Education
Branding, Marketing & Communication in Education Sector MISS OUT AND BE LEFT OUT!
Marketing and branding of educational institutes should reflect their ability to change people’s lives and the world, says ANUSHKA YADAV.
We tend to believe that branding, marketing and communication are important factors in any field until we put them in the education context. While branding can be dated back to 1100 BC, school branding is a relatively new concept that surfaced in the early 1800s. Today, parents and children are the customers while other schools stand as competitors in the business-like market. Gone are the days when parents had a handful of schools to select from; today, they want their kids to go to schools that have the best of everything. But how do they get to know that they are getting the absolute best of education? This is where an institution’s strong brand identity comes in. To become the best, schools need to develop and market their brand which makes them stand out in the race of vying for students and, in some cases, funding.
EFFECTIVE COMMUNICATION
It is time that we, as educational institutions, ask relevant questions… Do we have a strong and recognisable brand? Does our institution have a reputation that generates positive emotional response? While considering such questions, it is imperative that we evaluate the value and unique selling propositions of the institution as well as what negates and drives the customer.
However, the key to branding and marketing of educational institutions lies in remembering that education is a powerful tool. Your brand communicates to and with your audience. They deserve to know the vision behind your institution reflecting through the brand identity. It promises what the student experience will be like.
Here comes the question, whether major institutions with a deeply ingrained brand need marketing. Of course, they do. Just like the infrastructure of any school needs renovation, their brands need renovation and touch up with the changing times.
Today, school branding is about finding the institution’s unique competitive advantage. However, many schools struggle as they develop their own communications department that often ends up delivering messy messages. Effective message delivering requires the entire faculty along with leadership to commit as one voice to the brand promise. Proper branding, marketing and communication helps students to decide whether the school is a potential match to their requirements. Without branding, the same institutions tend to suffer and get lost amongst typically similar schools.
Adding to the point, Dr Swati Popat Vats, President, Podar Education Network, and Early Childhood Association India, maintained, “There are two types of Indian schools, one that spends only on branding and marketing at the cost of teacher salaries and quality curriculums and focuses on advertising about large spaces, air-conditioned rooms, extracurricular activities, senseless technology integrations that look nice but have no pedagogical impacts. And the other are those that are doing great work with children, have a superb curriculum, pay their teachers well but are unable to reach out to parents because their advertisements and marketing do not focus on these things.”
With a similar point of view, Devidutta Kanungo, Vice President – Education, People Combine, shared, “Schools are not defined by just the classrooms and the playgrounds. More and more, schools today are learning communities which reflect the value systems, priorities and convictions of the educators, leaders, students and the parents who come together to form it. And these value systems vary largely from school to school. Therefore, in today’s world, where there are so many schools competing for attention, it is absolutely critical for schools to develop a strong brand image which clearly reflects the school’s value system as it will not only enable it to reach the right set of parents with whom its value proposition will resonate, but also to the right teachers who will become part of the school because they trust and believe what the school stands for and in turn, they will make the school’s brand and value proposition stronger. Today, a school without a clear brand identity and a clear and eloquent plan to reach out to the segment it aspires to cater to, will very quickly get lost in the cacophony of social media noise.”
MAKING A DIFFERENCE
In a world where information is readily available on just a click, parents and students tend to search for the best institutes on the internet. Dr Swati firmly believes, “Education is the birth-right of every child. Quality education on the other hand is something that every child needs but does not get. Some schools deliver quality education and some don’t and this is where parents need to know which schools to choose for their children so that they are assured that their child will get an education and not just be literate.”
The world wide web and social media have been major marketing development of the last decade. From adding SEO content on your website to showcasing your campus and available facilities through social media platforms, everything makes a difference! It is the perfect way to blossom an open persona and present your school as a place that is open to criticism, scrutiny, transparency and easy communication. Nonetheless, schools often tend to fall in the trap of branding through mere websites, brochures and even tours. However, brand development is the key ingredient that is often missing. Brand development is possible only when branding missteps are avoided, and how do you cross these hurdles? Showcase your brand in education magazines and work on your brand development through advertising companies such as Mad About Ed, which would help you achieve the right student demographics by creating a brand that stands out in a crowded market.
