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Jana Gana Mana 77th Republic Day Moment: 1 Emotional Tribute from Seoul That Touched India

Jana Gana Mana 77th Republic Day Tribute Resonates from Seoul

Jana Gana Mana 77th Republic Day became a deeply emotional moment as young Korean singers in Seoul performed India’s national anthem with grace and sincerity. The performance was organised as part of India’s 77th Republic Day observance and quickly captured attention for its quiet power and cultural meaning. More than a musical presentation, the moment reflected genuine respect for India’s national identity and the growing bond between India and South Korea.

The singers, trained in classical and contemporary vocal styles, delivered “Jana Gana Mana” with clear pronunciation and steady rhythm. Their effort showed careful preparation and understanding of the anthem’s importance. For many Indian viewers, the performance felt personal, as it carried the weight of national pride far away from home. The setting in Seoul added emotional depth, reminding audiences that India’s values travel beyond borders.

The Republic Day event was attended by members of the Indian community in South Korea, cultural representatives, and local guests. Silence filled the venue as the anthem began, followed by a respectful stillness that showed how seriously the moment was taken. The response after the performance was calm but heartfelt, marked by applause and visible emotion among attendees.

Jana Gana Mana 77th Republic Day Performance Reflects Shared Cultural Respect

Jana Gana Mana 77th Republic Day celebrations in Seoul highlighted how cultural respect can be expressed through simple but meaningful acts. The anthem, written by Rabindranath Tagore, stands for unity, diversity, and national dignity. By choosing to perform it on India’s Republic Day, the organisers made a clear statement of mutual respect between the two nations.

South Korea and India share a long history of cultural exchange, especially through education, technology, and art. Music has often played a role in strengthening this relationship. This performance added another layer to that connection by showing how deeply another culture can honour India’s traditions without imitation or exaggeration.

The young singers did not treat the anthem as a stage act. Their controlled expressions and disciplined posture reflected understanding rather than performance-driven emotion. This approach made the moment more powerful. It showed that respect does not need dramatic presentation, only sincerity and effort.

Indian officials and cultural representatives present at the event acknowledged the performance as a symbol of friendship. They noted that such moments help build trust and understanding between countries at a people-to-people level, which is as important as formal diplomacy.

Jana Gana Mana 77th Republic Day Symbolises India–South Korea Friendship

Jana Gana Mana 77th Republic Day in Seoul also served as a reminder of the steady relationship between India and South Korea. Over the years, both countries have strengthened ties in areas such as trade, defence cooperation, education, and cultural programs. Events like this Republic Day celebration reflect how these ties are experienced beyond official meetings.

For the Indian diaspora living in South Korea, the anthem carried added meaning. Hearing “Jana Gana Mana” sung by Korean voices on a national day brought a sense of belonging and emotional comfort. It reminded them that Indian culture is respected and welcomed in their host country.

The performance also reached audiences online, where clips were shared widely. Viewers appreciated the calm and respectful tone of the rendition. Many comments focused on the effort taken to pronounce the words correctly and maintain the anthem’s dignity. This response showed how cultural gestures, when done sincerely, can leave a lasting impression.

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The choice of young singers was significant as well. It reflected how cultural respect is being passed to the next generation. Such experiences help young people understand global cultures in a meaningful way, shaping future relationships between nations. Also Read: Indian Navy’s First Training Squadron Concludes Port Call at Phuket, Strengthening Maritime Ties with Thailand: 2026

Conclusion

The Jana Gana Mana 77th Republic Day performance in Seoul was a simple yet powerful tribute that crossed borders through respect and music. It stood as a reminder that national pride can be honoured anywhere when done with sincerity, and that cultural understanding continues to strengthen the bond between India and South Korea.

30/01/2026
UGC Equity Regulations: Major Student Protest Demands Complete Rollback

New Delhi – Delhi University students gathered in significant numbers near Arts Faculty in North Campus on Wednesday, demanding complete rollback of the UGC Equity Regulations. This protest against the UGC Equity Regulations represents growing student opposition to the recently notified framework that has sparked controversy across Indian higher education institutions.

Continuing Wave of Protests Against UGC Equity Regulations

The demonstration against the UGC Equity Regulations came just a day after more than 60 students gathered outside the University Grants Commission headquarters at ITO. This sustained protest movement indicates widespread student concern about the implications of the UGC Equity Regulations for campus life and academic freedom.

Dozens of Delhi University students participated in the North Campus protest specifically targeting the UGC Equity Regulations, making their opposition clear through slogans, placards, and a formal memorandum submitted to university authorities.

Student Concerns About UGC Equity Regulations

A PhD student present at the protest, Aman Sharma, articulated fundamental concerns about the UGC Equity Regulations, stating that the regulations will “aggravate the existing differences instead of sensitisation.” This critique suggests that protesters believe the UGC Equity Regulations may produce unintended negative consequences rather than achieving their stated goals.

The student opposition to the UGC Equity Regulations centers on claims that the framework is “biased and divisive in addition to being shrouded in ambiguity, decorated with loopholes and adorned with vagueness,” according to the memorandum submitted to the DU Proctor’s office.

