OPT, US universities are taking proactive steps to support their international student communities. These include:

Organizing campus sessions with immigration attorneys

Establishing networks of support and guidance

Helping students accelerate their applications for the H-1B visa

On the employer side, many tech companies are openly voicing support for OPT. These firms not only benefit from the reduced costs of hiring international students on temporary work authorization but also value the global talent and expertise they bring.

Advice for Students in the Face of Uncertainty

Given the situation, international students—both current and prospective—are being advised to plan carefully. Those currently on OPT or close to graduation should:

Start the process of obtaining H-1B sponsorship early and participate in the visa lottery

Consult immigration attorneys or legal advisors for tailored advice

Explore alternative destinations offering stable and accessible work visa policies

For those planning to pursue education in the US, it is now essential to factor in the risk that the OPT program may be revoked and to have contingency plans in place.

Final Reflections

Should this bill pass, the implications for international students in the US would be profound. The proposed law could dismantle a key pathway from education to employment, jeopardizing the futures of thousands of students and possibly deterring many more from ever applying to study in the US.

While supporters of the bill may argue it aligns with efforts to tighten immigration policies, the reality could be far more damaging. It threatens to trigger a substantial brain drain and significantly alter global patterns in higher education and workforce development.

As the debate unfolds, students, families, educators, and employers alike are watching closely. One thing is clear—removing OPT would not just change lives, but reshape the role of the United States in the global education and tech talent ecosystem.

For nearly ten years, I’ve worked closely with hundreds of students and their families as an extracurricular coach at Spike Lab. During this time, I’ve seen these students accomplish extraordinary feats — winning prestigious awards, securing venture capital, launching businesses, and initiating impressive projects. These achievements have set them apart in the ultra-competitive college admissions landscape, where standing out both inside and outside the classroom is essential. Many of these students have earned spots at top-tier institutions like Stanford, Harvard, and Princeton.

As I collaborated with them, I gained insights not just into the students’ strengths but also into their family dynamics. Across the board, I noticed a pattern among the parents of these high-achievers. They all tended to do a few key things — early and consistently — that helped lay the foundation for their child’s success. Here are four of the most important habits I’ve observed.

First, these parents avoid “snowplow” parenting. This approach involves removing all obstacles from a child’s path in an attempt to make life easier for them. It can be as minor as a parent coordinating emails on their child’s behalf (sometimes even pretending to be the child), or as major as writing the student’s college essay for them. Although these actions may be driven by love and the desire to help, they ultimately backfire.

This kind of parenting teaches children that they don’t have to take responsibility for their own actions — that someone else will always step in to solve their problems. In contrast, the most successful students I’ve worked with are those who learn to take charge, especially when things get tough. Instead of shielding them from challenges, the parents of these students serve as supportive advisors who only step in when truly necessary.

Letting children experience the natural outcomes of their inaction — like missing a deadline or falling short on a project — can teach them powerful lessons. They’re less likely to repeat the same mistakes when they face real consequences. As a result, they grow into more resilient and self-sufficient individuals.

Second, these parents show genuine respect for their children’s interests. I’ve worked with students who have pursued highly specific and unconventional passions, and I’ve seen them achieve remarkable results. For example, one student developed an elementary school math curriculum based on baseball statistics. Another started a knitting circle specifically for athletes. These projects weren’t chosen because they were “impressive” on paper, but because the students cared deeply about them.

While it’s natural for some parents to want to guide their children toward more “serious” or traditionally successful pursuits, it’s more beneficial to let kids follow their passions. “You never know what kind of success can come from supporting those passions and helping them flourish,” I’ve observed. Encouraging children to dig deeper into their own curiosities often leads to greater engagement, creativity, and fulfillment.

However, that doesn’t mean every hobby needs to evolve into a lifelong commitment. Not all interests will become passions, and that’s okay. It’s also critical that parents avoid nudging their children into activities solely because they believe it will strengthen a college application. Authenticity matters far more, both for personal growth and for standing out in admissions.

Third, successful parents nurture independence from an early age. Today, it’s not unusual to see elementary schoolers with schedules as busy as high school seniors — soccer practice, art classes, music lessons, tutoring sessions. While structured activities can be valuable, they often leave little room for free, unstructured time — and that’s a problem.

Research supports the idea that children who spend more time in unstructured environments develop stronger independence. I’ve seen firsthand how beneficial this can be. One of my most emotionally mature students, for instance, had been walking to school by themselves from a young age. This simple habit gave them a sense of autonomy and confidence that carried over into many areas of their life.

Even seemingly small, everyday decisions — like choosing what to wear or what to eat — can help kids build decision-making skills. Encouraging this kind of autonomy early on fosters not just independence, but also creativity and self-assurance.

Fourth, the parents of thriving students consistently model positive behavior. This is arguably one of the most powerful yet overlooked parenting strategies. Children are constantly observing the adults around them, and they tend to adopt the behaviors they see modeled at home.

If you want your kids to develop healthy screen habits, don’t constantly be on your phone when you’re around them. If you want them to value physical fitness, make sure they regularly see you exercising. “Think about the person you want your child to become,” I always suggest. “Ask yourself: Am I demonstrating those traits in front of them?”

It’s not just about what you say, but what you do. Children pick up on inconsistencies between your actions and your words. If you stress the importance of responsibility, purpose, and hard work, but your own habits suggest otherwise, your message won’t resonate. But if you live those values out loud, they’re more likely to stick.

Ultimately, these four strategies — avoiding over-involvement, honoring children’s interests, encouraging independence, and setting a strong example — create an environment where kids can truly thrive. It’s not about micromanaging their every move or molding them into a specific idea of success. It’s about giving them the tools, confidence, and support to carve their own path.

I’ve seen this formula work again and again. The students who succeed not just in college admissions but in life are those who were trusted early on to take responsibility, explore their interests, and learn from their mistakes. Their parents aren’t perfect, but they understand the long-term value of raising independent, motivated, and self-aware young adults.

As a coach, it’s been a privilege to witness their journeys — and it all starts at home, with the quiet yet powerful influence of a parent who leads with intention and trust.

For Rakesh Khurana, understanding the mission comes first. Without it, decisions about what to do next and how to proceed lose meaning.

That guiding principle has shaped Khurana’s tenure as the Danoff Dean of Harvard College, a role he will step down from at the end of the academic year after 11 years. He will return to teaching in the Faculty of Arts and Sciences and at Harvard Business School.

Khurana, who serves as the Marvin Bower Professor of Leadership Development and a professor of sociology, first arrived at Harvard in 1993 as a graduate student. He earned a master’s in sociology in 1997 and a Ph.D. in organizational behavior in 1998.

During his time as dean, he worked to enhance opportunities in the arts and public service, reorganized office infrastructure to better support students, helped launch the Intellectual Vitality initiative, and championed the recruitment of students from diverse backgrounds.

He also established a presence on Instagram, affectionately called the “Deanstagram.” In this edited conversation, Khurana discusses his accomplishments, lessons learned, and reflections on Harvard’s community.

Khurana is among the longest-serving deans of Harvard College. Reflecting on his tenure, he finds particular satisfaction in having served in what he considers the best role in higher education. As an immigrant, he grew up in a family that regarded higher education as sacred, with Harvard being a symbol of that ideal.

From the outset, his administration focused on being a mission-oriented institution, committed to educating citizen leaders. This mission was pursued through the transformative experience of a liberal arts and science education, emphasizing intellectual, social, and personal development.

“One of the things that I feel good about is that there’s a strong sense of understanding of the College’s mission,” Khurana said. “That clarity has let us take numerous actions on everything ranging from adopting an honor code, which is emblematic of the kind of aspiration that we want to have for our students, to the renewal of the Gen Ed program, which occurred at a time when there was a debate over whether it would even continue.”

The commitment to a broad general education anchored in the liberal arts remains vital. He highlighted Professor Michael Sandel’s renewed “Justice” class as an example of an intergenerational connection between students and alumni, bridging past and present while addressing contemporary issues.

Khurana also takes pride in the Intellectual Vitality initiative, which his team had worked on for several years. A data-driven yet adaptable approach enabled Harvard to focus on substance rather than trends. He hopes that his legacy includes a steadfast commitment to the mission while ensuring institutional evolution.

“To be in a place where the past is being honored, the present is being contended with, and where the future is being shaped through research is an incredible privilege,” he said.

Reflecting on challenges faced during his tenure, Khurana believes that universities both reflect and magnify the world beyond their campuses. The opportunity to bring together students from diverse backgrounds is invaluable but requires intentional community-building efforts.

“Creating this community requires building a lot of capacities and skills and role modeling,” he noted. “Maybe in the past we could take for granted that this all existed, but I think we can’t assume that students and faculty and staff are coming here with this understanding.”

Acknowledging that Harvard is not a perfect institution, he emphasized its long-standing recognition that excellence takes many forms. This evolving understanding moves the university closer to its motto of veritas.

Khurana, an organizational sociologist who has studied institutions, leadership, and bureaucracy, found that the practical experience of being dean was different from what he had anticipated. The gap between knowing theories and implementing them became evident.

Three principles remained central to his leadership: mission, vision, and values. “The power of that is something I’d been teaching about for years, and it’s so interesting to see how powerful it is and how easy it is to forget,” he said. He ensured that every meeting started by reaffirming the College’s mission.

Another lesson was the scrutiny that comes with leadership. “When you’re in a position of responsibility, you are constantly role modeling,” he observed. “People are not just paying attention to what you say, but to what you do. Your walk has to be your talk.”

Khurana likened leadership to coaching, where one helps individuals align their aspirations with their skills. In the process, he found that he was also coaching himself. He also recognized that everyone is a work in progress and that surrounding oneself with people committed to the mission, vision, and values fosters trust and progress.

The most challenging moment of his tenure was the COVID-19 pandemic. Harvard had to adjust to a world without the campus experiences that define it—the serendipitous interactions, diverse perspectives, and shared spaces. “To de-densify campus in a short time period, to try to deal with the reality of the situation, the uncertainty that it presented, and keep academic continuity… That was the most challenging moment,” he said. Despite the difficulties, he was proud of how the university came together as one institution to navigate the crisis.

“Harvard is not a perfect institution. I don’t think we should be a perfect institution because if we were coming close to that ideal, that would mean we are not playing a big enough game,” he remarked.

Khurana has been vocal about declining trust in higher education and believes rebuilding it requires reinforcing Harvard’s core strengths. The university’s legitimacy, he said, is rooted in academic excellence and meritocracy.

“There are three things that institutions like ours should be doing,” he stated. “One is that we convene excellence—in our faculty, our students, and staff.” He believes highlighting excellence in bringing people together is essential.

Second, he emphasized Harvard’s commitment to veritas. “We need to be an institution that lives with an uncomfortable truth rather than a comfortable delusion.”

Third, he advocated for streamlining the institution. Harvard has a responsibility to foster open discussions on complex issues. It must also ensure that families investing in education receive effective teaching while upholding the moral responsibility of shaping young minds.

“When you are politicized, people believe you are producing biased research, not encouraging independent thinking, inculcating ideology, or not allowing for conversations on difficult topics,” he warned.

Many in the community view Khurana as approachable. He admits this wasn’t always the case. As a college student, he often ate meals alone, preferring to immerse himself in academic discussions with scholars like Max Weber and John Stuart Mill through books. Over time, he realized the value of learning from peers.

He attributes his sense of humility to his mother, who taught him, “Nobody’s better than you, but you’re also not better than anyone else.” This perspective encouraged him to engage with everyone, from faculty to custodial staff, recognizing that each person has an interesting story to share.

“I would often look for the student who was sitting by themselves at a meal and think to myself, ‘I wish somebody would have sat with me at that time,’” he said. That inclination led him to become a faculty dean at Cabot House, where he became comfortable initiating conversations.

Born in India, Khurana’s parents immigrated to the U.S. in pursuit of better educational opportunities for their children. His mother was a public school teacher in the Bronx, and his father was an accountant. His mother prioritized access to the best schools, even moving neighborhoods to secure better educational prospects.

He began his higher education at SUNY Binghamton before transferring to Cornell, encouraged by a professor who saw potential in him. That moment exemplified the power of a teacher’s belief in a student, which Khurana now strives to recreate for others.

His path to Harvard started when an HBS faculty member visited the tech startup where he worked and encouraged him to apply to graduate school. The following year, he was at Harvard.

One of his greatest joys is being on campus. “To be in a place where the past is being honored, the present is being contended with, and where the future is being shaped through research is an incredible privilege,” he said.

Looking ahead, Khurana plans to continue sharing his experiences on Instagram, believing that transparency can help rebuild trust in institutions. “You can’t tell that Harvard is trying to be the best for the world. You have to show it,” he said.

The United States saw student visa denials reach a decade-high in the last fiscal year (October 2023 to September 2024), with 41% of F-1 visa applications from all countries rejected, nearly doubling the rejection rate from the 2014 fiscal year, according to an analysis by The Indian Express of U.S. State Department data.

During the 2023-24 fiscal year, the U.S. received approximately 679,000 applications for F-1 visas, of which 279,000 (41%) were denied. This marked an increase from the 2022-23 fiscal year, when 253,000 applications (36%) out of 699,000 were turned down.

Although the U.S. State Department did not disclose country-specific rejection rates for F-1 visas, The Indian Express previously reported on December 9, 2023, that the number of student visas issued to Indians in the first nine months of 2024 had dropped by 38% compared to the same period in 2023.

Over the past decade, the total number of student visa applications fluctuated, reaching a peak of 856,000 in 2014-15 before declining in subsequent years. The lowest number was recorded in 2019-2020 during the COVID-19 pandemic, with just 162,000 applications. Post-pandemic, applications steadily increased but saw a slight decline of 3% in 2023-24 compared to the previous year, from 699,000 to 679,000. The 279,000 denials in 2023-24 represented the highest percentage of rejections in at least a decade. The total number of F-1 visas issued in the last fiscal year was 401,000, down from 445,000 in 2022-23.

The F-1 visa is a non-immigrant visa category for students attending academic institutions in the U.S., while the M-1 visa is for vocational and non-academic programs. The Indian Express analysis focused on F-1 visas, which account for over 90% of U.S. student visas issued annually.

When asked about the reasons behind the increase in F-1 visa rejections, a Department of State spokesperson told The Indian Express, “All visa adjudications are adjudicated on a case-by-case basis, in accordance with the provisions of the Immigration and Nationality Act (INA) and applicable federal regulations.”

The State Department did not provide country-specific rejection data for F-1 visas, stating that it does not “publish data to the granularity requested.” Additionally, the department cited a “change in methodology” for calculating visa data from FY2019 onwards and directed queries to the annual ‘Report of the Visa Office’ for finalized fiscal year statistics.

“Our previousmethodology was based on a count of workload actions, which were not linked by application. The new methodology more accurately reflects final outcomes from the visa application process during a specified reporting period. The new methodology follows visa applications, including updates to their status (i.e., issued or refused), which could change as the fiscal year progresses, or result in slight changes in data for earlier years. Therefore, beginning with FY 2020, individual monthly issuance reports should not be aggregated, as this will not provide an accurate issuance total for the fiscal year to date,” the spokesperson explained.

While country-specific breakdowns of F-1 visa rejections remain unavailable, The Indian Express reported last December that 64,008 student visas were issued to Indians between January and September 2024, down from 103,000 during the same period in 2023. The U.S. State Department’s website has since updated its monthly reports from March to September, revising the total issued for the nine-month period to 63,973.

For comparison, 65,235 student visas were issued to Indians during the same period in 2021, and 93,181 were granted in 2022.

Indian students represent a significant share of the international student population in the U.S. According to the Open Doors 2024 report, Indian students outnumbered their Chinese counterparts in 2023-24, becoming the largest international student group in the U.S. with a 29.4% share. A record 331,000 Indian students were studying in the U.S. during the 2023-24 academic year, the highest number on record.

The rising F-1 visa rejection rate comes amid broader policy shifts in other countries aiming to curb international student numbers.

In 2024, Canada announced a cap on study permits, reducing approvals by 35% compared to 2023. The Canadian government attributed this decision to concerns about the strain international students place on housing, healthcare, and other public services. Canada has also planned an additional 10% cut in study permits for 2025.

Similarly, the United Kingdom, where Indian students are the second-largest international student group, has implemented measures to limit the influx of foreign students. New restrictions prevent foreign students from bringing dependents to the country. As a result, international student enrollment in British universities has dropped by up to 40%.

Thousands of international students in the United States are now facing an uncertain future following the suspension of several major scholarship programs, including Fulbright. The U.S. State Department has halted federal funding for these initiatives, leaving students without financial support.

Halyna Morozova, a Ukrainian international student enrolled at Southern Illinois University Edwardsville under the Fulbright program, shared her concerns with ABC News. Instead of receiving a full month’s financial aid, she was given only one week’s worth of funding.

Morozova, who teaches the Ukrainian language at the university, was informed by the Institute of International Education (IIE) that her usual monthly grant of $750 had been reduced to just $187.50. She expressed deep concern about her ability to continue her studies in the U.S. due to the uncertainty surrounding her financial support.

Another affected student, Frida Larios from California State University, found out about the funding suspension while already in Seoul, South Korea, as part of the Gilman scholarship program. Larios had expected to receive about $3,000 for her trip but has since been left in financial limbo, as reported by the New York Times.

The U.S. State Department announced in February that it was temporarily halting grant funding, affecting various study-abroad scholarships and government exchange programs. Although the funding was initially set to resume on February 27, it remains suspended, prolonging uncertainty for students and scholars.

According to the Fulbright Association, this suspension has directly impacted over 12,500 U.S. nationals who are either currently abroad or preparing for international exchange programs. Additionally, another 7,400 foreign nationals studying in the U.S. are expected to be affected by the funding freeze.

“The freeze on State Department grant programs threatens the survival of study abroad and international exchange programs that are essential to U.S. economic and national security,” the Association of International Educators (NAFSA) stated in a press release.

An Indian student on Optional Practical Training (OPT) faced an unexpected nightmare while returning to the United States. His journey took a drastic turn when his F-1 visa was revoked at the U.S. Customs and Border Protection (CBP) pre-clearance in Abu Dhabi, leaving him stranded in India and separated from his wife.

Sharing his ordeal on social media, the student revealed that CBP officers informed him that he lacked sufficient proof of employment, which led to the visa cancellation. However, his wife, who was traveling with him, was allowed to proceed to the U.S., forcing him to visit the American embassy for a new visa interview.

