Education
World Tourism Day 2023: The Career Prospects in the Field of Tourism

As we celebrate World Tourism Day 2023, it’s time for school graduates to embark on a journey that goes beyond the familiar horizons of textbooks and classrooms. This is a journey that explores the educational perspective of tourism, unveiling the skills required and the plethora of career opportunities available in this dynamic field. India’s travel and tourism industry is poised for center stage in the coming years, and the prospects for students have never been brighter.
A Glimpse into the Growth of Tourism:
In 2021, India’s tourism sector wasn’t just a contributor; it stood as a powerhouse, constituting a significant 5.8% of the country’s GDP and providing employment for a remarkable 32.1 million people. This resurgence followed a tumultuous 2020 marked by the devastating impacts of the COVID-19 pandemic.
What’s more exciting is that India’s tourism sector is poised for sustained growth, with a projected compound annual growth rate (CAGR) of 13% during the period from 2019 to 2023. By 2023, it’s expected to reach an impressive ₹32.05 lakh crore (US$450 billion). Furthermore, the sector is on track to create an astonishing 52.3 million jobs by 2028, accounting for 8.1% of the nation’s total employment.
Moreover, India’s tourism sector is anticipated to benefit from consistent hiring in other sectors such as financial services, technology, FMCG, and property and construction in 2023, providing diverse opportunities for aspiring professionals.
Educational Avenues in Travel and Tourism:
The journey toward a rewarding career in travel and tourism begins with education. Numerous institutions offer a broad spectrum of courses tailored to the industry’s diverse demands. These educational pathways encompass Bachelor’s and Master’s degrees, diploma programs, and even flexible distance learning options.
Here are some popular courses for undergraduate and postgraduate education in tourism in India:
Undergraduate Courses:
- BA in Tourism Administration: A three-year course covering various aspects of tourism management, including tourism planning, marketing, operations, finance, and human resource development. It also provides exposure to the cultural, social, and environmental dimensions of tourism. Some institutions offering this course include Christ University, Bangalore, Jamia Millia Islamia, New Delhi, and Amity University, Noida.
- BA in Tourism Studies: A three-year course focusing on the theoretical and practical aspects of tourism, including tourism geography, tourism products, tourism policy, tourism development, and tourism research. It also offers electives in areas such as adventure tourism, heritage tourism, and eco-tourism. Institutions offering this course include Indira Gandhi National Open University, New Delhi, Madurai Kamaraj University, Madurai, and Aligarh Muslim University, Aligarh.
- Bachelor of Tourism Management (BTM): A four-year course providing comprehensive knowledge and skills in tourism management, such as tourism marketing, operations, finance, law, and entrepreneurship. The course also includes industrial training and project work in the tourism sector. Some institutions offering this course include the University of Calicut, Malappuram, Kurukshetra University, Kurukshetra, and the University of Kashmir, Srinagar.
- Com in Travel and Tourism Management: A three-year course combining core commerce subjects with specialized topics related to travel and tourism, such as travel agency management, tour operations, airline ticketing, and tourism economics. It prepares students for careers as travel consultants, tour managers, and tourism officers. Some institutions offering this course include St. Joseph’s College of Commerce, Bangalore, Symbiosis College of Arts and Commerce, Pune, and Loyola College, Chennai.
- Sc in Hospitality and Hotel Administration: A three-year course covering various aspects of hospitality and hotel management, including food production, food and beverage service, front office, housekeeping, and hotel engineering. The course also provides practical training and exposure to the hospitality industry. Some institutions offering this course include the Institute of Hotel Management, Catering and Nutrition, New Delhi, Welcomgroup Graduate School of Hotel Administration, Manipal, and the Institute of Hotel Management, Mumbai.
Postgraduate Courses:
- Master of Tourism Administration (MTA): A two-year course offering advanced knowledge and skills in tourism administration, such as tourism policy, planning, marketing, finance, and research. It also offers specializations in areas like tourism product development, destination management, and human resource management. Some institutions offering this course include Banaras Hindu University, Varanasi, Pondicherry University, Pondicherry, and Himachal Pradesh University, Shimla.
- Master of Tourism and Travel Management (MTTM): A two-year course focusing on managerial and operational aspects of tourism and travel, including operations, marketing, finance, and law. It includes field visits, internships, and project work in the tourism and travel sector. Some institutions offering this course include the Indian Institute of Tourism and Travel Management, Gwalior, Kalinga Institute of Industrial Technology, Bhubaneswar, and Amity University, Noida.
- Master of Tourism and Heritage Management (MTHM): A two-year course exploring the connections between tourism and heritage, including heritage tourism, cultural tourism, and eco-tourism. It covers heritage conservation, management, and promotion challenges in the context of tourism. Some institutions offering this course include the Central University of Gujarat, Gandhinagar, Central University of Rajasthan, Ajmer, and Central University of Karnataka, Kalaburagi.
- Master of Hotel Management (MHM): A two-year course providing in-depth knowledge and skills in hotel management, including operations, marketing, finance, law, and entrepreneurship. It offers electives like hotel revenue management, quality management, and facility management. Some institutions offering this course include the Institute of Hotel Management, Catering and Nutrition, New Delhi, the Institute of Hotel Management, Bangalore, and the Institute of Hotel Management, Bhopal.
- Master of Business Administration (MBA) in Tourism and Hospitality Management: A two-year course blending core business administration subjects with tourism and hospitality management, covering areas like business environment, strategic management, marketing management, and financial management. It prepares students for leadership roles in the tourism and hospitality industry. Some institutions offering this course include the Indian Institute of Management, Lucknow, the Indian Institute of Management, Kozhikode, and the Indian Institute of Management, Indore.
Expanding Opportunities in Sustainable Tourism:
The travel and tourism sector have the potential to reshape India’s economic landscape, especially in the face of job losses in traditional sectors due to the rise of artificial intelligence (AI). It’s not just about discovering new destinations; it’s about unlocking a world of educational opportunities and fulfilling careers, all while contributing to our nation’s economic growth.
The surge of Green Tourism and its positive impacts are becoming increasingly evident, particularly in South Asian countries. This practice encourages India and other nations to adopt best practices and learn from experiences in green tourism, including ecotourism, rural tourism, wildlife tourism, and adventure tourism. Through adaptability, we can address common challenges and opportunities in the tourism sector, such as climate change, digitalization, skills development, and destination management. Prioritizing job creation, income generation, and empowerment, while conserving and enhancing natural and cultural resources, is crucial for the future. By aligning with the principles and goals outlined in international agreements, destinations across the nation can work towards a future where India’s natural beauty remains preserved for generations of travelers and opportunities to come.
As we celebrate World Tourism Day 2023, let’s embrace the immense potential within the travel and tourism industry. Students possess a unique opportunity to be part of an industry that not only thrives but also actively shapes the future of our nation.
The statistics are compelling India’s tourism sector is on a remarkable trajectory, and the future is brighter than ever before. So, pack your bags and prepare for an educational journey that could lead to a fulfilling and prosperous career in tourism.
Education
NCERT Introduces ‘Swadeshi Module’ to Foster Self-Reliance and Indian Values in Schools