Formal Memorandum Submitted

Students submitted a comprehensive memorandum demanding “immediate rollback of the unjustified” UGC Equity Regulations to the DU Proctor’s office. The document, signed by concerned stakeholders, formally registered their opposition to the UGC Equity Regulations and outlined their specific grievances.

The memorandum language reflects strong feelings about the UGC Equity Regulations, characterizing them as fundamentally flawed and requiring complete withdrawal rather than amendment or modification.

Threat of Indefinite Strike Over UGC Equity Regulations

Alokit Tripathi, another PhD student involved in the protest against the UGC Equity Regulations, announced that students would escalate their actions if demands are not met. “We want DU, as one of the largest central university in the country, to take note of our memorandum as well and support the complete roll back of the regulations,” Tripathi stated.

The students have set a deadline regarding the UGC Equity Regulations, informing university authorities they will begin an indefinite strike if they do not receive a response from concerned authorities by 2pm on Saturday, January 31. This ultimatum demonstrates the seriousness of student opposition to the UGC Equity Regulations.

Anticipated Campus Unrest

Tripathi explained that the protest aims “to avoid an environment of unrest and anxiety that is sure to follow the implementation of the regulations.” This warning suggests students believe the UGC Equity Regulations will create divisive campus atmospheres rather than promoting harmony.

The prediction of widespread unrest following implementation of the UGC Equity Regulations reflects deep student concerns about how the framework will function in practice on university campuses across India.

University Response to UGC Equity Regulations Protest

DU Proctor Manoj Kumar Singh confirmed receipt of the memorandum regarding the UGC Equity Regulations, stating, “We have received the memorandum. There will be discussions on the same in due course.” Singh added that discussions on the matter concerning the UGC Equity Regulations will be taken up with UGC.

This measured response indicates the university administration is treating the student concerns about the UGC Equity Regulations seriously, though no immediate action has been promised.

Details of UGC Equity Regulations Framework

The UGC Equity Regulations were notified by the University Grants Commission on January 13, 2026. Under this new framework established by the UGC Equity Regulations, universities, colleges, and deemed-to-be universities must establish an Equal Opportunity Centre with an “Equity Committee” to handle discrimination complaints and promote inclusion.

The UGC Equity Regulations aim to eradicate discrimination based on religion, race, caste, gender, place of birth, and disability. These stated objectives of the UGC Equity Regulations represent the official rationale for the controversial framework.

Equity Committee Structure Under UGC Equity Regulations

According to the UGC Equity Regulations, the committee will be chaired by the head of the respective institution. The UGC Equity Regulations mandate that these committees will inquire into complaints, recommend corrective action, and protect complainants from retaliation.

The UGC Equity Regulations also require institutions to run a 24×7 equity helpline and establish an online reporting system, creating comprehensive infrastructure for addressing discrimination complaints.

Student Critique of Implementation Mechanisms

Despite the stated goals of the UGC Equity Regulations, protesting students argue the framework contains fundamental flaws that will undermine its effectiveness. Their specific criticisms of the UGC Equity Regulations include concerns about bias, divisiveness, ambiguity, loopholes, and vagueness in the regulatory language.

These detailed objections to the UGC Equity Regulations suggest students have carefully reviewed the framework and identified specific problems they believe will create implementation challenges.

Broader Implications for Higher Education

The protest against the UGC Equity Regulations at Delhi University may represent the beginning of wider opposition across Indian higher education institutions. As one of the country’s largest and most influential universities, DU’s response to the UGC Equity Regulations could set precedents for how other institutions handle student concerns.

The outcome of this confrontation over the UGC Equity Regulations will likely influence how similar protests develop at other universities and whether the regulations are implemented as written, modified, or withdrawn entirely based on stakeholder feedback.

29/01/2026
Caste-Based Discrimination: Controversial UGC Rules Spark Nationwide Protests

New Delhi – The University Grants Commission‘s newly notified Promotion of Equity in Higher Education Institutions Regulations, 2026, designed to strengthen safeguards against caste-based discrimination on campuses, have triggered widespread protests and legal challenges. The regulations, intended to promote inclusion and accountability, have instead become the center of a heated debate about how caste-based discrimination should be defined and addressed in educational institutions.

Background of Anti-Discrimination Framework

The regulations addressing caste-based discrimination were notified on January 13, replacing the UGC’s 2012 anti-discrimination guidelines. These new rules mandate creation of Equity Committees, Equity Squads, helplines, and monitoring mechanisms in colleges and universities to address complaints of caste-based discrimination, particularly those faced by Scheduled Caste, Scheduled Tribe, and Other Backward Class students.

The framework for combating caste-based discrimination was developed following a Supreme Court order on a petition seeking effective implementation of the 2012 guidelines. This petition was filed by the mothers of Rohith Vemula and Payal Tadvi, two students whose tragic deaths highlighted the severity of caste-based discrimination in educational institutions.