Detailing the incident, he wrote, “They analyzed I have insufficient proof of my work that I was doing, though I had all the supporting documents like EAD, job offer letter, vacation approval letter, valid I-20. They withdrew my visa and put cancelled on visa stamp. I still have active I-20 and SEVIS.”

Many pointed out that the long visa appointment wait times in India could jeopardize his OPT status. Moreover, the fact that his visa was marked as “canceled” rather than “canceled without prejudice” could impact his chances of securing future U.S. visas.

The Indian student also mentioned that his company is currently filing for an H-1B visa for him. However, this rejection has left him uncertain about his future. If his F-1 visa is denied, the wait for H-1B processing could stretch for months, further complicating his situation.

This incident serves as a stark reminder that even those with valid visas cannot take their travel for granted. A minor issue or an unexpected stopover can upend years of effort within minutes.

Indian students on Optional Practical Training (OPT) in the U.S. are caught in a difficult situation as visa sponsorships become harder to secure. With H-1B visa chances declining and companies increasingly reluctant to sponsor foreign workers, many are left scrambling for alternatives. The uncertainty has led some to consider leaving the U.S. before their OPT expires, but the possibility of returning without complications remains unclear.

In an effort to legally extend their stay, some students have applied for a second degree to obtain another F-1 visa after their OPT ends. However, this path is risky, as a rejected F-1 visa application could result in being denied re-entry into the U.S. Further complicating matters, American immigration rules impose restrictions on students beginning a new academic program. Even if their previous F-1 visa remains valid, they are often not allowed to re-enter the U.S. more than 30 days before the start of their new classes.

The situation becomes even more precarious for those who overstay their visa. Remaining in the U.S. beyond the authorized period can jeopardize future F-1 and H-1B approvals. Meanwhile, hope for securing an H-1B visa is fading, as many OPT workers report that their employers are refusing to sponsor applications this year. Some are exploring self-petition options, but many find themselves forced to pursue another degree simply to maintain their legal status.

For thousands of Indian students in the U.S., this has turned into a distressing ordeal. The intricate visa system, combined with rigid immigration policies, is making it increasingly difficult for them to stay in the country. As their options diminish, they are left navigating a system that offers few clear solutions and significant risks.

The Embassy of India in Washington, D.C., in collaboration with the Ministry of Education, the University Grants Commission, and the Department of Agricultural Research and Education of India, has launched the second round of the virtual mentoring series ‘MARG’ – Mentoring for Academic Excellence and Research Guidance. This initiative aims to connect Indian-origin faculty from U.S. universities with students and researchers from Indian universities, according to an official press release.

“This endeavor connects Indian universities across regions with top U.S. universities. Students and researchers will get exposure to latest developments, research and innovation, and skilling opportunities from Indian origin professors in the U.S.,” the release stated.

Faculty of Indian origin from prestigious U.S. institutions such as Stanford University, Purdue University, the University of Maryland, and George Mason University are participating in this series.

During the launch of the second round on March 7, Deputy Chief of Mission Ambassador Sripriya Ranganathan emphasized the growing ties between India and the U.S. in academic, research, innovation, and industrial sectors, particularly in critical and emerging technologies. She credited the leadership of both nations for driving this collaboration forward.

The MARG series plays a significant role in fostering the exchange of ideas and providing guidance on global educational and research opportunities, particularly in technology-related fields such as artificial intelligence, semiconductors, biotechnology, cybersecurity, and agricultural technology.

Expressing gratitude to Indian-origin professors in the U.S. for their contributions to the initiative, Ranganathan encouraged them to maintain connections with Indian universities beyond this series. She also urged them to engage more frequently with faculty and researchers, and to take advantage of Indian government programs such as SPARC, VAIBHAV, and GYAN to visit India for collaborations in research, innovation, skilling, and educational exchanges.

Leaders from participating Indian universities, including directors and vice-chancellors, emphasized that these sessions would greatly benefit students and faculty involved in teaching, skilling, and research in critical and emerging technologies.

India recently became the leading source of international students in the U.S., marking a significant milestone. However, this achievement feels hollow for many young graduates struggling to secure stable employment. A recent social media discussion has highlighted growing concerns among Optional Practical Training (OPT) candidates. A recruiter disclosed that their company’s legal team had advised against hiring OPT and TN visa holders due to immigration uncertainties.

Responding to this revelation, several recruiters from different companies acknowledged that while they had previously hired student visa candidates, they were now pausing this practice. Surprisingly, companies are still open to H-1B transfers, but OPT candidates are finding themselves shut out of job opportunities. The primary reason behind this shift is the unpredictability of the H-1B lottery. Employers are hesitant to take on the risk in a politically volatile environment, where visa policies could change unexpectedly.

As the U.S. adopts an increasingly restrictive stance on work visas, Indian graduates are now being viewed as a liability by employers. Some even argue that eliminating OPT and H-1B visas helps maintain higher wages for American workers. This trend could have devastating consequences for more than 300,000 Indian students in the U.S. Without a job offer, they cannot secure an H-1B visa, leaving them with no choice but to leave the country upon completing their studies.

Indian Institute of Science (IISc) has emerged as the top-ranked institution in India, securing a position between 201-300 in THE World Reputation Rankings 2025. IISc has achieved an overall score ranging from 26.9 to 34.2. Following closely, the Indian Institute of Technology (IIT) Delhi and IIT Madras have also been ranked in the 201-300 range, making them the next best institutions in the country. These two institutions share the same overall score bracket of 26.9-34.2. Meanwhile, Siksha ‘O’ Anusandhan has secured the fourth position in India based on the prestige rankings in THE World Reputation Rankings 2025.

For the 14th consecutive year, Harvard University has topped THE World Reputation Rankings. Close behind, the Massachusetts Institute of Technology (MIT) and the University of Oxford have secured second place, while Stanford University and the University of Cambridge share the fourth position.

The University of Oxford has achieved the highest reputation ranking for a UK institution in a decade. This development indicates that its academic prestige is beginning to align with its consistent performance in global rankings.

Among the top 10 universities, Ivy League institutions Princeton University and Yale University have secured the seventh and ninth positions, respectively. Additionally, China’s Tsinghua University has been placed eighth, while Japan’s The University of Tokyo ranks 10th. The University of Tokyo has significantly improved its position, climbing 18 places from its previous 28th rank in global university rankings.

For the first time, THE World Reputation Rankings 2025 has incorporated six performance indicators to provide a more comprehensive evaluation of university reputations. This approach reflects the growing significance of academic reputation among the global academic community.

Several universities have newly entered the top 50 most prestigious institutions worldwide. Among them are LMU Munich, KU Leuven, Sorbonne University, the University of Melbourne, the University of Hong Kong, and the University of Manchester. Additionally, four new countries—Chile, Malaysia, Poland, and Portugal—have made their debut in THE World Reputation Rankings this year.

Harvard University has once again secured the top position in the Times Higher Education (THE) World Reputation Rankings, maintaining its dominance for the 14th consecutive year. Close behind, the Massachusetts Institute of Technology (MIT) and the University of Oxford have tied for second place, while Stanford University and the University of Cambridge share the fourth spot.

The University of Oxford’s strong showing marks the highest reputation ranking for a UK institution in the past decade. This rise suggests that Oxford’s prestige for academic excellence is finally aligning with its overall performance.

Among the top 10 institutions, Ivy League members Princeton University and Yale University secured the seventh and ninth positions, respectively. Additionally, China’s Tsinghua University ranked eighth, and Japan’s University of Tokyo made a significant leap, ranking 10th—18 places higher than its 28th position in the overall world rankings.

Several universities have made their way into the top 50 most influential academic institutions. These include LMU Munich, KU Leuven, Sorbonne University, the University of Melbourne, the University of Hong Kong, and the University of Manchester. Moreover, four new countries—Chile, Malaysia, Poland, and Portugal—have made their debut in THE World Reputation Rankings this year.

The top 10 universities in THE Rankings are as follows:

Harvard University – United States

Massachusetts Institute of Technology – United States

University of Oxford – United Kingdom

Stanford University – United States

University of Cambridge – United Kingdom

University of California, Berkeley – United States

Princeton University – United States

Tsinghua University – China

Yale University – United States

The University of Tokyo – Japan

The 2025 edition of THE World Reputation Rankings incorporates six performance indicators for the first time. This change aims to offer a more comprehensive evaluation of institutional reputation and reflects the increasing importance of reputation within the academic community.

The Times Higher Education (THE) has released the World University Reputation Rankings 2025, with Harvard University once again claiming the top spot. This marks the 14th year in a row that Harvard has led the rankings. The Massachusetts Institute of Technology (MIT) and the University of Oxford follow in joint second place, making Oxford the highest-ranked UK university in the reputation rankings since 2015.

The rankings evaluate universities based on their perceived academic excellence, as judged by leading scholars across the globe. The assessment offers valuable insights into how institutions are regarded internationally in terms of their research and teaching quality.

Top 10 Universities in the World University Reputation Rankings 2025

1. Harvard University (United States) – 99.9
2. Massachusetts Institute of Technology (United States) – 99.7
3. University of Oxford (United Kingdom) – 99.7
4. Stanford University (United States) – 99.6
5. University of Cambridge (United Kingdom) – 99.6
6. University of California, Berkeley (United States) – 98.7
7. Princeton University (United States) – 95.1
8. Tsinghua University (China) – 92.2
9. Yale University (United States) – 91.8
10. The University of Tokyo (Japan) – 90.7

In addition to securing the top overall position, Harvard is also tied for first place in a new measure assessing voter diversity, alongside Oxford and Cambridge. This further reinforces its influence on a global scale. Oxford’s move to joint-second is particularly notable, as it aligns with its dominance in the overall THE World University Rankings, where it has maintained the number one position for the past nine years.

Meanwhile, Tsinghua University continues to hold onto its eighth-place ranking, remaining the top-ranked institution from China and Asia.

This year’s rankings highlight a more diverse global representation, with universities from various regions gaining recognition. Several institutions, including LMU Munich, KU Leuven, Sorbonne University, the University of Melbourne, the University of Hong Kong, and the University of Manchester, have made it into the top 50 most influential university brands.

Moreover, the 2025 rankings mark the inclusion of ten new countries that were not represented in the previous year’s rankings. Among them, Chile, Malaysia, Poland, and Portugal have made their debut, reflecting the expanding global reach of higher education institutions.

How Are the THE World University Reputation Rankings Determined?

The methodology behind the World University Reputation Rankings 2025 has been refined to provide a more in-depth evaluation of institutional prestige. This year, the rankings incorporate a more extensive set of assessment criteria to better capture the global academic landscape.

Three main factors determine the rankings: vote counts, pairwise comparison, and voter diversity. The vote count measures how many votes an institution receives for its research and teaching excellence. The pairwise comparison method ensures that scholars consider a broader range of institutions when casting their assessments. Meanwhile, voter diversity plays a critical role by rewarding universities that receive recognition from a wide range of geographical regions and academic disciplines.

Adani Group Chairman Gautam Adani has announced India’s largest skill and employment initiative in collaboration with ITE Education Services (ITEES) of Singapore.

“Delighted to announce one of India’s largest Skill & Employ initiatives! In partnership with Singapore’s ITEES, the global leader in technical training, the Adani Group is launching the world’s largest finishing school in Mundra. This state-of-the-art facility will blend AI-driven immersive learning with cutting-edge innovation centres, and annually train over 25,000 learners to help accelerate the Make in India movement,” Gautam Adani posted on X.

The Adani Group has partnered with ITEES to establish a network of ‘Schools of Excellence’ aimed at catering to key industries, including Green Energy, Manufacturing, Hi-tech, Project Excellence, and Industrial Design. These schools, known as the Adani Global Skills Academy, will be funded by a donation of over ₹2,000 crore from the Adani family. The institutions will select students from technical and vocational education backgrounds across India to align with industry requirements.

Upon completion of their certification, students will have job opportunities within the Adani Group and across the industry, depending on their field of training. According to the company, the program is designed to produce professionals who are “first-day, first-hour industry ready and benchmarked to global standards of excellence.”

In the initial phase of the initiative, the world’s largest finishing school for technical training will be set up in Mundra, Gujarat. This facility aims to train more than 25,000 students each year for various industry roles. Fresh graduates and diploma holders from ITIs or Polytechnics with vocational and technical qualifications will be eligible to enroll in an intensive boot camp experience offered by the school. ITEES Singapore will serve as the knowledge partner for this project.

Earlier, during his son Jeet Adani’s wedding, Gautam Adani pledged ₹10,000 crore for various social causes, including infrastructure development in healthcare, education, and skill training. Additionally, Adani plans to contribute ₹6,000 crore toward building two integrated health campuses, Adani Health Cities (AHCs), in Ahmedabad and Mumbai, as reported by ANI.

The Times Higher Education (THE) has unveiled its World University Rankings 2025 by subject, marking a significant achievement for Indian academia. For the first time, an Indian institute has made it to the global top 100 institutions in the Computer Science category. The Indian Institute of Science (IISc), Bengaluru, has clinched the 99th spot with a score of 60.5, improving its position from the previous year when it was placed in the 101–125 band in the 2024 rankings.

In the Engineering Subject Rankings 2025, institutions from the United States and the United Kingdom continue to dominate the top positions. Harvard University retains its premier position with an impressive overall score of 97.5. Stanford University follows closely in second place with a score of 96.4, Massachusetts Institute of Technology (MIT) ranks third with 96.2, and the University of Oxford is in fourth place with 96.1.

The rankings highlight excellence across 11 disciplines: Arts and Humanities, Business and Economics, Computer Science, Education Studies, Engineering, Law, Life Sciences, Medical and Health, Physical Sciences, Psychology, and Social Sciences. Notably, the United States leads in nine of these subject areas, while the United Kingdom claims dominance in the remaining two.

Other top-ranking institutions in Engineering include the University of California, Berkeley, which is ranked fifth with a score of 95.8. The University of Cambridge in the United Kingdom follows in sixth place, scoring 95.6. The California Institute of Technology takes the seventh spot with 95.5, and Princeton University secures the eighth position with a score of 94.5. The National University of Singapore, the only Asian institution in the top 10, ranks ninth with a score of 93.4, while ETH Zurich from Switzerland rounds out the top 10 with a score of 92.6.

Among Indian institutions featured in the Engineering rankings, Anna University is placed in the 251–300 range, scoring between 44.7 and 46.6. Lovely Professional University occupies a spot in the 301–400 band with scores ranging from 41.3 to 44.6. Meanwhile, Jamia Millia Islamia and Saveetha Institute of Medical and Technical Sciences are both ranked in the 401–500 range, with scores falling between 38.3 and 41.2.

These rankings underscore the growing global recognition of Indian institutions, particularly in fields like Computer Science and Engineering, and highlight the continued dominance of universities from the United States and the United Kingdom in higher education.

For the first time in 15 years, India has surpassed other nations to become the largest source of international students in the United States, with over 3.3 lakh students currently enrolled in American institutions. This milestone was highlighted in the Open Doors Report 2024, released on Monday.

In the academic year 2022-23, China was the leading source of international students in the US, followed by India, as per a report by PTI. However, in the current academic year 2023-24, Indian student enrollment in the US has reached an all-time high of 3,31,602, representing a remarkable 23% increase from the previous year’s figure of 2,68,923.

“India is now the leading country of origin for international students in the United States, accounting for 29 percent of the total international student population,” stated a note from the US Embassy accompanying the report.

The Open Doors Report also revealed that the top five source countries for international students in the US for 2023-24 are India, China, South Korea, Canada, and Taiwan. While Indian students led the tally with 3,31,602 enrollments, China followed with 2,77,398 students. South Korea contributed 43,149 students, Canada had 28,998, and Taiwan accounted for 23,157.

The report highlighted India’s significant growth, stating, “India is the top sender of international students (for the first time since 2008/2009) with over 3,31,602 students studying in the United States. The number of Indian students is at an all-time high.”

The academic calendar in the US typically begins in September and concludes in May, a timeline that accommodates the large influx of international students.

A Leader in Graduate Enrollment

India maintained its position as the largest sender of international graduate students, encompassing those pursuing master’s and PhD programs, for the second consecutive year. The report noted a 19% increase in Indian graduate student numbers, bringing the total to 1,96,567.

Undergraduate enrollment by Indian students also saw growth, with a 13% rise to 36,053 students. However, non-degree programs, such as short-term exchange initiatives, witnessed a notable decline of 28%, with the number of students dropping to 1,426.

Celebrating International Education

The release of the Open Doors Report coincided with the start of International Education Week (IEW), an annual event that underscores the importance and benefits of international education and cultural exchange on a global scale.

The Open Doors Report is a long-standing publication by the Institute of International Education (IIE), an organization that has been conducting statistical surveys on international students in the US since its inception in 1919. Since 1972, this initiative has been carried out in collaboration with the US Department of State’s Bureau of Educational and Cultural Affairs.

This year’s findings not only underscore India’s growing presence in the US education system but also highlight the evolving trends in international education as a whole.

In 2009, Sweden embarked on a bold journey to digitize its classrooms, aiming to revolutionize the way students learn. The government envisioned a future where computers and tablets would transform education into an interactive and accessible experience. By replacing traditional textbooks with digital alternatives, Sweden sought to make learning more dynamic while preparing students for the digital demands of the 21st century. Advocates of educational technology praised this move, considering it a forward-thinking approach to modern education.

Dr. Anna Lindström, an education expert at the Swedish National Institute of Education, stated, “The integration of digital tools was expected to enhance personalized learning and make education more dynamic.” The vision was clear: to equip students with the digital skills necessary for the modern workforce and foster an engaging, tech-savvy learning environment.

Challenges of Digital-Only Learning

Despite the initial optimism, the digital transition did not deliver the anticipated results. While Sweden maintained its high ranking in global education standards, studies and feedback from educators and parents revealed several challenges. One significant issue was the decline in essential skills such as reading and writing. Teachers noticed that students struggled to concentrate and retain information when using screens compared to traditional paper-based learning methods.

Research by the Swedish Research Council for Health, Working Life and Welfare (Forte) supported these observations, finding that excessive screen time hindered students’ ability to focus and process complex information. “The impact of backlit screens on concentration and comprehension was far more significant than we anticipated,” noted Dr. Lindström.

Distractions from digital devices further compounded the problem. While computers and tablets were intended for learning, students often used them for gaming or browsing the internet during school hours, reducing classroom engagement. Many parents voiced their concerns about the unintended consequences of the digital shift. Maria Svensson, a mother, shared, “I noticed my child getting distracted by games and social media during school hours, which affected their academic performance.”