KEY BRANDING ELEMENTS
Talking about key ingredients, you might want to know the key elements to school branding…
First and foremost, school branding is nothing without the school name which may include the full or partial or even an acronym that the school is or wants to be popularly known as.
Secondly, it helps to have a visual representation of the school that identifies the school brand through a mascot or logo. Schools may even choose to have an interlocking logo with two or more letter interlocking to form an alternative logo or identity. An important element that has been given much importance in the recent years includes a trademarked logo with movement. Another important part of this element also includes the school colours that an institution might choose as a form of recognition.
Thirdly, a school’s vision is best represented through a careful selection of words in its motto, catchphrase or tagline. The branding slogan is typically used to create a memorable phrase that summarises the school’s and its pupil’s character; something that unites them.
“Branding should be about your principles, practices, and pedagogy and not about your mascot or name or how many schools you have. Marketing should be about your impact on the learning skills of children and not about false promises, tall promises about creating geniuses. It’s time to be real about education, it’s time to ditch the frills and froth of false branding and marketing and get real about children, childhood and education. It’s time to talk about the ‘why’ you do the ‘what’ and ‘how’ it is necessary for children. It’s time to be a brand…a brand that stands for trust and market your practices instead of how you ensured that five children stood first! It’s time to use branding, publicity and marketing to talk about the impact your school can bring on all children and not only on the achievers. It’s time to rethink and recalibrate your marketing to be about truth and not false promises.” says Dr Vats.
She also wishes for schools in India to be careful of the concepts of branding and marketing, “Impactful branding should be about advocating parents about the benefit of the curriculum and materials that the school invests in, for their child. Marketing in Indian schools should be about changing traditional mindsets that harm children instead of glorifying ‘material’ additions in schools.
Do not talk about physical assets in your marketing, talk about children…all children.
Avoid making tall promises, talk about the deep impact you have made on children and their education.
The number of years you have been in education or the number of children you have touched or the number of schools you have is not as important as the kind of changes you have brought about in education and how you made each child a winner.
Never spend on branding and marketing at the cost of teacher salaries or curriculum.
Never ever make discounts your selling point… people who discount fees will discount education!
BRANDING AND MARKETING BENEFITS
Amidst a plethora of benefits of branding and marketing in the education sector, here are a few major ones:
It reflects and increases school and student pride.
It builds brand trust and loyalty.
It unifies school sports and clubs to a single identifiable logo or mascot.
It validates the school’s mission and core values; further, establishing the school’s history.
It provides the school with discernible identification and recognition.
It aligns with the school’s internal culture and external reputation.
It establishes authenticity and helps in creating an emotional connect.
Pramod Sharma, Principal, Genesis Global School, believes, “It is necessary to introduce impactful branding and marketing in the education sector because it is the most powerful tool to maximise our impact and influence on all the major stakeholders. While most businesses do this for profit, education sector has a nobler aim of creating futures. Hence, the most fundamental unit of education sector, a school, needs to brand itself as a space in which tomorrow lives. It is also true that without proper marketing, branding and advertising the best of products fail. Having said that, there is more to education sector which goes beyond marketing and branding for the simple reason that while false or hyper branding might take a school to the top initially, the fall will follow soon. In other words, branding and marketing, in order to be impactful needs long and sustained effort and strategic planning keeping in mind the requirements of the larger community which we aim to serve. One has seen countless schools COVER STORY who had a dream start but were soon lost in the mists of time. Which means that a major aspect of impactful branding and marketing is the desire for staying relevant, more so because the scholars we serve today are citizens of tomorrow. One needs to be aware of the latest trends and be ready to take risks instead of basking in the glory of past achievements. While the latter strengthen the brand they will falter if the planning for future gets lost in the triumphs of the past. Branding and marketing must be done keeping in mind the lives affected by it. This will help us in keeping the priorities right thus keeping us motivated to our goal of promising futures.”
