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Friday, February 13, 2026 10:10 PM

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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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Republic Day Parade 2026: School Education Ministry highlights NEP 2020 and India’s knowledge heritage

At the Republic Day Parade 2026, the Department of School Education and Literacy presented a visually rich tableau that traced India’s civilisational wisdom and its transformation through the National Education Policy (NEP) 2020. The display positioned school education as a cornerstone in the journey towards Viksit Bharat 2047, seamlessly connecting the past, present, and future of learning. Anchored by the gateway of a PM SHRI School, the tableau narrated a story that moved from ancient intellectual traditions to future-ready education. At the forefront stood Aryabhata, overlooking cheerful children holding Shunya (zero) and a globe — a powerful symbol of India’s historic contributions to global knowledge and the responsibility of passing this legacy to the next generation. Flowing behind them, expansive wings represented NEP 2020, signifying confidence, opportunity, and global preparedness, all firmly rooted in the spirit of Aatmanirbharta. The theme of “ancient roots, digital wings” came alive through children wearing VR headsets, while the Jaadui Pitara showcased joyful, play-based foundational learning using indigenous toys and multilingual, mother-tongue materials. The PM SHRI School entrance depicted students planting saplings, reinforcing values of inclusion, sustainability, and environmental stewardship aligned with Mission LiFE. Another student working with tools highlighted the early integration of skill-based education. At the heart of the tableau, the holistic vision of education was portrayed through martial arts, performing arts, and sports, underscoring balanced development. A robotic hand symbolised the harmony between tradition and technology — the journey from takhti to tablet — guided by strong cultural values. The narrative culminated at the Viksit Bharat 2047 tower, showcasing smart classrooms, tinkering labs, and innovation hubs. Visual elements such as books, gears, and electronic circuits reflected PM SHRI Schools as living embodiments of NEP 2020, committed to nurturing skilled, ethical, and empowered citizens across regions, genders, and abilities. The tableau ultimately presented NEP 2020 as a powerful catalyst — a rocket driving transformative reforms in school education — propelling India steadily towards the goal of becoming a developed nation. Source: PTI

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DGCA Grants Record 1,628 Commercial Pilot Licences in 2024, Government Says

India’s civil aviation regulator, the Directorate General of Civil Aviation, issued a record 1,628 Commercial Pilot Licences (CPLs) in 2024—the highest annual total ever—according to the government. The civil aviation ministry said the milestone reflects a sharp expansion of pilot training and certification capacity in the country. In a statement, the ministry noted that CPL issuances have grown more than 2.5 times over the past eight years. Year-wise data shows a steady climb despite pandemic disruptions: 640 licences in 2018, 744 in 2019, 578 in 2020, 862 in 2021, 1,165 in 2022, 1,622 in 2023, and 1,347 in 2024. Offering a broader snapshot of developments in 2024, the Ministry of Civil Aviation said it has been closely tracking airfare trends through real-time monitoring and ongoing coordination with airlines and online travel platforms. During the operational disruptions faced by IndiGo in December, the ministry said it exercised regulatory powers to curb opportunistic pricing. Airlines were directed to strictly comply with fare caps across affected routes, a measure that remains in place until conditions fully normalise. The directive aimed to enforce pricing discipline, prevent passenger exploitation, and ensure that travellers with urgent needs—including senior citizens, students and patients—were not burdened by excessive fares during the disruption, the ministry added. Source: PTI

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IIT Delhi Introduces Executive Programme in Healthcare Entrepreneurship and Management

The Indian Institute of Technology (IIT) Delhi has rolled out a new executive programme focused on healthcare entrepreneurship and management, aimed at nurturing professionals who can drive innovation in India’s rapidly evolving healthcare sector. The programme will be conducted under IIT Delhi’s Continuing Education Programme (CEP), a statutory body authorised to run certificate courses and award credentials. According to IIT Delhi, the initiative is designed to equip participants with the skills and mindset required to navigate and shape the future of healthcare innovation. Applicants must possess a bachelor’s degree, while prior professional experience or exposure to projects in related domains will be considered an added advantage. The five-month programme will be delivered through live online classes held on weekends, complemented by dedicated hours for project work. The institute noted that India’s healthcare ecosystem is witnessing transformative changes, driven by the rise of digital health solutions, medical devices, artificial intelligence–enabled diagnostics, wearable technologies and a stronger focus on patient-centric care. However, persistent challenges such as fragmented service delivery, regulatory hurdles, limited commercialisation avenues and the demand for cross-disciplinary leadership continue to affect the sector. Against this backdrop, the executive programme aims to provide a comprehensive understanding of the entire healthcare innovation lifecycle. Through interactive online sessions and guided projects, participants will learn how to identify healthcare challenges and translate them into viable, market-ready solutions using design thinking, prototyping, testing and sound commercial strategies. The programme will be anchored by IIT Delhi’s Centre for Biomedical Engineering and supported by clinical expertise from specialists at AIIMS Delhi. Faculty members including Dr Arnab Chanda and Dr Biswarup Mukherjee will lead the sessions, integrating engineering, clinical practice, management and entrepreneurship to foster practical and scalable healthcare innovations. A major feature of the course is its strong emphasis on project-based learning. Participants will work on real-world healthcare problems, developing deployable prototypes with the help of structured mentoring, peer collaboration and continuous expert feedback. On successful completion, learners will receive an e-certificate from CEP, IIT Delhi, and gain access to a network of IIT Delhi faculty, AIIMS clinicians and industry professionals, enhancing both learning outcomes and professional opportunities. Source: Indian Express