The National Council of Educational Research and Training (NCERT) has launched a new educational module titled ‘Swadeshi’, aiming to instil the values of self-reliance and national pride among school students. The initiative aligns with the vision of building an Atmanirbhar Bharat and draws inspiration from Prime Minister Narendra Modi’s address on the 79th Independence Day.
The Swadeshi Module highlights the broader meaning of self-reliance, extending beyond trade and economics to include confidence, innovation, and national capability. It recalls the Prime Minister’s message that self-reliance is directly linked to a nation’s strength and ability to progress, emphasising that a decline in self-reliance can lead to a loss of capability and confidence.
Tracing its roots to India’s freedom struggle, the module revisits the 1905 Bengal Partition, when Indians boycotted British goods and turned towards indigenous products. It portrays the Swadeshi movement as both an act of resistance and a creative force that gave rise to Indian industries and enterprises.
According to NCERT, the new module encourages students to see Swadeshi not just as a historical concept but as a living philosophy that continues to shape India’s modern identity. It connects the values of the freedom movement with today’s national initiatives such as Make in India, Start-up India, Digital India, Vocal for Local, and Atmanirbhar Bharat. Each of these programmes, the module explains, reinforces India’s pursuit of self-reliance through innovation, entrepreneurship, and local production.
By introducing this module, NCERT aims to nurture a generation of students who understand the importance of creating, producing, and innovating within India, fostering both self-belief and collective national responsibility.
Education
Class 11 Student Navya Mrig on a Mission to Bust Myths About Organ Donation

