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Monday, February 23, 2026 10:06 AM

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UGC Flags 32 Fake Universities Across India; Delhi Tops List With 12

The University Grants Commission (UGC) has identified 32 institutions across India as fake universities, warning students that degrees issued by these entities are invalid for employment and higher education. In a public notice released in February 2026, the UGC — a statutory body under the Department of Higher Education, Ministry of Education — clarified that these institutions are not recognised under Sections 2(f) and 3 of the UGC Act. The Commission emphasised that only universities established by a Central or State Act, or those declared as deemed universities under the Act, are authorised to award valid degrees. Delhi Records The Highest Number Delhi has the highest number of such institutions, with 12 entities operating without recognition. Uttar Pradesh follows with four, while several other states and Union Territories have reported one or two such cases. State-Wise Count Of Fake Universities (As of February 2026) Delhi – 12 Uttar Pradesh – 4 Andhra Pradesh – 2 Karnataka – 2 Kerala – 2 Maharashtra – 2 Puducherry – 2 West Bengal – 2 Arunachal Pradesh – 1 Haryana – 1 Jharkhand – 1 Rajasthan – 1 The UGC has advised students and parents to verify the recognition status of institutions through its official website before taking admission. It reiterated that degrees awarded by unrecognised institutions hold no legal validity and will not be accepted for jobs or further studies. The Commission’s move aims to protect students from fraudulent institutions and maintain the integrity of India’s higher education system. Source: NDTV

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A. R. Rahman Agrees in Supreme Court to Credit Junior Dagar Brothers for ‘Veera Raja Veera’

Oscar-winning composer A. R. Rahman on Friday informed the Supreme Court of India that he would formally acknowledge the contribution of the Junior Dagar Brothers in the song Veera Raja Veera from the film Ponniyin Selvan: II. A Bench comprising Chief Justice Surya Kant and Justices Joymalya Bagchi and Vipul M Pancholi recorded Rahman’s submission and disposed of the plea, describing the individuals involved as “reputed names of the music industry”. Senior advocate Abhishek Manu Singhvi, appearing for Rahman, told the court that the composer would update the song credits to read: “Composition inspired by Dagarwani tradition Dhrupad, first recorded as ‘Shiv Stuti’ by late Ustad Nasir Faiyazuddin Dagar and Ustad Nasir Zahiruddin Dagar, popularly known as Junior Dagar Brothers.” The matter arose from a plea filed by Dhrupad vocalist Ustad Faiyaz Wasifuddin Dagar challenging a September 2025 order of the Delhi High Court. The High Court had observed that there was no prima facie material to establish that the Junior Dagar Brothers — Ustad Nasir Zahiruddin Dagar and Ustad Nasir Faiyazuddin Dagar — were the authors of the classical rendition Shiv Stuti. The Supreme Court noted that the revised credit would be reflected across social media and OTT platforms within five weeks. It also directed Rahman to deposit ₹2 crore, as fixed by the High Court, with the Registrar General on an interim basis. Clarifying its position, the Bench stated that it had not expressed any opinion on the merits of the dispute and that the pending civil suit between the parties would proceed independently, uninfluenced by its observations. Earlier, on February 13, the apex court had suggested that Rahman and the makers of Ponniyin Selvan: II consider acknowledging the Dagarwani Dhrupad tradition’s contribution to the composition. Faiyaz Wasifuddin Dagar, son of Faiyazuddin Dagar and nephew of Zahiruddin Dagar, has claimed copyright over the original works of the Junior Dagar Brothers, including Shiv Stuti, alleging unauthorised use in the film’s song. Source: PTI

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Sundar Pichai Unveils Google AI Professional Certificate, Announces India-America Connect Initiative