A Shift Back to Traditional Learning

Recognizing these challenges, Sweden has decided to reverse course and reintroduce traditional books in classrooms. From 2022 to 2025, the government will invest €104 million to provide every student with paper textbooks for each subject. The funds will also support awareness campaigns and assist schools during the transition.

“This move is about finding a balance,” said Education Minister Lena Johansson. “We’re not abandoning digital tools altogether, but rather ensuring that they complement rather than replace the foundational aspects of learning.”

The decision reflects the government’s understanding that while technology has its advantages, traditional teaching methods are vital for fostering critical thinking and comprehension skills. By reinstating books, Sweden hopes to rebuild fundamental learning skills while continuing to use digital tools where they can add value.

Dr. Erik Andersson, a curriculum developer, explained, “Books offer a tactile experience that screens simply cannot replicate. They help improve focus and enhance memory retention, which are essential for academic success.”

The Importance of Balance

Sweden’s decision to reintroduce books highlights the importance of balance in integrating technology into education. The country’s initial experiment showed that while digital tools can enhance learning, relying on them exclusively can lead to unintended consequences. The new approach aims to harmonize digital and traditional methods to create a more comprehensive educational experience.

Organizations like the International Society for Technology in Education (ISTE) have long advocated for such a balanced approach. They emphasize that technology should serve as a tool to enhance learning rather than dominate it. By revisiting its strategy, Sweden is setting a precedent for other nations on how to effectively integrate technology while preserving the benefits of traditional educational practices.

Conclusion

Sweden’s bold leap into digital-only education, followed by its decision to reintroduce traditional books, underscores the complexities of modernizing education. While the initial goal of embracing innovation was commendable, the outcomes revealed the importance of adapting policies to what truly benefits students. The €104 million investment to bring back books demonstrates a commitment to a holistic approach that values both tradition and innovation.

Dr. Lindström summarized the lesson well: “This experience shows that technology, while powerful, cannot replace the foundational aspects of education that have stood the test of time.” By striking a balance between digital and traditional methods, Sweden is paving the way for an education system that prepares students for both present challenges and future opportunities.

As the world continues to navigate the integration of technology into various sectors, Sweden’s experience offers a valuable lesson in the importance of flexibility, adaptability, and a balanced approach to educational policies.

What you choose to study in college can significantly influence your potential earnings after graduation. Legacy Online School, an online K-12 school, analyzed data from the National Association of Colleges and Employers to determine which college degrees lead to the highest starting salaries for recent graduates. As expected, graduates with degrees in STEM (Science, Technology, Engineering, and Mathematics) fields are typically the ones who earn the most as they enter the workforce.

According to the analysis, the following eight majors boast the highest average starting salaries for new college graduates.

8. Military Technology

Military Technology majors earn an average starting salary of $66,505. Graduates with this degree are often positioned to enter the defense and aerospace sectors, where technological advancements are key components of military operations. This can translate to high-paying positions, particularly in government or private sector roles that focus on national defense.

7. Business

Business majors receive an average starting salary of $66,578. The business field is broad, offering graduates a wide array of career paths, including roles in management, finance, marketing, and operations. Given the diverse skill sets business students develop, they often secure positions in a variety of industries, contributing to their relatively high entry-level salaries.

6. Transportation

Graduates who major in transportation report an average starting salary of $67,496. This major prepares students for careers in logistics, supply chain management, and transportation engineering. The increasing demand for efficient logistics and transportation systems, especially in industries like e-commerce, has fueled a steady need for qualified professionals, resulting in competitive starting salaries.

5. Engineering Technology

Engineering Technology majors start their careers with an average salary of $69,162. Engineering Technology students are trained to apply engineering principles in practical environments. This major includes areas like electrical, mechanical, and civil engineering technology. As industries seek skilled workers to bridge the gap between theory and real-world application, these graduates find themselves in high demand with strong starting pay.

4. Math

Graduates with a degree in mathematics can expect a mean starting salary of $79,859. The skills gained through a math degree are valuable across numerous fields, including finance, technology, data science, and research. As businesses and organizations increasingly rely on data-driven decision-making, math graduates are well-positioned to land lucrative roles in various sectors, boosting their earning potential.

3. Engineering

Engineering majors lead the pack with a mean starting salary of $80,085. Engineers have long enjoyed some of the highest salaries due to the technical expertise required in their fields. Whether in civil, mechanical, electrical, or other engineering disciplines, graduates are equipped with the knowledge to solve complex problems, which makes them highly sought after in industries ranging from construction to technology.

2. Maintenance & Repair

Maintenance & Repair majors boast an impressive average starting salary of $90,162. This major focuses on the skills needed to maintain and repair machinery, equipment, and systems in industries like manufacturing, utilities, and construction. The expertise of these graduates is crucial in maintaining operational efficiency, which explains their relatively high starting salaries compared to other non-engineering disciplines.

1. Computer & Information Science

Topping the list with an average starting salary of $91,411, graduates in Computer and Information Science are among the highest earners right out of college. With the increasing reliance on technology across all sectors, computer science and information technology professionals are in high demand. These graduates are typically well-prepared for roles in software development, cybersecurity, and data analysis, among others, making them highly valuable to employers looking for technical expertise.

If you’re looking for a major that will provide high earning potential, pursuing a STEM-related field can significantly boost your financial prospects upon graduation. Whether in technology, engineering, or mathematics, these areas continue to produce graduates who earn some of the highest starting salaries in the job market today.

Canada has officially terminated the practice of flagpoling at its ports of entry, effective December 23 at 11:59 p.m. ET. Temporary residents in Canada seeking to renew their work or study permits must now submit applications through Immigration, Refugees and Citizenship Canada (IRCC). This eliminates the previous option of briefly leaving and re-entering Canada for expedited processing, according to a statement from the Canada Border Services Agency (CBSA).

Flagpoling, a strategy frequently employed by temporary residents to avoid long processing times, is no longer permitted. Canadian authorities have implemented this change to enhance border operations and enforcement. Public Safety Minister David McGuinty emphasized the benefits, stating, “This change will enable us to further streamline activities at our ports of entry and allow Canadian and American border officers to focus on what they have been expertly trained to do – border enforcement,” as quoted by CBC News.

Reasons Behind the Ban

Flagpoling has significantly strained resources for both Canadian and American border services. The CBSA processed over 69,300 flagpolers between April 1, 2023, and March 31, 2024, with the majority concentrated in the Pacific region, southern Ontario, and Quebec, according to CIC News.

The CBSA highlighted that border services are primarily designed for individuals entering Canada from abroad, not for those already in the country. Redirecting resources to handle flagpolers has created congestion and hindered vital border enforcement tasks.

Marc Miller, Canada’s Minister of Immigration, explained the rationale for the new policy, saying, “A strong Canada-US relationship keeps people and goods moving safely while protecting both sides of the border.” He added that the change aims to “enhance fairness, ease border congestion, and improve overall border efficiency.”

Limited Exemptions

While flagpoling is no longer allowed for most temporary residents, specific groups may still qualify for port-of-entry processing under certain conditions:

• S. Citizens and Permanent Residents: Citizens or permanent residents of the United States are exempt from this restriction.
• Free Trade Agreement Professionals and Technicians: Individuals covered by free trade agreements with countries like the United States, Mexico, Chile, Panama, Peru, Colombia, and South Korea, as well as their spouses or common-law partners, remain eligible.
• International Truck Drivers: Truck drivers leaving Canada for work who held maintained status due to a timely renewal application are also exempt.
• Pre-Scheduled CBSA Appointments: Applicants with pre-existing appointments for permit processing at CBSA offices will still be accommodated.

Those attempting to flagpole without meeting these criteria will be directed to use IRCC’s application system.

Policy Context

This policy shift reflects a broader strategy to strengthen Canada-US border security. In its fall economic update, the Liberal government allocated $1.3 billion over six years for initiatives such as drones, helicopters, and enhanced border monitoring. The changes also coincide with growing concerns over potential tariffs from the United States, further underscoring the need for robust border management.

By ending flagpoling, Canada prioritizes border efficiency and enforcement while urging temporary residents to utilize IRCC’s online services for work and study permit renewals. This move marks the end of flagpoling as a convenient but resource-intensive option for expedited immigration services.

The Directorate of Enforcement (ED) announced on Tuesday that it is investigating the alleged involvement of more than 200 Canadian colleges in a human trafficking case. This revelation comes amid the agency’s probe into a well-coordinated scheme that exploited students for illegal immigration to the United States.

The ED’s Ahmedabad Zonal Office recently conducted search operations at eight locations, including Mumbai, Nagpur, Gandhinagar, and Vadodara, on December 10 and 19. These searches were carried out under the provisions of the Prevention of Money Laundering Act (PMLA), 2002.

In its statement on Tuesday, the ED clarified that the operations were part of an ongoing investigation into “Bhavesh Ashokbhai Patel and others [Dingucha case].” The case involves an elaborate conspiracy to traffic individuals to the United States through Canada using illegal channels. “Bank accounts containing approximately ₹19 lakh have been frozen, and various incriminating documents, digital devices, and two vehicles have been seized,” the statement added.

The investigation was initiated after a tragic incident on January 19, 2022, when a family of four Indian nationals from Dingucha village, Gujarat, was found dead near the Canada-US border. Following this, the Ahmedabad City Crime Branch registered an FIR against Bhavesh Ashokbhai Patel and others.

According to the ED, the accused conspired to lure innocent Indian nationals by charging exorbitant sums of ₹55-60 lakh per person for facilitating their illegal entry into the United States via Canada.

The ED explained that the accused arranged for individuals to secure admission in Canadian colleges or universities as part of the trafficking scheme. “The ED investigation revealed that for sending the Indian Nationals to the USA illegally, the accused arranged admission of the individuals in Colleges/Universities based in Canada and thereby applied for students’ visas for Canada,” the agency said.

However, the individuals would not attend the Canadian colleges upon arrival. Instead, they would use Canada as a transit point to cross into the United States illegally. The ED noted, “Once the individuals/students reach Canada, instead of joining the college, they illegally crossed the US-Canada border and never joined the college(s) in Canada.”

Further details revealed that the fees paid to Canadian colleges were refunded to the students’ accounts once they entered the United States. The agency disclosed that two entities in Mumbai and Nagpur collaborated with other organizations to arrange such admissions on a commission basis. “An entity, contacted by desirous students, facilitated admissions into foreign universities to aid in illegal immigration to the USA,” the ED stated.

The extent of the operation is vast, as revealed during the searches. According to the ED, approximately 25,000 students are referred annually to various colleges abroad by one entity, while another entity refers over 10,000 students per year.

The agency added that the network of agents involved in the scheme is widespread. “It is gathered that there are around 1700 agents/partners based in Gujarat and around 3500 agents/partners of other entities across India, with about 800 of them currently active,” the ED said.

Moreover, the investigation pointed to agreements between Canadian colleges and these agents. “Around 112 colleges based in Canada have entered into an agreement with one entity and more than 150 with another entity. Their involvement in the instant case is under investigation,” the statement concluded.

The ED continues to probe the depth of this operation, seeking to unravel the connections and ensure accountability for those exploiting individuals through such deceptive practices.

Engineering, once the primary choice for Indian students heading to the United States for higher education, is gradually losing its dominance. According to the latest Open Doors report, an annual survey examining international student exchanges in the US, there has been a noticeable decline in the number of Indian students pursuing engineering programs.

In the 2023-24 academic year, about 24.5 percent of Indian students in the US opted for engineering, a drop from 29.6 percent in 2021-22. In contrast, math and computer science have seen a significant rise in popularity, with 42.9 percent of Indian students enrolling in these fields during the same period.

Rising Popularity of Math and Computer Science

The growing prominence of technology-driven industries has made math and computer science attractive choices for students. Sachin Jain, country manager for Educational Testing Service (ETS) India and South Asia, explained that these fields are closely aligned with emerging areas such as artificial intelligence, data science, and machine learning.

“Even according to the TOEFL insights data, Computing and Information Technology has consistently been a top choice among Indian test-takers in recent years, surpassing conventional engineering preferences,” Jain stated. “This change is primarily driven by factors such as higher employability and flexibility in career options. Computer science and mathematics provide pathways to lucrative careers in high-demand industries such as information technology, software development, and analytics.”

Dr. Sridevi Sarma, vice dean for Graduate Education and Lifelong Learning at Johns Hopkins University, emphasized that engineering is not losing popularity entirely but is undergoing transformation. She said, “Engineering now interacts with and indeed is transforming fields once thought of as not amenable to ‘quantitative’ analysis and description. This includes the interaction with biology, medicine, and healthcare…that are all being transformed by data science, AI, machine learning, and the like.”

Foreign education consultants echo these sentiments, attributing the shift to job market demands in rapidly growing fields like AI, cybersecurity, and data science. Jain noted, “With the rapid growth of AI and related technologies, the computer science market is expanding significantly to include industries wherever technology has been able to make an impact. Moreover, these disciplines open career opportunities in a range of sectors, from finance to healthcare, unlike traditional engineering fields that can often lead to fixed career pathways.”

Interdisciplinary areas combining engineering, mathematics, and computer science are reshaping traditional engineering fields. Sarma explained, “These interdisciplinary areas often fall under mathematics and computer science rather than under traditional engineering disciplines like civil, mechanical, or chemical engineering. Flexibility and applicability in mathematics and computer science offer broad applicability across industries. A strong foundation in these areas allows students to pivot into a wide range of roles, from finance and healthcare to tech and consulting, making them highly attractive.”

Global Interest in Math and Statistics

The appeal of mathematics extends beyond India. Dr. Shantanu Awasthi, assistant professor of data analytics at Missouri Southern State University, pointed out that students from countries like China, Germany, and India are gravitating toward math and statistics. He said, “Not just Indians or Chinese, but even Germans are also taking a keen interest in maths, to be precise statistics, as it plays a vital role in data science, enabling analysts to identify patterns and trends in large and complex data sets. Using statistical methods, data scientists can extract insights and interpret results.”

He further explained, “No matter which branch you take, if you do the right major, you will be able to excel in this field. Now, even in the stock exchange, they use physics equations to solve things.”

In contrast, enrollment figures for other popular courses like social sciences, management, and education have remained relatively stable. For example, 11.5 percent of Indian students in the US pursued management in 2023-24, compared to 11.6 percent in 2022-23 and 13.3 percent in 2021-22.

STEM Fields and Return on Investment

Indian students often prioritize the return on investment (ROI) when choosing their educational paths. According to Sarma, STEM fields, especially computer science, are perceived as gateways to high-paying, high-demand jobs in global tech hubs like Silicon Valley. “Increasingly, modern engineering problems involve computational thinking and data analysis. As a result, students might feel they can achieve their goals more efficiently through computer science or related fields,” she said.

Why Indian Students Prefer the US

The United States remains the top destination for Indian students despite high tuition costs. In 2023-24, approximately 331,602 Indian students were enrolled in US institutions, marking a 23 percent increase from the previous year. Graduate-level enrollments grew by 19 percent, while the Optional Practical Training (OPT) program saw a 41 percent rise.

Jain attributed the US’s continued appeal to its encouragement of Indian students across various disciplines, particularly STEM fields. He highlighted the flexible curriculum, top-ranked universities, and visa policies like the F-1 and OPT, which allow STEM graduates to work in the US for up to three years post-graduation.

“The US has a growing demand for skilled professionals in emerging areas such as artificial intelligence, machine learning, and data analytics, which continues to draw Indian students and researchers,” Jain added.

Scholarships and financial aid from American universities also make higher education accessible. Additionally, graduate programs in math, computer science, and data science often include funded research assistantships, enabling students to gain practical experience while pursuing their studies.

Raj Echambadi, president of the Illinois Institute of Technology, emphasized the alignment between India’s undergraduate infrastructure and the US education system. He said, “Our undergraduate infrastructure in India is phenomenal and most of these students are in STEM fields, so there is a natural fit… That fit is what is driving a lot of admissions towards Indian students.”

He also pointed to geopolitical factors, saying, “Over the last few years, there has been a very strong relationship between the Indian and the US governments and it has not been the same (with China). That is actually what is accounting for this disparity, if you will.”

Challenges in India and Global Trends

Indian students face intense competition at home, with over a million applicants vying for limited seats in prestigious institutions like IITs through the Joint Entrance Examination (JEE). The low acceptance rates and the availability of education loans make studying abroad an attractive alternative.

Sarma observed a shift in preferences among international students, citing Graduate Record Examination (GRE) data. “Over the past five years (2018–2023), the percentage of Indian students opting for engineering through GRE has consistently hovered around 11–13 percent, reflecting a decline from the more prominent figures seen a decade ago,” she said.

While Indian technical institutions are introducing interdisciplinary courses in AI, electric vehicles, and green technology, traditional branches like mechanical engineering struggle to offer sufficient job opportunities.

Kshitij Pathak, a former MSc Data Science student at the University of Sussex, shared his perspective. “My core branch was Mechanical Engineering during graduation, but there are fewer options in India or even abroad. From ME, you can switch to data science. Maths is the core of data science. If you are a good mathematician, you can easily become a programmer. Looking at the global market, there are more opportunities in maths or CS,” he said.

Math-Driven Careers on the Rise

According to the US Bureau of Labor Statistics, math-related occupations are projected to grow significantly, with over 30,000 new jobs added annually by the end of the decade. The median annual wage for mathematicians stood at $116,440 in May 2023. This trend explains why traditional engineering fields are becoming less attractive globally, with students favoring math and computer science for their versatility and higher job prospects.

The Indian Institute of Technology (IIT) Delhi has emerged as the top Indian university for sustainability, achieving a significant leap of 255 places to secure the 171st position globally in the 2025 QS Sustainability Rankings, announced on Tuesday. This marks a significant milestone for Indian universities in their pursuit of sustainable practices and global recognition.

A total of 78 Indian universities have found a place in this year’s QS Sustainability Rankings. Among these, nine of the top 10 Indian institutions improved their global rankings compared to the previous year, while 21 institutions made their debut in the rankings.

Notably, IIT Delhi and IIT Kanpur have been recognized among the world’s top 100 universities for their contributions to environmental impact. This distinction highlights their initiatives in addressing environmental challenges through education, research, and practical solutions.

Adding to the accolades, the Indian Institute of Science (IISc) Bengaluru has been ranked among the top 50 institutions globally for its efforts in environmental education. This acknowledgment underscores the institute’s role in shaping future leaders and innovators in sustainability-focused fields.

