Indian institutions continue their upward momentum on the global academic stage, with IIT Delhi emerging as the country’s top-ranked university in the QS World University Rankings 2026, securing the 123rd spot. It is closely followed by IIT Bombay at 129 and IIT Madras at 180, solidifying India’s footprint in the global top 200. However, no Indian university has yet broken into the top 100.

The latest edition of the QS rankings, released by higher education analysts Quacquarelli Symonds, evaluates over 1,500 universities across more than 100 countries. The rankings serve as a barometer of academic excellence, research output, and global relevance.

At the global level, the Massachusetts Institute of Technology (MIT) retains its crown, scoring a perfect 100. Imperial College London follows in second place (99.4), with Stanford University (98.9), the University of Oxford, and Harvard University rounding out the top five. Institutions from the US and the United Kingdom continue to dominate the upper echelons of the list, though Asia-Pacific universities are making notable gains.

Among the rising performers, Malaysia’s Sunway University recorded the most dramatic leap, climbing 120 places in a single year.

The QS World University Rankings 2026 place increasing emphasis on research impact, global engagement, and sustainability, alongside traditional indicators like academic and employer reputation, faculty-student ratio, and internationalisation.

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Despite a vast student population and growing academic ambition, no Indian university has entered the global top 100—a gap that invites reflection. While the steady rise of institutions like IIT Delhi signals progress, it also highlights the need for sustained investment, deeper international collaborations, and a sharper focus on research and innovation. The QS rankings, then, are not just a recognition of how far Indian higher education has come, but also a gentle nudge towards how much further it can go.

The Union Ministry of Education has released the Performance Grading Index for Districts (PGI-D) 2023–24, assessing how states and union territories (UTs) fared across critical school education indicators such as learning outcomes, equity, and infrastructure. The report places Chandigarh at the top, with Delhi and Punjab also emerging as strong performers.

The PGI-D ranks regions across ten performance levels, with Utkarsh being the highest possible grade, awarded to those scoring above 90% of 1,000 total points. However, no state or UT achieved that benchmark this year. Chandigarh was the only unit placed in Prachesta-1, the fifth-highest band, with a score between 701–760 points.

Ten other states and UTs, including Delhi, Punjab, Gujarat, Odisha, Kerala, Dadra and Nagar Haveli, Haryana, Goa, Maharashtra, and Rajasthan, were placed in Prachesta-3—the seventh tier on the index—with scores ranging from 581 to 640.

Meanwhile, Meghalaya stood at the bottom of the list with a score of 417.9, becoming the only state placed in the tenth and lowest category. Mid-performing regions included Tamil Nadu, Puducherry, Karnataka, West Bengal, Andaman and Nicobar Islands, and Himachal Pradesh.

According to officials, the PGI-D is designed to act as a catalyst for system-level improvements, offering comparative data to support evidence-based decision-making. By standardising assessment across a range of domains, the index aims to help districts identify learning gaps, infrastructural deficits, and policy blind spots.

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While the top bands remain elusive, the data offers insights into where systemic support and targeted interventions are needed most.

Facing strong backlash, the Maharashtra government has rolled back its earlier decision to make Hindi compulsory as a third language in Marathi and English-medium schools. A revised resolution issued by the School Education Department now offers students the flexibility to choose any other Indian language in place of Hindi for Classes 1 to 5.

According to the corrigendum aligned with the State Curriculum Framework – School Education 2024, Hindi will be the default third language; however, alternatives are permitted if students prefer them. If at least 20 students in a class opt for a different language, a dedicated teacher will be appointed. For fewer than 20 students, the subject will be delivered via online mode.

The updated directive also reiterates that Marathi remains compulsory in all schools, regardless of the medium of instruction. In non-Marathi and non-English medium schools, the three-language formula will include the school’s medium, Marathi, and English.

The language policy for Classes 6 to 10 will continue under the framework of the State Curriculum Framework (SCF) 2023, which aims to enhance multilingual learning while respecting regional and linguistic diversity.

The revision comes after political and public criticism, including opposition from the Maharashtra Navnirman Sena (MNS) and recommendations from the state’s language consultation committee.

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In a significant initiative fostering international collaboration and scientific curiosity, the Ministry of Education, Government of India, flagged off 20 school students selected to participate in the Sakura Science Programme 2025. The ceremony was led by Shri Sanjay Kumar, Secretary, Department of School Education & Literacy (DoSEL), alongside senior officials, including Smt. Archana Sharma Awasthi, Joint Secretary, and Prof. Prakash Chandra Agrawal, Joint Director, NCERT.

The Sakura Science Programme, initiated by the Japan Science and Technology Agency (JST), aims to promote youth exchange in science across Asia. India joined the initiative in 2016. Since then, over 600 Indian students have experienced Japan’s technological landscape through this unique programme.

This year’s cohort—comprising 7 boys and 13 girls—represents Jawahar Navodaya Vidyalayas and government schools across remote and diverse regions such as the Andaman & Nicobar Islands, Ladakh, Mizoram, Nagaland, and Tripura. The programme runs from June 15 to 21, 2025, and includes participants from Malaysia, Taiwan, and Ukraine.