Tragic Cases That Prompted Reform

Rohith Vemula, a PhD scholar at the University of Hyderabad, died by suicide in 2016 allegedly after facing caste-based discrimination and harassment. In 2019, Payal Tadvi, a resident doctor at Mumbai’s Topiwala National Medical College and BYL Nair Hospital, also died by suicide, with allegations of sustained casteist abuse by her seniors. These cases brought national attention to the issue of caste-based discrimination in higher education.

Controversial Definition of Caste-Based Discrimination

The central controversy surrounding the new regulations concerns Regulation 3(c), which defines caste-based discrimination specifically as discrimination only against SC, ST, and OBC communities. Critics argue that this narrow definition of caste-based discrimination excludes students from the general category and restricts who can seek redress under the framework.

This definition of caste-based discrimination has become the focal point of legal challenges, with petitioners arguing that it wrongly assumes such discrimination flows in only one direction. The regulation thus legally recognizes victimhood only for certain communities, leaving others without access to grievance redressal for caste-based discrimination.

Supreme Court Petitions Challenge Regulations

Two separate petitions challenging the constitutional validity of the caste-based discrimination regulations have been filed in the Supreme Court. These petitions are likely to be mentioned before Chief Justice of India Surya Kant for directions on listing and hearing.

Also Read: Plea in Supreme Court Challenges Maharashtra Resolution on School Teacher Posts, Citing Rights and Education Norms

The first petition against the caste-based discrimination regulations was filed by Mrityunjay Tiwari, a post-doctoral researcher at Banaras Hindu University. He contends that the regulation wrongly assumes caste-based discrimination flows in only one direction, leaving general category students without protection.

Second Petition Challenges Constitutional Validity

The second petition addressing caste-based discrimination was filed by advocate Vineet Jindal, who describes the provision as arbitrary, unconstitutional, and beyond the UGC’s powers. Jindal argues that limiting protection to SC, ST, and OBC students violates the constitutional guarantee of equality before the law.

Jindal has requested the court either to strike down the clause defining caste-based discrimination or to reinterpret it in a caste-neutral manner, extending protection to anyone facing discrimination regardless of caste. The petitions also seek an interim stay on enforcing the provision.

Education Minister’s Assurance

Union Education Minister Dharmendra Pradhan sought to address concerns about the caste-based discrimination regulations, assuring that the rules would not be misused. “I want to humbly assure everyone that no one is going to face any harassment. There will be no discrimination and no one will have the right to misuse the regulation in the name of discrimination,” Pradhan stated.

Pradhan added that the Centre, UGC, and state governments would ensure the regulations addressing caste based discrimination remain “within the ambit of the Constitution of India.”

Legal Expert’s Perspective

Senior advocate Indira Jaising criticized protests against the caste based discrimination regulations and calls for rollback. Referring to the original petition filed in 2019, she noted that the 2012 regulations had been found inadequate. “It appears to be a very ‘upper caste’ reaction to the efforts of the SC, ST and OBC communities to deal with issues of discrimination,” Jaising observed.

While acknowledging that the caste based discrimination regulations may still be inadequate, Jaising expressed hope that the Supreme Court would address the matter rationally.

Political Reactions Mixed

Political reactions to the caste based discrimination regulations have been mixed. Rajya Sabha MP Priyanka Chaturvedi suggested the regulations should be “withdrawn or amended as necessary.” She raised questions about implementation, false accusations, guilt determination, and how caste-based discrimination should be defined—through words, actions, or perceptions.

Student Concerns and Protests

Protesting students have detailed their apprehensions about the caste based discrimination regulations. Alokit Tripathi, a PhD student at Delhi University, described the regulations as “draconian in nature,” arguing that the definition of victim is predetermined.

“With the proposed Equity Squads, it will be akin to living under constant surveillance inside the campus,” Tripathi stated, expressing concern that regulations addressing caste-based discrimination could create chaos by shifting the burden of proof entirely onto the accused without adequate safeguards.

Broader Implications

The controversy over these caste based discrimination regulations highlights the complexity of addressing historical inequities while ensuring equal protection under law for all students. As the matter proceeds to the Supreme Court, the outcome will likely have significant implications for how educational institutions across India address and prevent caste-based discrimination in the future.

28/01/2026
Plea in Supreme Court Challenges Maharashtra Resolution on School Teacher Posts, Citing Rights and Education Norms

Supreme Court Issues Notice to Maharashtra on Teacher Posts Resolution

The Supreme Court of India has taken up a significant plea challenging a Government Resolution (GR) issued by the Maharashtra government that changes how teacher posts are sanctioned in schools across the state. The court has sought the state’s response to the petition, which contends that the resolution is inconsistent with the Right of Children to Free and Compulsory Education Act (RTE Act), 2009 — the national law governing elementary education and quality standards in schools. A Bench comprising Justices P.S. Narasimha and Alok Aradhe has issued notices and listed the matter for further hearing on March 13, 2026.

The plea was filed by an association of private educational institutions, which argues that the GR, dated March 15, 2024, departs from the class-wise pupil-teacher ratio (PTR) mandated under the RTE Act by aggregating student counts at a broader section level rather than per individual class. This adjustment, the plea says, undermines the statutory requirement that ensures adequate teacher availability for each class, potentially leading to understaffed classrooms, especially in smaller schools.