“Of the 78 Indian universities that feature in the 2025 QS Sustainability rankings, 34 have improved on last year’s placing, and eight have maintained their positions,” stated Ben Sowter, Vice President of London-based QS.

Sowter emphasized the broader implications of these rankings, noting, “This is an excellent achievement for the Indian higher education ecosystem and shows that Indian universities are forging ahead with their sustainability initiatives.”

Despite the achievements, Sowter highlighted areas where Indian universities could enhance their global impact. “Within the Social Impact category, Indian universities can look to improve their indicator scores in the Health and Wellbeing, Impact of Education, and Equality lenses, where no institutions from the country feature in the top 350. However, universities from India scored better in the Knowledge Exchange and Employability and Outcomes lenses,” he added.

The 2025 QS Sustainability Rankings have expanded significantly, featuring over 1,740 universities from 107 countries and territories. This represents a notable increase from the previous edition, which included 1,397 institutions across 95 locations.

Globally, the University of Toronto has claimed the top spot in this year’s rankings, followed by ETH Zurich in second place. Lund University in Sweden and the University of California, Berkeley (UCB) share the third position.

Indian universities’ growing prominence in these rankings reflects their dedication to sustainability, research excellence, and global collaboration. With continued efforts, they aim to address critical challenges in areas such as climate change, environmental conservation, and social equity, further enhancing their global standing.

By 2025, approximately 55 percent of Indian graduates are projected to be globally employable, up from 51.2 percent in 2024, underscoring India’s growing contribution to the international workforce. This significant trend was highlighted in the recently released India Skills Report 2025, which reflects the country’s increasing role in addressing global demand for skilled professionals.

The report, prepared by the Confederation of Indian Industry in partnership with Wheebox and the All India Council for Technical Education (AICTE), provides a detailed analysis of employability among Indian graduates. Management graduates top the employability charts, with 78 percent deemed globally employable. Engineering graduates follow at 71.5 percent, closely trailed by MCA (Master of Computer Applications) graduates at 71 percent, and science graduates at 58 percent.

Highlighting geographic trends, the report identifies Maharashtra, Karnataka, and Delhi as key hubs for employable talent. Within these states, cities like Pune, Bengaluru, and Mumbai are recognized as leaders in nurturing a skilled workforce capable of meeting both domestic and international demands.

Gender-based analysis reveals notable differences in employability trends. For men, the employability rate is expected to rise from 51.8 percent in 2024 to 53.5 percent in 2025. In contrast, women are projected to experience a decline in employability, with rates dropping from 50.9 percent to 47.5 percent over the same period.

The findings are based on data from the Wheebox Global Employability Test, which evaluated the skills of 650,000 candidates. This comprehensive assessment highlights the aspirations of Indian students, with 93 percent expressing a strong interest in pursuing internships as part of their career preparation.

Nirmal Singh, the chief convenor of the India Skills Report, emphasized the importance of enhancing skill training programs to bolster international mobility. “The decade ahead should focus on quality skill training to enable better international mobility, particularly through long-term, certified skill programs with embedded language training,” Singh stated.

Complementing this analysis, another report titled Decoding Jobs – 2025, also released by CII, sheds light on hiring trends and intentions for the financial year 2026. According to this report, the hiring intent among firms stands at 9.8 percent, with certain sectors demonstrating higher recruitment ambitions. Global capability centers, heavy engineering firms, and banking and financial industries exhibit the highest hiring intent at 12 percent, followed by core industries at 11.5 percent and the FMCG sector at 10 percent.

These reports collectively paint an optimistic picture of India’s ability to meet global workforce demands while addressing skill development gaps and gender disparities.

India is experiencing a substantial decline in the number of F-1 student visas issued to its students by the United States, as per an analysis of US State Department data cited in a news report. This marks the first significant drop since the post-pandemic recovery in international students attending American universities.

From January to September this year, 64,008 F-1 visas were granted to Indian students, representing a 38% decrease from the same period in 2023 when 1,03,495 visas were issued, according to Indianexpress.com. The analysis, based on monthly non-immigrant visa reports available on the Bureau of Consular Affairs’ website, reveals a clear downward trend after a peak in student migration to the US for higher education.

In 2021, the same nine-month period saw 65,235 F-1 visas issued to Indian students. This figure rose to 93,181 in 2022 but has plummeted sharply in 2024. During the Covid-19 pandemic, the number dropped dramatically, with only 6,646 visas issued in 2020. Following the pandemic, as universities reopened, there was a significant recovery in international student mobility. However, the recent decline may indicate changing dynamics in the US-India student migration corridor.

Several factors may contribute to this sharp decline. The report highlights changing US immigration policies, increasing costs associated with studying abroad, geopolitical tensions, and greater access to quality higher education opportunities within India as possible reasons.

Chinese students have also experienced a decline in F-1 visas, though the drop has been less severe. The analysis shows that from January to September this year, 73,781 visas were issued to Chinese students, marking an 8% decrease from the 80,603 visas granted during the same period in 2023. Despite the decline, the figure remains higher than the 52,034 visas issued in 2022, suggesting a relatively steady trend for Chinese students.

Key Features of the US F-1 Visa

The F-1 visa is a non-immigrant visa specifically designed for international students who wish to pursue full-time studies at accredited institutions in the United States. Below are some essential aspects of the F-1 visa:

Purpose:

The F-1 visa is intended for students enrolled in academic programs at institutions such as universities, colleges, high schools, conservatories, or vocational schools.

Requirements:

To qualify for an F-1 visa, applicants must:

• Gain admission to a US school approved by the Student and Exchange Visitor Information System (SEVIS).
• Provide evidence of sufficient financial resources to cover tuition, living expenses, and other costs during their study period.
• Demonstrate intent to return to their home country upon completing their studies.

Duration:

The F-1 visa is valid for the duration of the academic program, with an additional 60-day grace period after graduation or program completion to allow students to prepare for departure. The total duration depends on the program’s length, such as four years for a bachelor’s degree.

Work Eligibility:

While primarily focused on academics, F-1 visa holders have limited work opportunities under specific conditions:

• On-campus employment during the academic term or breaks.
• Curricular Practical Training (CPT), which involves work directly related to the student’s field of study.
• Optional Practical Training (OPT), which allows students to work for up to 12 months after completing their studies to gain practical experience in their area of expertise.

The ongoing decline in F-1 visas issued to Indian students underscores potential shifts in global student mobility trends and may prompt further analysis of the factors influencing these changes. While Chinese students also face a decline, their numbers appear more stable, highlighting differing patterns in international student migration.

The University of Michigan (U-M) School of Social Work has reinforced its collaboration with India’s Madras Christian College (MCC), extending their partnership for a second renewal since its initiation in 2016. This initiative highlights U-M’s dedication to fostering global academic relationships, with 16 active partnerships across Indian institutions in fields such as engineering, medicine, business, and social work.

“We have been partnering with Madras Christian College since 2016,” noted Dr. Katie Lopez, director of the office of global activities at the U-M School of Social Work. “We have found it so valuable that we’ve renewed the five-year partnership program twice. We offer an exchange of faculty and students, research collaborations, and a global course introducing key social work issues in India.”

This year marked a significant milestone for the partnership with the introduction of the Global Course Extension (GCE), a faculty-led international initiative held in Chennai. Eleven Master of Social Work (MSW) students from U-M participated in the program, which explored the “Grand Challenges for Social Work.” Key issues addressed included combating racism and caste discrimination, reducing health disparities, responding to environmental challenges, and addressing violence against women by fostering healthier relationships.

Dr. B. Prince Solomon Devadass, associate professor and fieldwork coordinator at MCC, emphasized the mutual benefits of the collaboration. “Both schools are passionate about a shared value system, professionalism, and global engagement. That is our connection and why the partnership is so successful,” he explained.

The GCE program was spearheaded by Dr. Ashley Cureton (Bhavalkar) and blended academic coursework with immersive fieldwork. Participants began their journey with a one-credit preparatory course in Ann Arbor, where they gained foundational knowledge before traveling to Chennai for a two-credit experiential learning segment. Once in Chennai, the program offered a holistic experience, including Tamil language classes, lectures from local experts, and visits to field sites.

One of the notable sites was a home for mentally disabled women, where students learned about the challenges and care provided to this vulnerable group. Another impactful visit was to the Irula Tribal Women’s Welfare Society, which works to empower marginalized tribal communities in the region.

Kelz Cousins, an MSW student who took part in the program, reflected on the immersive and transformative experience. “Our days were long and extremely impactful. In the mornings, we learned Tamil and heard lectures from amazing local experts. In the afternoons, we visited communities and organizations doing incredible work. The Irula communities, in particular, stood out as some of the greenest, most sustainable places I’ve ever seen,” Cousins shared.

For many participants, the program provided not only professional growth but also a deep personal connection to the field of social work. “This course deepened my connection to the field of mental health,” said Shreeja Vachhani, a U-M MSW student originally from India. “It’s a one-of-a-kind experience that allows students to explore a different culture while gaining meaningful professional insights.”

The program concluded with a farewell dinner, offering students and faculty a chance to reflect on their experiences and celebrate the knowledge they gained. This moment of closure was an emotional highlight for many, underlining the program’s lasting impact on both academic and personal levels.

Through this renewed partnership, U-M and MCC have demonstrated the power of cross-cultural academic collaboration. By addressing critical social issues and providing hands-on learning opportunities, the initiative is preparing the next generation of social work professionals to tackle global challenges with empathy and expertise.

By the end of 2025, nearly five million temporary permits in Canada are set to expire, a development that has prompted immigration officials to anticipate that the majority of permit holders will leave voluntarily. Immigration Minister Marc Miller addressed the issue during a Commons immigration committee meeting earlier this week, emphasizing the systems in place to monitor compliance.

Of the expiring permits, approximately 766,000 belong to international students, a demographic grappling with increasing difficulties due to recent immigration policy changes. Conservative MP Tom Kmiec raised concerns about how the government plans to manage such a substantial number of expiring visas. Responding to these concerns, Miller assured the committee that mechanisms, including the Canada Border Services Agency, are equipped to identify and handle violations effectively.

Miller also noted that not all temporary residents would need to leave Canada. He explained, “Some will receive renewals or postgraduate work permits.” These work permits, typically valid for nine months to three years, are designed to help international students gain the work experience necessary for their permanent residency applications.

The evolving immigration policies have sparked visible discontent, particularly among students from Punjab. Since August, many have been protesting by camping in tents in Brampton, expressing frustration over the unexpected policy shifts. Several protesters claim they arrived in Canada under the assumption that they would eventually be allowed to stay permanently.

According to data from the immigration department, Canada hosted over one million international students as of May 2023. By the end of that year, 396,235 of these students held Post-Graduation Work Permits (PGWPs), a figure nearly three times higher than in 2018. However, the rising number of PGWPs set to expire within the next year, coupled with tighter immigration rules, has intensified the competition for permanent residency among international students.

Canada’s decision to curtail the number of international student permits has added to the challenges. In 2024, the issuance of these permits was reduced by 35%, with an additional 10% cut planned for 2025. The government has cited pressures on the housing market as a primary factor behind these reductions.

The immigration challenges are further complicated by the growing number of students filing for asylum, a trend that Immigration Minister Miller flagged as concerning. Last month, he indicated that the government aims to expedite the processing of asylum claims to identify and eliminate fraudulent applications more swiftly.

The shifting landscape of immigration policies has not only affected temporary residents but has also ignited a broader political debate. Conservative leader Pierre Poilievre has openly criticized Prime Minister Justin Trudeau’s approach, arguing that the government’s policies have sown uncertainty among temporary residents while failing to tackle critical issues like housing shortages effectively. Poilievre highlighted government data showing that nearly five million temporary residents are expected to leave Canada by the end of 2025.

As Canada navigates these complexities, the interplay between immigration policies, housing market dynamics, and political discourse continues to shape the experiences of temporary residents and the broader national landscape.

Indian-American entrepreneur and CEO of the cloud security firm Zscaler, Jay Chaudhry, along with his wife, Jyothi Chaudhry, has pledged $4 million to the University of Cincinnati. This significant contribution aims to support first-generation college students through scholarships and other financial assistance.

The couple’s donation will establish the Chaudhry Family Scholarship Fund, which will benefit students in the Gen-1 1MPACT House, a unique living-learning community for first-generation, Pell-eligible students. The University of Cincinnati stated that the fund would provide scholarships to approximately 150 students starting in fall 2025. These scholarships are designed to bridge financial gaps after federal grants and other awards are applied.

University of Cincinnati President Neville G. Pinto expressed profound gratitude for the Chaudhrys’ contribution. He described the pledge as a transformative act for students, their families, and the broader community. “I’m truly grateful that Jay and Jyoti are dedicated partners in our ongoing commitment to first-generation students,” Pinto remarked.

Jay and Jyothi Chaudhry, both alumni of the University of Cincinnati, attributed much of their success to the education they received at the institution. Reflecting on their journey, the couple stated, “We are very grateful for the excellent education we got at UC which played a significant role in our success. In fact, both of us got tuition scholarships for our graduate studies without which we couldn’t afford to get our masters’ degrees.”

Jay Chaudhry earned two master’s degrees in science from the University of Cincinnati’s College of Engineering and Applied Science, specializing in electrical and computer engineering in 1982 and industrial engineering and management in 1983. He later completed an MBA at the university in 1986. Jyothi followed suit, earning her MBA in 1987.

“This scholarship fund is a gesture of our gratitude and appreciation to our alma mater that will help many needy students to complete their college education and change their and their families’ lives,” the couple added.

The Gen-1 Program, the focus of the Chaudhry Family Scholarship Fund, was launched in 2008 as the first residential initiative in the United States dedicated to first-generation college students. It offers comprehensive academic, personal, and social support to participants, fostering a supportive environment for academic success.

Suzette Combs, director of the Gen-1 Program, highlighted the significant impact of the Chaudhrys’ gift. She noted that the donation sends a powerful message of encouragement to students. “This gift lets them know that there are people out there who believe in them and think they belong here,” Combs said. “There’s very little that can take the place of that and it is empowering for our students.”

The Gen-1 Program has achieved remarkable results, boasting a first-to-second-year retention rate of 98 percent. This figure far exceeds the national average retention rate of 68 percent for first-generation college students.

With the establishment of the Chaudhry Family Scholarship Fund, the Chaudhrys aim to extend the opportunities they once received to the next generation. Their contribution ensures that students with financial constraints can access higher education and potentially transform their lives and the lives of their families.

A groundbreaking partnership has been established between the All India Institute of Medical Sciences (AIIMS) in New Delhi, the Indian Institute of Technology (IIT) Delhi, and University College London (UCL). The alliance, revealed on November 22, 2024, seeks to revolutionize healthcare innovation and tackle critical health challenges on a global scale.

This collaboration merges the strengths of these renowned institutions in medical science, engineering, and global policy to develop transformative solutions in healthcare technology. The initiative is poised to make strides in crucial areas such as diagnostics, imaging, artificial intelligence (AI), medical devices, and digital health, with a particular focus on creating cost-effective innovations to enhance patient care worldwide.

Professor Alok Thakar, who heads the Centre for Medical Innovation and Entrepreneurship at AIIMS, expressed enthusiasm about the initiative, emphasizing its transformative potential. “This partnership combines expertise in medical science, engineering, and global policy to foster MedTech innovation. Together, we aim to set new standards in healthcare and improve patient outcomes,” he stated.

Echoing this sentiment, Professor Rangan Banerjee, Director of IIT Delhi, highlighted the importance of affordability in healthcare innovation. He remarked, “By integrating science, engineering, and medicine, we can create impactful, cost-effective solutions to improve lives.”

Key Features of the Collaboration

The partnership includes several pivotal elements aimed at fostering cross-disciplinary innovation and addressing pressing healthcare issues:

Joint research programs focused on global health challenges.

Exchange programs for students and staff to encourage collaborative learning and knowledge sharing.

Collaborative degree programs designed to train the next generation of healthcare innovators.

Regular workshops, conferences, and publications to share insights and findings with a broader audience.

Dr. Michael Spence, President and Provost of UCL, emphasized the value of global cooperation in addressing complex health issues. He stated, “Bringing together diverse disciplines through global partnerships can address some of the world’s most pressing health challenges.”

Memorandum of Understanding and Key Visits

The formal agreement for this partnership was marked by the signing of a Memorandum of Understanding (MoU). As part of the event, the delegation visited mPRAGATI, IIT Delhi’s premier medical technology development center.

Reflecting on the collaboration, Professor Naresh Bhatnagar, Dean of Research and Development at IIT Delhi, underscored the interconnectedness of modern medicine and technology. “Modern medical science is deeply intertwined with technology. This collaboration will create solutions that benefit people not just in India and the UK but globally,” he remarked.

A Vision for Global Impact

The unified expertise of AIIMS, IIT Delhi, and UCL in medicine, engineering, and policy-making is expected to drive groundbreaking advancements in healthcare. The partnership represents a bold step toward creating innovative and accessible medical technologies that have the potential to reshape the global healthcare landscape.

By harnessing their collective strengths, these institutions aim to address some of the most urgent healthcare challenges, set new benchmarks in medical innovation, and improve outcomes for patients worldwide.

Canada has announced an increase in the weekly off-campus work limit for international students, raising the cap from 20 to 24 hours starting November 8, 2024. This adjustment is set to benefit students already residing in Canada by allowing them to work more hours while maintaining their studies.

Marc Miller, Minister of Immigration, Refugees, and Citizenship, elaborated on the change, stating, “The new cap strikes a balance between allowing students to gain work experience and ensuring they can concentrate on their studies.”

Eligibility for Off-Campus Work

Not all international students are eligible to work off-campus. To qualify without the need for a separate work permit, students must fulfill specific conditions:

Full-time enrollment at a Designated Learning Institution (DLI): This includes participation in post-secondary academic, vocational, or professional programs.

Study program requirements: Students must be enrolled in programs that lead to a degree, diploma, or certificate lasting at least six months. In Quebec, this includes vocational training at the secondary level.

Valid study permit: A study permit must explicitly allow off-campus work.

Social Insurance Number (SIN): Students are required to obtain a SIN before beginning employment.

Students who do not meet these criteria are prohibited from working off-campus.

Understanding Full-Time Work Hours

Canada’s immigration website explains that while there is no fixed weekly hour limit defining “full-time” work, students are allowed to work up to 24 hours per week during academic sessions without scheduled breaks. Exceeding this limit constitutes a violation of their study permit’s terms, potentially jeopardizing their ability to obtain future study or work permits.

Who Cannot Work Off-Campus?