At the Artificial Intelligence Summit in New Delhi, Sundar Pichai, CEO of Google, announced the launch of a new Google AI Professional Certificate programme aimed at strengthening AI skills and deepening technology collaboration between India and the United States. During his keynote address, Pichai also introduced the India-America Connect Initiative, a major digital infrastructure project that will establish new subsea cable routes linking India, the US, and several regions across the southern hemisphere. The initiative is designed to enhance AI connectivity, improve data transfer speeds, and support the growing demand for advanced AI capabilities. Emphasising the need to pair infrastructure growth with talent development, Pichai described the AI certificate programme as one of Google’s most ambitious skilling efforts in India. He noted that as AI creates new opportunities, investing in workforce training is essential to ensure professionals can effectively integrate AI into their work. Reflecting on Visakhapatnam—popularly known as Vizag—Pichai recalled remembering it as a quiet coastal city filled with promise. He said he never imagined it would one day emerge as a global AI hub. As part of its planned $15 billion infrastructure investment in India, Google will establish a full-stack AI hub in the region. The facility will feature gigawatt-scale compute capacity along with a new international subsea cable gateway, a move expected to create jobs and bring cutting-edge AI resources to businesses and communities across the country. The Google AI Professional Certificate is designed to equip learners with both foundational and advanced AI expertise. The curriculum covers key areas such as artificial intelligence fundamentals, machine learning, neural networks, and practical real-world applications. Participants will gain hands-on experience using Google’s AI tools and technologies, enabling them to implement AI-driven solutions in professional settings and explore new career opportunities in a rapidly evolving digital economy. Source: NDTV

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CBSE Makes First Board Exam Mandatory for Class 10 Under New Two-Exam System

The Central Board of Secondary Education (CBSE) has announced that appearing in the first board examination will be compulsory for all Class 10 students under the new two-exam format set to be implemented from 2026. The clarification comes after the board received requests from some students seeking permission to skip the first phase due to various reasons and instead appear only in the second examination. However, CBSE has firmly stated that all students must take the first board exam. CBSE Examination Controller Sanyam Bhardwaj said that students who do not appear in at least three subjects during the first examination will not be permitted to sit for the second phase. Such candidates will be placed in the “Essential Repeat” category and will be required to reappear for the board examinations in the following year’s main session, usually held in February. Students who clear the first examination will be allowed to improve their performance in up to three subjects in the second phase. These subjects include Science, Mathematics, Social Science, and languages. The introduction of the two-board-exam system from 2026 marks a significant step in CBSE’s ongoing examination reforms aimed at offering students flexibility while maintaining academic standards. Source: PTI

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PM Modi Virtually Inaugurates IIM Guwahati; Rs 555 Crore Approved for Permanent Campus

Prime Minister Narendra Modi on Saturday virtually inaugurated the first academic session of the Indian Institute of Management Guwahati, marking a significant step in expanding management education in Assam and the Northeast. The institute has begun functioning from a temporary transit campus at Tech City in Bongora, spread across 6,410 square metres. It will later move to its permanent campus at Marabhita in Kamrup district near Palasbari, which will be developed over 76.83 hectares. The Union Cabinet has sanctioned Rs 555 crore for the establishment of the institute. The allocation will fund the temporary campus setup, construction of the permanent campus, and operational expenses for the first five years. With this, IIM Guwahati becomes the second IIM in the Northeast after Indian Institute of Management Shillong, and the 22nd across India. The Centre had approved the new IIM as part of efforts to broaden access to quality management education in underserved regions. Academic activities have commenced with the launch of an executive education programme curated by mentor institute Indian Institute of Management Ahmedabad. The inaugural batch includes Assam government officials, and the programme is aimed at strengthening leadership and administrative capabilities. IIM Ahmedabad will also oversee academic arrangements at the temporary campus. The regular MBA programme at IIM Guwahati is scheduled to begin from the 2026–27 academic session. In his address, the Prime Minister described the inauguration as a milestone for the Northeast, stating that the institute would enhance access to high-quality management education and help build academic and professional capacity in the region. The Ministry of Education said IIM Guwahati is envisioned as a future knowledge hub focused on holistic human resource development and is expected to attract students from across the country. Source: Indian Express

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Over 1,800 Industry Veterans Appointed as Professors of Practice Across 349 Institutions