Ryan Pinto, CEO, Ryan International Group of Institutions, holds the view that, “India’s education sector needs a new brand and marketing strategy because of several reasons; firstly, the number of players in K12 education has grown exponentially over the past two decades, especially in large cities. Whereas in the past there might have been one or two schools in most neighborhoods, today it is not uncommon to see several. Secondly, by and large new entrants have modelled themselves similar to the existing players, thereby creating commoditisation. There are some differences created through graphic identity, such as lettering and logo, but this is largely superficial. Thirdly, differentiation is mostly in terms of curriculum offered from among SSC, ISC, CBSE, IGCSE and IB, and less so on ‘philosophies of education’ and other variables. Lastly, K12 generally attracts less top-class marketing talent and generally sees less marketing investment than other sectors. There is of course some admissions support communication, but very little genuine brand creation marketing.”
Pinto believes there are four thrusts that hold a school in good stead: 1. Investing in genuine holistic marketing at a brand level 2. Responding to stakeholder needs at a school level 3. Securing the best practices of the past while exploring innovation 4. Updating products and services with the times
It is an established fact that education is a big business in today’s world; if schools expect parents and students to spend big bucks on tuition, it is a necessity for them to have a strong, appealing and worthy brand with effective marketing through bona fide communication.
“Should education be a business and spend on Branding and Marketing? Well, yes education should be a business, because business is not a bad word. People who really ‘mind their business’ know that one cannot ‘play’ around with quality; business is all about good practices and keeping the customer happy! And this is what Indian private schools should do, keep the child and parent happy by ensuring that the parent is educated about what is right for their child and by investing in the right materials to ensure that children get the right education that is developmentally appropriate and meaningful for life.” concludes Dr Vats.
Thus, the key to marketing and branding educational institutes is to target and showcase everything you do; education is a powerful tool that has the ability to change people’s lives and the world, and your marketing should reflect that with crystal clarity.
Education
India-Turkey Relations Sour: Indian Universities Suspend Academic Ties Over National Security Concerns
In a significant move reflecting escalating geopolitical tensions, Jamia Millia Islamia (JMI) has suspended all academic Memorandums of Understanding (MoUs) with Turkish educational institutions, citing national security concerns. This decision follows a similar action by Jawaharlal Nehru University (JNU), which recently halted its MoU with Turkey’s Inonu University. Kanpur University has also terminated its academic agreement with Istanbul University.
The suspensions come amid Turkey’s perceived support for Pakistan in regional conflicts, prompting Indian universities to reassess their international collaborations. Delhi University is currently reviewing its MoUs with Turkish institutions, with decisions pending further evaluation.
While the number of Indian students in Turkey remains relatively low—approximately 200 as of 2023 —these developments underscore the broader impact of geopolitical dynamics on educational exchanges. Turkey hosts over 300,000 international students, but Indian enrollment has been minimal compared to other destinations.
The current geopolitical climate is influencing Indian students’ choices for higher education abroad. Traditional destinations like the UK, US, and Canada have seen declines in Indian student enrollments due to stricter immigration policies and rising costs. Conversely, countries such as Germany, France, and New Zealand are experiencing increased interest from Indian students, attributed to more favorable visa policies and affordable education.
These shifts highlight the need for Indian students to consider geopolitical stability and diplomatic relations when selecting study destinations. As international relations continue to evolve, educational institutions and students alike must navigate the complex interplay between academia and global politics.
