This undertaking is part of a broader quality initiative led by the Internal Quality Assurance Cell (IQAC) at SRCC. The launch coincides with a significant milestone, marking the college’s centenary celebration, further underscoring its commitment to academic excellence and relevance in contemporary job markets.

Details of Application Process

The SRCCxEY AI VIBE programme will select a total of 100 students for its inaugural cohort. This 12-month programme is fully funded by EY India, ensuring it is offered at no cost to the selected participants. Applications officially opened on August 17, 2026, and will be accepted until 11:59 pm on August 23, 2026. There are no fees associated, and the programme commits to transparency regarding costs.

Eligibility criteria specify that only certain students from SRCC may apply. Specifically, second-year undergraduate students pursuing B.Com. (Hons.) or B.A. (Hons.) Economics, as well as first-year postgraduate students attending M.Com. or PGDGBO courses, are eligible. For undergraduate applicants, maintaining a minimum attendance rate of 66.7 per cent in their first year is a prerequisite.

Following the application phase, an online assessment and subsequent interview rounds will be conducted to finalise the selections. The timeline includes an application submission period, assessment dates, and final class commencement on September 12, 2026.

Programme Structure and Learning Methodology

The AI VIBE programme utilises a blended learning approach that incorporates classroom instruction, virtual learning, and industry exposure. Physical classes are scheduled for alternate Saturdays at the SRCC campus, lasting two to three hours each session, supplemented by live online classes led by instructors.

In addition to traditional learning methods, the programme includes visits to EY Training Centres, providing participants with direct insights from industry leaders. Enrolled students will engage in guided self-learning through curated courses, complete applied group or individual projects for each subject, and participate in hackathons that offer hands-on problem-solving experiences.

This structure is designed to enhance practical understanding and application of the subject matter, ensuring that students not only acquire theoretical knowledge but also develop the skills necessary to navigate an AI-driven job landscape. The combination of academic rigour and industry engagement is intended to equip them thoroughly for their future careers.

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Background and Experience of Mukerjee

Deepti Gaur Mukerjee brings a wealth of experience to her new role. She has previously held numerous key positions within the Indian administrative system, which has equipped her with a comprehensive understanding of educational policies and implementation. Her career has been marked by a focus on improving academic standards and accessibility to education across various demographics.

Prior to her current appointment, Mukerjee served in other significant capacities within the Ministry of Education. Her tenure in these roles has been noted for her commitment to reforming educational practices and enhancing quality at institutions of higher learning. Her deep knowledge of educational frameworks is expected to aid in steering the ministry towards effective policy reforms.

The reshuffle reflects an ongoing effort by the government to strengthen the higher education sector amidst increasing demands for improvements and innovations. Mukerjee’s previous experience is likely to play a pivotal role in addressing these challenges as she embarks on this new chapter of her career.

Implications for Higher Education

Mukerjee’s appointment comes at a crucial time when the Indian higher education system faces numerous challenges, including issues related to infrastructure, quality of education, and accessibility. As the new Secretary for Higher Education, she is expected to focus on these areas to ensure that institutions align more closely with international standards.

The government is keen on enhancing the global competitiveness of Indian universities, and Mukerjee’s role will be vital in shaping policies that support this objective. Her strategic vision could provide the necessary direction for institutions as they navigate the complexities of academic excellence and research output.

Additionally, there is a growing emphasis on digital education and hybrid learning models. Mukerjee’s experience could be instrumental in rolling out initiatives that promote technological integration in education, thus preparing students for a rapidly evolving job market. Her leadership is anticipated to inspire innovative practices across universities and colleges.

Reactions from Educational Organisations

Educational organisations and stakeholders have expressed their support for Mukerjee’s appointment. Various leaders within the academic community have indicated that they see her as a capable administrator who understands the intricacies of the educational landscape in India. Discussions around her vision for higher education reform have generated optimism among educators.

Many stakeholders are eager to explore collaborative opportunities with the new higher education secretary. They believe that her approach will lead to enhanced dialogue between the government and academic institutions, fostering an environment conducive to shared initiatives aimed at improving educational outcomes.

As Mukerjee assumes her new responsibilities, the focus will likely turn to her immediate priorities, including the implementation of student-centric policies and initiatives. Observers within the education sector will be keenly watching how her leadership will influence the future direction of higher education in India.

