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Education Community

PM Modi Urges Teachers to Monitor Drug Abuse, Excessive Screen Time Among Students

/ Education Community

Prime Minister Narendra Modi on Friday called upon teachers to remain vigilant about issues such as drug abuse and excessive screen time among students, while encouraging them to support children through sports, physical activities and creative pursuits. Interacting with National Award-winning teachers at his Lok Kalyan Marg residence, Modi stressed that educators should look beyond academic performance and pay close attention to students’ behaviour, habits and overall well-being. Addressing the growing concern over drug use among young people, the Prime Minister said identifying affected students can be particularly challenging in metropolitan areas and large universities. He urged teachers to take proactive steps to create awareness and carefully observe any noticeable changes in students’ behaviour. Modi also encouraged teachers to move beyond textbooks and syllabuses and take an interest in the broader lives of their students. He emphasised the importance of preserving childhood by giving children opportunities to participate in activities that promote physical, social and creative development. The Prime Minister further highlighted the need to address excessive phone and screen usage among students. Rather than simply restricting screen time, he suggested that teachers and schools encourage greater participation in outdoor sports, physical games and creative hobbies, which could help students naturally spend less time on digital devices. Meanwhile, President Droupadi Murmu marked National Teachers’ Day 2026 with an article titled “Shaping Minds; Building the Future”, in which she highlighted the responsibility of teachers to nurture students into responsible and compassionate human beings. Murmu said educators should help shape generations that respect India’s cultural heritage, develop a scientific outlook, contribute to human welfare, uphold the principle of Antyodaya, protect the environment and strive for both individual and collective excellence, while keeping the nation first. The President also underlined the trust placed in teachers by parents and guardians when they send their children to school. She said educators have a duty to protect students’ safety, development and dignity and should ensure that their words and conduct do not create fear, anxiety or feelings of inferiority among children. As part of this year’s National Teachers Awards, Murmu honoured 82 teachers and educators from three departments in the presence of Education Minister Pralhad Joshi. The awardees included 48 teachers from the Department of School Education and Literacy, 21 educators from higher educational institutions and polytechnics, and 13 skill trainers from the Ministry of Skill Development and Entrepreneurship. Source: Indian Express

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CBSE Three-Language Policy: Centre Working on Implementation Plan, Supreme Court Told

/ Education Community

The Centre has informed the Supreme Court that it is working on modalities to implement the CBSE’s new three-language requirement for Class 9 students, under which at least two of the three languages must be Indian languages. Additional Solicitor General Aishwarya Bhati told a bench comprising Chief Justice Surya Kant and Justices Joymalya Bagchi and V Mohana that the CBSE was examining various aspects of the implementation and requested additional time. The Supreme Court accepted the submission and adjourned the matter for a week. The development comes after the top court raised concerns on August 20 about the practical challenges associated with introducing the policy. While the bench indicated that there was no objection to the eventual introduction of the three-language system, it stressed that the implementation should not place undue pressure on students. The court also highlighted the need to address practical issues, including ensuring sufficient teachers and other human resources for the range of languages that students may choose. The Supreme Court had first agreed on May 27 to hear a challenge to the CBSE policy and issued notices to the Centre, CBSE and the National Council of Educational Research and Training (NCERT). Under a CBSE circular issued on May 15, the study of three languages — R1, R2 and R3 — became compulsory for Class 9 students from July 1, 2026. At least two of the three languages are required to be native Indian languages. The policy is part of the CBSE’s efforts to align its academic framework with the National Education Policy (NEP) 2020 and the National Curriculum Framework for School Education 2023. Students who wish to study a foreign language can select it only as their third language after taking two Indian languages, or as an additional fourth language. To support the transition, the CBSE has directed that students use Class 6 R3 textbooks from the 2026-27 edition until dedicated Class 9 R3 textbooks become available. The board has also clarified that there will be no Class 10 board examination for R3. The provision is intended to keep the emphasis on language learning while preventing additional academic pressure on students. Schools were further instructed to update their R3 language options for Classes 6 to 9 on the CBSE’s OASIS portal by June 30. The ongoing Supreme Court proceedings are focused primarily on resolving implementation-related concerns, including infrastructure, staffing and ensuring that the policy does not create unnecessary difficulties for students. Source: PTI