Contentions Over Pupil-Teacher Ratio and Legal Authority

Under the RTE Act, the pupil-teacher ratio — a crucial determinant of how many teachers a school must have — is defined on a class-by-class basis. The Act sets minimum standards to ensure quality teaching and personalised attention for students. However, the Maharashtra GR contests this model by calculating PTR at the section level, that is for primary, upper primary or secondary sections as a whole instead of each grade or class. As a result, schools with small enrollments could be sanctioned only one teacher to cover several classes within a section, according to the petition.

The plea asserts that this approach is contrary to the RTE Act’s scheme and weakens the legislative intent behind class-wise ratios. Educational experts say that running multiple grades with a single teacher — which the GR would permit — could severely affect educational quality and learning outcomes, particularly for students in early years or key transition classes.

Furthermore, the petition argues that the state government has no authority under the RTE Act to amend or alter the Schedule of norms prescribed in the Act, including those relating to PTR. That power, the plea maintains, is exclusively vested in the Central government under Section 20 of the RTE Act. It also highlights Section 25 of the Act, which makes adherence to the minimum PTR a statutory mandate. Any deviation by the state, therefore, is claimed to be legally unsustainable and potentially unconstitutional.

Warnings About Impact on Small and Rural Schools

The petitioner has warned that the implementation of the contested GR could lead to the closure of several smaller and neighbourhood schools, particularly in rural areas where student numbers in individual classes are often below thresholds that justify separate teacher sanctions. Many such schools currently face operational challenges, and the potential reduction in sanctioned posts could exacerbate staffing shortages, forcing some schools to cease operations due to non-compliance with legal staffing norms.

In the plea, it is contended that the GR’s broader counting method could dilute the quality of elementary education by creating multi-class scenarios under one teacher, compromising the fundamental right to education guaranteed by Article 21A of the Constitution and embodied in the RTE Act’s mandate.

Legal Journey Leading to Supreme Court

Before approaching the Supreme Court, the association of private educational institutions had filed a petition in the Bombay High Court challenging the state’s resolution. However, the High Court dismissed the plea, prompting the association to take the matter to the apex court. The Supreme Court’s decision to issue notices signals its willingness to examine the legal and constitutional issues raised in the plea.

Senior Advocate B.H. Marlapalle appeared for the petitioner association in the Supreme Court, which is now set to hear detailed arguments on how the state resolution interacts with the statutory requirements of the Right to Education Act.

Context of Teacher Allocation and Education Standards

The Right of Children to Free and Compulsory Education Act was enacted to ensure that every child in India receives quality education up to the age of 14. Among its key provisions are detailed norms regarding pupil-teacher ratios, infrastructure requirements and school recognition criteria. Compliance with such standards is considered essential for maintaining educational quality and equity across regions.

Under the RTE Act, for primary classes, the norm is often cited as one teacher for every 30 students, while different ratios apply to upper primary and secondary levels. These class-wise ratios ensure that each cohort of students receives adequate instructional support and access to learning resources — a principle that the petitioners argue should not be diluted by sectional aggregation policies.

Analysts believe that the challenge to the Maharashtra resolution could have broader implications not just for teacher allocation in the state, but also for how educational standards are interpreted and enforced nationwide. If the Supreme Court sides with the petitioners, it could reaffirm the primacy of class-wise PTR norms under the RTE Act and restrict states from adopting alternative formulas that diverge from those statutory benchmarks.

Government’s Position and Arguments Ahead

The Maharashtra government is expected to defend its resolution by arguing that the revised criteria provide administrative flexibility in teacher postings while maintaining overall compliance with educational standards. Officials may contend that the section-level approach allows better management of resources in schools with varying enrolment patterns, ensuring that hiring and posting decisions reflect ground realities without compromising quality.

However, the petitioners maintain that such administrative expediency should not override statutory mandates under the RTE Act, which is designed to protect the right to equitable and quality education for all children, regardless of where they study.

Broader Impacts on Rural and Marginalised Communities

A key concern highlighted in legal submissions is the potential disproportionate impact of the GR on rural and marginalised communities, where schools often have small class sizes and depend on clear norms for teacher allocations. If the number of sanctioned teachers is reduced due to aggregate counting, such schools could struggle to meet basic instructional requirements, leading to closures or reduced access to education in remote areas.

Educational activists argue that any policy affecting teacher staffing must be scrutinised for its effects on educational equity, particularly for children from economically weaker sections or underprivileged backgrounds. They say that weakening PTR norms could exacerbate existing disparities and make it harder to achieve universal education goals envisaged under the RTE framework.

Expectations From the March Hearing

The Supreme Court’s next hearing on March 13, 2026, is likely to involve detailed arguments from both sides, including legal experts, education policy specialists and government representatives. Observers expect the court to closely examine the compatibility of the state’s resolution with the RTE Act’s provisions and constitutional principles related to the right to education.

If the petition is admitted fully and interim relief is granted, the operation of the Maharashtra GR could be stayed pending final adjudication, thereby maintaining existing norms for teacher allocations. Such an outcome would offer temporary protection for schools concerned about staffing reductions and ensure continuity in compliance with class-wise pupil-teacher ratio standards.