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Sood further elaborated on the distribution of seats across various institutions, revealing that Delhi University’s capacity is around 71,000. In contrast, Indian Institutes of Technology (IITs) and other institutions offer only around 1,200 to 1,500 seats. This limited availability contributes to significant challenges for local students wishing to continue their education within the city.

He pointed out that a considerable percentage of available seats in central universities are filled by students from other states, with estimates indicating that 45 to 50 per cent of these students originate from outside Delhi. Consequently, this dynamic creates a gap of approximately 1 lakh to 1.5 lakh seats each year for Delhi’s Class 12 graduates.

Delhi Cabinet Approves Bill to Facilitate Private Universities

The Delhi Cabinet, led by Chief Minister Rekha Gupta, approved the Private University Bill on August 7. The Bill aims to establish a framework for setting up private universities in the national capital, and it is set to be introduced during the ongoing Monsoon Session of the Delhi Assembly for further discussion and approval.

This legislative initiative is focused on enhancing higher education opportunities in Delhi while simultaneously promoting research, innovation, entrepreneurship, and collaboration with industry. Notably, the proposed legislation includes a measure ensuring that 25 per cent of seats in each course will be reserved for students from Delhi.

Moreover, the Bill outlines the construction of multi-storey, state-of-the-art campuses, with plans to establish a regulatory authority specifically for private universities in Delhi. This authority is intended to uphold standards of quality, transparency, and accountability in higher education.

Government Aims to Enhance Higher Education Landscape

The intention behind the proposed legislation is to fill the void in quality higher education institutions in Delhi while fostering private investment in this sector. Minister Sood has stated that the introduction of new universities is expected to fortify the higher education landscape in Delhi, benefiting both public and private institutions.

Sood also highlighted that many students from Delhi currently find themselves compelled to seek admission at private universities located in the surrounding National Capital Region (NCR) due to the limited options available within the city. This situation underscores the immediate need for additional higher education opportunities locally.

Chief Minister Rekha Gupta emphasised the government’s commitment to allowing students to pursue their “dream college” within Delhi. She reiterated the aim of making the city an attractive educational hub for students nationwide. The government’s efforts are clear in their intentions to resolve the existing educational constraints faced by Delhi students.

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संविधान के अनुच्छेदों का जिक्र

ओवैसी ने संविधान के अनुच्छेद 28 का हवाला देते हुए कहा कि सरकारी धन से चलने वाले संस्थानों में धार्मिक गतिविधियों पर पूर्ण प्रतिबंध है। इसलिए, वैदिक मंत्रों के अनिवार्य पाठ को अनिवार्य करना संविधान का उल्लंघन है। उन्होंने अनुच्छेद 51A(h) का भी जिक्र किया, जिसमें कहा गया है कि नागरिकों को वैज्ञानिक दृष्टिकोण विकसित करने का कर्तव्य है।

छात्रों को दिया संदेश

AIMIM सांसद ने यह भी कहा कि छात्रों को ऐसे गलत निर्देशों के खिलाफ खड़ा होना चाहिए। उन्होंने सरकार की आलोचना करते हुए कहा कि यह राष्ट्रीय हित के खिलाफ है। ओवैसी ने इस बात का भी उल्लेख किया कि सरकार को छात्रों की स्वतंत्रता का सम्मान करना चाहिए।

पीएम मोदी का समारोह में संबोधन

आपको बता दें कि शनिवार को पीएम मोदी IIT दिल्ली के 57वें दीक्षांत समारोह के मुख्य अतिथि के रूप में शामिल हुए। इस समारोह में 587 पीएचडी स्कॉलर्स सहित 3,000 से अधिक छात्रों को डिग्री प्रदान की गई। पीएम मोदी ने मेधावी छात्रों को प्रेसिडेंट्स गोल्ड मेडल, डायरेक्टर्स गोल्ड मेडल जैसे सम्मान दिए।

कैंपस की यादें और भविष्य की दिशा

समारोह के दौरान, पीएम मोदी ने छात्रों को विशेष सलाह दी। उन्होंने कहा कि हर छात्र का रास्ता और सपना अलग हो सकता है, चाहे वह स्टार्टअप की शुरुआत हो या नई नौकरी की तैयारी। लेकिन, कैंपस की यादें और शिक्षकों का योगदान सभी को एक सूत्र में जोड़ता है।

क्या है आगे का रास्ता?