Education
Geopolitics in Classrooms: Why India’s Students Need to Understand the World Beyond Borders
In a world where a tweet can trigger diplomatic disputes and a trade ban can reshape global supply chains, understanding geopolitics is no longer just for diplomats—it’s for everyone. Yet, as Jaimine Vaishnav’s thought-provoking article, “Breaking Barriers: The Case for Rethinking Geopolitical Education in India,” highlights, Indian education remains stubbornly siloed. Students in fields like technology, design, or engineering are rarely encouraged to explore the world of international relations, cultural diplomacy, or the geopolitics of technology. But should they be?
For a country with one of the world’s largest and youngest populations, India’s education system is remarkably conservative in its approach to interdisciplinary learning. According to Vaishnav, fewer than 4.3% of India’s top technological institutions offer substantial coursework in international relations. Even among design schools, a mere 2.7% address the intersection of aesthetics and global diplomacy. In a world where design is soft power and technology is a geopolitical weapon, these numbers reflect an alarming disconnect.
Why Geopolitical Education Matters—Everywhere
Geopolitics is not just about borders or foreign policy. It is about understanding how power, culture, economics, and technology influence every aspect of our lives. When a design student learns about cultural diplomacy, they understand that a logo is not just branding—it is a statement of national identity. When a technology student grasps the concept of data sovereignty, they realise that code can be a tool of influence.
This disconnect between classrooms and the real world was dramatically highlighted recently when tensions escalated between India and Pakistan following Operation Sindoor. As cross-border hostility intensified, schools in border districts of Punjab, Rajasthan, and Jammu & Kashmir were the first to shut down. Students stayed home, and classes were suspended until further notice, only resuming yesterday. In this tense environment, education was not just disrupted—it became a casualty of geopolitics.
Education is Political—Always Has Been
Vaishnav’s article brilliantly exposes the myth that education can be apolitical. When students are taught to code without understanding digital ethics, when engineers learn to build without considering sustainability, and when designers are trained without a sense of cultural context—they are being educated in a vacuum.
Today, social media algorithms can incite communal hatred, artificial intelligence can reflect racial bias, and a diplomatic tweet can tank a company’s stocks. Education that ignores these connections leaves students unequipped for the real world.
What can we do? We need to reimagine interdisciplinary education as not just an add-on but a foundational framework. Students must learn to navigate the world with an understanding of how global and local forces intersect. This isn’t just an academic preference—it’s a survival skill.
At ScooNews, we believe education is not just about memorising facts but about making sense of the world. Jaimine Vaishnav’s article is a timely reminder that the most important thing we can teach our students is how to think—and that means thinking beyond silos.
Read the full article by Jaimine Vaishnav here: [Breaking Barriers: The Case for Rethinking Geopolitical Education in India]
Indian students aspiring to study in the United Kingdom may face new challenges following the UK government’s announcement of stricter immigration rules. Under a new Immigration White Paper revealed by British Prime Minister Keir Starmer, several visa categories, including student visas, are set to undergo significant changes.
What’s Changing for Indian Students?
One of the most notable changes is the reduction of the Graduate Route visa from two years to 18 months. This visa, which allows international students to work in the UK after completing their studies, has been a popular choice among Indian students. As the largest group of Graduate Route users, Indian students may now find it harder to gain sufficient work experience in the UK before their visa expires.
Additionally, the new rules double the standard period for settlement status eligibility from five years to 10 years. This means international students and their dependents will now need a longer stay before they can qualify for permanent residency.
The new regulations also impose stricter English language requirements, with students and their dependents expected to demonstrate language improvement as part of their visa conditions. This could add pressure on non-native speakers to meet higher proficiency standards.
Student Voices and Concerns
The National Indian Students and Alumni Union UK (NISAU) has expressed mixed reactions to the changes. While they are relieved that the Graduate Route has been retained, they have raised concerns about the potential impact on Indian students, who rely on this route for international work experience.
“Panic must not be allowed to set in among current and prospective students. Immediate clarity is needed on who is affected and how,” NISAU stated.