CBSE Three-Language Policy: Centre Working on Implementation Plan, Supreme Court Told Read More »

J&K MBBS, BDS Interns Begin Indefinite Strike Over Rs 12,300 Stipend, Demand Rs 30,000

/ Education Community

MBBS and BDS interns across medical colleges in Jammu and Kashmir have launched an indefinite strike demanding an increase in their monthly stipend from the existing Rs 12,300 to Rs 30,000. The interns staged dharnas in Jammu, alleging that their stipend has remained unchanged for nearly seven years despite repeated representations to the authorities. The protesting interns said the current stipend has failed to keep pace with inflation, rising living costs and the compensation offered to medical interns in other states. They also highlighted the workload involved in their clinical duties, including emergency services, night shifts and rural postings. Dr Shahnawaz, one of the protesting interns, said MBBS and BDS interns across J&K had joined the agitation over the long-pending demand. He said interns routinely work 24-hour and night shifts and are posted in rural areas, while receiving roughly Rs 400 a day. According to the interns, stipends in several other states range between Rs 25,000 and Rs 45,000 or more. They argued that since interns across the country perform broadly similar clinical responsibilities, the significant difference in stipends is difficult to justify. The protesters said interns are often among the first medical personnel to attend to patients in emergency departments and also assist doctors in OPDs, wards, procedures and other hospital services. Despite these responsibilities, they continue to receive Rs 12,300 a month in J&K. “We have launched an indefinite strike and are on dharna in support of our demand to enhance our stipend to Rs 30,000,” said Dr Abhinav Bhat, another protesting intern. He added that the interns want a formal written order from the government rather than verbal assurances. The interns also pointed to previous efforts to revise the stipend. According to Dr Bhat, a committee constituted by the Health and Medical Education Department in 2023 had recommended increasing the stipend to around Rs 25,000 for 2025-26. The matter was subsequently raised during the 2026 Assembly session, where a proposed stipend of around Rs 26,300 was mentioned. However, the interns claimed that the proposed revision has not yet been implemented and that the file remains pending. They alleged that they have received conflicting information regarding its status, with different officials directing them towards the Chief Minister’s office or the Finance Department. The comparative figures shared by the protesting interns show a substantial gap between J&K and several other states. Odisha has the highest listed monthly stipend at Rs 44,319, followed by West Bengal at Rs 43,099 and Assam at Rs 35,000. Karnataka offers Rs 30,000, while Kerala provides Rs 27,300 and Delhi and Meghalaya Rs 26,300. Telangana’s stipend is listed at Rs 25,900, while Arunachal Pradesh and Uttar Pradesh offer Rs 25,000. Tamil Nadu provides around Rs 25,000, followed by Haryana at Rs 24,310 and Andhra Pradesh at approximately Rs 21,840. Gujarat, Bihar, Goa and Himachal Pradesh offer around Rs 20,000 a month, while Puducherry provides Rs 18,000. In comparison, J&K’s Rs 12,300 stipend is the lowest among the figures cited by the interns. The protesters said their demand for a Rs 30,000 stipend takes into account both inflation and the responsibilities handled by interns in government medical colleges. Their banners carried the message, “Same work, same dedication and fair stipend.” The interns have maintained that the strike will continue indefinitely until the government accepts their demand and formally issues an order revising the stipend. Source: PTI

J&K MBBS, BDS Interns Begin Indefinite Strike Over Rs 12,300 Stipend, Demand Rs 30,000 Read More »