Legal Debate Over Education Standards and Rights

The plea challenging Maharashtra’s teacher posts resolution represents a critical legal debate over how statutory education standards should be interpreted and implemented. With the RTE Act at the centre of the dispute, the Supreme Court’s consideration of the case is poised to have significant implications for teacher staffing policies, educational rights and quality standards in India’s school system. The outcome will likely shape how states balance administrative flexibility with statutory obligations under national education law.

Read More: https://channel6network.com/shiv-sena-says-mns-consulted-aligning-shinde/

27/01/2026
National School Band Competition (NSBC) 2025–26 Inaugurated as Part of Republic Day Celebrations
The Grand Finale of the National School Band Competition (NSBC) 7.0, 2025–26 was inaugurated at National Bal Bhavan, New Delhi, as part of the Republic Day Celebrations (RDC) 2026. The event was inaugurated by Shri Sanjay Kumar, Secretary, Department of School Education & Literacy (DoSEL), Ministry of Education, and Shri Rajesh Kumar Singh, Secretary, Ministry of Defence, marking a significant step towards promoting discipline, teamwork, leadership and musical excellence among school students across the country.

18 School Bands Showcase Talent on a National मंच

The National School Band Competition this year has brought together 18 shortlisted school bands from 11 States and Union Territories, selected through a rigorous multi-level process:
- State-level competitions:
  - 763 teams participated
  - 18,013 students took part
- Zonal-level competitions:
  - 94 teams shortlisted
- Grand Finale:
  - 18 teams competing at the national stage
This competition continues to serve as a unique national platform for fostering:
- Unity in diversity
- Discipline and teamwork
- Cultural pride
- Artistic expression among youth
Aligned with NEP 2020 and Holistic Education Vision

The Department of School Education & Literacy (DoSEL) promotes holistic student development in alignment with the National Education Policy (NEP) 2020 through initiatives supported under Samagra Shiksha and the PM SHRI Schools scheme.

Shri Sanjay Kumar emphasised that platforms such as the National School Band Competition represent art-integrated education in action, nurturing:
- Leadership qualities
- Discipline
- Team spirit
- Creativity beyond classroom learning
He reiterated the Ministry of Education’s commitment to encouraging diverse talents and co-curricular excellence alongside academic growth.

School Band Tradition Inspired by Armed Forces

Highlighting the deeper significance of the competition, Shri Sanjay Kumar noted that the tradition of school bands is deeply inspired by the Indian Armed Forces, where music has long symbolised:
- Valour
- Unity
- Morale
- Collective spirit
He added that even under the most challenging wartime conditions, military bands have historically played a key role in motivating troops and strengthening camaraderie. Participation at the national level itself, he said, reflects months of dedication, discipline and rigorous practice by students.

Growing Participation Appreciated by Ministry of Defence

Addressing the gathering, Shri Rajesh Kumar Singh, Secretary, Ministry of Defence, appreciated the strong collaboration between the Ministry of Defence and Ministry of Education in institutionalising the competition as part of the Republic Day celebrations.

He expressed satisfaction over the steady increase in participation by schools and students over the years and praised the young performers for their:
- Dedication
- Precision
- Musical excellence
He noted that such initiatives nurture a deep sense of patriotism and national service among young learners.

Gratitude Extended to Schools, Mentors and Organisers

Dr Amarpreet Duggal, Joint Secretary, DoSEL, presented the Vote of Thanks, expressing appreciation to:
- Participating schools and students
- Teachers and mentors
- Organising teams
- Supporting institutions and dignitaries
for their collective efforts in making the event a success.

National Representation: 18 Teams from 11 States and UTs

The Grand Finale features bands representing diverse regions of India, reflecting the country’s cultural and educational diversity. Participating states include:
Chhattisgarh, Delhi, Gujarat, Jharkhand, Karnataka, Kerala, Maharashtra, Rajasthan, Tripura, Uttar Pradesh and Andhra Pradesh.

Teams include a healthy mix of:
- Boys’ bands
- Girls’ bands
- Pipe bands
- Brass bands
This inclusive representation reinforces the spirit of national unity through music and youth participation.

Conclusion: NSBC 2025-26

The National School Band Competition 2025–26 stands as a powerful symbol of how education, culture and national values can blend to shape well-rounded citizens. By promoting discipline, teamwork, leadership and artistic excellence, the initiative strengthens the holistic development of students in line with NEP 2020. As these young performers take the national stage during Republic Day celebrations, they represent not just musical talent, but the future of a confident, united and culturally rich India.

For more real-time updates, visit Channel 6 Network.

Source: PIB
25/01/2026
Kamsundari Devi’s Passing Marks the Quiet End of Darbhanga Royal Legacy in 2026

Kamsundari Devi Remembered as the Last Maharani of Darbhanga

Kamsundari Devi, the last surviving Maharani of the historic Darbhanga royal family, passed away on January 12 at the age of 93. She breathed her last at Kalyani Niwas in Darbhanga, Bihar, the same ancestral residence that stood as a symbol of the region’s royal and cultural heritage. She had been unwell for several months, and her passing brings a silent close to an era that once defined Mithilanchal’s social and cultural identity.