Certain categories of students are ineligible for off-campus work unless they acquire a separate work permit:

Students whose study permits explicitly state they are not allowed to work off-campus.

Students enrolled in English or French as a second language (ESL/FSL) programs.

Those pursuing only general interest courses.

Individuals taking preparatory courses required for admission to a full-time program.

Students who no longer meet eligibility requirements due to changes in their study circumstances.

If a student’s program changes, they may apply to amend the conditions of their study permit, provided their new program allows off-campus work.

Post-Pandemic Adjustments

Before the COVID-19 pandemic, international students were permitted to work up to 20 hours per week during academic sessions. A temporary policy during the pandemic allowed them to exceed this limit, but that provision ended on April 30, 2024.

Canada’s Recent Immigration Policy Changes

The updated work cap is one of several changes introduced in Canada’s immigration landscape. Adjustments to the Post-Graduation Work Permit (PGWP) Program and the discontinuation of the Student Direct Stream (SDS) scheme reflect the country’s efforts to regulate its growing foreign student population while aligning immigration policies with labor market demands.

Financial Pressures Amid Inflation

In addition to navigating changes in work hours, international students, particularly those from India, face challenges stemming from rising inflation. As of October 2024, Canada’s inflation rate was reported at 2%, a significant decline from the peak of 8.1% in June 2022. Despite the overall decrease, living expenses in key areas such as housing and food remain high.

Food prices: October 2024 saw a 2.8% year-on-year increase in food prices, with fresh vegetables alone rising by 2.2%. These cost hikes are straining the budgets of students managing limited finances.

Housing costs: Rent and shelter expenses grew by 4.9% year-on-year in July 2024, particularly impacting students in cities like Toronto and Vancouver, where rental rates are among the highest in the country.

Fuel and energy prices: Volatile energy costs have added to the financial uncertainty for many students.

Prime Minister Justin Trudeau’s government is facing public criticism over the rising cost of living, which affects both Canadian citizens and international students. In response to the housing affordability crisis, the government has implemented a cap on international student visas, with fewer than 300,000 permits expected to be issued this year compared to approximately 437,000 in 2023.

Balancing Costs with Part-Time Work

The opportunity to work part-time has become increasingly crucial for international students trying to manage elevated living costs. Minimum wage rates, which vary by province, provide some financial relief. As of 2024, minimum hourly wages in key provinces and territories are:

Ontario: CAD 17.20

Alberta: CAD 15.00

British Columbia: CAD 17.40

Manitoba: CAD 15.80

Nunavut: CAD 19.00, the highest in the country as of January 1, 2024

With the increased work limit, students can better navigate the financial challenges posed by high living expenses and inflation. While this adjustment aims to improve students’ financial stability, it also emphasizes the importance of maintaining academic commitments alongside employment.

On November 15, an official from Immigration, Refugees and Citizenship Canada (IRCC) revealed that 10,000 acceptance letters submitted by foreign students entering Canada on student visas were fraudulent. This alarming discovery could result in the deportation of approximately 7,000 to 8,000 Indian students, with reports suggesting that around 80% of these counterfeit letters were linked to students from Gujarat and Punjab.

Visa expert Pankaj Patel highlighted the potential consequences, stating, “If the acceptance letters submitted by the students are found to be bogus, their admission will be cancelled, and they will be sent back to India.” He further noted that the Canadian government, led by Prime Minister Justin Trudeau, is expected to adopt a stringent approach to address such cases, particularly in light of recent diplomatic tensions between Canada and India.

The fraudulent letters expose the troubling operations of unscrupulous visa consultancy firms, which issue fake acceptance documents, deceiving students and their families. Many families reportedly spent as much as ₹25 lakh to fund their children’s education in Canada, only to face the devastating reality of deportation.

The IRCC official shared additional findings from their investigation of 5 lakh acceptance letters over the past 10 months. Of these, 93% were verified as genuine, while 2% were deemed fraudulent. For another 1% of applicants, admissions were cancelled, and the remaining cases involved institutions that failed to provide necessary documentation.

This issue highlights the urgent need for stricter regulations and oversight in the visa consultancy industry to prevent such scams, which jeopardize the future of thousands of aspiring students and strain international relations.

The Massachusetts Institute of Technology (MIT) has announced a groundbreaking policy to offer the majority of its incoming undergraduate students a tuition-free education, a move aimed at easing financial barriers for talented students. Starting next fall, students with family incomes under $200,000 will be eligible for tuition-free enrollment. This threshold covers about 80% of MIT’s incoming classes, the university stated.

For families earning less than $100,000 annually, MIT will go a step further, covering not only tuition but also housing, dining, fees, books, and personal expenses. This comprehensive support aims to make the MIT experience entirely cost-free for these students.

“MIT’s distinctive model of education — intense, demanding, and rooted in science and engineering — has profound practical value to our students and to society,” said MIT President Sally Kornbluth in a press release. She emphasized the institution’s commitment to ensuring that financial constraints do not hinder access to an MIT education for talented students.

Rising Costs and a Historic Decision

MIT’s annual tuition was $57,986 for the 2022–2023 academic year, significantly higher than the national average of $39,400 for private four-year institutions, according to the Education Data Initiative. Despite this steep cost, the university has consistently worked to make its education accessible. Stu Schmill, MIT’s dean of admissions and student financial services, highlighted the significance of this new initiative, stating, “We believe MIT should be the preeminent destination for the most talented students in the country interested in an education centered on science and technology, and accessible to the best students regardless of their financial circumstances.”

Prioritizing Need-Based Aid

MIT already stands out among U.S. universities for its financial aid policies. It is one of nine institutions that do not consider a student’s ability to pay during the admissions process. Additionally, MIT does not require students on financial aid to take loans and avoids providing admissions advantages to children of alumni or donors.

The tuition-free initiative is supported by generous donations from MIT alumni and benefactors, demonstrating a collective effort to make education more affordable. Schmill, an MIT graduate from 1986, noted that while the “sticker price” of education has risen since his time as a student, the availability of need-based financial aid has made it more accessible than ever before.

Kornbluth encouraged prospective students to pursue their dreams without hesitation, adding, “To every student out there who dreams of coming to MIT: Don’t let concerns about cost stand in your way.” This bold financial aid initiative reaffirms MIT’s commitment to equity and accessibility, ensuring that financial circumstances do not hinder access to one of the world’s top educational institutions.

The QS Asia University Rankings 2025 have highlighted a significant milestone for India’s higher education landscape, marking the country’s growing prominence on the global academic stage. For the second consecutive year, Indian universities have surpassed their Chinese counterparts in representation, establishing India as the most represented nation in Asia. A total of 163 Indian institutions feature among the continent’s best, including 14 IITs, one IIIT, seven NITs, and 141 state universities, deemed-to-be universities, and AICTE-approved institutes. This achievement underscores India’s emergence as a global leader in education, made possible by innovative policies, a sustained focus on research, and relentless pursuit of academic excellence across a diverse range of institutions.

NEP 2020’s Transformative Impact

The rise of Indian universities in these rankings is a testament to the transformative influence of the National Education Policy (NEP) 2020. By redefining the goals and methods of education, NEP 2020 has propelled Indian institutions to international standards in research, innovation, and industry collaboration. Its emphasis on flexibility, interdisciplinary approaches, and lifelong learning has created an environment where universities excel not only in pedagogy but also in meaningful contributions to cutting-edge research.

This progressive policy has yielded remarkable results. Over the last three years, Indian universities have shown a 40% improvement in their rankings. “The policy’s emphasis on fostering innovation and creating a sustainable education ecosystem is evident in these achievements,” notes an expert. Furthermore, the NEP aligns with the goals of the Viksit Bharat initiative, which envisions India as a global leader by 2047. This initiative focuses on achieving intellectual and economic self-reliance through robust investments in academic infrastructure and a commitment to indigenous research and innovation.

Progress in Research

Indian universities have made tremendous strides in research, producing transformative outcomes that resonate on a global scale. The country’s progress in the Global Innovation Index, climbing from the 81st position in 2015 to 39th in 2024, exemplifies its emergence as a knowledge-driven economy. Additionally, the number of patent filings surged to 83,000 in 2023, reflecting a 31% increase since 2014.

India’s burgeoning research ecosystem is further evidenced by its global standing in research productivity. In 2023, Indian scholars published 1.3 million research papers, positioning the country among the top four nations in terms of output. These contributions are particularly notable in STEM fields, where Indian institutions are providing solutions to critical global challenges such as climate change, sustainable energy, and environmental resilience. Prestigious institutions like IITs and IISc Bangalore are leading these efforts, achieving recognition for their academic rigor and groundbreaking research.

“The quality of research emanating from Indian universities is a testament to the country’s focus on addressing real-world problems,” stated a senior academician. Such achievements have been acknowledged by the QS rankings, which recognize the growing prominence of Indian institutions in global academia.

Enhanced Academic Infrastructure

The Indian government’s substantial investment in higher education infrastructure has played a pivotal role in this academic resurgence. Modern facilities and cutting-edge resources have transformed India’s top universities into hubs for intellectual activity, attracting the nation’s brightest minds and an increasing number of international scholars.

While internationalisation is still a work in progress, initiatives under NEP 2020 aim to bring a larger global audience—both faculty and students—to Indian campuses by 2030. This has already begun to elevate the global profile of Indian universities, further reflected in their improved performance across QS indicators such as faculty expertise, research citations, and employer reputation.

Notably, 21 Indian institutions now feature in the QS Asia top 200 rankings. Among these, IIT Delhi, IIT Madras, and IISc Bangalore continue to rise in prominence, bolstering India’s reputation as a global education hub. “The strides made by these institutions signal India’s growing influence in shaping the global academic landscape,” remarked an education analyst.

The Road Ahead

India’s success in the QS Asia University Rankings 2025 is more than an accolade—it is a call to action for sustained excellence. As India cements its place in the global academic arena, the focus must remain on nurturing talent and fostering research that addresses the pressing challenges of our times. From technological innovation to environmental sustainability, Indian institutions are well-positioned to lead efforts that benefit society at large.

The story of India’s academic rise is rooted in a vision of resilience and determination. By leveraging policies like NEP 2020, embracing initiatives such as Viksit Bharat, and fostering an academic community dedicated to progress, the country is building an education system that is not only inclusive and future-ready but also capable of shaping the global intellectual landscape.

This historic achievement in the QS rankings symbolizes a new era for Indian education—a journey that combines innovation, research, and collaboration to unlock the nation’s full potential.

The latest edition of the Global Employability University Ranking and Survey (GEURS) 2025 underscores the growing importance of adaptability and practical work experience for graduates entering the workforce. Compiled by French consultancy Emerging in partnership with Times Higher Education (THE), the rankings reveal the factors employers prioritize when assessing graduate readiness for modern workplaces.

The survey highlights that graduates with work experience or internships are becoming increasingly desirable to employers. This preference reflects a broader trend in which practical exposure complements traditional academic skills. Alongside experience, other key attributes sought by employers include adaptability to emerging technologies (cited by 45.9% of employers) and collaboration abilities like communication and teamwork (valued by 45.1%).

GEURS remains the only ranking system that evaluates universities globally based on their ability to produce employable graduates. The 2025 edition is the most comprehensive to date, gathering 129,126 votes from 13,240 operational and international managers across 33 countries.

Growing Prominence of Asian Universities

Asian universities have made notable strides in employability rankings, with 52 institutions appearing in the top 250, three more than last year. This year, Indian universities have delivered an especially strong performance, with 10 institutions in the top 250. India’s success is attributed to the technological focus of its institutions, which appeals to international employers. The Indian Institute of Technology Delhi leads among Indian universities at 28th place, while the Indian Institute of Science has climbed to 47th, securing a spot in the top 50.

Chinese universities continue their ascent, with Peking University rising three places to 11th and Tsinghua University advancing two spots to 19th. These improvements demonstrate the growing recognition of Chinese institutions for their contributions to employability.

Consistency Among US and UK Institutions

The United States and the United Kingdom continue to dominate the top rankings. The Massachusetts Institute of Technology (MIT) and the California Institute of Technology (Caltech) hold the first and second spots, respectively, reaffirming their excellence. Despite a long-term decline over the past 15 years, American universities appear to have stabilized their presence, with 52 institutions in the top 250—a slight increase from recent years.

The University of Cambridge leads UK universities, ranking fifth, followed by the University of Oxford in seventh place. Overall, 13 UK institutions are represented in the rankings.

US and UK universities account for half of the top 20 spots. The remainder of the top tier features institutions from Germany, Japan, Singapore, China, Canada, Spain, France, and Switzerland, reflecting the diverse geographical spread of excellence.

Mixed Trends in Canada

Canada exhibits a mix of stability and decline in employability rankings. While the University of Toronto (14th), McGill University (31st), and the University of British Columbia (36th) maintain their positions, other institutions like Université de Montréal/HEC and McMaster University have dropped by 12 and three places, respectively.

Progress in Other Regions

In Latin America, Mexico leads the region with three universities in the top 250, while Brazil and Colombia also make significant contributions.

The Gulf region continues to show improvement, with the United Arab Emirates University debuting at 230th place. Qatar University, a consistent performer, has climbed into the top 150 globally, remaining the sole representative of its nation.

A Global Perspective

This year’s rankings feature universities from over 40 countries and regions, showcasing the global emphasis on employability. These include nations such as Turkey, Saudi Arabia, Norway, Denmark, Finland, Belgium, Australia, South Africa, and Taiwan, among others.

Sandrine Belloc, managing partner at Emerging, emphasized the transformative impact of employability on higher education. She remarked, “The mounting global emphasis on employability is driving a transformative shift as universities and employers increasingly unite to equip graduates with essential skills for today’s dynamic workforce. It’s inspiring to see this commitment to skill alignment expanding globally, giving a growing number of students access to the competencies and opportunities needed to thrive in an interconnected job market.”

Top 10 universities in the Global Employability University Ranking and Survey 2025

Top 10 countries in the Global Employability University Ranking and Survey 2025

The GEURS rankings reaffirm the critical role of higher education institutions in preparing graduates for the evolving demands of the global workforce, emphasizing the need for adaptability, practical experience, and collaboration in modern careers.

The University of Central Florida (UCF) has named international affairs expert Yogesh Joshi as the inaugural Indian Community endowed chair and director of The India Center. The appointment was marked by an investiture ceremony on November 4.

The India Center, a part of UCF’s School of Politics, Security, and International Affairs, was established in 2012. Its mission is to enhance understanding of modern India’s impact on global affairs. Yogesh Joshi, who takes on the prestigious role, brings a wealth of expertise from his career as a leading academic in international relations and Indian foreign policy.

Before joining UCF, Joshi spearheaded the National Security and Foreign Policy program at the Institute of South Asian Studies, housed at the National University of Singapore. He also served as a faculty member at Yale-NUS College, furthering his academic contributions in the field.

During the ceremony, Maggy Tomova, the Dean of the College of Sciences, underscored the event’s significance and its alignment with UCF’s strategic goals. “Community and culture are key focus areas for UCF’s strategic plan, and today truly represents community and culture in action,” she remarked.

The event also acknowledged the philanthropic efforts of several families, notably the Deshpande, Mehta, and Toleti families. Their generous contributions were critical in making the endowed chair a reality.

UCF provost Michael D. Johnson, speaking at the event, highlighted the growing presence and contributions of the Indian American community within the university. “UCF is enriched by a significant number of Indian American faculty, staff, and students. This endowed professorship is a tremendous investment in The India Center’s future,” Johnson stated, emphasizing the importance of Joshi’s role.

In his address, Yogesh Joshi presented his vision for The India Center, outlining its focus on examining India’s global influence in areas such as science, technology, and international relations. “Together, we can empower and make real change in the lives of many Americans and Indians,” Joshi said, reinforcing his commitment to advancing the center’s mission.

Joshi’s academic credentials include a doctorate in International Politics from Jawaharlal Nehru University, New Delhi. He is also an accomplished author, having co-written three notable books on India’s nuclear strategy and foreign policy.

The establishment of this endowed chair and the appointment of Yogesh Joshi is a significant step forward for UCF, reflecting the university’s dedication to fostering cultural understanding and international scholarship.

Canada abruptly announced the end of its widely utilized Student Direct Stream (SDS) program, effective from November 8, 2024, which has facilitated quicker study permit approvals for thousands of international students over the years. The SDS was launched in 2018 by Immigration, Refugees and Citizenship Canada (IRCC) to streamline the application process for study permits for students from specific countries who met particular financial and language requirements.

The program applied to students from 14 countries, including India, China, and the Philippines, and offered a simplified visa process provided that applicants fulfilled certain prerequisites. Among these were holding a Canadian Guaranteed Investment Certificate (GIC) worth $20,635 CAD and achieving qualifying scores in either English or French language proficiency tests. This streamlined system allowed many applicants to receive study permits within a matter of weeks, whereas the standard application process can take up to eight weeks or more for Indian applicants.

The termination of the SDS reflects Canada’s recent shift in policy aimed at controlling the influx of international students, largely due to the country’s ongoing challenges with housing shortages and strained public resources. As part of its broader adjustments for 2024, Canada has set a cap of 437,000 new study permits for 2025, covering educational programs at all levels, including postgraduate studies.

In addition to terminating the SDS, Canada has introduced stricter language and academic criteria for students seeking eligibility for the Post-Graduation Work Permit (PGWP) program. The changes also restrict work permit access for the spouses of international students and impose higher financial proof requirements for applicants. The measures are part of Canada’s efforts to ease the pressures on its housing market and public services while managing the increasing number of foreign students in the country. Canada hosted a record 807,000 international students on study permits in 2023, and the government aims to balance this figure with available resources.

With the SDS program no longer available, international students will now experience longer wait times and must meet more stringent eligibility requirements. Advisors recommend that students commence their visa application processes much earlier to adapt to these more restrictive conditions.

Quacquarelli Symonds (QS) recently unveiled its World University Rankings: Asia 2025, highlighting a notable presence for Indian institutions. A total of 22 universities from India made it to the list of 984 recognized institutions across Asia, showcasing the country’s growing academic prowess in the region. Among them, six universities earned spots within the top 100, emphasizing their rising standards and international reputation.

The Indian Institute of Technology Delhi (IITD) claimed the highest rank among Indian universities, securing the 44th position in Asia. This achievement is a notable improvement and sets IITD as the leader among Indian institutions, underlining its continuous academic and research developments. Following IITD, the Indian Institute of Technology Bombay (IITB) ranks 48th, while the Indian Institute of Technology Madras (IITM) secured the 56th spot. These institutions represent the top three universities from India in the Asia 2025 QS rankings.