Speaking at the event, Shri Sanjay Kumar described the programme as a “golden opportunity to explore a developed nation like Japan,” urging students to fully engage with its potential to inspire innovation and global understanding.

Aligned with the National Education Policy (NEP) 2020, which underscores experiential learning and interdisciplinary exploration, this initiative strengthens India’s vision of holistic, engaging education. Japan—renowned for its technological excellence and rich culture—continues to be a valued partner in shaping the next generation of Indian innovators.

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In a renewed push for public health education, the Directorate of Education (DoE), Delhi, has instructed all government and private schools to actively observe June as Anti-Malaria Month, ahead of the monsoon season.

The directive, issued through an official circular on Friday, calls upon heads of government, government-aided, and private unaided recognised schools to implement proactive measures for malaria prevention and awareness. This follows an earlier advisory from April 15 on the control of vector-borne diseases, including dengue and chikungunya.

The circular reiterates the Ministry of Health’s national goal of eliminating malaria by 2030. “June is observed annually as Anti-Malaria Month to raise awareness, promote community participation, and sustain preventive efforts before the onset of monsoon,” the DoE noted.

Schools have been urged to conduct regular inspections to eliminate stagnant water and potential mosquito breeding grounds. The circular recommends that institutions display malaria prevention do’s and don’ts prominently on campus. An annexure with precautionary measures has been provided for this purpose.

The directive further encourages schools to sensitise their staff on the risks and symptoms of vector-borne diseases. It also suggests using social media platforms to disseminate awareness messages, alongside organising health talks and interpersonal communication sessions.

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All departments, offices, and educational institutions under the DoE’s purview have been asked to actively participate in the initiative, ensuring a health-conscious start to the academic calendar.

This move underscores the growing role of schools as agents of public health advocacy, empowering students and communities with timely, actionable knowledge.

In a landmark step towards digital equity in education, the Telangana government has signed a Memorandum of Understanding (MoU) with six leading non-profit organisations to provide state-of-the-art, technology-enabled learning completely free of cost to government schools across the State.

The MoU, formalised in the presence of Chief Minister A. Revanth Reddy on Sunday is part of the State’s broader push to ensure inclusive, quality education for underprivileged students. “We are laying the foundation for a knowledge-based future. These partnerships reflect our commitment to ensuring no child is left behind in this digital age,” said the Chief Minister.

The collaborating organisations include EkStep Foundation (led by Nandan Nilekani), Prajwala Foundation (Sunita Krishnan), Physics Wallah (Alakh Pandey), Khan Academy, Pi Jam Foundation (Shoaib Dar), and Educate Girls (Safina Hussain). Each brings a unique offering to the table:

• EkStep will expand its AI-powered multilingual foundational learning platform from 540 to over 5,000 primary schools across all 33 districts.
• Physics Wallah will offer free NEET, JEE, and CLAT coaching to Intermediate-level students.
• Khan Academy will roll out curriculum-aligned STEM video content for Classes 6–10.
• Prajwala Foundation will introduce child safety and protection modules for Classes 6–12.
• Pi Jam Foundation will offer coding and computational thinking courses from Classes 1–10.
• Educate Girls, already active in the State, will continue efforts to boost girl-child enrolment and literacy.

Senior officials, including Government Advisor K. Kesava Rao, Education Secretary Yogita Rana, and School Education Director Narasimha Reddy, were present at the signing, underscoring the administration’s intent to drive systemic change through strategic public–NGO partnerships.

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In a significant follow-up to its earlier proposal, the Delhi government has officially cleared the Delhi School Education (Transparency in Fixation and Regulation of Fees) Ordinance, 2025, intensifying its push for greater accountability in private school fee structures. This move comes just weeks after the government’s initial announcement, which ScooNews previously reported in detail here.

The ordinance, approved during the cabinet meeting on Tuesday, introduces a first-of-its-kind three-tier regulatory mechanism in Delhi, comprising school-level fee regulation committees, district-level appellate bodies, and a state-level revision committee. The structure aims to address disputes, appeals, and grievances related to fee hikes more effectively and transparently.

With mounting pressure from parent groups over arbitrary fee increases and allegations of financial opacity, the government hopes this ordinance will bring much-needed relief to over 1,677 private schools operating in Delhi. According to officials, once it receives clearance from Lieutenant Governor VK Saxena, the ordinance will take immediate effect and remain in force until formal legislation is passed in the Delhi Assembly.

The ordinance also makes it illegal for schools to penalise students over fee non-payment by removing them from rolls, denying access to classes or online platforms, withholding exam results, or subjecting them to public humiliation—issues that parent associations have flagged repeatedly.

This policy intervention reflects the growing demand for systemic checks on private education providers and offers a model that other states may soon look to emulate as debates around school fee regulation continue to intensify nationwide.

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Primary school teachers in Himachal Pradesh have ended their 43-day-long hunger strike following a consensus reached with the state’s Education Minister, Rohit Thakur, on Saturday. The teachers had been protesting against the state cabinet’s March 28 decision to restructure the education system by merging the Directorate of Elementary Education with the Directorate of School Education.