Kamsundari Devi was more than a royal figure. For many in Darbhanga and nearby regions, she represented stability, dignity, and service. Even as royal influence faded over the decades, she continued to be respected for her conduct, simplicity, and commitment to public welfare. Her death is being seen not just as a personal loss to the family, but as a historical moment for Bihar.

Kamsundari Devi’s Life Rooted in Service and Responsibility

Born into royalty, Kamsundari Devi grew up during a time when princely states still held influence in India. However, her life changed significantly after independence, when royal privileges were gradually withdrawn. Instead of retreating into isolation, she adapted to the changing times with grace.

She remained closely connected to social causes, religious institutions, and charitable work in the Mithilanchal region. Locals recall her quiet involvement in education support, temple maintenance, and assistance to the underprivileged. She avoided public attention and rarely sought recognition, which only deepened the respect people had for her.

Kalyani Niwas, where she spent much of her later life, became a place associated with tradition rather than power. Visitors describe her as soft-spoken and approachable, despite her royal background. Her presence alone reminded many of a time when leadership was defined by responsibility rather than authority.

Kamsundari Devi and the End of a Royal Chapter in Mithilanchal

With Kamsundari Devi’s passing, the Darbhanga royal family’s direct link to its historical past has effectively ended. The Darbhanga Raj was once among the most influential zamindari estates in India, playing a major role in culture, education, and administration across North Bihar.

While modern governance replaced royal systems long ago, figures like Kamsundari Devi served as living reminders of that transition. She carried the memory of a royal household that had witnessed British rule, independence, and democratic India.

Many cultural historians believe her death closes a chapter that will now exist only in records and oral history. Younger generations know the Darbhanga royals mostly through textbooks and old buildings. Kamsundari Devi was one of the few remaining personal connections to that era.

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Following the news of her passing, messages of condolence came from political leaders, cultural figures, and local communities. Though no official ceremonies matched the scale of past royal traditions, the respect shown by ordinary people reflected her lasting influence. Also Read: Sridhar Vembu and a Divorce That Is Reshaping India’s Biggest Private Tech Fortune

Conclusion

Kamsundari Devi’s death is not just the loss of a person, but the quiet conclusion of a royal legacy rooted in dignity and service. As the last Maharani of Darbhanga, she lived through India’s greatest transitions and carried her role with restraint and grace. Her memory will remain part of Mithilanchal’s cultural history, long after the palaces stand silent.

16/01/2026
Dharmendra Pradhan Celebrates Pongal with IIT Madras Community, Extends Greetings to Nation: 2026
Union Minister for Education Shri Dharmendra Pradhan joined the IIT Madras community in Chennai to celebrate the festival of Pongal, marking the occasion with warmth, cultural pride and a message of unity. The celebration reflected the spirit of gratitude, prosperity and togetherness that the harvest festival represents across Tamil Nadu and beyond.

Warm Welcome for the Union Education Minister at IIT Madras

Shri Dharmendra Pradhan was warmly received by the Indian Institute of Technology (IIT) Madras, where the institute organised a traditional Pongal celebration in his honour.

The festivities were held at the Campus Community Hall, where faculty members, students and staff gathered to commemorate the harvest festival in a spirit of joy and cultural harmony.

The event showcased IIT Madras’s strong connection with local traditions while reinforcing its identity as a nationally rooted, globally respected institution.

Pongal Reflects Gratitude, Prosperity and Cultural Heritage

Participating in the celebrations, Shri Pradhan highlighted the deeper meaning of Pongal, describing it as a festival that embodies:
- Gratitude towards nature
- Prosperity through collective effort
- Respect for cultural heritage
- Social harmony and togetherness
He noted that Pongal is synonymous with the vibrant cultural identity of Tamil Nadu and serves as a powerful reminder of India’s rich civilisational traditions.

Minister Extends Pongal Greetings to the People of Tamil Nadu and the Nation

Extending his warm wishes, Shri Dharmendra Pradhan conveyed heartfelt Pongal greetings to the people of Tamil Nadu and to all those celebrating the festival across the country.

He remarked that Pongal reflects the values of:
- Abundance
- Unity
- Harmony
- Community spirit
The message resonated strongly with the broader national ethos of celebrating India’s cultural diversity while strengthening bonds of unity.

Celebration Reinforces Culture–Campus Connect

The celebration at IIT Madras underscored the importance of integrating cultural traditions within academic spaces, allowing students and institutions to remain connected to India’s heritage while pursuing excellence in education, innovation and research.

Such engagements reinforce the idea that educational institutions are not only centres of learning, but also spaces that nurture cultural understanding and social values.

Conclusion

Shri Dharmendra Pradhan’s participation in the Pongal celebrations at IIT Madras symbolised the harmonious blend of tradition and modernity. By celebrating the harvest festival alongside students and faculty, the Union Education Minister reaffirmed the importance of cultural rootedness, gratitude and unity in shaping a strong and inclusive national identity. The occasion served as a gentle yet powerful reminder that India’s festivals continue to inspire values of togetherness and shared prosperity.