In a significant push to align higher education with industry needs, more than 1,800 professionals from diverse sectors have joined universities and colleges across India as Professors of Practice (PoP). The Ministry of Education revealed that 1,841 experts have been appointed across 349 higher education institutions as part of reforms envisioned under the National Education Policy (NEP) 2020. Responding in writing to the Rajya Sabha, Union Minister of State for Education Sukanta Majumdar said the initiative is intended to deepen industry-academia engagement and promote hands-on, skill-oriented learning. He highlighted that the position of Professor of Practice is largely temporary and honorary in nature, enabling accomplished professionals to contribute to academic development and nation-building by sharing real-world expertise. Private universities accounted for the largest share of appointments with 715 PoP positions, followed by deemed-to-be universities with 699. State universities appointed 212 professionals, while central universities added 15. Colleges across the country contributed another 200 appointments. State-wise, Tamil Nadu leads with 395 Professors of Practice, followed by Maharashtra (193), Gujarat (179), Karnataka (170), and Uttar Pradesh (157). Several other states and Union Territories have also implemented the model, albeit on a smaller scale. What is a Professor of Practice? The Professor of Practice designation allows experienced industry and professional leaders to take up academic roles even if they do not hold conventional academic qualifications such as a PhD, which is otherwise mandatory for regular professor or associate professor positions. Appointments are typically for a term of up to three years, with a possible one-year extension in exceptional circumstances, capping the maximum tenure at four years. Institutions may allocate up to 10% of their sanctioned faculty positions to Professors of Practice. Eligible candidates must be distinguished professionals with at least 15 years of experience and notable contributions in fields such as science and technology, social sciences, media, armed forces, and other domains. To facilitate diverse participation, three categories of appointments have been introduced: industry-funded Professors of Practice, institution-funded positions supported by the higher education institution’s own resources, and honorary Professors of Practice. Source: Indian Express  

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CBSE 2026 Board Exams: Digital Evaluation, Dual Class 10 Boards & Competency-Based Papers — What Students Must Know

The Central Board of Secondary Education (CBSE) has introduced sweeping reforms for the 2026 board examinations, affecting both Class 10 and Class 12 students. These updates focus on three major areas: alignment with the National Education Policy (NEP) 2020, the option of two board exams for Class 10, and the rollout of digital answer sheet evaluation for Class 12. Here’s a comprehensive look at what is changing and how it could impact students, parents, and schools. Digital Evaluation for Class 12: On-Screen Marking (OSM) Begins Starting with the 2026 board exams, CBSE will implement On-Screen Marking (OSM) for evaluating Class 12 answer sheets. This marks a significant shift from the traditional physical evaluation system to a fully digital process. However, Class 10 answer scripts will continue to be assessed through the conventional physical mode in 2026. CBSE conducts board examinations for approximately 46 lakh students across India and in 26 countries. With OSM, answer sheets will be scanned and uploaded digitally, allowing examiners to evaluate them online rather than travelling to designated marking centres. According to CBSE’s circular dated February 9, 2026, the digital evaluation system offers multiple benefits: Elimination of totalling and calculation errors Reduced manual handling through automated coordination Faster correction timelines Lower transportation and logistical costs Teachers can evaluate papers from their own schools Reduced need for post-result mark verification Decreased manpower requirements Broader participation of teachers, including those from overseas affiliated schools Environment-friendly paper management The move is expected to streamline the evaluation process and improve efficiency while reducing administrative burden. Two Board Exams for Class 10 from 2026 In another major reform, CBSE has confirmed that Class 10 students will have the option to appear for two board examinations starting in 2026. The announcement, made through a notification dated June 25, 2025, aligns with NEP 2020’s vision to reduce exam-related stress and shift away from high-stakes single-exam systems. While detailed implementation guidelines are being issued separately, the dual-exam system aims to: Ease performance pressure Provide flexibility within the same academic year Offer students a chance to improve scores without waiting for the next year This change is expected to create a more student-friendly assessment structure. Question Paper Pattern Overhauled: Competency Takes Centre Stage One of the most impactful changes for 2026 lies in the redesigned question paper format for both Class 10 and Class 12. As per Circular No. Acad-30/2024 (dated April 3, 2024), CBSE aligned its assessment structure with NEP 2020 to promote skill-based and application-oriented learning. Although the reform began in the 2024–25 academic session, the 2026 board batch will be among the first to complete an entire academic cycle under the revised format. New Exam Structure: 50% Competency-Based Questions Includes case studies, source-based questions, application-driven MCQs, and real-life context problems designed to test conceptual understanding rather than memorisation. 20% Objective (MCQ) Questions Select response-type questions aimed at evaluating clarity of concepts. 30% Constructed Response Questions Traditional short- and long-answer questions, now reduced in overall weightage. This marks a significant transition from the earlier model where long descriptive answers carried nearly half the marks. The emphasis now is on analytical thinking, problem-solving ability, and real-world application of knowledge. What This Means for Students The 2026 reforms collectively signal a transformation in CBSE’s examination philosophy — from memory-based testing to competency-driven evaluation. Students will need to focus more on understanding concepts deeply, practising case-based questions, and developing analytical skills. The introduction of digital evaluation may also lead to quicker result processing and greater transparency. With flexibility in Class 10 exams and modernised assessment for Class 12, CBSE is moving toward a system designed to reduce stress while strengthening learning outcomes. Source: Indian Express

