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Delhi Schools Revise Class 9 Rules, Make Vocational Education and Third Language Mandatory

/ Education Community

Delhi schools will implement a revised academic and assessment framework for Class 9 from the 2026-27 academic session, introducing mandatory vocational education and a third language while offering students optional advanced examinations in Mathematics and Science. According to a circular issued by the Directorate of Education, Class 9 students will have six core subjects: Language-1, Language-2, Mathematics, Science, Social Science and Vocational Education, or Kaushal Vikas. Performance in these subjects will determine students’ eligibility for promotion to Class 10. Vocational Education has been added as a compulsory subject to provide students with early exposure to practical skills, skill development and employability-oriented learning. The revised framework also makes a third language, designated as R3, compulsory for Class 9. Students will continue with the three-language combination they studied in Class 8 and select one of these as their R3 language. The subject will be assessed at the school level and will be treated as a qualifying requirement, with the marksheet recording students as either ‘qualified’ or ‘not qualified’. Students who fail to qualify in R3 can still be promoted to Class 10 if they meet the remaining promotion requirements. However, they will have to clear the Class 9 third-language assessment while studying in Class 10 and must qualify before appearing for the Class 10 Board examination. Advanced Mathematics and Science Options The new system will provide Class 9 students with the option of taking advanced-level examinations in Mathematics and Science. While all students will appear for the common examinations based on the prescribed syllabus, those interested in studying beyond the standard curriculum can opt for Mathematics Advanced, Science Advanced or both. The advanced examinations will carry 25 marks and have a duration of one hour. They will focus primarily on higher-order thinking skills. Scores from these examinations will not be considered for promotion or included in the overall aggregate. Students who score at least 50 per cent in an advanced examination will have the achievement mentioned on their marksheet. The Directorate has also discontinued the Basic and Standard Mathematics examination structure for Class 9 from 2026-27. The existing system will continue for Class 10 students during the 2026-27 academic year. AI and Computational Thinking to Become Mandatory The revised curriculum also makes Individuals in Society, Art Education, and Physical Education and Well-Being compulsory curricular areas, with assessment conducted at the school level. Computational Thinking and Artificial Intelligence (CT & AI) will initially be introduced through structured modules across schools during 2026-27. The subject is scheduled to become compulsory from the 2027-28 academic session. New Promotion Criteria Under the revised rules, students will need to secure at least 33 per cent separately in internal assessment/practical and external assessment in each of the six core subjects. They will also need to score a minimum of 25 per cent in the annual examination to qualify for promotion. The Directorate will continue to allow grace marks and compartment examinations. Students who fail in up to three of the six core subjects can appear for compartment examinations. Those who do not meet the requirements for either promotion or a compartment examination will be classified as ‘Essential Repeat’ and will have to repeat Class 9. The changes are aimed at bringing Delhi’s school education system in line with the National Education Policy (NEP) 2020 and the National Curriculum Framework for School Education 2023, with greater emphasis on competency-based education, vocational skills, multidisciplinary learning and emerging technologies. Source: PTI

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NITI Aayog Proposes Reforms That Could Reshape Entry and Practice Across Professional Services