इस विवाद ने IIT दिल्ली के दीक्षांत समारोह को लेकर एक नई बहस को जन्म दिया है। ओवैसी के बयान ने सरकारी संस्थानों में धार्मिक गतिविधियों और छात्रों के अधिकारों पर प्रश्न उठाए हैं। अब देखना होगा कि इस मुद्दे पर आगे क्या कदम उठाए जाएंगे।

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This scholarship caters to distinguished individuals, empowering them to pursue master’s programmes that align with their career aspirations while engaging with a worldwide community of alumni. Applicants must identify and apply to three eligible master’s courses within the UK as part of their scholarship application process.

Eligibility Criteria for Applicants

To qualify for the Chevening Scholarship, candidates must be citizens of a Chevening-eligible nation, which includes India. It is imperative for applicants from Official Development Assistance (ODA)-eligible regions to reside in those areas at the time of application. Furthermore, a commitment is required for returning to one’s home country for a minimum of two years following the completion of the scholarship.

Potential applicants must also hold an undergraduate degree that meets the entry requirements for a master’s programme in the UK, having completed their undergraduate studies at least two years prior to the application deadline. Additionally, candidates should possess a minimum of two years of work experience, equivalent to 2,800 hours, acquired post-undergraduate degree. They must each apply to three recognised UK university courses and secure an unconditional offer from at least one by the specified deadline.

Certain groups are excluded from applying, including those with British citizenship, individuals currently residing in the UK (excluding British Overseas Territories), current or former employees of UK Government departments or the British Council, and those who have previously benefitted from a UK Government-funded scholarship.

Application Process for the Chevening Scholarship

The application for the Chevening Scholarship extends beyond a simple submission process; candidates must showcase their leadership abilities, career achievements, and commitment to contributing to their home country. This includes articulating their study plans, potential career trajectories, and justifications for selecting specific courses and universities that resonate with their future ambitions.

Interested individuals must initiate the application by navigating to the official Chevening website, creating an online account, and completing the scholarship application form. It is essential to select three eligible master’s courses and submit all necessary information prior to the application deadline. Shortlisted candidates will participate in an interview, after which they must provide an unconditional university offer by the specified date in the application guidelines.

To facilitate their applications, candidates should gather important documents, including a passport or valid ID, an undergraduate degree certificate, academic transcripts, details of their employment history supporting their work experience, references, and the university offer letter—all adhering to the requirements detailed in the application guidelines.

Why Chevening Scholarship Stands Out

Unlike many international scholarships, the Chevening programme focuses not solely on academic excellence but also on leadership potential and professional experience. Beneficiaries gain access to an extensive global network of alumni, including prominent figures in government, diplomacy, entrepreneurship, academia, and various sectors.

Before submitting their applications, candidates must carefully select their university courses and ensure they fulfil all eligibility criteria. Due to the competitive nature of the scholarship, compelling responses addressing leadership, networking, career objectives, and study plans can greatly enhance an application’s strength.

Applications are processed exclusively through the Chevening website, where prospective candidates can continuously check the official timeline for interviews, deadlines for document submissions, and requirements for university offers.

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विश्वविद्यालय अनुदान आयोग (UGC) ने देश के शिक्षा क्षेत्र में धोखाधड़ी को रोकने के लिए एक बड़ा अलर्ट जारी करते हुए 32 फर्जी विश्वविद्यालयों की आधिकारिक सूची जारी की है और साथ ही छात्रों को भ्रामक विज्ञापनों के जरिए लुभाने वाली एडटेक (EdTech) कंपनियों से सावधान रहने की कड़ी चेतावनी दी है। राज्यसभा में शिक्षा राज्य मंत्री डॉ. सुकांत मजूमदार द्वारा दी गई जानकारी के अनुसार, ये अवैध संस्थान बिना किसी सरकारी या यूजीसी मंजूरी के संचालित हो रहे हैं और इनके द्वारा बांटी जा रही डिग्रियों की कोई कानूनी वैधता नहीं है। केंद्र सरकार ने सभी राज्यों और केंद्र शासित प्रदेशों के मुख्य सचिवों को इन फर्जी संस्थानों को तुरंत बंद करने और इनके खिलाफ सख्त कानूनी कार्रवाई (FIR) दर्ज करने के निर्देश दिए हैं।