Saahas, a Delhi-based non-profit organisation founded by Class 11 student Navya Mrig of The Ram School, Moulsari, Gurugram, is creating awareness about organ donation and working to counter myths that prevent families from giving timely consent.
Established in 2024, Saahas focuses on every aspect of organ donation, particularly deceased organ donation where family approval must be granted quickly. The organisation highlights that hesitation and misinformation often stop families from making decisions that could save lives.
To address this, Saahas conducts workshops, myth-busting talks, and seminars in schools, resident welfare associations, hospitals, and workplaces. These sessions explain processes such as brain-stem death certification and the role of family consent in simple, clear terms. Each session concludes with practical guidance, ensuring participants leave with both knowledge and actionable steps.
The initiative has also developed resource kits with slide decks, facilitator notes, QR-linked checklists, and referral contacts to make it easier for schools and institutions to host repeatable sessions. Saahas partners with community groups and healthcare institutions to co-host Q&A sessions with clinicians and transplant coordinators, and also honours donor and recipient families through small ceremonies that highlight the impact of organ donation.
At its core, Saahas is designed to bring organ donation discussions into everyday spaces rather than waiting for the urgency of hospital decisions. By focusing on conversations in classrooms, community meetings, and staff rooms, the organisation aims to gradually build a culture where organ donation is better understood and more widely accepted.
Navya’s initiative reflects how young people are increasingly taking up important social causes and contributing to public awareness campaigns with structured, replicable models.
(News Source- ANI)
Education
India Loves its Teachers, Just Not Enough to Pay Them: India Today Reports

A recent report by India Today has put the spotlight on the deep contradictions in how India treats its teachers. While the profession is revered in public discourse and celebrated in ceremonies, the reality of poor pay, massive vacancies, and crushing workloads threatens the future of quality education in the country.
The report, authored by Megha Chaturvedi, shares the story of a government school teacher in rural Bihar who manages five grades, multiple subjects, administrative duties, and a long commute — all for a monthly pay of just ₹12,000. It is a picture that repeats across India, where respect is high but reward is missing.
Respect vs Pay
According to UDISE+ 2024–25 data, India’s teaching workforce has crossed 1 crore, with women making up 54.2%. Yet, over 1 million teaching posts remain vacant, concentrated in states like Uttar Pradesh (3.2 lakh) and Bihar (2.2 lakh). More than 1 lakh schools still run with just a single teacher, and some rural institutions report zero enrolment.
Teacher salaries are shockingly unequal. Permanent government teachers may earn ₹35,000 to ₹60,000 per month with benefits, but guest or contractual teachers often earn between ₹6,500 and ₹12,500, with delays stretching into months. Even in metro private schools, where parents pay lakhs in annual fees, teachers may take home just 2–10% of that amount.
International comparisons highlight the gap further. India ranks among the top 10 nations for respect towards teachers, yet falls to the bottom when it comes to pay and working conditions.
The Consequences
Low pay and insecure contracts drive talented graduates away from teaching. Those who stay face burnout from handling multiple grades or excessive administrative duties. Morale suffers when salaries are delayed, creating inequality between well-paid urban private school teachers and struggling rural counterparts. The result is a two-tiered system where students’ learning is directly compromised.
Policy Moves
Some states have taken steps. Karnataka recently raised guest teacher pay to ₹12,000–₹12,500, though teachers demand at least ₹30,000. Bihar and West Bengal have launched recruitment drives to fill thousands of vacancies. But reforms remain piecemeal. The India Today report makes it clear that modest hikes are not enough to match workload or cost of living, and insecurity continues to define contractual positions.
What Needs to Change
India may call its teachers “gurus” but without dignified salaries, stability, and recognition, the profession risks becoming even less attractive to young graduates. For education to thrive, teaching must be seen as a rewarding and respected career. ScooNews has been consistently working to spotlight teacher voices and celebrate educators who innovate against the odds. Yet change cannot come from media or policy alone. We need educators themselves to step up and demand better, and institutions to stop treating education as a business rather than a public service.
A practical way forward would include setting a national minimum pay scale of at least ₹30,000 per month for all full-time teachers, clearing the backlog of 1 million vacancies within the next three years, and ensuring strict timelines for salary disbursement. Governments and boards must invest at least 6% of GDP into education as repeatedly recommended, with a clear allocation for teacher training, well-being, and incentives. Schools must commit a fixed percentage of fee revenue directly to teacher salaries, while also offering pathways for career growth through research, leadership roles, and international exposure.
Teaching is perhaps the most undervalued profession in the nation today. If India is to build a future-ready generation, it must invest in its teachers with the same seriousness it reserves for infrastructure or defence. Respect in words is not enough. Teachers must be valued in pay, dignity, and opportunity.
You can read the full report here.
Education
NCERT to Grant Equivalence to Class 10 and 12 Certificates Across Boards for Admissions and Jobs