Azim Premji Foundation Launches Delhi Scholarship for 20,000 Girls

/ Education Community
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The Azim Premji Foundation has launched the Azim Premji Scholarship for Delhi (NCT), with plans to support up to 20,000 girls this year in pursuing higher education. Under the initiative, each selected student will receive ₹30,000 annually from the first year of college until the completion of her undergraduate degree or diploma. Depending on the course duration, beneficiaries could receive financial support of up to ₹1.5 lakh over two to five years. The scholarship can be used towards college fees as well as other education-related expenses, helping reduce financial barriers to higher education. The programme is open to girls who have completed Classes 10 and 12 at government schools in 21 States and Union Territories, including Delhi, Uttar Pradesh, Rajasthan, Karnataka, Bihar, Odisha, Telangana and West Bengal, among others. Eligible applicants must have secured admission to the first year of a recognised undergraduate degree or diploma programme at an institution anywhere in India. The Foundation aims to extend the scholarship to up to five lakh girls across India every year. Since its launch in 2024, more than 1.9 lakh girls have already received support. Given the typical three-year duration of undergraduate programmes, the Foundation estimates that around 15 lakh girls could have active scholarships at any given time. The application process is entirely online and free, with applications accepted only through the official Azim Premji Foundation website. Azim Premji Foundation CEO Anurag Behar said providing girls with equitable access to higher education is crucial for their long-term empowerment and for the well-being of society. He noted that the scholarship seeks to address some of the financial and other barriers that continue to limit girls’ access to higher education. Source: PTI  

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IIT Kanpur gets Rs 300 crore contribution from IndiGo co-founder Rakesh Gangwal for medical school

/ Education Community

The Indian Institute of Technology (IIT) Kanpur has received a Rs 300-crore contribution from its alumnus and IndiGo co-founder Rakesh Gangwal to support the development of the Gangwal School of Medical Sciences and Technology. With the latest contribution, Gangwal’s total financial support for the institution has reached Rs 400 crore, following his earlier donation of Rs 100 crore in 2022. The latest funding is aimed at accelerating the development of the medical school and strengthening IIT Kanpur’s vision of bringing engineering, science, technology and medicine together. Gangwal has also committed to providing matching grants of up to Rs 300 crore against contributions from other donors supporting the school’s development, the institute said. The planned medical campus is set to feature a 500-bed super-speciality hospital within the IIT Kanpur campus. The institute has also proposed a 200-bed cancer care and research centre. The facilities are expected to support medical education, clinical research and healthcare services while encouraging collaboration between medical professionals, scientists, engineers and technology experts. The Gangwal School of Medical Sciences and Technology focuses on medical education, healthcare research, clinical innovation and MedTech development. Its academic and research priorities include advanced medical programmes, interdisciplinary research, futuristic healthcare solutions and MedTech innovation. IIT Kanpur Director Manindra Agrawal thanked Gangwal for his continued support, noting that his initial Rs 100-crore contribution in 2022 helped the institute begin implementing its plans for the medical school. He said the latest Rs 300-crore contribution would help accelerate the realisation of the institute’s long-term vision. Gangwal said he considered it an honour and privilege to support the initiative, describing the medical school as an innovative and first-of-its-kind institution aimed at integrating multiple disciplines to advance healthcare. Source: Indian Express

IIT Kanpur gets Rs 300 crore contribution from IndiGo co-founder Rakesh Gangwal for medical school Read More »