/ Education Community

The NITI Aayog has proposed a series of reforms that could bring significant changes to how professionals qualify, obtain licences and operate across sectors such as law, accounting, architecture, engineering and healthcare. The recommendations focus on areas including professional licensing, recognition of qualifications, interstate mobility, business structures and mutual recognition agreements with other countries. While the proposals are not binding, they are intended to serve as a framework for further discussion and policy development. According to NITI Aayog, the services sector contributed around 55% of India’s GDP in 2023-24, while India accounted for 4.3% of global services exports. Professional and management consulting services alone represented nearly one-fifth of the country’s services exports in 2024-25. Key Regulatory Gaps Under Review The report highlights several challenges surrounding market entry, professional recognition, licensing, business structures, mobility and overlapping regulatory systems. In the legal sector, the proposals examine recognition of different categories of legal professionals, rules governing foreign lawyers and law firms, advertising restrictions and the structures through which legal professionals can operate. For accounting, auditing and bookkeeping, the report considers the role of bodies such as ICAI and NFRA, restrictions affecting foreign professionals and the need to strengthen the regulatory framework for bookkeeping services. The review also covers architecture, engineering, healthcare and allied healthcare, with sector-specific regulatory gaps identified in each area. Healthcare, for instance, faces multiple layers of regulation and does not yet have a unified mechanism for professionals to transfer licences between states. The issue becomes more complex in the case of foreign medical graduates. For engineering, NITI Aayog has pointed to the absence of a comprehensive statutory framework governing professional engineering practice. Greater Focus on Professional Mobility Recognition of qualifications and the ability of professionals to work across jurisdictions are another major focus of the report. NITI Aayog has examined India’s framework against practices followed in other countries, particularly regarding market access, licensing, business structures and recognition of professional qualifications. In architecture, for example, professionals in India primarily operate through sole proprietorships and partnerships, while countries such as the UK, New Zealand and Singapore permit broader structures, including LLPs and incorporated companies. The report suggests that improving mutual recognition arrangements could help Indian professionals gain greater international mobility while also creating clearer pathways for qualified foreign professionals to enter the Indian market. Four Broad Priorities Identified The report outlines four key areas for strengthening professional services: continuous professional development, adoption of global best practices, moving professional services towards higher-value segments of the services economy, and responding to emerging trends. For the legal profession, recommendations include broader statutory recognition, clearer rules for foreign law firms, mutual recognition agreements, reconsideration of advertising restrictions and the possibility of multidisciplinary practices with appropriate safeguards. For accounting and auditing, the report recommends expanding mutual recognition agreements, strengthening regulatory supervision, improving bookkeeper training and introducing phased accreditation routes for qualified foreign professionals. For architecture, suggested measures include a professional licensing examination, simplified registration procedures, broader permissible business structures and mutual recognition agreements. For engineering, NITI Aayog has proposed a central statutory framework covering engineers involved in construction and infrastructure, along with clearly defined scopes of professional practice. In healthcare and allied healthcare, the recommendations include timely implementation of the National Exit Test (NExT), greater regulatory clarity, portability of professional licences across states, full implementation of the National Commission for Allied and Healthcare Professions Act and stronger international recognition mechanisms. AI and the Shift Towards Higher-Value Work The proposed reforms come as professional services undergo rapid transformation due to technology and changing global demand. The report identifies areas such as research and development, engineering design, strategic technology operations and consulting as increasingly important parts of the move towards knowledge-intensive, higher-value services. Artificial intelligence, automation, the green transition and geopolitical changes are expected to further influence the professional services landscape. While technology is altering how several services are delivered, it is also generating demand for capabilities in advanced analytics, strategic consulting and technology-driven decision-making. For students and existing professionals, the proposed reforms could eventually have implications for licensing, accreditation, qualification recognition, continuing professional development and mobility. However, NITI Aayog has emphasised that the recommendations are reference points for further deliberation rather than mandatory policy measures at this stage. Source: Indian Express

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NCERT Faces 1,596 Vacancies as CBSE Reports 44% Staff Shortage: Parliamentary Panel

/ Education Community

The National Council of Educational Research and Training (NCERT) is facing a significant staff shortage, with more than half of its sanctioned positions lying vacant, while the Central Board of Secondary Education (CBSE) has 44 per cent of its posts unfilled, according to a parliamentary committee report. The findings were highlighted in the Tenth Report (Eighteenth Lok Sabha) of the Committee on Estimates for 2026-27, which reviewed budget and policy aspects of affordable and quality education, including the functioning of CBSE. The report was presented in the Lok Sabha on Wednesday. The panel noted that NCERT has a critical role in shaping India’s school education system and supporting the implementation of the National Education Policy (NEP) 2020. The organisation has developed the National Curriculum Framework for Foundational Stage (NCFFS) and the National Curriculum Framework for School Education (NCFSE), besides working on new syllabi and textbooks aligned with these frameworks. However, the committee raised concerns over the scale of vacancies within NCERT. As of October 2025, NCERT had 2,844 sanctioned posts across its various branches, of which only 1,248 were occupied. This left 1,596 positions vacant. The vacancies included 145 academic posts, 131 school teaching positions, 916 ministerial posts and 404 ancillary positions. The committee called for urgent intervention by the Education Ministry, stressing that NCERT’s role as a national-level institution makes adequate staffing essential for the effective functioning of the country’s education system. The panel also highlighted what it described as a major shortage of permanent employees at CBSE. Of the board’s 2,117 sanctioned positions, 933 remained vacant, accounting for around 44 per cent of the total strength. Group C support staff accounted for the largest share of vacancies, with 595 posts unfilled. The committee expressed concern that CBSE’s dependence on temporary and contractual workers could affect the effective management of its operations, particularly sensitive examination-related responsibilities. The panel recommended that CBSE reduce its reliance on temporary personnel for critical examination work and undertake fast-track recruitment to fill vacant posts within a defined timeframe. It warned that the shortage of permanent staff could pose risks to the safety, quality and smooth conduct of major national-level examinations. The report also pointed out that CBSE is a self-financed autonomous organisation and does not receive grant-in-aid from the Ministry of Education. Meanwhile, CBSE’s expanding network has significantly increased the demands on its administrative infrastructure. The number of schools affiliated with the board rose from 3,787 in 1992-93 to 31,234 in 2024-25, as of October 8, 2025. The board currently functions through 25 regional offices and five sub-regional offices. The committee also noted the growing student base, with more than 17 lakh students appearing for Class 12 and over 23.8 lakh students enrolled in Class 10 in 2025. The panel’s observations underline the need to strengthen staffing and administrative capacity at both NCERT and CBSE as India’s school education ecosystem continues to expand. Source: PTI