The Government of India has entrusted the National Council of Educational Research and Training (NCERT) with the responsibility of granting equivalence to Secondary (Class 10) and Senior Secondary (Class 12) certificates issued by different School Education Boards in the country. This equivalence will apply for admissions to higher education institutions and eligibility for employment under the Central and State Governments as well as Union Territories.
The notification, published in the e-Gazette on 6 September 2025 by the Department of School Education and Literacy, Ministry of Education, supersedes the earlier order of 15 November 2021 which had assigned this responsibility to the Association of Indian Universities (AIU).
Under the new arrangement, NCERT will discharge this responsibility through its National Assessment Centre, Performance Assessment, Review and Analysis of Knowledge for Holistic Development (PARAKH). Established under the provisions of the National Education Policy (NEP) 2020, PARAKH has been tasked with creating a robust, academically rigorous framework for determining equivalence while upholding the highest educational standards.
The system will apply to all recognised Indian School Boards established by an Act of Parliament or State legislature, by executive orders of the Central or State Governments, or by statutory bodies with the mandate to run school education. By placing the responsibility with NCERT, the government aims to streamline equivalence and reduce complications for students moving between boards.
The notification further clarifies that once NCERT grants equivalence, it will automatically be considered as inter-se parity among all recognised boards in India. This will smoothen student mobility across boards, ensuring that certificates are universally recognised for both academic progression and employment opportunities at the national level.
Education
Government Plans to Introduce Skill-Based Learning in Class 11 and 12 Curriculum

The Government is working on incorporating skill-based learning into the curriculum of Classes 11 and 12, in line with the recommendations of the National Education Policy (NEP) 2020. Union Education Minister Dharmendra Pradhan announced the move during the Dakshinapatha Summit 2025 held at the Indian Institute of Technology, Madras.
Pradhan emphasised that India’s education system needs a paradigm shift, moving beyond degree and certificate-oriented models to competency-based approaches. “We are on the job to introduce skill-based curriculum of Class 11 and 12,” he said, underlining the importance of preparing students for a rapidly evolving world of work.
According to the Minister, one of the central recommendations of the NEP 2020 is skill-based education. While previously optional, skilling will now become a formal part of schooling, starting as early as Class 6. The new curriculum will integrate areas such as computer coding, drone technology, and artificial intelligence, alongside conventional subjects like mathematics and languages. “Now, we are planning to introduce skilling also. It is a new era. We have to train our youngsters and align them with the new curriculum structure,” Pradhan explained.
The Minister highlighted examples of innovation emerging from IIT Madras, including student-led startups. He thanked IIT-M Director Kamakoti and his team for promoting and facilitating young talent. He also noted how the NEP has enabled students excelling in fields such as sports and music to access IIT programmes, which were previously out of reach.
Pradhan reiterated that languages play a crucial role in communication, adding that knowledge of multiple languages, including Tamil, reflects India’s cultural and intellectual vibrancy. On the same occasion, he interacted with students from Tamil Nadu government schools who had joined IIT Madras through the ‘IITM for All’ initiative, particularly its four-year online BS Data Science programme.
With over 1.75 lakh startups in India, Pradhan noted that the education system must support a shift from job-seeking to job-creating. He described the NEP 2020 as a philosophical document guiding the country towards the vision of Viksit Bharat by 2047.
Source: PTI
Education
Maharashtra Education Department Plans Students’ Tour to NASA