Alongside IITD, IITM, and IITB, three other Indian universities also appear in the top 100. These include the Indian Institute of Technology Kharagpur (IIT-KGP), ranking at 60, the Indian Institute of Science (IISc) at 62, and the Indian Institute of Technology Kanpur (IITK), holding the 67th spot. Collectively, these six universities are recognized for their academic and research excellence within the broader Asian educational landscape.

Within the Southern Asian category of the QS rankings, which comprises universities from both India and Pakistan, Indian universities secured strong positions. IITD again led within this subcategory, ranking first among the 308 universities included from Southern Asia. Additionally, seven out of the top 10 universities in this regional subset are from India, reflecting the strength and reputation of Indian institutions in comparison to their South Asian counterparts.

One prominent feature of the Southern Asian rankings was the performance of the National University of Sciences & Technology (NUST) in Islamabad, Pakistan. NUST shares the 6th position in this category alongside IIT Kanpur, showing a competitive edge within the South Asian academic scene.

QS ranks universities based on several parameters, assessing areas such as international faculty presence, the proportion of staff with PhDs, faculty-to-student ratios, and inbound and outbound student exchange programs. Additionally, universities are evaluated on their academic reputation, the number of citations per paper, papers per faculty member, international research networks, and the number of international students enrolled. Employer reputation also plays a significant role, as QS considers the employment prospects of graduates from each institution, further indicating the institutions’ contributions to both academia and industry.

The QS rankings serve as a valuable benchmark, helping Indian universities to measure their progress against top institutions across Asia.

America continues to draw international students seeking promising careers and citizenship. Many of these students, after completing studies in the United States, aspire to secure high-paying jobs that may eventually lead to green cards and permanent residency. However, U.S. employers consider two primary factors when hiring foreign talent: whether the candidate holds a U.S. or non-U.S. degree and the extent of their work experience.

A recent report by Intead and job search platform F1 Hire, titled Connecting Dots: How International Students Are Finding US Jobs, explores the salary outlook for international students aiming to secure U.S. employment after completing their studies. It reveals a notable discrepancy in pay based on where the degree was obtained. According to the report, “Those earning their degrees outside the U.S. and then applying for PERM visa status make a higher starting salary than international students earning their degrees in the U.S.” Interestingly, this trend has a few exceptions, specifically among students from China, Japan, and South Korea, where those with U.S.-based degrees generally earn more.

The report underscores a pattern in which international students who studied outside the United States often command a higher initial salary than their U.S.-educated counterparts, despite having similar career aspirations. This trend highlights that for many international students, completing a degree outside the U.S. may lead to better starting salaries in America compared to those who hold U.S.-based degrees. Nonetheless, U.S.-educated students seem to have an advantage in terms of required prior experience for job eligibility.

The report indicates that U.S. employers typically expect less work experience from international candidates with U.S.-obtained degrees compared to those who graduated from foreign institutions. On average, international students with U.S. degrees may need roughly one year less prior work experience. In certain cases, employers have filed PERM visa applications for international students with U.S. degrees who had as much as two years less experience than candidates with equivalent foreign qualifications. This difference suggests that while international students educated outside the U.S. may have a slight salary advantage, those educated in the U.S. may benefit from more lenient experience requirements.

When examining Indian students specifically, a notable trend emerges. On average, Indian graduates from institutions in India earn around 10% more than their peers who graduated from U.S. universities when employed in comparable roles. However, this additional earning potential comes with a significant tradeoff, as U.S. employers generally require Indian graduates with foreign degrees to have double the work experience of their U.S.-educated counterparts.

In a significant milestone, five Indian-origin researchers were elected as members of the National Academy of Medicine (NAM) at its recent annual meeting. This prestigious recognition, which includes 90 regular and 10 international inductees in the 2024 cohort, celebrates leaders in health and medicine for their pioneering research and impactful contributions. Being elected to NAM is regarded as one of the highest honors in the medical and health fields, highlighting the profound influence of these experts on global health care and research.

Among the distinguished group of newly inducted Indian-origin researchers, Dr. Nina Bhardwaj, Dr. Monika Kumari Goyal, Dr. Reshma Jagsi, Dr. Avindra Nath, and Dr. Uma M. Reddy have made exceptional contributions to their respective fields. Their work spans diverse areas including cancer immunology, pediatric emergency medicine, oncology, neurology, and maternal-fetal medicine.

Dr. Nina Bhardwaj, a professor at the Icahn School of Medicine at Mount Sinai, has been recognized for her groundbreaking research on human dendritic cells, an area that has substantially impacted cancer immunology. Her work in developing a cell-based cancer vaccine, which has gained FDA approval, represents a major advancement in cancer treatment. Reflecting on her achievements, Dr. Bhardwaj’s contributions to cancer and viral immunity have previously earned her the 2022 Lifetime Achievement in Cancer Research award from the American Association of Indian Scientists in Cancer Research. This accolade acknowledges her pivotal role in immunology and her ongoing work toward advancing cancer treatment options.

Dr. Monika Kumari Goyal, a professor specializing in pediatrics and emergency medicine at George Washington University, has directed her research toward understanding and addressing pediatric firearm injuries. Her work emphasizes the need to mitigate the effects of firearm violence on children’s health, a pressing issue in public health and medicine. Dr. Goyal’s research has also aimed at reducing health care disparities and fostering equity in treatment. Through her advocacy, she has significantly contributed to public health efforts to ensure accessible, equitable care for children affected by violence, pushing forward essential changes in pediatric emergency protocols.

Dr. Reshma Jagsi, chair of the radiation oncology department at Emory University, is renowned for her research on cancer outcome disparities, with a focus on gender-related issues. Her studies examine inequities faced by women within the field of oncology, as well as disparities in cancer treatment and patient outcomes. Dr. Jagsi’s work has fueled policy reforms aimed at promoting gender equity, both in the medical profession and in the treatment of cancer patients. By advocating for these changes, she has influenced national discussions around fairness in healthcare and has inspired structural shifts that address gender bias in oncology and related medical fields.

Dr. Avindra Nath, who holds an MD from Christian Medical College in India, has contributed substantial leadership and insight into the study of neurological infections, including COVID-19 and its long-term effects, commonly known as Long COVID. His expertise has broadened the understanding of neuroinfections, offering new perspectives on managing and treating infections that affect the nervous system. His research on COVID-19 neurological complications has proven particularly vital during the pandemic, as it provides a foundation for addressing the long-term impacts of the virus on brain health.

Dr. Uma M. Reddy, a professor at Columbia University Irving Medical Center, has focused her research on maternal-fetal health, particularly in understanding stillbirth, neonatal morbidity and mortality, and the intricacies of labor management. Her work has led to improved health outcomes for both mothers and infants, as her findings inform better practices in maternal and neonatal care. Dr. Reddy’s efforts have thus contributed significantly to advancing health care strategies that protect the well-being of expecting mothers and newborns, making a lasting impact in the field of obstetrics.

Victor J. Dzau, president of NAM, commended the achievements of the 2024 class of inductees, emphasizing the importance of their expertise. “Their expertise will be necessary to supporting NAM’s work to address the pressing health and scientific challenges we face today,” he stated, underscoring the essential role these researchers will play in advancing NAM’s mission and addressing global health challenges through their unique and critical perspectives.

IIT Kanpur’s flagship initiative, ‘IIT Karvaan,’ aimed at reconnecting with its global alumni network, made a successful stop in Chicago recently. The event has already been successfully held in cities like New York and Washington D.C. The event in the ‘Windy City’ saw nearly 80 IIT Kanpur alumni from the Chicago area come together to celebrate their shared legacy and explore ways to strengthen their support and engagement with the institute’s future initiatives. 

The highlight of the event was the presence of the Chief Guest, Consul General of India in Chicago, Mr. Somnath Ghosh. A proud alumnus of IIT Kanpur himself, Mr. Ghosh delivered a powerful message in his keynote address, urging alumni to shift their mindset from merely “Giving Back” to “Paying Back” to their alma mater. He framed this support not as charity but as an obligation—a duty owed to the institution that laid the foundation for their professional and personal success. His speech resonated strongly with attendees, fostering a renewed sense of responsibility and pride among the alumni. He also urged IIT Kanpur to look into ways to collaborate more with US universities. 

The IIT Karvaan USA tour has also seen participation from some of IIT Kanpur’s most distinguished alumni, including Dr. Ruchir Puri, Chief Scientist of IBM Research, Mr. Muktesh Pant, Former CEO of Yum! China, and Mr. Arvind Krishna, CEO of IBM, among many others. 

The event also featured senior leadership from IIT Kanpur, including Prof. Manindra Agrawal, Director; Prof. Braj Bhushan, Deputy Director; and Prof. Amey Karkare, Dean of Resources and Alumni, who shared updates on the institute’s recent achievements and upcoming initiatives. Their presence underscored the importance of alumni engagement and the pivotal role it plays in advancing IIT Kanpur’s mission. 

“Our alumni are the backbone of our institute, and their achievements across the globe fill us with immense pride,” said Prof. Manindra Agrawal, Director IIT Kanpur. “Through initiatives like IIT Karvaan, we aim to strengthen our connections with them, harness their expertise, and collaboratively work towards the growth and global impact of IIT Kanpur. The enthusiasm and support we have received in Chicago and other cities reaffirm the strong bond we share with our alumni community.” 

The IITK Chicago Chapter leader, Mr. Nitin Maheshwari, also expressed gratitude for the strong turnout, stating, “IIT Karvaan has allowed us to rekindle connections and foster deeper engagement among our alumni. The energy in the room was palpable, and it is clear that the IIT Kanpur community is as strong as ever.” He also called for the alumni to come together and get involved in chapter activities. 

As IIT Karvaan progresses through Seattle and the San Francisco Bay Area next, the event series stands as a powerful reminder of the enduring legacy of IIT Kanpur and the vital role alumni play in shaping its ongoing success. Each stop has not only celebrated the achievements of its distinguished alumni but also reinforced the collective responsibility to contribute to the institution’s growth and global impact. With each city, the IIT Kanpur family grows stronger, and the bonds deepen, paving the way for a brighter, shared future. 

About IIT Kanpur:

The Indian Institute of Technology Kanpur, established in 1959, holds the distinction of being recognized as an Institute of National Importance by the Government of India through an Act of Parliament. Renowned for its excellence in science and engineering education, IIT Kanpur has made significant contributions to research and development over the decades. Its expansive, lush green campus spans 1,050 acres and hosts a rich array of academic and research resources. The institute comprises 19 departments, 26 canters, three interdisciplinary programs, and two specialized schools across engineering, science, design, humanities, and management disciplines. With over 590 full-time faculty members and more than 9,500 students, IIT Kanpur continues to be a leader in fostering innovation and academic rigor.

For more information, please visit www.iitk.ac.in

The Times Higher Education (THE) has released its World University Rankings for 2025 earlier than expected, continuing a practice aimed at providing forward-looking analysis for universities, students, and researchers. This early release, which is based on data from the previous academic year, offers crucial insights for those involved in higher education, ensuring they can plan for the future effectively.

The decision to publish the rankings ahead of time is rooted in THE’s goal of presenting the most up-to-date and comprehensive data available. These rankings are typically released in advance to help guide students, researchers, and institutions in their decision-making processes. For the 2025 rankings, THE collected and analyzed data from the 2023-2024 academic year, and their early release allows these key stakeholders to prepare for the upcoming academic cycle.

By making the rankings public ahead of time, THE provides a valuable tool for students who are preparing their university applications. Having access to such detailed and forward-thinking data helps them make more informed decisions regarding which institutions to apply to, based on their interests and academic goals. For universities and colleges, these rankings serve as an important benchmark to measure their own performance relative to their peers around the globe.

Releasing the rankings early also helps academic institutions in their planning efforts, enabling them to set strategic goals for the next academic year and beyond. “The data collected helps not only prospective students but also the universities themselves,” THE noted, adding that “early access to such information gives everyone a head start in planning for the future.”

This practice aligns with THE’s commitment to providing transparency and critical data to the global academic community.

1. Jaishankar, India’s External Affairs Minister, attended the launch of the PanIIT Alumni Foundation in New York on September 28, coinciding with the 79th session of the United Nations General Assembly.

During this gathering, Jaishankar highlighted the crucial contributions and efforts of the Indian diaspora towards achieving a “Viksit Bharat” (Developed India). In a message he shared on the social media platform X, Jaishankar conveyed his satisfaction in being part of the event, stating:

“Pleased to participate in the launch of PanIIT Alumni Foundation in New York. A good chat with Dr. Purnendu Chatterjee on developing a technology and manufacturing ecosystem in India.”

He emphasized the indispensable role that the Indian diaspora plays in fostering a more robust and progressive India.

The PanIIT Alumni Foundation is dedicated to utilizing the extensive network of IIT alumni worldwide to aid India’s advancement across multiple sectors, particularly in technology and manufacturing.

The global Indian diaspora, known for its remarkable skills and contributions in various fields, has become an essential asset in India’s journey towards becoming a developed nation. With over 30 million Indians residing outside the country, their influence and engagement can significantly propel India’s growth in numerous sectors, including education, healthcare, technology, and manufacturing.

The PanIIT Alumni Foundation stands as a testament to the commitment of IIT graduates to give back to their homeland. By fostering connections among alumni and facilitating collaborations between the private sector and the Indian government, the foundation aims to drive innovation and create job opportunities. It encourages alumni to share their expertise and experiences, paving the way for a collaborative environment that fosters progress.

Jaishankar’s remarks at the launch resonate with a broader strategy the Indian government has been pursuing in recent years. The initiative to establish a developed India by 2047, the centenary of India’s independence, is a vision that requires not only domestic efforts but also active participation from the Indian diaspora. By harnessing their skills, networks, and resources, the government can enhance its initiatives and ensure sustainable development.

Furthermore, the technological landscape in India is rapidly evolving, with significant advancements in areas such as artificial intelligence, machine learning, and renewable energy. The involvement of IIT alumni, who are often at the forefront of these innovations, can help bridge the gap between academic research and practical application. Their insights and contributions can help shape policies and programs that are not only beneficial to the Indian economy but also align with global trends.

The collaboration between the PanIIT Alumni Foundation and the Indian government can also focus on addressing some of the critical challenges India faces today. From climate change to healthcare accessibility, the expertise of the diaspora can offer innovative solutions that cater to local needs while considering global best practices. Jaishankar’s participation in this launch is a recognition of the potential that exists when Indian professionals unite towards a common goal.

As India embarks on this ambitious journey, the foundation’s efforts to mobilize the IIT alumni network are crucial. By creating platforms for dialogue and partnership, the PanIIT Alumni Foundation can facilitate the exchange of ideas, resources, and technologies. This collaboration can lead to impactful projects that not only benefit India but also inspire other nations facing similar challenges.

The alumni’s role goes beyond mere philanthropy; it involves strategic engagement with stakeholders, including government agencies, educational institutions, and private enterprises. This multifaceted approach will ensure that the knowledge and skills of the diaspora are effectively integrated into India’s developmental narrative.

In conclusion, the launch of the PanIIT Alumni Foundation marks a significant milestone in India’s quest for a developed future. With leaders like Jaishankar advocating for the cause, the synergy between the Indian government and its diaspora can lay a robust foundation for progress. As the world witnesses the emergence of a new India, the contributions of its global citizens will be paramount in shaping a prosperous and inclusive society.

The foundation’s focus on technology and manufacturing reflects a forward-thinking approach to addressing contemporary challenges. By nurturing a culture of innovation and collaboration, it can empower future generations of Indians to thrive in an increasingly competitive global landscape.

With collective efforts and a shared vision, the path to a “Viksit Bharat” is becoming clearer. The commitment shown by the diaspora and the government can turn this vision into reality, ensuring that India not only achieves its developmental goals but also emerges as a leader on the world stage. The journey towards a developed India is one that requires collaboration, innovation, and unwavering resolve.

The PanIIT Alumni Foundation, with its ambitious objectives, symbolizes the potential of India when its global community unites for a common purpose. Jaishankar’s insights and the foundation’s initiatives signal a bright future where the synergy of skills, knowledge, and experience will drive India towards sustainable growth and development.

The Malabar Group, a prominent Indian business conglomerate and the parent company of Malabar Gold & Diamonds, has introduced its “National Scholarship Programme” for 2024. The announcement was made at an event held at the Bharat Diamond Bourse in Mumbai, India. Malabar Gold & Diamonds, recognized as the sixth-largest jewelry retailer worldwide, has committed to providing over $1.9 million through this initiative, which aims to support the education of more than 21,000 female students across India.

The scholarship program highlights the company’s dedication to fostering education for young women and promoting their empowerment. In a statement, the Malabar Group emphasized that the program aligns with its broader goal of uplifting women and contributing to their personal and professional growth.

The event was inaugurated by Piyush Goyal, India’s Honourable Minister of Commerce & Industry, and was attended by key figures within the company, including MP Ahammed, the Chairman of Malabar Group, Abdul Salam K P, the Vice-Chairman, Asher O, Managing Director of India operations for Malabar Gold & Diamonds, Nishad AK, Executive Director of the group, and Shaunak Parikh, Director of Mahendra Brothers.

MP Ahammed, Chairman of Malabar Group, highlighted the significance of the scholarship program, saying, “Education is the most powerful tool to change the world. Our scholarship programme is a direct reflection of Malabar Group’s deep-rooted belief that education unlocks opportunities and transforms lives. We are committed to removing barriers for young girls so they can fulfil their educational aspirations and contribute meaningfully to society.”

The Malabar Charitable Trust (MCT), which manages the company’s philanthropic activities, was established in 1999. Through this trust, Malabar Group allocates 5% of its profits from all regions of operation toward a range of charitable initiatives, including health, housing, education, hunger relief, women’s empowerment, and environmental causes. The trust places a strong focus on uplifting marginalized communities, aiming to create lasting impacts in these areas.

Since its inception in 2007, the Malabar National Scholarship Programme has invested over $7 million in supporting female students across India. This investment has provided financial assistance to more than 95,000 girls, enabling them to pursue their education without financial hindrances. The ongoing commitment to this cause demonstrates the Malabar Group’s long-term vision for empowering young women and creating opportunities that can transform their futures.