NCERT Faces 1,596 Vacancies as CBSE Reports 44% Staff Shortage: Parliamentary Panel Read More »

Indian Institutions in QS Rankings Rise from 11 to 52 Since NIRF Launch: Centre

/ Education Community

India’s presence in global higher education rankings has expanded significantly over the past decade, with the number of Indian institutions featured in the QS World University Rankings rising from 11 in 2015 to 52 in the 2027 edition, the Centre informed the Lok Sabha on Monday. The government linked the growth to efforts to strengthen the quality, competitiveness and global visibility of Indian higher education institutions following the launch of the National Institutional Ranking Framework (NIRF) in 2015. NIRF was introduced to assess and rank higher education institutions across the country. Its evaluation framework covers teaching, learning and resources; research and professional practices; graduation outcomes; outreach and inclusivity; and peer perception. NIRF participation more than doubles The government response also highlighted a substantial rise in participation in the national ranking exercise. The number of applications submitted to NIRF increased from 6,272 in 2021 to 14,163 in 2025. Over the same period, the number of unique institutions participating in NIRF grew from 4,030 to 7,692, reflecting wider participation across India’s higher education sector. More Indian institutions make gains in QS rankings The QS World University Rankings 2027 indicate that India’s progress is increasingly extending beyond the country’s traditional IIT-led group of institutions. Of the 52 Indian institutions included in the latest rankings, 26 improved their positions, while nine retained their previous ranks. Another 15 institutions saw their rankings decline, while two institutions made their debut in the global rankings. Eighteen Indian institutions recorded their highest-ever QS positions, with 13 of them coming from outside the IIT system. Among the leading Indian institutions, IIT Delhi moved up five places to rank 118th globally, equalling the highest position ever attained by an Indian institution. IIT Bombay, which had reached the same position in the 2026 edition, slipped five places to 134th. IIT Madras improved to 170th, while IIT Kharagpur climbed to 205th. IISc Bengaluru was placed at 221st. Several non-IIT institutions recorded particularly notable gains. Shoolini University moved up 51 places to 452nd, while BITS Pilani jumped 93 places to 575th. VIT made one of the biggest advances, rising 94 places to 597th. IIT Hyderabad improved by 76 places, while Jamia Millia Islamia climbed more than 75 positions to rank 686th. NEP 2020 among key government initiatives The Centre attributed the improvement in the global standing of Indian institutions to a range of policy measures, including initiatives introduced under the National Education Policy (NEP) 2020. The policy places emphasis on multidisciplinary education, critical thinking, research and innovation, improved infrastructure and faculty development. The government also cited the Institutions of Eminence scheme, funding and institutional support provided through RUSA and PM-USHA, and the expansion of premier higher education institutions as contributing factors. Since 2014, the government said, 43 new premier institutions have been established, including seven IITs, eight Central universities and nine IIMs. The rising number of Indian institutions in the QS rankings, alongside broader participation in NIRF, points to a widening global footprint for India’s higher education sector and growing competition among institutions to improve academic and research performance. Source: Indian Express