With these new rules, Indian students must carefully plan their UK education journey, considering the limited work window and the extended path to settlement.
In a move aimed at ensuring transparency and accountability, the Maharashtra School Education Department has initiated a comprehensive mapping of all teaching and non-teaching staff positions across government and aided schools in the state. This major exercise will align all staff posts with the approved ‘Sanction Structure’ and validate these positions against salary records in the state’s official payment processing system, Shalarth.
Mapping for Accountability
According to a recent report by Hindustan Times, the Maharashtra government has issued directives to all government, fully-aided, and partially-aided secondary schools, directing them to complete this mapping process by the end of June 2025. The initiative will involve verifying every teaching and non-teaching position against the Sanction Structure and matching these with salary records on the Shalarth portal, which is used for processing staff payments.
The mapping process will leverage an Application Programming Interface (API) developed by the National Informatics Centre (NIC), allowing the education department to cross-check the data submitted by schools for accuracy. Schools will be required to upload a PDF copy of their completed Sanction Structure mapping before the release of July salaries in August. Any institution failing to comply will face salary disbursement restrictions.
This exercise is a direct response to growing concerns about financial mismanagement in school staffing, including payments made to unauthorised or non-existent employees. The education department has made it clear that strict action will be taken against schools and staff who fail to comply with the new data submission guidelines. Salaries will be withheld in cases where schools delay or neglect the mapping process.
A senior education officer, speaking on condition of anonymity, told Hindustan Times, “We are taking a data-driven approach to ensure that only legitimate employees are drawing salaries from government funds. The mapping of posts and salary systems will bring transparency and accountability at every level.”
Implications and Potential as a National Model
This initiative has the potential to become a model for other states seeking to ensure transparency in education funding. If successful, the mapping drive can eliminate the problem of “ghost employees,” ensure the fair distribution of government funds, and prevent the influence of politically-backed illegal appointments. However, it also places significant pressure on school administrations, which must ensure complete and accurate data submission.
While the drive promotes accountability, there is a risk of administrative overload, especially in remote or understaffed schools. The use of digital tools, such as the API integration with Shalarth, is a positive step, but effective implementation will depend on user training and technical support.
If proven effective, Maharashtra’s staff mapping initiative could serve as a blueprint for other states in India to adopt a similar approach, ensuring that education funds are used solely for legitimate purposes.
Education
Indian Students Flock to Singapore, Ireland, and Dubai for Higher Studies: 38% Surge Recorded
Indian students are increasingly looking beyond traditional study-abroad destinations like the United States, United Kingdom, and Australia. According to a recent report by Gradding.com, a study-abroad platform, the number of Indian students choosing countries like Singapore, Ireland, and Dubai has surged by 38%. This trend marks a significant shift in the preferences of Indian students seeking global education.
While the US, UK, and Australia have long been popular choices, the tightening of immigration policies and restrictive post-study visa rules in these countries have caused a decline in student interest. Canada experienced the biggest drop in Indian student enrollments at 41%, followed by the UK with a 27.7% decline and the US with 13%. In contrast, Singapore, Ireland, and Dubai have become preferred alternatives due to their globally recognised institutions, affordable education, and strong job markets.
Mamta Shekhawat, founder of Gradding.com, highlighted the changing landscape, stating, “The evolving preferences of Indian students reflect a transformative shift in global education dynamics. With destinations like Singapore, Ireland, and Dubai offering quality education, affordability, and strong career prospects, we’re witnessing a more informed and strategic approach to overseas education.”
The numbers reinforce this shift. The total number of Indian students studying abroad rose from 750,365 in 2022 to 892,989 in 2023, with a notable increase in those opting for lesser-explored destinations. Singapore, for instance, recorded a 25% year-on-year growth in Indian student enrolment.