The company’s philanthropic efforts go beyond the scholarship program. Malabar Group also runs the Hunger-Free World Project, which provides nutritious meals to underprivileged people across India. This initiative is supported by a vast network of volunteers and partnerships with local non-governmental organizations (NGOs). The Hunger-Free World Project seeks to combat hunger and enhance food security by distributing 50,000 food packets daily in 80 cities across 16 states in India. The scope of the project extends beyond India, as Malabar Group also distributes 10,000 meals daily to school students in Zambia, Africa.

The company has ambitious goals for the Hunger-Free World Project, aiming to expand its operations to distribute 100,000 meals daily at 200 centers. This expansion plan underscores the Group’s unwavering commitment to alleviating hunger and ensuring that vulnerable communities have access to sufficient nutrition. The project’s impact is far-reaching, and with continued growth, Malabar Group hopes to make an even larger difference in the lives of those facing food insecurity.

Another significant initiative by the Malabar Group is the Grandma Home project, which provides shelter and care for destitute women. These fully-equipped homes offer women a safe and nurturing environment where they can live with dignity. Currently, the project operates homes in Bengaluru and Hyderabad, with plans to expand to several other major cities in India, including Kerala, Chennai, Kolkata, Delhi, and Mumbai. This initiative aims to address the needs of vulnerable women who lack the means to secure housing and protection, giving them a chance to lead lives of comfort and security.

In total, Malabar Group has invested more than $31 million in various social responsibility projects, further solidifying its reputation as a company that takes its corporate social responsibility (CSR) seriously. The Group’s investments in education, hunger relief, women’s empowerment, and housing have positively impacted countless lives, and the company remains committed to furthering its efforts in these areas.

Malabar Group’s ongoing contributions to society through its diverse initiatives reflect its deep-rooted belief in giving back to the community. The company’s dedication to CSR has grown alongside its business operations, ensuring that it remains an integral part of the communities in which it operates. The National Scholarship Programme, Hunger-Free World Project, and Grandma Home initiative are just a few examples of how the Malabar Group continues to lead by example in making meaningful, lasting contributions to society.

As Malabar Group continues to expand its philanthropic reach, its focus on education, particularly for young girls, stands out as a key priority. Through the National Scholarship Programme, the company is providing life-changing opportunities to thousands of female students who may not have had access to education otherwise. These scholarships are more than just financial aid; they represent a commitment to empowering the next generation of women leaders, professionals, and change-makers.

The company’s efforts to promote education, alleviate hunger, and provide shelter reflect its understanding of the interconnectedness of these issues. By addressing the educational needs of young women, ensuring that the underprivileged have access to nutritious food, and offering housing to vulnerable women, Malabar Group is creating a comprehensive support system that fosters both individual and community development.

Looking ahead, Malabar Group is poised to continue its legacy of impactful philanthropy. With its scholarship program growing each year and its hunger and housing projects expanding, the Group’s contributions to society will likely continue to touch thousands of lives in meaningful ways. By maintaining a focus on education, women’s empowerment, and social welfare, Malabar Group is setting an example for other corporations to follow.

The Malabar Group’s National Scholarship Programme for 2024, along with its other philanthropic initiatives, demonstrates the company’s ongoing commitment to social responsibility. As it supports the education of over 21,000 female students this year and continues to invest in hunger relief and housing projects, Malabar Group remains a beacon of hope and opportunity for countless individuals across India and beyond. With over $31 million already invested in social responsibility projects, the Group’s future contributions are expected to have an even greater impact, helping to shape a more equitable and prosperous world for all.

Boston University’s Questrom School of Business officially inaugurated the Ravi K. Mehrotra Institute for Business, Markets, and Society on September 19.

The institute was founded thanks to a donation from UK-based business magnate Ravi K. Mehrotra, the founder of Foresight Group in London and a former marine engineer. Under the leadership of Director Marcel Rindisbacher, the institute will prioritize both research and public engagement.

The launch event included a conversation between Mehrotra and Questrom Dean Susan Fournier, as well as a panel discussion featuring industry leaders such as Anthony Allott, chairperson of Silgan Holdings, and Om Prakash Bhatt, former chairman of the State Bank of India. Lawrence H. Summers, former U.S. Secretary of the Treasury, delivered the keynote address during the dinner.

“An institute focused on the intersections of business, markets, and society is essential in bridging the gaps in understanding and fostering collaboration across these key areas. This will lead to a more informed, ethical, and sustainable approach to commerce and economics,” Mehrotra stated.

Fournier highlighted the Institute’s mission of enhancing public understanding of business. “There is much to be done in business academia, and the Mehrotra Institute is uniquely positioned to harness the potential of business and markets to drive positive global change,” she said.

The Institute will focus on developing educational programs, encouraging dialogue on capitalism, and conducting evidence-based research that seeks to balance the prosperity of businesses with societal goals. It will also host events and discussions aimed at improving public awareness of the responsibilities businesses hold in today’s global economy.

Chris Stanislawski, a middle school student, noticed that his English classes didn’t involve much actual reading. In his experience at Garden City Middle School in Long Island, detailed chapter summaries and audio versions were provided for every novel they discussed, and much of the reading material was either abridged or consisted of online texts and printouts. This approach to literature left Chris feeling uninterested in the stories. “When you’re given a summary of the book telling you what you’re about to read in baby form, it kind of just ruins the whole story for you,” he said, questioning the purpose of reading the entire book.

Chris’s experience isn’t unique. In many classrooms across America, assigning full-length novels has become less common. Instead, teachers are opting for selected passages in response to several challenges, including perceived shorter attention spans, pressure to prepare students for standardized tests, and the belief that shorter content may better prepare students for a digital world.

A 2022 statement by the National Council of Teachers of English (NCTE) recognized this shift, suggesting that book reading and essay writing are no longer the central focus of English language arts education. “The time has come to decenter book reading and essay-writing as the pinnacles of English language arts education,” the NCTE said.

Seth French, who co-authored the statement, clarified that the goal is not to eliminate books but to integrate media literacy and more relevant texts for students. In the English class he taught before becoming a dean at Bentonville High School in Arkansas, French engaged students with plays, poetry, and articles, while only assigning one book to be read by the entire class. He explained, “At the end of the day, a lot of our students are not interested in some of these texts that they didn’t have a choice in.”

Not everyone agrees with the trend toward shorter, digital texts. Maryanne Wolf, a cognitive neuroscientist at UCLA specializing in dyslexia research, argues that deep reading is critical for developing brain circuits related to critical thinking, empathy, and background knowledge. Wolf emphasized the importance of immersive reading, saying, “We must give our young an opportunity to understand who others are, not through little snapshots, but through immersion into the lives and thoughts and feelings of others.”

Garden City Middle School requires students to read several full books each year, including classics like Of Mice and Men and Romeo and Juliet, according to Principal Matthew Samuelson. Summaries and audio versions are provided as additional resources. However, for Chris, who has dyslexia, these tools didn’t make reading more accessible. Instead, he felt bored and decided to switch to a Catholic school, which his mother believes will better prepare him for college.

Outside of the classroom, students’ engagement with reading has been declining. According to federal data from last year, only 14% of young teens read for fun daily, a sharp decrease from 27% in 2012. Many educators link this decline to the disruptions caused by the COVID-19 pandemic. English teacher Kristy Acevedo from New Bedford, Massachusetts, noted a trend during the pandemic to stop assigning full-length novels as students were coping with trauma. “The problem is we haven’t quite come back from that,” she said. Determined to change this, Acevedo plans to focus on time-management strategies and use traditional materials like paper and pencils for most classwork.

Standardized testing and the rise of education technology have also contributed to the reduction in book reading. Digital platforms offer thousands of short passages aligned with state standards, allowing schools to cover the required curriculum without assigning full-length novels. Karl Ubelhoer, a special education teacher in Tabernacle, New Jersey, observed that school districts focused on improving test scores often mimic the test format as closely as possible. “If admins and school districts are judged by their test scores, how are they going to improve their test scores? They’re going to mirror the test as much as possible,” he explained.

For some students, reading is a struggle regardless of the format. In 2022, only about one-third of fourth and eighth graders reached proficiency on the National Assessment of Educational Progress, marking a significant drop from 2019. Leah van Belle, executive director of the Detroit literacy coalition 313Reads, recounted that when her son’s class read *Peter Pan* in elementary school, the text was too difficult for most students. She lamented that Detroit has become “a book desert,” with her son’s school lacking a library altogether. Still, she sees value in focusing on shorter texts, noting that adults often rely on digital media for personal and professional research.

Even in schools with ample resources, time constraints remain a major hurdle. Terri White, an English teacher at South Windsor High School in Connecticut, said she no longer assigns her ninth-grade honors students the entire text of To Kill a Mockingbird. Instead, she assigns a third of the book along with a synopsis of the rest. She feels pressured to move quickly due to the need to cover more material in the curriculum. “It’s like spinning plates, you know what I mean? Like it’s a circus,” White said, describing the balancing act teachers face.

White has also reduced the amount of homework she assigns, recognizing that students are overwhelmed with extracurricular activities like sports and clubs. “I maintain rigor. But I’m more about helping students become stronger and more critical readers, writers, and thinkers, while taking their social-emotional well-being into account,” she said.

However, some educators worry that this reliance on summaries may harm students’ critical thinking abilities in the long run. Alden Jones, a literature professor at Emerson College in Boston, noted that while she assigns fewer books than before, she now gives more quizzes to ensure students keep up with their reading. “We don’t value the thinking time that we used to have. It’s all time we could be on our phone accomplishing tasks,” Jones remarked.

Despite the challenges, some teachers continue to find ways to engage students with literature. Will Higgins, an English teacher at Dartmouth High School in Massachusetts, remains committed to teaching the classics, though he acknowledges that student time constraints have led to cutting back on certain texts. “We haven’t given up on Jane Eyre and Pride and Prejudice. We haven’t given up on Hamlet or The Great Gatsby,” Higgins said, though books like A Tale of Two Cities have been dropped from the curriculum.

One successful approach at his school has been student-directed book clubs, where students select their own books and discuss them in small groups. Contemporary authors like John Green and Jason Reynolds have been particularly popular. “It’s funny,” Higgins noted, “Many students are saying that it’s the first time in a long time they’ve read a full book.”

As the digital age progresses, the gap between available IT jobs and skilled workers continues to widen, leaving millions of positions unfilled. This discrepancy is exacerbated by the limited training opportunities available, which are often confined to urban, high-income areas. This growing skills gap affects both developed and developing economies, with issues of accessibility, quality, and affordability standing out.

A significant challenge in the field is the scarcity of quality instructors and the language barriers faced by non-English learners. To address these issues, the Spoken Tutorials (ST) project has emerged as a transformative solution, providing affordable digital education for just a few pennies.

The Spoken Tutorials project, initiated by Professor Kannan Moudgalya at IIT Bombay, offers innovative self-learning tools in the form of meticulously designed audio-video tutorials. These tutorials are accessible globally at minimal cost, leveraging techniques from movie-making to enhance mass communication.

The core objective of Spoken Tutorials is to empower learners to independently develop skills in Free and Open Source Software. The project provides resources in over 22 languages, covering a broad range of IT topics from basic computing to advanced programming and application development. Learners can also complete end-of-course assessments and receive certificates, which can significantly enhance their employability.

Currently, the project features 1500 English-language STs on various subjects, and 15,000 STs in total, including dubbed versions. More than 8 million learners from over 6,000 educational institutions worldwide have benefited from these resources.

The versatility of STs allows them to be used with or without internet access. Their compact file sizes enable easy distribution via inexpensive storage devices. After the initial development investment, STs can be scaled indefinitely at minimal additional costs, making them widely accessible to learners around the globe.

The WHEELS Global Foundation (WHEELS) recognizes the potential for expanding this innovation. WHEELS utilizes ST technology to create Health Spoken Tutorials aimed at training new mothers on newborn nutritional health.

In collaboration with the National Rural Health Mission, this initiative provides cost-effective breastfeeding training for frontline health workers. It reaches over 10 million mothers and babies in rural areas such as Madhya Pradesh, and several districts in Gujarat, Jharkhand, Chhattisgarh, and Meghalaya. The training includes 10-minute self-learning modules that are available both online and offline in more than 20 languages.

WHEELS has also integrated STs into its Smart Village project, introducing these resources to rural colleges and engineering institutions. For example, the foundation established a Digital Literacy Lab at Shree Kaljibhai R. Katara Arts College in Shamlaji, outfitted with ST courses. Additionally, WHEELS has organized workshops at the college, including a recent two-day session on Moodle LMS to enhance teaching methodologies for faculty and teachers.

The foundation is expanding the reach of STs to various locations in Gujarat, West Bengal, and Karnataka, as well as to school networks such as Navodaya and Eklavya. WHEELS is exploring new areas to support, including advanced STEM education for middle and high school students. This includes topics like space, astronomy, robotics, and AI, in collaboration with Space-i-fic.

WHEELS is also extending the benefits of STs to Africa, where many young people stand to gain from this technology. Additionally, STs have been used to train 150 inmates at Nashik Central Prison in computer literacy and office productivity tools using LibreOffice.

With over 1.5 million high schools and 50,000 colleges in India, there is a significant opportunity to reach more than 100 million students, particularly those from low-income or rural backgrounds. This outreach can help these students thrive in the digital economy. WHEELS is calling for support to expand this transformative IT solution, emphasizing its affordability, ease of use, and ability to reach even the most remote and underserved areas.

WHEELS leverages its network of Pan IIT alumni, including corporate leaders, CSR associations, IAS officers, NGO partners, and other professionals to drive rapid scaling, increase awareness, and support the initiative. The goal is to achieve technology-driven transformation for 20% of India’s “Rurban” population (over 180 million people) by 2030, aligning with India’s vision of becoming a developed economy by 2047.

LinkedIn has unveiled its list of the top 100 MBA programs worldwide for 2024, showcasing the best business schools based on career outcomes of their graduates. The rankings consider factors such as job placement, progression to senior-level positions, and the strength of alumni networks. These insights were derived from LinkedIn’s own data on alumni career paths.

To be included in the list, MBA programs had to meet specific criteria. Only full-time programs with at least 400 graduates from the classes of 2019 to 2023 were considered. Most of the top-performing institutions are located in the United States, with eight out of the top 10 MBA programs situated there.

Here’s a closer look at the top 10 MBA programs as ranked by LinkedIn:

10. Booth School of Business (University of Chicago)

The University of Chicago’s Booth School of Business holds the 10th spot on LinkedIn’s list. This prestigious institution, located in Chicago, Illinois, is known for producing graduates who frequently pursue careers in investment banking, product management, and strategic consulting.

Tuition for the first year of the two-year program is $84,198.

Most common job titles for Booth graduates include investment banking associate, product manager, and strategy consultant.

9. Columbia Business School (Columbia University)

Ranked 9th, Columbia Business School in New York City offers another top-tier MBA program. The school has a reputation for preparing its students for roles in investment banking, product management, and entrepreneurship.

Tuition for the first year at Columbia is $84,496.

Common roles that Columbia alumni take on include investment banking associate, product manager, and founder.

8. Tuck School of Business (Dartmouth College)

The Tuck School of Business at Dartmouth College, located in Hanover, New Hampshire, is ranked 8th. This institution is known for its emphasis on small class sizes and a strong alumni network.

The tuition for the first year at Tuck is $80,620.

Tuck graduates often find themselves in positions such as investment banking associate, product manager, and product marketing manager.

7. Kellogg School of Management (Northwestern University)

In 7th place is the Kellogg School of Management at Northwestern University, based in Evanston, Illinois. Kellogg emphasizes leadership and collaboration, and its graduates commonly enter fields such as product management, brand management, and investment banking.

The tuition for Kellogg’s MBA program is $83,610 for the first year.

Common job titles among its alumni include product manager, investment banking associate, and brand manager.

6. Indian School of Business (ISB)

Breaking into the predominantly U.S.-based top 10 is the Indian School of Business, which ranks 6th on LinkedIn’s list. Located in Hyderabad and Mohali, India, ISB’s one-year MBA program is noted for its strong focus on leadership and management consultancy.

The tuition fee for this program is 2,472,000 Indian rupees (approximately $29,000).

The most frequent job titles for ISB alumni are product manager, program manager, and management consultant.

5. Sloan School of Management (Massachusetts Institute of Technology)

MIT’s Sloan School of Management is ranked 5th overall. Located in Cambridge, Massachusetts, Sloan has a global reputation for its focus on innovation and entrepreneurship.

Tuition for the first year at Sloan is $86,550.

Graduates from Sloan commonly take on roles such as product manager, founder, and investment banking associate.

4. The Wharton School (University of Pennsylvania)

At number 4 is The Wharton School at the University of Pennsylvania, located in Philadelphia. Wharton is celebrated for its extensive curriculum, particularly in finance, and its alumni network is one of the largest in the business school world.

The tuition for Wharton’s MBA program is $84,830 for the first year.

Common career outcomes for Wharton alumni include investment banking associate, product manager, and founder.

3. Harvard Business School (Harvard University)

Harvard Business School (HBS) ranks 3rd on LinkedIn’s 2024 list. Situated in Boston, Massachusetts, HBS is perhaps the most well-known business school globally, with a reputation for producing influential leaders and entrepreneurs.

The tuition for the first year of HBS’s two-year program is $76,410, making it one of the slightly more affordable options among top-tier U.S. business schools.

Harvard graduates frequently hold positions such as product manager, founder, and chief of staff.

2. INSEAD

INSEAD, a globally recognized institution with campuses in multiple countries, including France, Singapore, Abu Dhabi, and San Francisco, came in 2nd on LinkedIn’s list. Its unique one-year program and international outlook attract a highly diverse group of students.

Tuition at INSEAD is €99,500 (approximately $110,000).

Common job titles for INSEAD graduates include product manager, strategy consultant, and founder.

1. Stanford Graduate School of Business (Stanford University)

Topping LinkedIn’s 2024 list is Stanford Graduate School of Business, located in Stanford, California. Known for its entrepreneurial spirit and focus on innovation, Stanford’s MBA program is regarded as the best in the world for career outcomes, according to LinkedIn.

The tuition for Stanford’s MBA program is $82,455 for the first year.

Stanford alumni most frequently work as founders, product managers, and chiefs of staff.

These rankings reflect a growing emphasis on the direct career impact of MBA programs. As prospective students seek the best return on investment, institutions that foster strong networks, offer pathways to leadership roles, and provide international opportunities continue to rise to the top.

LinkedIn’s data-driven approach provides valuable insights into the schools that best equip their graduates for success in today’s competitive job market. While the U.S. continues to dominate the global MBA landscape, international institutions like ISB and INSEAD are carving out significant places in the rankings, demonstrating that world-class business education is becoming increasingly global.