Under the proposed restructuring, a new Directorate of School Education was to oversee education from pre-nursery to Class 12, while the Directorate of Higher Education would handle colleges. However, primary teachers raised concerns that this move would dilute their representation, affect service matters, and compromise promotional opportunities.

In the meeting, Minister Thakur assured the teachers that the existing directorate structures for primary and higher education would remain intact. Importantly, a committee will be formed to assess the restructuring, and no changes will be implemented without its recommendations. The committee will also include representatives from the Primary Teachers’ Association, ensuring that teachers have a direct voice in shaping future decisions.

Additionally, Thakur confirmed that promotions of primary teachers would not be hindered and that the government would reconsider the suspension of 10 teachers who were earlier penalised for participating in the protest.

Jagdish Sharma, President of the Primary Teachers’ Association, confirmed that the strike had officially ended and expressed optimism about a collaborative resolution.

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In a landmark move to scale artificial intelligence education across India, OpenAI has officially launched its first international educational initiative—OpenAI Academy India—in partnership with the IndiaAI Mission under the Ministry of Electronics and Information Technology (MeitY). The initiative aims to equip a wide cross-section of learners with AI skills, from students and educators to civil servants, entrepreneurs, and nonprofit leaders.

As part of the collaboration, OpenAI and the IndiaAI Mission have signed a Memorandum of Understanding (MoU) outlining shared goals under the “FutureSkills” pillar of the national AI strategy. The curriculum will initially be available in English and Hindi, with future plans to expand into regional languages to enhance accessibility and inclusivity.

The Academy will offer a hybrid model of digital and in-person learning, combining on-demand modules, webinars, expert-led workshops, and peer-based collaboration. The content will also be hosted on platforms such as the FutureSkills portal and the iGOT Karmayogi platform, enabling central and state government officials to upskill in emerging technologies.

One of the initiative’s most ambitious goals is to train one million teachers in the practical use of Generative AI tools in education. This is aligned with OpenAI’s broader mission to empower educators to integrate AI into classrooms meaningfully.

OpenAI will also host hackathons across seven Indian states, aiming to reach 25,000 students, and conduct workshops in six major cities. Winners of these hackathons will earn the chance to attend OpenAI Dev Day events abroad. In addition, 50 startups or fellows selected by the IndiaAI Mission will receive up to $100,000 in API credits to support their AI-based innovation projects.

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Union IT Minister Ashwini Vaishnaw called the initiative a significant leap forward in democratising access to cutting-edge technology. “This partnership makes the latest AI tools available to India’s startup ecosystem and government workforce alike,” he noted, adding that it will accelerate local innovation and adoption.

Jason Kwon, Chief Strategy Officer of OpenAI, praised India’s growing influence in the global AI landscape. “India is one of the most dynamic countries for AI development. We’re proud to launch OpenAI Academy India to help more people gain confidence and skills to use AI meaningfully,” he said.

The platform will host a free Knowledge Hub offering a variety of resources—video tutorials, virtual events, hands-on training modules, and community forums—designed to make AI literacy engaging and practical.

With inputs from PTI

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Despite India’s near-universal school enrolment at the primary level, the latest UNESCO Global Education Monitoring (GEM) Report 2024–25 paints a sobering picture of foundational learning and systemic leadership gaps in Indian education.

According to the report, over 95% of children in India are enrolled in primary school, yet basic learning outcomes remain dismal. ASER 2023 found that only 43% of Class 3 students could read a Class 2-level text, underscoring a national learning crisis.

While India boasts a 60% female workforce in elementary education, the leadership landscape tells a different story. Only 13% of vice-chancellors in central universities were women as of 2022, and formal principal training is absent in many Indian states despite NEP 2020’s mandate of 50 hours of annual professional development for school leaders.

This gender leadership gap reflects a global trend, with only 87 boys per 100 girls achieving minimum reading proficiency, and in middle-income nations like India, the number drops to 72 boys per 100 girls. The pandemic also reversed pre-COVID gains in gender parity for maths, with girls now underperforming in countries like Brazil, the UK, and Italy.

The GEM report also highlights bright spots. India’s policy commitment through NEP 2020 and innovative peer-mentorship pilots—like Delhi’s middle leadership model—demonstrate the potential of decentralised leadership to foster trust, collaboration, and improved school culture.

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Global evidence cited by UNESCO shows that female-led schools in parts of Africa resulted in one full additional year of learning gain, proving that gender-inclusive leadership can enhance academic performance.

However, implementation remains inconsistent. Many leadership positions in India still lack transparent selection and promotion processes, and states fall short in meeting training targets. The digital divide, especially post-pandemic, has further deepened inequities, hitting girls in under-resourced regions the hardest.

What India Needs Next:

• Institutionalise mandatory leadership certifications.

• Accelerate women’s inclusion in senior roles.

• Shift focus from enrolment to outcome-driven learning metrics.

• Embed leadership training into teacher education.

• Scale up local mentorship models proven to work.

The UNESCO report is a reminder that enrolment alone cannot guarantee education quality. Bridging the gap between policy intent and on-ground implementation is critical if India is to transform its education system into one that is equitable, inclusive, and future-ready.