The rise of these new destinations is attributed to their student-friendly policies, industry partnerships, and focus on emerging sectors such as finance, technology, and healthcare. As Indian students continue to explore alternative destinations, universities in Singapore, Ireland, and Dubai are expected to see a steady influx, reshaping the global education map.
Education
John King’s Book ‘Teacher By Teacher’: A Global Tribute to the Transformative Power of Education
For John B. King Jr., former U.S. Secretary of Education, school wasn’t just a place—it was a lifeline. In his newly released memoir, Teacher By Teacher: The People Who Change Our Lives, King traces his journey from a grief-stricken child in New York to the corridors of educational leadership in Washington, D.C. But while the book is rooted in the American educational experience, its messages about the impact of teachers resonate far beyond U.S. borders.
In an exclusive interview with Education Week’s Sam Mallon on May 5, 2025, King reflected on his memoir, the teachers who shaped his life, and the ongoing challenges educators face worldwide.
A Childhood Saved by Teachers
King’s story is a testament to the power of mentorship. Following the death of his mother and his father’s battle with Alzheimer’s, school became King’s sanctuary. “Teachers saved my life,” he shared, recalling how educators believed in him, nurtured his potential, and gave him hope even when the world outside seemed dark.
From those formative years, King went on to earn degrees from Harvard, Columbia, and Yale. His career as a teacher, school principal, education policymaker, and eventually, U.S. Secretary of Education became a journey of giving back. The memoir celebrates not only King’s personal resilience but the quiet heroism of teachers everywhere.
Former Secretary of U.S Education John King. Image Source- EducationWeek
While King’s book is anchored in American education, the messages it carries are universally relevant. Teachers worldwide are grappling with challenges—overcrowded classrooms, mental health issues among students, and ever-changing education policies. In his interview with Education Week, King highlighted how schools must be more than academic factories. They must be safe havens, places of healing, and hubs of inspiration.
King advocates for “trauma-informed practice”—an approach where teachers are equipped to understand and support students facing emotional challenges. This is a lesson that transcends borders, as schools globally encounter rising mental health concerns among students.
Teacher Evaluations and Policy Pressures
King’s time as U.S. Secretary of Education was marked by ambitious reforms—from implementing the Every Student Succeeds Act (ESSA) to pushing for more rigorous teacher evaluation systems. But looking back, he acknowledges a key lesson: change cannot be forced without teacher buy-in.
“Teachers can’t be bombarded with reforms,” he explained. Change must be gradual, and educators must feel a sense of ownership over new policies.
King’s narrative is ultimately about hope. In his memoir, he shares how a single teacher’s encouragement can change a student’s life trajectory. He recalls how his father’s legacy as New York’s first Black deputy schools chief was kept alive by a former student who, years later, shared how impactful his father’s teaching was.
Teaching is more than a job—it is a calling. It is a force for social good, a platform for mentorship, and a means to nurture the next generation of thinkers, leaders, and dreamers. King’s Teacher By Teacher is a reminder that educators everywhere have the power to transform lives, often without even knowing it.
Though written from an American perspective, Teacher By Teacher is a love letter to educators everywhere. It is a call to support teachers, to understand the pressures they face, and to recognise the life-changing impact they can have on their students.
For a world that often takes teachers for granted, John King’s memoir is a reminder of the heroes who stand at the front of every classroom, ready to make a difference.
Excerpts referenced in this article were taken from John King's exclusive interview with Education Week on May 5, 2025, in Washington, conducted by Sam Mallon for Education Week.
Education
Operation Sindoor and Operation Abhyaas: Navigating School Safety and Student Well-being Amid Rising Tensions
In the wake of escalating tensions between India and Pakistan following the April 22 Pahalgam terror attack, the Indian government has launched Operation Sindoor, targeting terrorist infrastructure across the border. This military action has prompted heightened security measures nationwide, including the closure of schools in several border districts and the initiation of Operation Abhyaas—a nationwide civil defence mock drill aimed at bolstering emergency preparedness.