UGC का बड़ा हंटर: देश भर में 32 फर्जी विश्वविद्यालय ब्लैकलिस्टेड

भारत में उच्च शिक्षा की नियामक संस्था, विश्वविद्यालय अनुदान आयोग (UGC) ने शैक्षणिक सत्र के दौरान छात्रों और अभिभावकों के भविष्य की सुरक्षा के लिए अब तक का सबसे बड़ा देशव्यापी अलर्ट जारी किया है। यूजीसी द्वारा जारी की गई नवीनतम रिपोर्ट के अनुसार, देश के 12 राज्यों और केंद्र शासित प्रदेशों में कुल 32 ऐसी संस्थाएं सक्रिय पाई गई हैं, जो खुद को ‘विश्वविद्यालय’ बताकर अवैध रूप से डिग्रियां बांट रही हैं और छात्रों से मोटी रकम वसूल रही हैं। संसद के मानसून सत्र के दौरान राज्यसभा में एक लिखित प्रश्न का उत्तर देते हुए शिक्षा राज्य मंत्री डॉ. सुकांत मजूमदार ने इस बात की पुष्टि की है। सरकार ने स्पष्ट किया है कि इन 32 संस्थानों को यूजीसी अधिनियम, 1956 के तहत किसी भी प्रकार की डिग्री प्रदान करने का कोई कानूनी अधिकार नहीं है। इसके साथ ही, यूजीसी ने डिजिटल शिक्षा के नाम पर चल रही एडटेक कंपनियों के ‘अवैध फ्रैंचाइज़ मॉडल’ को लेकर भी छात्रों को सचेत किया है।

राज्यों का गणित: दिल्ली और उत्तर प्रदेश फर्जीवाड़े के मुख्य केंद्र

UGC द्वारा जारी राज्यवार सूची का विश्लेषण करने पर यह बेहद चौंकाने वाला तथ्य सामने आया है कि देश की राजधानी दिल्ली इस फर्जीवाड़े का सबसे बड़ा गढ़ बनी हुई है। 32 फर्जी विश्वविद्यालयों में से अकेले 12 संस्थान दिल्ली में चल रहे हैं। इसके बाद उत्तर प्रदेश का स्थान है, जहां 4 फर्जी विश्वविद्यालय पकड़े गए हैं। इस बार की सूची में चार नए राज्यों, हरियाणा, राजस्थान, झारखंड और अरुणाचल प्रदेश का नाम भी शामिल हुआ है, जहां पहली बार ऐसे फर्जी संस्थानों की पहचान की गई है।

प्रमुख फर्जी विश्वविद्यालयों की राज्यवार सूची

दिल्ली (12 संस्थान): कमर्शियल यूनिवर्सिटी लिमिटेड (दरियागंज), यूनाइटेड नेशंस यूनिवर्सिटी, वोकेशनल यूनिवर्सिटी, एडीआर-सेंट्रिक ज्यूरिडिकल यूनिवर्सिटी, इंडियन इंस्टीट्यूट ऑफ साइंस एंड इंजीनियरिंग, विश्वकर्मा ओपन यूनिवर्सिटी फॉर सेल्फ-एम्प्लॉयमेंट, आध्यात्मिक विश्वविद्यालय (रोहिणी), वर्ल्ड पीस ऑफ यूनाइटेड नेशंस यूनिवर्सिटी, ऑल इंडिया इंस्टीट्यूट ऑफ पब्लिक एंड फिजिकल हेल्थ साइंसेज (अलीपुर)।

उत्तर प्रदेश (4 संस्थान): गांधी हिंदी विद्यापीठ (प्रयागराज), नेताजी सुभाष चंद्र बोस ओपन यूनिवर्सिटी (अलीगढ़), भारतीय शिक्षा परिषद (लखनऊ), और महामाया टेक्निकल यूनिवर्सिटी (नोएडा)।