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Pariksha Pe Charcha 2026: 9th Edition Scheduled for February 6

The ninth edition of Pariksha Pe Charcha (PPC), Prime Minister Narendra Modi’s flagship interaction with students, is set to take place on February 6 at 10 am. Organised by the Ministry of Education, the annual programme focuses on promoting stress-free examinations and addressing concerns of students, parents and teachers ahead of the exam season. Continuing with the revamped format introduced last year, PPC 2026 will feature the Prime Minister engaging with students across multiple locations, moving away from the earlier tradition of hosting the event solely at Talkatora Stadium in New Delhi. In the previous edition, students from Devmogra, Coimbatore, Raipur and Guwahati interacted with PM Modi at 7, Lok Kalyan Marg. The programme is open to students from Class 6 onwards, along with teachers and parents. The event will be broadcast live on DD National, DD News, DD India, major private television channels and All India Radio. Viewers can also watch the live stream on digital platforms including the PMO, Ministry of Education, Doordarshan and MyGov portals, as well as on YouTube (MoE), Facebook Live and Swayam Prabha channels. Launched in 2018, Pariksha Pe Charcha is held every year at the start of the examination cycle, coinciding with board and competitive exams. While CBSE board examinations typically begin in mid-February, national-level entrance tests such as JEE Main are scheduled for April. Interest in PPC 2026 has been substantial. According to official figures, registrations include over 4.19 crore students, nearly 24.85 lakh teachers and more than 6.15 lakh parents, taking total participation well beyond previous editions. The initiative forms a key part of the government’s Exam Warriors campaign, which aims to reduce exam-related stress and help students develop effective coping mechanisms. Participants receive acknowledgements, and selected winners are invited to take part in future programmes. Source: Indian Express  

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Budget 2026 puts spotlight on medical education, skilling and the Orange Economy

The Union Budget 2026–27 signals a strong policy push towards medical education, workforce skilling and creative industries, positioning education-led employment as a key engine of India’s services-driven growth. Presenting the budget on Sunday, the Union Finance Minister outlined wide-ranging measures spanning healthcare training, allied professions, design, content creation and short-term professional skilling, with a clear emphasis on employability and regional inclusion. A major pillar of the announcements is healthcare education. The budget proposes a ₹10,000-crore bio-pharma sectoral development package to strengthen pharmaceutical education, clinical training and research. As part of this, three new National Institutes of Pharmaceutical Education and Research (NIPERs) will be established, taking the total to 10, while seven existing NIPERs will be upgraded to enhance advanced research, industry collaboration and training quality. A nationwide network of accredited clinical facilities is also planned to improve hands-on learning and translational research in medical and pharmaceutical education. The government has also outlined a significant expansion of allied health education. Training capacity will be scaled up across 10 priority disciplines such as optometry, anaesthesia technology, applied psychology and behavioural health, with a target of training one lakh Allied Health Professionals over the next five years to address workforce shortages in hospitals and community health systems. In parallel, the budget lays the groundwork for a stronger geriatric and long-term care ecosystem. Around 1.5 lakh multi-skilled caregivers, including wellness and yoga practitioners, will be trained to meet the growing demand for elder care services. Five integrated hubs for medical value tourism were also announced, combining healthcare delivery, diagnostics, rehabilitation, education and post-care services, and creating new employment opportunities across the health sector. Traditional medicine and mental healthcare education have received renewed attention. Three new All India Institutes of Ayurveda will be set up to expand capacity in AYUSH education. In mental health, a second NIMHANS-like national institute will come up in north India, alongside the upgradation of the existing mental health institute in Ranchi. Beyond healthcare, the budget underscores short-cycle, practical skilling aimed at smaller cities. Professional bodies such as ICAI, ICSI and ICMAI will design modular, short-term courses to create “corporate mitras” who can support MSMEs with accounting, compliance and governance, particularly in tier-2 and tier-3 regions. To strengthen the education-to-employment pipeline, the government will constitute a high-powered standing committee focused on employment generation, services exports and enterprise development. The services sector has been identified as the main driver of the next growth phase, with a specific focus on aligning higher education with AI-linked skills and evolving job roles. The Finance Minister also referenced the Anusandhan Research Fund and reiterated that government interventions have helped nearly 25 crore people move out of poverty. Boost to the Orange Economy Creative and design industries feature prominently in the budget. The Indian Institute of Creative Technology in Mumbai will be upgraded, and the institute will anchor the rollout of content-creation labs focused on animation, visual effects, gaming and comics (AVGC) across 15,000 schools and 500 colleges. Recognising the growing demand for trained designers, the government has also announced a new National Institute of Design (NID) in eastern India. Higher education infrastructure will see a new spatial approach through a challenge-based model. The Centre will support states in setting up five university townships in industrial and logistics hubs, envisioned as integrated clusters with multiple institutions, shared research facilities and residential infrastructure to improve access to quality higher education. Equity, science and sectoral skilling To address gender gaps in education, the budget proposes one girls’ hostel in every district, with a focus on regions with low female participation in STEM fields. Science education and outreach will receive a boost through the development of four major astronomy and astrophysics facilities, including a large solar telescope, the Himalayan Chandra Telescope and the COSMOS-2 planetarium. Tourism, hospitality and sports have been woven into the broader skilling agenda. A National Institute of Hospitality will be set up, and the National Council for Hotel Management (NCHM) will be upgraded to strengthen industry linkages. As a pilot, 10,000 tourist guides across 20 iconic destinations will undergo 12-week training programmes designed in collaboration with IIMs. In sports, the Khelo India Mission will be extended with a 10-year integrated talent development pathway covering beginner to elite levels. The budget also links education and technology with agriculture. Under an ICAR-led initiative, AI-based decision-support systems will be deployed to enhance farm productivity, supported by technology-enabled training and advisory services for farmers.