Indian Institutions in QS Rankings Rise from 11 to 52 Since NIRF Launch: Centre Read More »

India’s Single-Teacher Schools Decline by 3,282, But Five States Record Sharp Rise

/ Education Community

India recorded a net decline of 3,282 single-teacher schools in 2025-26, with their total number falling from 1,04,125 in 2024-25 to 1,00,843, according to data from the Unified District Information System for Education Plus (UDISE+). The figures were also presented in the Rajya Sabha in late July in response to a question concerning teacher vacancies. A single-teacher school is one where one teacher handles multiple classes and subjects, making it an important indicator of staffing shortages and resource constraints in school education. However, the national decline masks significant differences between states. Five states alone reported a combined reduction of more than 11,000 single-teacher schools, more than three times the overall national decline. This was offset by substantial increases in several other states, resulting in a net reduction of 3,282 schools nationally. Madhya Pradesh records biggest decline Madhya Pradesh reported the largest reduction, with its number of single-teacher schools dropping from 7,217 in 2024-25 to 2,269 in 2025-26 — a fall of 4,948 schools. Chhattisgarh recorded the second-largest decline, reducing its count by 3,512, from 5,973 to 2,461. Uttar Pradesh, which continues to have one of the highest numbers of such schools among major states, saw the figure fall from 9,508 to 7,874, a reduction of 1,634. Punjab and Gujarat also registered notable declines, with their single-teacher school numbers falling by 682 and 601 respectively. Andhra Pradesh sees largest increase In contrast, Andhra Pradesh recorded the biggest increase in the country. The state’s single-teacher schools rose from 12,912 in 2024-25 to 16,357 in 2025-26, an increase of 3,445. Maharashtra reported an addition of 1,117 such schools, while Rajasthan saw an increase of 1,083. Karnataka and Jharkhand recorded increases of 693 and 655 respectively. The contrasting trends indicate that the national improvement has not been evenly distributed across the country. Government response does not explain state-wise variation The Centre’s response in the Rajya Sabha did not provide a state-specific explanation for the sharp variations. It cited factors such as teacher retirements, resignations, creation of new posts, rationalisation of teacher deployment and changes in student enrolment as general reasons for teacher vacancies. The government also did not provide the state-wise sanctioned, working and vacant teacher positions sought in the original question. It said such information is maintained by individual state governments and Union Territory administrations. Instead, the response provided the number of teachers currently in position and the number of single-teacher schools based on UDISE+ 2025-26 data. This means the available figures alone cannot establish whether reductions in single-teacher schools were primarily due to new teacher appointments. Other factors, including school mergers, closures or changes in classification, could also have contributed. Pupil-teacher ratio indicates improvement The latest data also point towards relatively favourable pupil-teacher ratios, although the two years cannot be compared directly because the figures were presented differently. UDISE+ 2024-25 reported an overall national pupil-teacher ratio of 24 students per teacher. For 2025-26, the government provided level-wise ratios of 19 at the primary level, 17 at upper primary, 15 at secondary and 23 at higher secondary. All four ratios are below the 2024-25 composite figure. The government said these figures remain within the benchmarks outlined under the National Education Policy (NEP) 2020, which recommends a pupil-teacher ratio below 30 nationally and below 25 in areas with a high proportion of socio-economically disadvantaged students. While the figures suggest an improvement in teacher availability, the different methods of reporting mean they should not be treated as a direct year-on-year comparison. Source: Indian Express

India’s Single-Teacher Schools Decline by 3,282, But Five States Record Sharp Rise Read More »

UGC flags 32 fake universities, warns students against EdTech franchise-based online degree programmes