The Maharashtra state education department has announced an ambitious plan to send 51 finalists of its school-level science project competitions on an educational tour to the National Aeronautics and Space Administration (NASA) every year. The initiative, however, still awaits final approval despite having been cleared in principle by Chief Minister Devendra Fadnavis earlier this year.
Minister of State for School Education Pankaj Bhoyar explained that the move is designed to recognise the efforts of students beyond prize-winning entries. “The state education department organises science project competitions at various levels. While we extend prizes to the best projects, the efforts taken by students who do not win prizes should also be given their due recognition. Therefore, the plan to honour their efforts was formulated,” he said.
According to the proposal, students with the top 21 projects from the tehsil-level competition will be taken to visit a science centre at the division level. Winners of the top 51 projects at the district level will be taken to the Indian Space Research Organisation (ISRO) headquarters in Bengaluru. The final 51 students selected at the state-level competition will be taken on a study tour to NASA. The programme has been named the Chief Minister Vidyarthi Vigyan Vari.
Officials within the department have confirmed that the proposal requires an annual budget of around Rs 3 crore for the NASA trip. While the costs for tehsil and district-level visits will be met through District Planning and Development Council (DPDC) funds, the NASA tour requires state-level approval. “We hope to get clearance soon,” an official said.
The initiative aims to encourage students to pursue scientific research beyond one-off projects and to inspire them through exposure to advanced scientific institutions. “The aim is to encourage students not to stop at one science project but to push them further into the world of scientific research,” Bhoyar said.
In a related move, the state government has recently increased the prize money for the winner of the state-level science project competition from Rs 5,000 to Rs 51,000, underlining its commitment to promoting innovation among young learners.
Education
Ministry of Education launches Viksit Bharat Buildathon 2025 to Ignite Innovation among School Students

The Ministry of Education today launched the Viksit Bharat Buildathon 2025, a nationwide innovation movement aimed at engaging school students across India. Organised by the Department of School Education & Literacy (DoSEL) in collaboration with Atal Innovation Mission, NITI Aayog, and AICTE, the initiative was formally unveiled with the release of its jingle and logo.
The event was attended by Secretary, Department of School Education & Literacy, Sanjay Kumar; Principal Director General, Press Information Bureau, Dhirendra Ojha; Chairman, AICTE, Prof. T. G. Sitharam; Vice Chairman, AICTE, Abhay Jere; Mission Director, AIM, NITI Aayog, Deepak Bagla; Additional Secretary, DoSEL, Dhiraj Sahu; along with senior officials of the Ministry, Kendriya Vidyalaya Sangathan, and Navodaya Vidyalaya Samiti.
Speaking on the occasion, the Education Minister said that the Viksit Bharat Buildathon, the largest-ever school hackathon, would further strengthen grassroots innovation by encouraging students to ideate and develop products around four themes: Vocal for Local, Atmanirbhar Bharat, Swadeshi, and Samriddhi. The initiative is expected to celebrate student-led innovations, drive a new wave of creativity in schools, and position the younger generation as key contributors to a self-reliant and developed India.
Sanjay Kumar, Secretary, DoSEL, presented a detailed overview of the Buildathon, outlining its potential to nurture innovation at scale across the country.
The Viksit Bharat Buildathon 2025 aims to inspire creative thinking for national development, foster self-reliance and sustainable growth, engage schools in synchronized innovation, and showcase India’s innovation capabilities globally. The event also aspires to set a potential world record while celebrating young problem-solvers at both national and international platforms. The initiative builds on the success of the School Innovation Marathon 2024, which resulted in programmes such as the Student Innovator Programme (SIP) and the Student Entrepreneurship Programme (SEP), along with patents and startups emerging from Atal Tinkering Labs.
The journey of the Buildathon begins today, September 23, with registrations open until October 6 on the Viksit Bharat Buildathon portal (https://vbb.mic.gov.in/). Schools will then undergo a preparation period from October 6 to October 13, during which teachers will guide student teams through the portal process. Students will subsequently submit their ideas and prototypes online. The highlight of the initiative, the Live Synchronized Innovation Event, will be held on October 13. Final entries will be accepted until October 31, followed by a two-month evaluation period from November 1 to December 31. The results and felicitation of the top 1,000 winners will be announced in January 2026.
A video on the Viksit Bharat Buildathon 2025 was screened during the launch, showcasing its themes and objectives.
Education
What Nepal’s Gen Z Protests Teach Us About Education, Civic Sense, and Media Literacy