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Economic Survey 2025–26 flags learning gaps, higher education quality as key education challenges

The Economic Survey 2025–26, presented in Parliament by Union Finance Minister Nirmala Sitharaman on Thursday, has underlined learning outcomes and the quality of higher education as the next major hurdles for India’s education system. While India has largely achieved universal enrolment at the school level, the Survey cautions that enrolment gains have not translated evenly into learning outcomes. The challenge becomes sharper beyond the elementary stage, with the net enrolment ratio (NER) at the secondary level standing at just 52.2%. This, the Survey notes, underscores the urgent need to retain students beyond Class 8. A major concern highlighted is the uneven distribution of schools across regions. Around 54% of schools in the country offer only foundational and preparatory education, whereas just 17.1% provide secondary education in rural areas. In contrast, urban regions have a significantly higher share of secondary schools at 38.1%. This imbalance restricts rural students’ access to higher classes, leading to longer travel times, higher dropout rates and significant transition losses. The data shows a steady decline in enrolment as students move from foundational and preparatory stages to middle and secondary levels in rural India. Urban areas, however, witness an increase in enrolment from middle to secondary stages, pointing to persistent rural–urban disparities. Grade-wise trends further confirm a sharp drop in participation at the secondary level. The Survey acknowledges progress made through investments in infrastructure and teacher capacity, supported by schemes such as Samagra Shiksha Abhiyan and Poshan Shakti Nirman, which have improved access and equity. However, it stresses that the policy focus must now shift decisively from enrolment to learning outcomes. To improve retention and optimise resources, the Survey recommends expanding composite and integrated schools, upgrading schools up to Class 7, and strengthening open schooling systems. It also calls for better infrastructure, enhanced teacher training through District Institutes of Education and Training (DIETs) and State Councils of Educational Research and Training (SCERTs), and greater involvement of parents and communities in school governance. Aligning curriculum and assessment reforms with the National Education Policy (NEP), along with the effective use of digital platforms such as PM e-Vidya, could help deliver equitable and high-quality education, even in remote areas, the Survey suggests. On higher education, the Survey notes the rapid growth in institutions and student enrolment over the past decade but raises concerns about quality, faculty shortages and uneven research capabilities. It advocates greater institutional autonomy, stronger academic leadership, and deeper integration of research and innovation to enhance global competitiveness. The Survey also emphasises the need for experience-based and skill-oriented learning, observing that conventional classroom models often fail to bridge the gap between theory and practice. Expanding vocational education, internships and industry partnerships is seen as critical to improving employability and aligning education with labour market needs. While digital education initiatives are recognised as powerful tools for expanding reach, especially in underserved regions, the Survey cautions that technology cannot replace strong pedagogy and well-trained teachers, and must be supported by sustained investments in human capacity. Source: Indian Express

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