/ Education Community

The University Grants Commission (UGC) has identified 32 institutions as fake universities in its latest list released in February 2026, the Ministry of Education informed the Rajya Sabha on Wednesday. The disclosure came in response to questions concerning misleading advertisements by EdTech platforms promoting 100% placement guarantees, lucrative job prospects, unauthorised institutional affiliations, fake universities, invalid degrees and unrecognised foreign collaborations. Minister of State for Education Dr. Sukanta Majumdar said the UGC has observed that several EdTech companies are advertising online and Open and Distance Learning (ODL) degree and diploma programmes in collaboration with universities and institutions recognised by the commission. He clarified that the UGC has issued a public notice stating that franchise arrangements for offering online or ODL programmes are not permitted. Degrees awarded through such unauthorised partnerships are not recognised by the UGC, and appropriate action will be taken against both defaulting EdTech firms and higher education institutions under existing laws and regulations. The commission has advised students and other stakeholders to verify the recognition or entitlement status of any online or distance education programme through the UGC Distance Education Bureau (DEB) portal before taking admission. According to the ministry, whenever the UGC receives complaints about unauthorised institutions awarding degrees, it issues notices seeking explanations. If the response is found unsatisfactory, the institution is subsequently included in the commission’s list of fake universities. To tackle such malpractice, the UGC established its Anti-Malpractice Cell (AMPC) on May 30, 1996, to address cases involving fake or unrecognised universities operating in violation of the UGC Act, 1956. The regulator also issues warning and show-cause notices, regularly publishes state-wise lists of fake universities, and conducts awareness campaigns through its website and social media channels. It has further urged state governments and Union Territories to initiate action, including filing FIRs where necessary, against fake institutions operating within their jurisdictions. The latest list includes fake institutions across Delhi, Haryana, Rajasthan, Uttar Pradesh, Jharkhand, Andhra Pradesh, Arunachal Pradesh, West Bengal, Maharashtra and Puducherry. Students have been urged to verify the authenticity and recognition status of higher education institutions through the official UGC website before seeking admission. Source: Indian Express

UGC flags 32 fake universities, warns students against EdTech franchise-based online degree programmes Read More »

Delhi Govt Announces Free Residential JEE, NEET Coaching for Class 12 Students

/ Education Community

The Delhi government has introduced a one-year scholarship programme to help Class 12 students from government and government-aided schools prepare for competitive entrance examinations such as JEE and NEET at no cost. Under the initiative, selected students will receive fully funded residential coaching at the Dakshana Foundation’s campus in Pune, Maharashtra. The scholarship will cover tuition, accommodation and meals for the entire one-year programme. Eligible students from the science stream enrolled in Delhi government and government-aided schools during the 2026-27 academic session can apply through the Dakshana Foundation’s scholarship portal. The selection process will be conducted through the Joint Dakshana Selection Test (JDST) 2027, scheduled for December 2026. Applicants will first be shortlisted based on the eligibility cut-off set by the Dakshana Foundation. Shortlisted candidates must then complete the Dakshana Scholar Application (DSA). Before appearing for the JDST, candidates will be required to take online mock tests to become familiar with the examination platform. The final test will be conducted at designated examination centres, where students will use their mobile phones to take the exam. Students who qualify in the JDST will proceed to the final stages of the selection process, which include an interview and document verification. The Directorate of Education has instructed principals of all government and government-aided schools to ensure that eligible Class 12 science students are informed about the scholarship opportunity. The programme aims to provide deserving students with access to high-quality coaching and residential support, enabling them to strengthen their preparation for India’s premier engineering and medical entrance examinations. Source: Indian Express  

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IIM Kozhikode Introduces 20-Week Executive Programme on Product Innovation with AI and Agentic AI

/ Education Community

Responding to the growing demand for artificial intelligence-driven product development, the Indian Institute of Management (IIM) Kozhikode has launched a 20-week Executive Programme in Product Innovation with AI & Agentic AI. The programme is designed to equip working professionals with the expertise needed to create AI-powered products and drive innovation in an increasingly AI-centric business environment. The curriculum focuses on enabling participants to move beyond the use of conventional AI tools and develop AI-native products. It covers the complete product development lifecycle, including identifying market opportunities, understanding customer needs, rapid prototyping, deployment, optimisation, and scaling AI-enabled solutions. The programme will be delivered by IIM Kozhikode faculty alongside experienced industry professionals working on cutting-edge AI products. Participants will also attend four live masterclasses covering key topics such as AI-native product design, human-AI interaction, agentic AI systems, and emerging trends in AI-led product innovation. As part of the hands-on learning experience, learners will complete five applied mini projects and a capstone project focused on AI opportunity assessment, customer validation, experimentation, prototyping, agentic workflow development, and deployment-ready product creation. The course also offers practical exposure to more than 20 industry-standard AI and product management tools, including ChatGPT, Claude, Figma, Uizard, n8n, Mixpanel, Amplitude, Miro, Notion, Jira, and Google Looker Studio. Participants who successfully complete the programme will receive a certificate from IIM Kozhikode. They can also choose an optional one-day campus immersion, available at an additional cost, to engage in networking opportunities and academic interactions. The executive programme aims to help professionals understand how AI is transforming product strategy, business models, user experience, agile development, data strategy, and autonomous workflows, preparing them to build innovative products for the AI-first era. The launch comes at a time when AI adoption continues to accelerate globally. According to the McKinsey State of AI Report 2025, 88% of organisations have integrated AI into at least one business function, compared to 55% in the previous year. Meanwhile, insights from the Forrester 2026 and Figma AI Report 2025 indicate that 51% of AI product teams are now developing agentic AI solutions, a significant increase from 21% in 2024. Source: Indian Express  