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UP Board to Make Vocational Education Mandatory for Classes 9 and 11 from 2026

The Uttar Pradesh Madhyamik Shiksha Parishad (UPMSP) has announced that vocational education will become a compulsory part of the curriculum for students of Classes 9 and 11 starting from the academic year 2026. The initiative is aimed at strengthening the link between school education and employability by introducing skill-based, job-oriented learning at an early stage. UP Board Secretary Bhagwati Singh said that subject committees have approved and submitted curricula for various vocational trades, including information technology and allied sectors, electronics, apparel, and beauty and wellness. These employment-focused courses were developed through multiple rounds of deliberations by subject experts, under the guidance of Additional Secretary Satyendra Kumar Singh and Skand Shukla. The approved curricula emphasize practical training, current technological requirements, and industry expectations to enhance students’ employability. By integrating hands-on and competency-based learning, the move aligns with the objectives of the National Education Policy and aims to promote skill development, self-reliance, and vocational proficiency among students. Singh added that work is underway to develop curricula for additional vocational trades. The Central Institute of Vocational Education, Bhopal, supported the course design process, with contributions from experts including Sanjeev Kumar Arya, Virendra Nath Shukla, Dr Aditi Goswami, Dr Dilip Singh, and Dr Avinash Pandey. Source: Indian Express

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All Higher Education Institutions Mandated to Set Up Equity Committees Under New UGC Rules

The Union government has notified fresh regulations making it compulsory for all colleges and universities across the country to establish equity committees aimed at addressing discrimination and promoting inclusivity on campus, officials said. Under the University Grants Commission (Promotion of Equity in Higher Education Institutions) Regulations, 2026, every higher education institution (HEI) must constitute an Equal Opportunity Centre (EOC) along with an Equity Committee. These bodies will handle complaints related to discrimination and ensure fair treatment of students, faculty, and staff from disadvantaged groups. The regulations require that equity committees include representatives from Other Backward Classes (OBCs), Scheduled Castes (SCs), Scheduled Tribes (STs), persons with disabilities (PwDs), and women. Members will serve a two-year term, while special invitees will hold office for one year. The draft version of these regulations was released for public consultation in February last year. The final notification follows directions from the Supreme Court, which had asked the UGC to frame new rules while hearing petitions filed by the mothers of Rohith Vemula and Payal Tadvi. The petitions questioned the implementation of the earlier 2012 UGC regulations on equity. As per the notification, every HEI must set up an Equal Opportunity Centre to ensure the effective implementation of policies for disadvantaged groups, offer academic, financial, social, and personal guidance, and encourage diversity on campus. In cases where a college does not have at least five faculty members, the responsibilities of the centre will be handled by the Equal Opportunity Centre of the affiliated university. The EOC is also expected to coordinate with civil society organisations, local media, law enforcement agencies, district administrations, non-governmental organisations, parents, and institutional staff to fulfil the objectives of the regulations. Additionally, it will work with District and State Legal Services Authorities to provide legal assistance in deserving cases. The head of the institution will appoint a senior faculty member or professor with a demonstrated commitment to the welfare of disadvantaged communities as the coordinator of the centre. The Equity Committee, formed under the EOC, will oversee its functioning and investigate complaints of discrimination. The regulations also call for the creation of ‘Equity Squads’, smaller groups tasked with maintaining vigilance on campus and preventing discriminatory practices. The move comes in the backdrop of high-profile cases such as that of Rohith Vemula, a PhD scholar at the University of Hyderabad who died by suicide in 2016, and Payal Tadvi, a resident doctor who died in 2019, both allegedly after facing caste-based harassment. Source: PTI

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