As we approach closer to International Day of Democracy on 15 September, I note that too often it feels like a ceremonial date, there in the calendar, acknowledged in our social media posts or a few articles but rarely lived. This year feels different because of what we are witnessing just across the border in Nepal.
Over the past week, the country’s young people have stepped onto the streets in a movement that has already become one of the most remarkable democratic awakenings of recent times. Their demand is clear: an end to corruption and the beginning of accountable governance. What makes this moment extraordinary is not only the courage to speak up but the way in which they have chosen to act. They have nominated their own candidate for the prime minister’s office. They are marching in huge numbers yet also bending down to collect trash after the rallies. They are organising traffic, repairing roads, giving first aid to strangers. They are not tearing down a nation, they are stitching it back together in full public view.
This is the generation that adults so often accuse of being lethargic, self-absorbed, or distracted by screens. In Nepal, the same generation has shown that democracy can be reclaimed and rebuilt when the young decide to act with clarity and purpose. They are proving that democracy is not just a system of elections and slogans. It is a lived responsibility where every citizen must carry their share of the weight.
Modern protests look very different from those of the past. They are no longer confined to placards and sit-ins. They are physical and digital at once, fuelled by the energy of young people who know how to use social media not only to amplify outrage but also to organise, to mobilise, and to build communities of action.
The world has seen hashtags rise and fade like shooting stars. Nepal’s youth have gone beyond that. They are grounding their protest in discipline, service, and responsibility. That is what makes it impossible to ignore.
And why should this matter to us across the border?
For educators in India, there is a powerful reminder here. Democracy is only as strong as the awareness of its youngest citizens. A classroom that teaches civics as a dry subject but does not teach students how to live its values is missing the point. Critical thinking, civic sense, and media literacy are no longer optional add-ons. They are survival skills in a democracy that must constantly defend itself against apathy, misinformation, and abuse of power.
The message is not that Indian students must take to the streets at the first sign of discontent. The message is that they must never take their rights for granted. They must understand that those in power are always less powerful than the power of the people. Questioning authority with responsibility, demanding accountability without violence, and raising their voice when it matters most are not acts of rebellion. They are the beating heart of democracy.
Teachers, parents, and institutions often worry that if children are taught to question, they will lose respect for authority. Nepal’s youth are showing us that the opposite is true. When young people learn how to question responsibly, they do not weaken democracy. They strengthen it. They protect it. They ensure that it does not become an empty word.
On this International Day of Democracy, Nepal’s streets are giving us a lesson no textbook can. Democracy is not a static gift handed down by leaders. It is a daily act of participation, awareness, and responsibility. If we want India’s democracy to remain alive and resilient, our classrooms must prepare young people not only to dream about their future but also to defend the principles that make that future possible.
Education
UK and US Tighten Student Visas: What Indian Schools and Students Must Know

The tightening of student visa policies in the US and UK has created understandable anxiety among Indian families.
In the UK, the Graduate Route visa may be reduced from two years to 18 months for undergraduates and master’s graduates, while doctoral students may keep three years. Most taught master’s students can no longer bring dependents, the country has raised proof of funds by over 11%, moved to digital e-visas and tightened university compliance.
The US has proposed limiting the F-1 visa to a fixed four-year term, requiring extensions for longer programmes such as PhDs. Interview waivers have been eliminated, and third-country applications are no longer permitted. Backlogs at Indian consulates have worsened, and a new $250 Visa Integrity Fee will soon add to costs.
While complex, these changes reflect a global trend: governments are balancing immigration management with continued student flows. For Indian applicants, this means approaching the process with a sharper focus and stronger preparation.
What these changes mean for Indian students
The proposed cut of the Graduate Route visa to 18 months may cause concern, but this timeframe is enough to build career foundations, especially for students who engage early with employers. Restrictions on dependants may deter older applicants, but younger students will still find the UK attractive. The move to digital e-visas actually simplifies the verification process, while higher proof of funds requirements will require earlier financial planning. Additionally, English language changes should not affect Indian applicants, who already meet or exceed the required standards.
In the US, the proposed four-year F-1 limit introduces uncertainty for PhD students; yet, the country still offers unmatched academic choices, world-class research opportunities, and globally valued degrees. The loss of interview waivers, the ban on third-country applications and the new fee add costs and delays, but with early planning and budgeting, these hurdles are manageable. For many families, the academic ecosystem, extensive networks and long-term career benefits of a US education outweigh the administrative challenges.
How admissions counsellors and schools can guide students
Schools and counsellors now have a greater responsibility. Planning must begin early, whether preparing for tests, selecting courses or booking visa appointments, so backlogs and rule changes cause less disruption. Financial planning is equally critical, as higher UK proof of funds and new US fees make it essential to understand costs well in advance. Counsellors should also help students think long term, making strategic academic and career choices while exploring alternatives beyond the US and UK. With preparation and broad awareness, families can navigate uncertainty without losing sight of their goals.
Looking beyond the US and UK
These changes should not deter Indian families from considering the US or UK. Both remain prestigious destinations with world-class academic ecosystems. At the same time, I encourage families to keep alternatives in mind. Canada, Ireland, Australia and parts of Europe offer attractive post-study work options, while Singapore, Japan and the UAE are emerging as strong contenders closer to home.
In fact, at The Red Pen, pre-COVID, we saw families looking at an average of two destinations. This has now moved to 3.2. Keeping options open is a good idea.
Students can also explore new-age Indian universities such as Ashoka, Krea, Plaksha, FLAME and Jindal, which offer programmes on par with international standards. In addition, 12 global universities are opening campuses in India. While Deakin University, Wollongong University and the University of Southampton are already established, new entrants from 2026 include the Illinois Institute of Technology, University of Liverpool, Queen’s University Belfast, Coventry University, University of York, University of Western Australia, University of Aberdeen, Istituto Europeo di Design and Western Sydney University.
While tighter visa rules demand careful planning, expert guidance ensures that international education remains firmly within reach.
This article is authored by-