पश्चिम बंगाल (2 संस्थान): इंडियन इंस्टीट्यूट ऑफ अल्टरनेटिव मेडिसिन (कोलकाता) और इंस्टीट्यूट ऑफ अल्टरनेटिव मेडिसिन एंड रिसर्च (कोलकाता)।

महाराष्ट्र (2 संस्थान): राजा अरेबिक यूनिवर्सिटी (नागपुर) और नेशनल बैकवर्ड कृषि विद्यापीठ (सोलापुर)।

आंध्र प्रदेश (2 संस्थान): क्राइस्ट न्यू टेस्टामेंट डीम्ड यूनिवर्सिटी (गुंटूर) और बाइबल ओपन यूनिवर्सिटी ऑफ इंडिया (विशाखापट्टनम)।

कर्नाटक (2 संस्थान): ग्लोबल ह्यूमन पीस यूनिवर्सिटी (बेंगलुरु) और सर्व भारतीय शिक्षा पीठ (तुमकुर)।

पुडुचेरी (2 संस्थान): ऊषा लच्छूमनन कॉलेज ऑफ एजुकेशन और श्री बोधी एकेडमी ऑफ Higher Education।

अन्य राज्य (1-1 संस्थान): झारखंड में दक्षा यूनिवर्सिटी (रांची), हरियाणा में मैजिक एंड आर्ट यूनिवर्सिटी (फरीदाबाद), राजस्थान में राजीव गांधी इंस्टीट्यूट ऑफ टेक्नोलॉजी एंड मैनेजमेंट (भिवंडी), केरल में सेंट जॉन्स यूनिवर्सिटी, और अरुणाचल प्रदेश में इंडियन इंस्टीट्यूट ऑफ अल्टरनेटिव Medicine।

एडटेक (EdTech) कंपनियों का मायाजाल: UGC की सख्त हिदायत

इस वर्ष के अलर्ट की सबसे बड़ी बात एडटेक (Education Technology) कंपनियों के खिलाफ UGC का कड़ा रुख है। पिछले कुछ समय से कई बड़ी एडटेक कंपनियां अखबारों, टेलीविजन और सोशल मीडिया पर भ्रामक विज्ञापन दे रही हैं। ये कंपनियां दावा करती हैं कि वे यूजीसी से मान्यता प्राप्त विश्वविद्यालयों के सहयोग से ऑनलाइन या डिस्टेंस लर्निंग (ODL) मोड में डिग्री और डिप्लोमा कोर्स करवा रही हैं और शत-प्रतिशत प्लेसमेंट की गारंटी देती हैं।

UGC का आधिकारिक बयान

कोई भी विश्वविद्यालय या उच्च शिक्षण संस्थान (HEI) किसी भी एडटेक कंपनी के साथ मिलकर ‘फ्रैंचाइज़ व्यवस्था’ के तहत कोर्स ऑफर नहीं कर सकता। यूजीसी के नियमों के अनुसार इस तरह के सभी समझौते पूरी तरह अवैध हैं। यदि कोई छात्र किसी एडटेक प्लेटफॉर्म के बहकावे में आकर ऐसे किसी कोर्स में दाखिला लेता है, तो उसकी डिग्री को यूजीसी द्वारा मान्यता नहीं दी जाएगी। यूजीसी ने स्पष्ट किया है कि केवल वही ऑनलाइन या दूरस्थ डिग्रियां मान्य होंगी जो सीधे यूजीसी के दूरस्थ शिक्षा ब्यूरो (DEB) से मान्यता प्राप्त विश्वविद्यालयों द्वारा अपनी आधिकारिक वेबसाइट के माध्यम से संचालित की जा रही हों।

फर्जी डिग्रियों का भविष्य: ‘केवल रद्दी कागज का टुकड़ा’

यूजीसी ने छात्रों और नौकरी देने वाले नियोक्ताओं को आगाह किया है कि इन फर्जी विश्वविद्यालयों द्वारा जारी की गई मार्कशीट या डिग्रियां पूरी तरह से अमान्य हैं।

सरकारी नौकरियों में अमान्य: इन डिग्रियों के आधार पर केंद्र या राज्य सरकार की किसी भी नौकरी के लिए आवेदन नहीं किया जा सकता। यदि कोई छात्र ऐसी डिग्री लगाता है, तो उसे धोखाधड़ी का दोषी माना जाएगा।