8.7 Crore Young Indians Were Out of Education, Work or Training in 2021: NITI Aayog

/ Education Community

Around 8.7 crore Indians aged between 15 and 29 were not engaged in education, employment or training in 2021, according to NITI Aayog’s report, Reimagining Skilling for Viksit Bharat@2047. The findings highlight a significant gap in India’s transition from education to employment and skill development. Based on data from the 78th round of the National Sample Survey, the report categorises these young people as NEET — those who are not in education, employment or training, including those who are unemployed. NITI Aayog has called for affordable and subsidised training, financial assistance and stronger links between skilling programmes, local employment opportunities, self-employment and emerging industries. The report also flagged a weak connection between formal education and the job market. It found that only 8.25 per cent of graduates are employed in positions that match their qualifications. According to the think tank, insufficient practical exposure and limited industry-oriented training are major factors affecting employability. Young people from economically weaker families face additional barriers, as many cannot afford private tuition or paid skill courses alongside college expenses. After graduation, some accept low-paying jobs simply for income stability, while others remain outside the workforce and education system. To address this gap, NITI Aayog has recommended bringing skilling deeper into mainstream school education. It proposed introducing General Employability and Entrepreneurship Skills for students from Classes 6 to 12, while introducing specialised vocational pathways, called Kaushal Tracks, from Class 9. These tracks would allow students to acquire skills aligned with local and national employment demand. However, the report noted that vocational education remains limited across schools. Fewer than one in 12 secondary schools currently offer vocational subjects, despite provisions under the National Education Policy (NEP) 2020 and the National Curriculum Framework to integrate vocational education and employability skills from Class 6 onwards. For Classes 10 and 12, the think tank has recommended incorporating vocational subjects into the board examination subject structure with equal weightage. It also proposed allowing state boards to adopt the revised framework for certification and retaining General Employability and Entrepreneurship Skills as a separate subject for Classes 11 and 12. NITI Aayog has also called for changes in higher education, recommending a move away from generic degrees towards applied and industry-relevant specialisations. Greater integration of apprenticeships, work-based learning and earn-while-you-learn programmes has also been suggested to help students gain practical experience. The report identified apprenticeships as a crucial but underdeveloped bridge between education and employment. Although government initiatives such as the National Apprenticeship Promotion Scheme and National Apprenticeship Training Scheme have expanded opportunities, participation remains uneven. NITI Aayog has proposed incentives for MSMEs to create more apprenticeship positions and a unified platform where young people can access credible opportunities. The skilling strategy should also focus on sectors expected to generate future employment, including green industries and electric vehicles. At the same time, workers in declining sectors would need opportunities for reskilling and transition into new occupations. NITI Aayog said more than 7.67 crore people have received training since 2014-15, while the Union Budget 2025-26 allocated around Rs 34,000 crore for skilling-related expenditure across various Central ministries. However, the report stressed that higher training numbers and spending alone may not resolve the problem unless skilling is tied more closely to measurable employment outcomes. Source: Indian Express  

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UGC-NET June 2026 Exam to Be Re-Conducted for Three Subjects in September

/ Education Community

The Centre has informed the Delhi High Court that the UGC-NET June 2026 examination will be re-conducted for three subjects following complaints of errors in the question papers. Solicitor General Tushar Mehta, appearing for the Centre, told the court that examinations for English and Commerce will be held on September 9, while the Sociology paper will be conducted on September 10. The submission was made during the hearing of a petition filed by Aman Singh Yadav, a candidate who appeared for the Sociology examination on June 30. The petitioner had sought a stay on the declaration of UGC-NET results, along with an independent investigation into allegations that the question paper had been leaked and circulated commercially before the examination. Taking note of the Centre’s decision to conduct a fresh examination, Justice Jasmeet Singh disposed of the petition, observing that the relief sought by the petitioner no longer remained applicable. The National Testing Agency (NTA) conducted the UGC-NET June 2026 examination between June 22 and June 30 across 87 subjects. The examination determines eligibility for Junior Research Fellowship (JRF), appointment as assistant professors and admission to PhD programmes. During the hearing, the petitioner alleged that the Sociology question paper contained serious errors and had also been leaked before the examination. He claimed to have submitted representations to the NTA regarding the issues but had not received a response. The petition also sought an independent investigation by the Central Bureau of Investigation (CBI) or a Special Investigation Team (SIT) into the alleged question paper leak. The CBI was represented before the court by standing counsel Premtosh Mishra. In a separate public notice, the NTA said it had received multiple complaints concerning errors in the question papers of the three affected subjects. The agency subsequently constituted a committee to examine the complaints. The decision to re-conduct the examinations comes amid renewed scrutiny of the NTA, which has also announced plans to overhaul its examination system. Source: PTI  

UGC-NET June 2026 Exam to Be Re-Conducted for Three Subjects in September Read More »

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

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