Namita Mehta- President and Partner, The Red Pen
Namita drives business growth and global partnerships at The Red Pen, representing the firm at international education forums and building key alliances, including a landmark collaboration with U.S. News & World Report. Recognised among BW Education’s 40 Under 40 and The PIE’s 50 Voices in Leadership, she has twice been shortlisted for the HerRising Awards. Namita has judged the PIE Education Awards, spoken at HSBC, Ashoka University, IC3 and Master’s Union, and contributed to leading publications such as Economic Times, Mint, Hindustan Times and The PIE News. She also serves on the advisory board of The Outreach Collective.
Education
Kidspreneurship Appoints Kushark Jaiswal as Chief Global Officer to Drive International Expansion

Kidspreneurship, the Singapore-based global EdTech venture focused on building entrepreneurial mindsets in children, has announced the appointment of Kushark Jaiswal as its Chief Global Officer. In this role, he will lead the company’s ambitious international expansion, leveraging its current base of 20,000 learners across multiple countries.
Jaiswal brings over 21 years of leadership experience in education, international sales, and business development. He most recently served as Vice President of International Sales at Educational Initiatives, where he expanded the company’s footprint across global markets. His career also includes senior positions as Director, Founder, and Head of International at leading education ventures, where he built large-scale partnerships with schools, governments, and institutions worldwide. Holding a Master’s in Entrepreneurship and Management from TAPMI, along with dual degrees in Law and Commerce, Jaiswal brings a unique blend of entrepreneurial vision, legal insight, and commercial expertise.
With his appointment, Kidspreneurship is preparing to accelerate its reach across APAC, the Middle East, Africa, LATAM, and Europe, as it works towards its mission of impacting over one million young learners globally by 2030.
Speaking about his new role, Jaiswal said, “What excites me most about Kidspreneurship is its ability to combine creativity, critical thinking, and entrepreneurship into a seamless, scalable model for schools. Around the world, education leaders are looking for partners who can bridge the gap between vision and execution. I am thrilled to join Kidspreneurship in taking this mission global and shaping the next generation of changemakers.”

Swati Gauba Kochar, Founder and Thinker in Chief, Kidspreneurship
Swati Gauba Kochar, Founder and Thinker in Chief at Kidspreneurship, called the appointment a pivotal moment. “Kushark’s experience in scaling global education ventures and his deep understanding of diverse markets will help us fast-track our vision of making entrepreneurial education accessible to every child, everywhere.”

Tanya Sarin, Co-Founder and Chief Learning Officer, Kidspreneurship
Tanya Sarin, Co-Founder and Chief Learning Officer, added, “Our curriculum is designed to spark curiosity, creativity, and problem-solving in young learners. With Kushark leading our international expansion, we will be able to bring this transformative learning to millions more children across cultures and geographies—equipping them not only to dream, but to build.”
Kidspreneurship has positioned itself as a bridge between policy and practice. With entrepreneurial and 21st-century skills already integrated into education policies worldwide, schools often struggle with classroom implementation at scale. Kidspreneurship provides a plug-and-play ecosystem that includes a multi-year structured curriculum, maker kits, tinkering experiences, an AI-powered digital platform for assessments, and teacher enablement programmes. This model ensures smooth adoption and measurable impact across geographies.
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Educate Girls Becomes First Indian NGO to Win the Ramon Magsaysay Award