As a precautionary step, educational institutions in border districts of Punjab (Ferozepur, Pathankot, Fazilka, Amritsar, Gurdaspur), Rajasthan (Ganganagar, Hanumangarh, Bikaner, Jaisalmer, Barmer), and Jammu & Kashmir have been temporarily closed. These closures aim to ensure the safety of students and staff amid potential cross-border hostilities.
Operation Abhyaas: Enhancing Emergency Preparedness
Simultaneously, the Ministry of Home Affairs has initiated Operation Abhyaas, a comprehensive civil defence exercise conducted across 244 districts. This drill encompasses activities such as air-raid siren tests, blackout simulations, evacuation procedures, and public training sessions. In Delhi, for instance, 55 locations are participating in the drill, involving students, teachers, and civil defence volunteers.
Addressing Student Anxiety and Promoting Well-being
The current climate of uncertainty and the implementation of mock drills can understandably lead to anxiety among students. Educators and school administrators play a pivotal role in mitigating these concerns:
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Open Communication: Provide age-appropriate explanations about the drills and current events, reassuring students about the measures taken for their safety.
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Emotional Support: Encourage students to express their feelings and provide support through counseling services or designated safe spaces within the school.
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Routine and Normalcy: Maintain regular school routines to provide a sense of stability and normalcy for students.
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Parental Involvement: Engage with parents to keep them informed and involved in addressing their children’s concerns.
While the current geopolitical situation necessitates heightened security and preparedness, it is crucial to balance these measures with the emotional and psychological well-being of students. Through proactive communication, support, and engagement, educators can help students navigate these challenging times with resilience and understanding.
The Common University Entrance Test for Undergraduate admissions (CUET-UG) 2025, originally scheduled to commence on May 8, is likely to be postponed, according to sources close to the National Testing Agency (NTA). While an official confirmation is still awaited, fresh dates for the examination are expected to be announced shortly.
The delay follows the recently concluded NEET-UG examination—an extensive exercise that required significant logistical oversight, especially as NEET had faced scrutiny last year over alleged integrity lapses.
Despite the approaching exam date, the NTA has yet to release the subject-wise date sheet for CUET-UG 2025, adding to the anticipation and confusion among over 1.35 million applicants—marking the highest-ever number of registrations for the exam since its inception.
This year, CUET-UG will be conducted exclusively in Computer-Based Test (CBT) mode, signifying a notable departure from the hybrid format adopted in 2024. The hybrid model was introduced to accommodate varied digital access across regions, but also led to logistical complications. In fact, the 2024 CUET-UG exam was abruptly cancelled across Delhi the night before it was scheduled due to operational constraints.
The first edition of CUET-UG in 2022 was marred by technical issues and inconsistencies across multiple shifts, necessitating a complex score normalisation process. The shift to a fully CBT format this year is expected to streamline operations, but the current delay and lack of clarity raise questions about preparedness.
As undergraduate admissions in central universities and several private institutions are now tied to CUET-UG, any delay in the exam calendar has a cascading effect on the academic schedule.
Students and stakeholders are advised to monitor the official NTA website for updates on the revised dates and examination guidelines.
Education
Pradhan Mantri Rashtriya Bal Puraskar 2025: Nominations Now Open for India’s Young Achievers
The Ministry of Women and Child Development, Government of India, has officially opened nominations for the prestigious Pradhan Mantri Rashtriya Bal Puraskar (PMRBP) 2025, a national-level award that celebrates the exceptional achievements of children across the country. The last date to submit nominations is 31st July 2025, and applications must be submitted online via the official Rashtriya Puraskar Portal.
Open to children aged between 5 and 18 years as on 31 July 2025, the PMRBP recognises outstanding contributions in six categories: Bravery, Social Service, Environment, Sports, Art & Culture, and Science & Technology. Children may be nominated by individuals or institutions, and self-nominations are also allowed.