For those considering an MBA, these rankings offer a useful guide to making an informed decision about where to pursue their business education. With MBA tuition often reaching high six-figure sums, ensuring the best career outcome is crucial, and LinkedIn’s data sheds light on which schools are providing the strongest results.

On September 1, 2024, the US Embassy in India hosted an event at Wellham Girls’ School in Dehradun, Uttar Pradesh, aimed at presenting higher education opportunities for international students in the United States and elucidating the visa application process.

The event, organized by EducationUSA, saw participation from several US education counselors and visa officers. Pavan Rajgopal, a Visa Officer at the US Embassy, spoke to ANI about the initiative, emphasizing the embassy’s commitment to encouraging Indian students to pursue their education in the US. Rajgopal stated, “We really want to encourage Indian students to study in the United States. Last year, we approved 140,000 student visas for Indian students. That’s the most we’ve ever done here. It’s more than any other country in the world. And we think that the number of Indian students who will study for their undergraduate studies in particular in the US is only going to grow.”

The event was designed to provide students with comprehensive information to help them choose a school that aligns with their academic interests. Rajgopal added, “The US offers a very flexible course curriculum. There are many different kinds of universities, over 4,500 actually, that offer slots to international students. And I think that the students here have really appreciated the opportunity to study in a place that will give them professional experience and the development that they’ll need to succeed in today’s challenging job market.” He noted that the response from the students had been highly positive.

Aastha Virk Singh, a senior advisor at EducationUSA, elaborated on her agency’s role in assisting students with their applications to US universities. Singh emphasized that the event at Wellham provided valuable information about the entire process of studying in the US. She remarked, “At Wellham, students would be informed about the whole process of studying in the US. The response has been very good.” Singh highlighted that the information covered included details about available programs, scholarship applications, and the various components of the application process, as well as preparation tips for prospective students.

The event at Wellham Girls’ School served as a significant platform for students to gain insights into the opportunities available for higher education in the United States and to receive guidance on navigating the complexities of visa applications. The engagement from both the US Embassy and EducationUSA underscores a strong commitment to supporting Indian students in their academic pursuits abroad.

The Indian Institute of Technology Madras (IIT-M) has maintained its status as the premier educational institution in India for the sixth consecutive year, as revealed by the National Institutional Ranking Framework (NIRF) rankings released recently. Union Education Minister Dharmendra Pradhan announced the ninth edition of these rankings in the national capital, underscoring IIT-M’s consistent excellence in the overall category.

In a significant shift in the rankings, Delhi University’s Hindu College has overtaken Miranda House as the best college in the country, ending Miranda House’s seven-year streak at the top. Minister Pradhan highlighted the significance of these rankings, stating, “Rankings, ratings, and accreditation is a vital recommendation of NEP 2020,” and congratulated institutions for their “excellence in teaching, innovation, research, graduation outcomes and other parameters.”

The Indian Institute of Science (IISc), Bengaluru, and IIT Bombay secured the second and third positions in the overall category, with IIT Delhi, previously ranked third, dropping to fourth place. This year’s NIRF introduced three new categories: State Public Universities, Skill Universities, and Open Universities. Anna University in Chennai led the State Public Universities category, while the Indira Gandhi National Open University (IGNOU) topped the Open Universities ranking.

Anil Sahasrabuddhe, chairman of the National Board of Accreditation, which is responsible for preparing the rankings, announced that a Sustainability Ranking would be launched next year, reflecting an increasing focus on carbon neutrality and sustainability within educational institutions.

The NIRF 2024 edition witnessed participation from 6,517 unique institutions, a significant rise from 2,426 in 2016, when the rankings were first introduced. The total number of applications across various categories reached 10,845, indicating a 204.21% increase since the framework’s inception.

Institutions were assessed based on five key parameters: Teaching, Learning, and Resources; Research and Professional Practice; Graduation Outcomes; Outreach and Inclusivity; and Perception. Additional criteria aligned with the G20 Mission LIFE, based on Sustainable Development Goals, were also incorporated this year.

In specific category rankings, IISc Bengaluru took the top position among universities, followed by Jawaharlal Nehru University and Jamia Millia Islamia. In the engineering category, IIT Madras continued to lead, with IIT Delhi and IIT Bombay following in second and third places, respectively.

In the field of management, the Indian Institute of Management (IIM) Ahmedabad maintained its top spot among management institutions, followed by IIM Bangalore and IIM Kozhikode. The All India Institute of Medical Sciences (AIIMS) Delhi was ranked as the best medical institution, while in the dental category, Saveetha Institute of Medical and Technical Sciences in Chennai, along with Manipal College of Dental Sciences, retained the top two positions, with Maulana Azad Institute of Dental Sciences, New Delhi, ranking third.

In the category of law colleges, the National Law School of India University, Bengaluru, was ranked first. Other top state public universities, apart from Anna University, included Jadavpur University in Kolkata and Savitribai Phule Pune University in Pune.

Minister Pradhan emphasized the importance of comprehensive evaluation, stating, “Knowing the quality, performance, and strengths of an academic institution is a right of students and parents. Therefore, all the 58,000 HEIs (higher education institutions) in the country must come under the ranking and rating framework.” He also advocated for the inclusion of employability and skills as ranking parameters and encouraged institutions to “set ambitious goals and strive for higher rankings in future editions.”

University Grants Commission (UGC) Chairman Jagadesh Kumar praised the participating institutions and urged others to join the process. He remarked, “The NIRF is not merely a ranking exercise but an indicator for institutional change. It encourages institutions to compare their performance with peers, identify strengths, and address areas of improvement.” He further noted, “Let us remember that the NIRF ranking is a signpost, not a destination. It is a continuous process of self-evaluation and growth. I am confident that the collective efforts of our higher education institutions will elevate the standards of education in India.”

The consistent performance of IIT Madras in the NIRF rankings showcases its continued commitment to excellence in various fields, including research, teaching, and overall academic standards. As these rankings evolve and expand to include new categories and criteria, institutions across India are increasingly motivated to improve their standards and aim for higher positions. This spirit of healthy competition is expected to drive further advancements in the Indian education system, aligning with global standards and meeting the diverse needs of students across the country.

The NIRF rankings serve as a crucial tool for evaluating the quality and performance of higher education institutions in India. They provide valuable insights for students, parents, and educators alike, helping them make informed decisions about educational choices. With the continued support and participation of institutions across the nation, the NIRF framework is poised to play an even more significant role in shaping the future of education in India, fostering a culture of excellence, innovation, and sustainability in the years to come.

Eighteen-year-old Ananda Bhaduri has always been fascinated by mathematics. Growing up in Guwahati, he immersed himself in advanced mathematical topics that were not part of the typical school curriculum. Last year, he delved into online archives of challenging math problems, carefully selecting the toughest ones to solve—sometimes working alone and at other times collaborating with friends online.

Earlier this year, in July, Bhaduri was ecstatic to learn that he had won a gold medal in the International Mathematics Olympiad (IMO).

Bhaduri was a member of a six-person Indian team that made history at this year’s IMO. Along with three other team members who also secured gold medals, one who won a silver, and another who received an honorable mention, the Indian team achieved the fourth position among 108 participating countries—India’s highest ranking since it first participated in the olympiad in 1989.

Mathematical success stories often highlight extraordinary talent, but in this case, it was the result of disciplined practice and international collaboration.

The Olympiad

The IMO, the oldest of the international science olympiads, has been an annual event since its inception in Romania in 1959. It has gained a near-mythical status, with many of its medalists going on to become renowned mathematicians, including some who have won the Fields Medal, the highest honor in mathematics. Notable IMO medalists include Terence Tao, considered one of the greatest living mathematicians, and the late Maryam Mirzakhani, the first woman to win the Fields Medal.

Each year, over a hundred countries send teams of six contestants to the IMO, accompanied by a team leader, a deputy leader, and a group of observers. This year, the IMO was held in Bath, U.K.

The Indian team comprised Adhitya Mangudy Venkata Ganesh (Pune), Ananda Bhaduri (Guwahati), Kanav Talwar (Noida), Rushil Mathur (Mumbai), Arjun Gupta (Delhi), and Siddharth Choppara (Pune). Ganesh, Bhaduri, Talwar, and Mathur won gold medals, Gupta secured a silver, and Choppara received an honorable mention.

The team was led by Krishnan Sivasubramanian, a professor of mathematics at IIT Bombay, and Rijul Saini, a visitor at the Homi Bhabha Centre for Science Education (HBCSE), Mumbai. The observers were Rohan Goyal, an undergraduate student at the Chennai Mathematical Institute, and Mainak Ghosh, a postdoctoral fellow at the Indian Statistical Institute, Bengaluru.

A Unique Examination

In India, science students are no strangers to competitive exams, but the IMO stands out due to its unique format and syllabus. Unlike exams such as the IIT-Joint Entrance Examination (JEE), which focuses on solving numerous problems in a short time, the IMO presents only six problems of increasing difficulty, to be solved over two days. Each problem is worth 7 marks, with a total possible score of 42 marks.

The problems are drawn from topics both familiar, such as algebra and combinatorics, and unfamiliar, such as number theory. Algebra involves the manipulation of variables, number theory explores the properties of whole numbers, and combinatorics deals with counting, selection, and arrangement of objects.

Importantly, contestants are not required to know calculus. According to the IMO’s Wikipedia entry, the problems are designed to “incentivize finding elegant, deceptively simple-looking solutions that require ingenuity.”

The Road to Selection

Bhaduri’s journey with the mathematics olympiad began four years ago when he first participated in the Indian Olympiad Qualifier for Mathematics (IOQM), the initial step toward being selected for the IMO team.

The next step is the Regional Math Olympiad (RMO), a three-hour exam with six challenging problems, described by the HBCSE as having a “high level of difficulty and sophistication.” Those who excel in the RMO move on to the Indian National Math Olympiad (INMO).

The top 65 performers in the INMO are invited to the International Mathematics Olympiad Training Camp (IMOTC), where they receive instruction from established mathematicians and practice solving complex problems.

Though Bhaduri was selected to attend the IMOTC in 2020, the COVID-19 pandemic disrupted his plans. When he was selected again this year to attend the camp at the Chennai Mathematical Institute, he was thrilled.

Recalling his experience at the camp, Bhaduri said, “It was the best experience of my life.”

At the IMOTC, participants undergo several selection tests, with the top six performers chosen to represent India at the IMO. Before heading to the competition, the team undergoes an additional 8-10 days of training at the HBCSE.

The Secret to Success

Prithwijit De, associate professor at HBCSE and national coordinator of the mathematics olympiad program, noted that students who attend the IMOTC typically already have a strong grasp of fundamental mathematical concepts. “This is probably because they have access to multiple sources on the internet,” he explained.

The training camp focuses on topics not usually covered in school syllabi and places students in a rigorous regimen of practicing difficult problems expected at the IMO.

A key factor in this year’s success was the collaborative effort between the Indian and Iranian olympiad teams in preparing the candidates. For the first time, trainers from both countries jointly developed practice test questions, which were then used by candidates from both teams. This “cross-cultural collaboration,” as Dr. De described it, was inspired by similar collaborations between other olympiad teams, such as those from the U.K. and Hungary, who “have been training together for a long time now.”

However, Dr. De cautioned that it is difficult to isolate the specific factors that contributed to the candidates’ performance, as many had already undertaken independent training before attending the camp.

For example, Ganesh, another gold medalist, credited his success to training with M. Prakash, founder of the Pune-based M. Prakash Institute, which prepares students for both the IIT-JEE and olympiads.

“I don’t know what percentage of our training helped them and what percentage of this cross-cultural training helped them. It’s very hard to distinguish between the effects of all these factors,” Dr. De remarked. “But this year, we tried something different.”

Looking Ahead

Other countries have expressed interest in collaborating with India’s olympiad program to jointly train their candidates, Dr. De revealed. The Indian team plans to continue its collaboration with Iran and expand its collaborative efforts.

A detailed training plan for the coming year is being developed by a “dynamic group full of young people,” according to Dr. De.

The HBCSE also aims to increase female participation in the IMO. The absence of women in this year’s team reflects a broader trend, with less than 10% of IMO participants between 2000 and 2021 being women.

In response, the U.K. launched the European Girls Mathematical Olympiad (EGMO) in 2012, now involving over 50 countries. Each country can send a four-member team to the EGMO.

India first participated in the EGMO in 2015 and initially struggled to field a full team. It is only in the last “three or four editions,” Dr. De said, “that we have had a full-strength team.”

A group of 16 girls has already been selected for the EGMO training camp, scheduled for December this year at the Chennai Mathematical Institute. From this group, four will be chosen to represent India at EGMO 2025. “We hope that this will inspire more girls to come forward and take interest in the IMO,” Dr. De added.

The Indian Institute of Technology Madras (IIT-M) has received a remarkable donation of $27.1 million (equivalent to INR 228 Crore) from Krishna Chivukula, an Indian-American alumnus. This generous contribution stands as the largest single donation ever made to the prestigious institute.

The substantial donation will be utilized to support various initiatives at IIT Madras. These initiatives include scholarships for international students, which will help attract and retain talent from around the world, and a Research Excellence Grant Program aimed at fostering cutting-edge research within the institution. Additionally, the funds will sponsor an undergraduate fellowship program specifically designed for incoming students, offering them financial support as they embark on their academic journey. Furthermore, a sports scholar program will be established, promoting sports and fitness among students. Another significant portion of the donation will go towards the development and maintenance of the Shaastra Magazine, which serves as a platform for showcasing student and faculty achievements, research, and innovations. In honor of this generous donation, one of the institute’s blocks will be renamed the “Krishna Chivukula Block.”

Krishna Chivukula, the founder and CEO of INDO-MIM Ltd, has a long-standing association with IIT Madras. He graduated with a Master of Technology in Aerospace Engineering from the institute in 1970. Over the years, Chivukula has made significant contributions to the engineering and manufacturing industry. He is particularly noted for introducing Metal Injection Molding (MIM) technology in India in 1997, through his company INDO-MIM Ltd. Under his leadership, the company has become a global leader in MIM technology, with a projected turnover nearing $120.2 million.

This donation from Chivukula is part of a record-breaking fundraising year for IIT Madras. The institute has successfully raised $61.5 million during the 2023-24 fiscal year, marking an impressive 135 percent increase from the previous year. This surge in funding reflects the strong support IIT Madras has received from its alumni, individual philanthropists, and corporate partners. Notably, 48 donors have each contributed over $120,000, demonstrating the deep commitment of the institute’s community to its continued growth and success.

A significant portion of the funds raised came from alumni contributions, which alone totaled $44 million. This represents a staggering 282 percent increase compared to the previous year’s alumni donations. The remarkable fundraising efforts by IIT Madras are a testament to the strong connection between the institute and its alumni, as well as the broader community’s belief in the institute’s mission to drive innovation and academic excellence.

The funds raised through these donations will not only support the institute’s current initiatives but also help to lay a strong financial foundation for the future. With this enhanced financial backing, IIT Madras is well-positioned to continue its trajectory of growth and development, paving the way for new innovations, academic advancements, and research breakthroughs. The institute’s commitment to fostering a supportive environment for students, faculty, and researchers alike is further strengthened by these contributions.

In light of the donation, IIT Madras has expressed its deep gratitude to Krishna Chivukula and other donors. The institute’s leadership has highlighted the impact of such generous contributions on its ability to pursue its strategic goals, enhance the quality of education, and continue to be a leader in engineering and technology education in India and globally.

Overall, the landmark donation by Krishna Chivukula, along with the impressive fundraising achievements by IIT Madras during the 2023-24 fiscal year, underscores the institute’s enduring appeal and the strong bonds it maintains with its alumni and supporters. As IIT Madras continues to receive such support, it remains steadfast in its commitment to advancing knowledge, fostering innovation, and nurturing the next generation of leaders in science and technology.

The 12th mid-year Global Association of Physicians of Indian Origin (GAPIO) Conference successfully concluded on the campus of the American University of Antigua College of Medicine (AUA) in Antigua and Barbuda. This year’s conference, held from July 15-17, focused on the theme: “Advantages and Challenges of Offshore Medical Education and Recent Advances and Challenges in Healthcare.”

The event brought together a diverse group of doctors from 55 countries, who participated both in-person and virtually. The conference served as a dynamic platform for global medical professionals to exchange knowledge, discuss current trends, and explore innovative solutions in healthcare.

Key highlights of the conference included:

1.     Advantages and Challenges of Offshore Medical Education: Experts discussed the unique benefits and hurdles faced by medical institutions operating offshore. Topics included the global reach of medical education, the quality of training, and the diverse clinical experiences available to students in different geographical regions and the impact that medical institutions, like AUA in the Caribbean are having on the current physician shortage.

2.     Recent Advances in Healthcare: The conference featured sessions on the latest developments in healthcare, with a particular focus on artificial intelligence (AI). Presentations and discussions highlighted how AI is transforming diagnostics, treatment planning, and patient care, along with the potential ethical and legal implications of these advancements.

3.     A notable session by Dr. Leslie Walwyn, Associate Dean of Global Health at AUA, focused on the impact of climate change on global health. Dr. Walwyn’s lecture provided a comprehensive overview of how environmental changes are affecting health outcomes worldwide and the necessary steps to mitigate these effects.

4.     Interactive Panels and Discussions: The conference facilitated interactive panels and discussions that allowed participants to engage with experts on various topics, including the future of health delivery and the role of technology in medicine.

Dr. Sudhir Parish, Vice President of GAPIO expressed his satisfaction with the successful conclusion of the conference. “It was a great GAPIO midyear conference. The conference was well organized and very resourceful. In addition, AUA’s hospitality was excellent and was very informative. Thanks to AUA’s leadership, especially the current president, Dr Peter bell and Former President Neil Simon”

The 12th mid-year GAPIO Conference not only highlighted the advancements in AI and offshore medical education but also reinforced the importance of global collaboration in addressing healthcare challenges. As the conference concluded, participants left with a renewed sense of purpose and a wealth of knowledge to apply in their respective fields.

About GAPIO:
The Global Association of Physicians of Indian Origin (GAPIO) is a non-profit organization that aims to bring together physicians of Indian origin on one platform to facilitate professional and social networking and to harness their combined potential towards the improvement of healthcare globally.

About AUA:
The American University of Antigua College of Medicine (AUA) provides an outstanding medical education to students of diverse backgrounds. AUA is committed to leading the next generation of physicians with excellence and compassion.

For more information about the conference and future events, please visit [GAPIO’s official website] (https://www.gapio.in)