उच्च शिक्षा के लिए बेकार: इन संस्थानों से स्नातक (Graduation) करने के बाद छात्र देश या विदेश के किसी भी वैध विश्वविद्यालय में आगे की पढ़ाई (जैसे पोस्ट ग्रेजुएशन या पीएचडी) के लिए दाखिला नहीं ले सकते।

आर्थिक और मानसिक नुकसान: छात्र और उनके माता-पिता अपनी गाढ़ी कमाई इन संस्थानों की भारी-भरकम फीस में गंवा देते हैं और अंत में उनका कीमती समय भी बर्बाद हो जाता है।

सरकार का एक्शन प्लान: दर्ज होंगी FIR, बंद होंगे संस्थान

शिक्षा मंत्रालय और यूजीसी इस बार केवल सूची जारी करके शांत नहीं बैठे हैं, बल्कि जमीनी स्तर पर सख्त कार्रवाई शुरू कर दी गई है। केंद्र सरकार ने सभी संबंधित राज्यों के मुख्य सचिवों और शिक्षा सचिवों को पत्र लिखकर इन संस्थानों के खिलाफ तत्काल कानूनी कदम उठाने को कहा है।

संस्थानों को कारण बताओ नोटिस

UGC ने इन सभी 32 स्वघोषित विश्वविद्यालयों को कारण बताओ नोटिस और चेतावनी पत्र जारी कर जवाब मांगा है। राज्यों से कहा गया है कि वे यूजीसी अधिनियम, 1956 का उल्लंघन करने और छात्रों के साथ धोखाधड़ी करने के आरोप में इन संस्थानों के प्रबंधकों के खिलाफ स्थानीय थानों में तुरंत FIR दर्ज कराएं। केंद्र ने स्पष्ट निर्देश दिया है कि जो संस्थान अपने नाम के आगे ‘विश्वविद्यालय’ शब्द का अवैध उपयोग कर रहे हैं और डिग्रियां बांट रहे हैं, उन्हें तुरंत सील कर बंद किया जाए। यूजीसी का एंटी-मालप्रैक्टिस सेल लगातार राज्यों के साथ मिलकर देश के अन्य हिस्सों में चल रहे ऐसे किसी भी संदिग्ध संस्थान की निगरानी कर रहा है जो इस सूची से बाहर हो सकते हैं।

शिक्षा समवर्ती सूची (Concurrent List) का विषय होने के कारण केंद्र और राज्य दोनों की यह सामूहिक जिम्मेदारी है कि वे छात्रों के भविष्य के साथ खिलवाड़ करने वाले इन गिरोहों का पूरी तरह खात्मा करें। छात्रों को सलाह दी जाती है कि वे किसी भी संस्थान को फीस देने या अपने दस्तावेज सौंपने से पहले ‘पहले जांचें, फिर दाखिला लें’ का नियम अपनाएं।

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With the newly granted autonomy, Gujarat University is now empowered to introduce various new academic programmes, departments, and specialised centres without necessitating prior approval from the UGC. This flexibility is expected to enhance the university’s curricular offerings and overall educational framework.

Additionally, the institution can now launch industry-oriented diploma and certificate courses that align with the National Skills Qualification Framework (NSQF). This initiative aims to respond effectively to the skill requirements of the job market, thereby enhancing student employability.

Expansion of Academic Opportunities

As part of its new autonomy, Gujarat University will be permitted to hire foreign faculty members on a contractual basis, constituting up to 20 per cent of its total faculty strength. This opportunity is anticipated to bring in diverse perspectives and expertise to the academic environment. Furthermore, the university will be able to admit international students up to 20 per cent of its admitted student intake based on merit, enhancing its global academic standing.

The institution will also broaden the accessibility of its academic programmes through Open and Distance Learning (ODL), enabling a wider demographic to access quality education. This expansion aligns with contemporary educational trends, facilitating learning for those who may not be able to attend traditional classrooms.

Education Minister Pradyuman Vaja has acknowledged this achievement, expressing his congratulations to the faculty, students, and the entire Gujarat University community. He highlighted that this recognition marks a significant milestone in the history of higher education within the state.