To apply, nominators must register on the Rashtriya Puraskar Portal with essential details such as name, date of birth, contact information, and Aadhaar number. After logging in, users must select “Pradhan Mantri Rashtriya Bal Puraskar 2025” under the ongoing nominations section. The application requires a detailed description (maximum 500 words) of the nominee’s achievement and its societal impact, along with supporting documents and a recent photograph.
Do you know a young hero whose story can inspire the entire nation?
Nominate them today at 👉 https://t.co/7nl4GXleo8
Hurry! The last date to submit is 31st July 2025.#PMRBP2025 #VeerBaalDiwas@PIBWCD | @mygovindia | @PMOIndia | @EduMinOfIndia pic.twitter.com/i3gVto5gzh— Ministry of WCD (@MinistryWCD) May 2, 2025
The award, conferred annually by the President of India at a ceremonial function in New Delhi, is regarded as one of the highest civilian honours for children. It aims to inspire India’s youth by showcasing exemplary stories of courage, innovation, and leadership among peers.
At a time when young people are shaping conversations on climate, technology, arts, and inclusive change, initiatives like the PMRBP are a powerful reminder that excellence can begin early—and deserves national recognition.
For detailed eligibility criteria and application guidelines, visit https://awards.gov.in.
Over two decades since it first opened its doors to the children of the mountains, Druk Padma Karpo School in Ladakh—popularly known as Rancho’s School from the iconic film 3 Idiots—has officially received affiliation from the Central Board of Secondary Education (CBSE). This marks a significant milestone for the cold desert institution that has long stood at the intersection of innovative education and cinematic fame.
A Long Journey to Recognition
Founded in 2001 and lauded for its unconventional teaching methods and sustainable campus, the school was until recently affiliated with the Jammu and Kashmir State Board of School Education (JKBOSE). Despite meeting high academic and infrastructural standards, the school faced delays in securing the necessary No Objection Certificate (NOC) from JKBOSE.
“We had been trying to get CBSE affiliation even before Ladakh became a Union Territory,” shared Principal Mingur Angmo. “Now, with the affiliation in place, our first batch of Class 10 students has already appeared for their CBSE board exams.”
The affiliation brings with it new opportunities: the school is preparing to expand its offerings up to Class 12 by 2028 and is currently training its teachers to align with CBSE’s evolving curriculum—especially in the wake of the National Education Policy 2020 (NEP 2020).
Where Cinema Meets Classroom
Made famous as the backdrop for several scenes in 3 Idiots, including the now-legendary “Rancho’s Wall,” Druk Padma Karpo has become a frequent stop for tourists visiting Ladakh. The wall was relocated in 2018 to reduce disruptions to the school’s learning environment, but its legacy continues.
Even today, visitors are occasionally allowed to witness school activities, like student-led mock elections and sustainability projects. The school’s philosophy blends hands-on learning with real-world problem-solving—long before such practices became policy prescriptions.
A Symbol of Change for Ladakh’s Schools
The CBSE affiliation is more than a moment of celebration for Druk Padma Karpo—it sets a precedent for other schools in Ladakh still affiliated with JKBOSE. With discussions about forming a separate territorial education board underway, this development might serve as a roadmap for institutions in similar limbo.
More importantly, CBSE affiliation opens pathways for Druk Padma Karpo’s students to pursue higher education and career opportunities across India and abroad, thanks to the broader recognition of the national board’s credentials.
As Principal Angmo noted, “Our approach to education has always been different—focused on understanding rather than rote learning. With CBSE now also moving towards competency-based teaching after NEP, we’re optimistic about merging our ethos with national reforms.”
The story of Druk Padma Karpo School is a reminder that good education can come from the most unexpected places—sometimes even from a windswept plateau framed by the Himalayas. With its blend of tradition and transformation, the school now embarks on a new chapter—one where storytelling, cinema, sustainability, and structured pedagogy go hand in hand.
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