For more real-time updates, visit Channel 6 Network.

Source: PIB
15/01/2026
Maharashtra State Board Enforces Firm Measures, Cancels 107 Exam Centres to Ensure Fair Exams

The Maharashtra State Board of Secondary and Higher Secondary Education has cancelled the recognition of 107 examination centres after a comprehensive review of infrastructure, compliance and exam preparedness. The decision, aimed at upholding exam standards and ensuring a fair and secure evaluation environment for students, impacts institutions across several districts in the state. Board officials said the action reflects an ongoing commitment to maintaining integrity in public examinations and protecting students from centres that fail to meet minimum requirements.

In its review, the board found that the affected centres lacked essential facilities such as adequate seating arrangements, proper invigilation plans, safe access and adherence to prescribed safety guidelines. Some centres were also found deficient in basic infrastructure like separate provisions for differently-abled students, sufficient lighting and ventilation or secure storage for exam materials. The removal of recognition means that these centres can no longer host board examinations until required improvements are made and compliance is assured.

Inspection and Compliance Assessment

The decision followed a systematic inspection of registered exam centres by board officials, who assessed compliance with a checklist of mandatory criteria. These criteria included adequate classrooms, sufficient seating capacity to prevent overcrowding, availability of trained staff, secure entry and exit points, fire safety measures and facilities for students with special needs. Centres failing to meet these standards were marked for further review.

Several inspections also revealed procedural lapses such as lack of designated invigilators, improper seating arrangements and failure to provide necessary documentation during surprise visits. In some instances, exam venues were being shared with ongoing academic classes, raising concerns about disturbances during critical examination hours.

Officials said that recognition cancellation is a temporary measure designed to prompt corrective action. Centre authorities have been informed of the deficiencies and given a timeline within which to rectify shortcomings. Only after a follow-up inspection confirms full compliance can recognition be reinstated.

Impact on Students and Institutions

The board’s decision has sparked concern among students and parents, particularly those scheduled to take upcoming examinations. Many students had already made travel and accommodation arrangements based on earlier exam schedules. However, board authorities have clarified that affected students will be accommodated at alternate recognised centres nearby, ensuring minimal disruption to their exam preparation and participation.

Institutions that lost recognition are now tasked with addressing the identified gaps swiftly. School administrators have been urged to work with local authorities and the board’s regional offices to meet compliance requirements. This includes upgrading infrastructure, arranging additional invigilators, enhancing safety measures and ensuring all documentation is in order.

Parents and student representatives have expressed mixed reactions. While some support the board’s stringent approach to uphold examination standards, others have raised concerns about logistical complications, especially for students with mobility or travel constraints. Board officials have assured stakeholders that priority will be given to student convenience when reassigning exam venues.

Reasons Behind Recognition Cancellation

The board emphasised that the cancellations were not punitive but preventive in nature. Ensuring that examination centres meet all required norms is essential to maintain credibility and fairness in board exams. With thousands of students appearing for secondary and higher secondary board examinations every year, any lapse in centre preparedness can lead to unfair advantages, security breaches or compromised exam integrity.

Specifically, the board cited deficiencies in safety arrangements, seating capacities that did not align with registered student numbers, absence of adequate supervisory staff and non-compliance with guidelines for differently-abled students. Centres that repeatedly failed to provide evidence of compliance during inspection were selected for recognition cancellation.

Board Measures to Minimise Disruption

To minimise disruption, the board has released a list of alternate centres and advised students to check their revised exam centre information well ahead of scheduled exams. Dedicated helpline numbers and online support services have been made available to assist students and parents with queries related to centre reassignment, exam timetables and travel logistics.

Board officials stressed that all recognised exam venues are being prepared with strict protocols, including clear signage, adequate seating arrangements, trained invigilators and necessary health and safety measures. Additional supervisory staff are being deployed to ensure smooth conduct of exams at all recognised centres.

Recognising that changes in exam centres can be stressful for students, the board has also extended counselling support through school administrators and regional educational offices. This initiative is intended to help students adjust to new venues and reduce anxiety related to exam day arrangements.

Future Directions and Accountability

Education experts have welcomed the board’s decision as a step toward reinforcing credible and equitable evaluation systems. They noted that regular review of exam centres and compliance assessments are necessary to prevent irregularities and protect student interests. At the same time, they emphasised the need for clear communication and timely support for students affected by such decisions.

The board has indicated that future inspections will be scheduled periodically to ensure continuous compliance. Institutions that regain recognition must maintain required standards consistently to avoid future cancellations.

As Maharashtra prepares for the upcoming board examinations, the emphasis remains on creating a secure, standardised and transparent environment for all students. The cancellation of recognition for non-compliant centres underscores that educational authorities are prioritising quality and fairness in the evaluation process.