Impact on Future Research and Education

Minister Vaja, while commenting on this vital accomplishment, noted its potential to propel the education sector in Gujarat to new heights under the leadership of Chief Minister Bhupendra Patel. He described this moment as a pivotal chapter for Gujarat University’s educational landscape and emblematic of the state’s aspirations for a developing and advanced future.

This autonomy is expected to create a foundation for achieving the vision of Viksit Gujarat and Viksit Bharat by 2047. Vaja emphasised the role of Gujarat University’s academic excellence and high-quality research in attaining this prestigious status. He reiterated that the university’s commitment to implementing the National Education Policy 2020 (NEP 2020) has played a crucial role in this achievement.

Looking ahead, Vaja expressed confidence that this autonomy will significantly foster skill development among students and facilitate unprecedented employment opportunities. He suggested that this recognition could lead to a fresh direction for advanced research, innovation, and multidisciplinary academic collaborations at Gujarat University, further enriching the academic ecosystem in the region.

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This initiative follows the signing of a Memorandum of Understanding (MoU) between AICTE and Mitacs, Canada. The agreement allows for 300 eligible Indian undergraduate students to receive fully funded 12-week research internships at prominent Canadian universities each year starting from 2027, over a three-year period.

The inception of this programme can be traced back to the visit of Canada’s Prime Minister Mark Carney to India earlier this year, where he met with Indian Prime Minister Narendra Modi. Their discussions underscored the significance of educational collaboration and talent mobility as key components of the India-Canada partnership.

Objectives of the Initiative

The two leaders expressed their desire to enhance cooperation in higher education by promoting skills aligned with industry needs, expanding joint programmes, and facilitating the establishment of offshore campuses for leading Canadian institutions in India. They also highlighted a collaborative approach to research in emerging technologies.

The AICTE-Mitacs partnership is envisaged to advance the Globalink Research Internship programme, which allows around 300 Indian undergraduate students per year to engage in research placements at Canadian universities. This endeavour aims to strengthen academic partnerships and bolster research quality and market-ready skills among students.

The GRI is a highly regarded programme that offers students the chance to work with experienced faculty across various disciplines, such as engineering, computer science, life sciences, and social sciences. Interns will conduct research in leading laboratories, gaining invaluable exposure in multicultural environments while enhancing their professional skills.

Application Process Details

The application window for the GRI 2027 programme is open from August 5 to September 16, 2026. During this period, qualified students will undergo a competitive selection process consisting of screening and matching to faculty members at the selected Canadian institutions.

Successful candidates will participate in the internships from May to October 2027. They will also receive ample pre-departure support and orientation to prepare them for their research experiences in Canada.

To qualify, applicants must be at least 18 years old, enrolled full-time in an undergraduate or integrated undergraduate-master’s programme, and have completed a minimum of two years of undergraduate studies. Additionally, students must demonstrate proficiency in either English or French, applying to multiple research projects across different Canadian provinces.

This AICTE-Mitacs initiative represents a significant step towards advancing India’s presence in global higher education, aligning with the National Education Policy (NEP) 2020’s goals of enhancing international collaborations and academic mobility. By facilitating access to major research institutions, it aims to foster competent researchers and bolster bilateral academic relations, contributing to a robust innovation ecosystem for India and Canada.

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Initiatives Under ‘Medhabhi Mayurbhanj’

The ‘Medhabhi Mayurbhanj’ programme includes a dedicated initiative called ‘Achievers’, designed to prepare tribal students for competitive exams in fields such as engineering and medicine. District Magistrate Hemakanta Say highlighted the rationale behind the initiative, stating that it aims to provide enhanced opportunities through targeted coaching and academic mentorship. Previous efforts in this initiative resulted in the admission of around 16 to 17 students into engineering colleges, a figure that has notably increased this year due to refined selection processes.

Coaching facilities have been established in Bangriposi for students from Eklavya Model Residential Schools (EMRS) and SSD Department schools. The selection of students was conducted through an entrance examination. Approximately 40 to 50 students have received free meals and coaching to prepare for medical and engineering entrance assessments. According to Say, counselling has facilitated the selection of students for various engineering specialisations, including Civil, Mechanical, and Electrical Engineering.