IIM Kozhikode Introduces 20-Week Executive Programme on Product Innovation with AI and Agentic AI Read More »

Nearly 24,000 Students Move to Himachal Government Schools After CBSE Adoption; State Plans 330 New PG Medical Seats

/ Education Community

Around 24,000 students have transferred from private institutions to government schools across Himachal Pradesh during the current academic year, following the state’s implementation of the CBSE curriculum in public schools. The state government said the students have enrolled in nearly 150 government schools, reflecting growing confidence in the quality of public education. Addressing a public event in Nagrota Bagwan, Chief Minister Sukhvinder Singh Sukhu highlighted the government’s ongoing efforts to strengthen the education sector. He said government schools are expected to witness a comprehensive transformation over the next two to four years through continued reforms aimed at enhancing teaching standards and learning outcomes. The Chief Minister also announced a major expansion of postgraduate medical education in the state. The government has proposed 330 additional PG medical seats across government medical colleges, including 100 seats at Dr Rajendra Prasad Government Medical College (RPGMC), Tanda. The initiative is intended to address the shortage of specialist doctors and improve access to quality healthcare. Alongside increasing medical seats, the state is investing in modernising healthcare infrastructure. Advanced medical equipment is being installed in government hospitals and medical colleges, including RPGMC Tanda, to ensure patients receive specialised treatment within the state instead of travelling elsewhere. According to the Chief Minister, Himachal Pradesh has become the first state in India to introduce robotic surgery in the government healthcare system. He added that 3 Tesla MRI scanners are being installed in all government medical colleges, with the technology already operational at IGMC Shimla and the Atal Institute of Medical Super Specialities (AIMSS), Chamiyana. District and regional hospitals are also being equipped with 1.5 Tesla MRI scanners, PET scanners, CT scanners, advanced cancer treatment facilities, and upgraded medical equipment. The announcements were made during the Chief Minister’s visit to Nagrota Bagwan, where he reviewed various developmental projects in the region. Source: Indian Express

Nearly 24,000 Students Move to Himachal Government Schools After CBSE Adoption; State Plans 330 New PG Medical Seats Read More »

Pralhad Joshi Assumes Charge as Education Minister After Dharmendra Pradhan’s Resignation

/ Education Community

Union Minister Pralhad Joshi has been entrusted with the additional charge of the Ministry of Education after Dharmendra Pradhan stepped down from the post amid mounting protests over alleged examination paper leaks. Speaking to reporters after taking charge, Joshi expressed gratitude to Prime Minister Narendra Modi for the responsibility. He said he accepted the role with humility and highlighted the achievements of the Modi government over the past 12 years, adding that he would work with a strong sense of duty in his new assignment. Pradhan’s resignation came after weeks of nationwide demonstrations led by the Cockroach Janta Party (CJP), which had demanded his resignation over the government’s handling of the examination paper leak controversy. Following the resignation, the CJP announced the immediate withdrawal of its protest movement. Supporters gathered at Delhi’s Jantar Mantar were asked to disperse after the government agreed to the group’s key demands. The decision was announced during a joint press conference addressed by CJP spokespersons Saurav Das and Ashutosh Ranka, along with Union Ministers JP Nadda and Jitendra Singh. According to the CJP, the government has assured that all police cases registered against protesting students will be withdrawn and that no future action will be taken against them. The government has also agreed to provide the maximum compensation permissible under existing rules to the families of students who died by suicide in connection with the NEET paper leak controversy. Dharmendra Pradhan’s resignation was the principal demand of the protesters, and its acceptance paved the way for the suspension of the agitation. Source: NDTV  

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