There is an ongoing counselling process, and officials are optimistic about securing additional admissions for deserving students. In comparison to the previous year, when the number of students gaining access to engineering colleges was considerably lower, this year marks a significant uptick in successful admissions.

Inspirational Achievements of Tribal Students

Among those who have secured admission is an individual from a farming family who gained entry into NIT Jamshedpur for Electrical Engineering. Say remarked that such accomplishments represent a vital milestone for students from rural and economically disadvantaged backgrounds. The success of this student, whose father is a small-scale farmer, showcases the transformative potential of educational opportunities.

The District Magistrate expressed hopes that future iterations of the initiative will boost the number of students gaining entry into NITs, thereby uplifting their families and communities. He noted that achieving admission to an NIT not only secures a bright future for the individual but also enhances the living standards of their families and supports broader societal integration as forms of empowerment.

In addition to focusing on engineering admissions, the administration is actively working to enhance tribal education infrastructure through various central government schemes. Programmes such as PM-JANMAN and Aadi Karmayogi Abhiyaan are being leveraged to create better educational opportunities for tribal youth.

The accomplishments of these tribal students are serving as a source of inspiration for other children in villages across Mayurbhanj, motivating them to pursue higher education and consider professional careers. With a continued emphasis on medical entrance preparations, the district administration remains hopeful that further admissions to government medical colleges will be achieved in the forthcoming years.

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With the advancement of healthcare, biotechnology, and life sciences, there is rising student interest in interdisciplinary fields. This trend reflects the desire to utilise engineering strategies for addressing challenges in medicine and biology. Consequently, students are often faced with the dilemma of choosing between these two closely related but distinct degrees.

While both disciplines require grounding in foundational subjects, the divergence becomes increasingly apparent as students delve deeper into their chosen programme. Understanding these differences is essential for aligning educational choices with individual career ambitions.

Curriculum and Specialisation Insights

The curriculum and specialisations within these programmes reflect their respective emphases. A BTech in Bioengineering typically covers broad topics, including molecular biology, bioinformatics, and tissue engineering. Students may engage with agricultural biotechnology, environmental sustainability, and industrial biotechnology throughout their studies.

Conversely, Biomedical Engineering curricula are more targeted, centring on applications within healthcare. Core subjects often include human physiology, biomedical instrumentation, and medical imaging. This programme prepares students to work on technologies that enhance diagnostic accuracy, treatment options, and overall patient care standards.

Experts in the field, such as Dr Gayathri V from the Hindustan Institute of Technology and Science, assert that Bioengineering adopts a wider viewpoint by integrating various scientific disciplines, while Biomedical Engineering maintains a distinct focus on innovations directly related to medicine.

Pathways to Future Opportunities

Graduates from both programmes can anticipate a variety of career prospects, driven by the burgeoning fields of biotechnology and healthcare. Those who complete a BTech in Bioengineering often secure roles within research laboratories, pharmaceutical companies, and agricultural biotechnology firms, engaging in tasks like product development and research.

In comparison, graduates with a BTech in Biomedical Engineering typically find employment in medical device firms, diagnostic companies, and healthcare technology sectors. Their work revolves around developing cutting-edge medical technologies, including imaging systems and wearable health monitors, which are crucial for modern healthcare delivery.

Further academic pursuits are also available for both sets of graduates. Candidates often choose to continue their education with programmes such as MTech, MS, or PhD, focusing on advanced areas like regenerative medicine or artificial intelligence in healthcare.

Criteria for Admission and Selection

Admission procedures for these programmes mainly require candidates to have completed Class 12 with subjects in Physics, Chemistry, and Mathematics. Some institutions are open to students with biologically focused backgrounds as well. Various entrance exams, including JEE Main, JEE Advanced, and BITSAT, play a significant role in the selection process.

Numerous reputable institutions across India offer these programmes, including the IITs and Vellore Institute of Technology. Prospective students are urged to review specific eligibility requirements, as they may vary by institution.

Ultimately, choosing between a BTech in Biomedical Engineering and Bioengineering boils down to individual interests in the application of engineering principles within the realms of healthcare or broader biological contexts. The pathway selected should resonate with one’s long-term career goals while taking into account the evolving landscape of both fields.

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