Read More: https://channel6network.com/hiv-patients-art-centres-maharashtra/

14/01/2026
PMKVY 4.0 Sees Sharp Rise in Trainees in Maharashtra, Even as Funding Patterns Fluctuate

Maharashtra has witnessed a sharp increase in trainee enrolments under Pradhan Mantri Kaushal Vikas Yojana (PMKVY) 4.0, highlighting the growing demand for skill development and vocational training across the state. The latest phase of the flagship skilling programme has attracted a large number of participants, particularly from urban and semi-urban areas, driven by aspirations for employability, upskilling and industry-relevant training. However, despite the surge in participation, fluctuations in funding allocation have raised questions about the consistency and long-term impact of the scheme.

PMKVY 4.0 is designed to align skill training with industry needs while supporting India’s broader workforce development goals. In Maharashtra, the programme has gained traction among youth seeking opportunities in sectors such as manufacturing, healthcare, logistics, information technology and services. The rising enrolment figures point to increased awareness of government-led skilling initiatives and their role in enhancing job readiness.

Growing Enrolment Reflects Demand for Employable Skills

The significant rise in trainees under PMKVY 4.0 indicates a strong appetite for vocational training in Maharashtra. Young people, including fresh graduates and those from economically weaker sections, are increasingly viewing skill certification as a pathway to better employment prospects. Training centres across districts have reported higher participation in both short-term and long-term courses.

The emphasis on practical skills, digital literacy and sector-specific training has resonated with participants. Many trainees are opting for courses that offer immediate relevance to the job market, reflecting a shift away from purely academic qualifications toward outcome-oriented learning.

While ₹12.89 crore was spent in 2022–23, expenditure surged dramatically to ₹65.14 crore in 2023–24, even though the number of trainees was less than half of that recorded in 2024–25

Funding Fluctuations Raise Implementation Concerns

While enrolments have increased, funding trends under PMKVY 4.0 have not followed a steady upward trajectory. Variations in fund disbursement and allocation across phases have affected the pace at which training centres operate and expand capacity. Some centres have reported delays in payments and uncertainty over future allocations, impacting planning and resource management.

Experts note that inconsistent funding can pose challenges to maintaining training quality, instructor availability and infrastructure. For a programme of PMKVY’s scale, predictable financial support is crucial to ensure uninterrupted training and timely certification of candidates.

State-Level Role in Strengthening Skill Ecosystem

Maharashtra’s skill development agencies and training partners have played an important role in driving enrolments under PMKVY 4.0. Outreach campaigns, collaboration with local industries and alignment with state employment initiatives have helped bring more candidates into the skilling ecosystem.

The state’s diverse economic base, which includes manufacturing hubs, service-sector clusters and emerging technology centres, has created demand for a wide range of skills. PMKVY 4.0 has attempted to cater to this diversity by offering courses tailored to regional and sectoral needs.

Industry Linkages and Employability Outcomes

One of the key objectives of PMKVY 4.0 is to improve employability by linking training with industry requirements. In Maharashtra, several training programmes have incorporated on-the-job exposure, apprenticeships and industry interaction to enhance practical learning.

Employers have shown interest in hiring certified candidates for entry-level roles, particularly in sectors facing skill shortages. However, stakeholders emphasise that sustained industry engagement and post-training placement support are essential to translate enrolment numbers into tangible employment outcomes.

Challenges in Ensuring Quality and Coverage

Despite positive enrolment trends, challenges remain in ensuring uniform training quality across centres. Differences in infrastructure, trainer expertise and access to modern equipment can lead to uneven learning experiences. Monitoring and evaluation mechanisms are therefore critical to maintain standards under PMKVY 4.0.

Additionally, reaching candidates in remote and rural areas continues to be a challenge. While urban centres account for a large share of enrolments, expanding coverage to underserved regions will be key to making the skilling programme more inclusive.

Way Forward for PMKVY 4.0 in Maharashtra

To sustain momentum, experts suggest that PMKVY 4.0 needs stable funding, stronger coordination between state and central agencies, and deeper integration with local industry needs. Regular assessment of course relevance and employment outcomes can help refine the programme’s focus.

Digital platforms, data-driven tracking and partnerships with private sector players could further enhance efficiency and transparency. Addressing funding uncertainties will be essential to ensure that training centres can scale operations and maintain quality standards.

Balancing Growth with Sustainability

The sharp rise in trainees under PMKVY 4.0 reflects Maharashtra’s strong demand for skill development and the programme’s relevance in today’s job market. However, funding fluctuations underscore the need for a more stable and predictable financial framework. Balancing enrolment growth with sustainable implementation will determine the long-term success of PMKVY 4.0 in strengthening Maharashtra’s workforce and contributing to broader economic development.

Read More: https://channel6network.com/niti-aayog-export-maharashtra/

14/01/2026
India Highest-Risk Category Australia: Shocking Student Visa Changes

New Delhi – Australia has implemented significant changes to its student visa assessment framework, placing India highest-risk category Australia classification alongside several other nations. The changes, which became effective from January 8, have raised concerns among Indian students and educational institutions, as India represents one of Australia’s largest source countries for international students.

The reclassification moves India highest-risk category Australia specifically from Assessment Level 2 (AL2) to Assessment Level 3 (AL3). The assessment level system ranges from AL1, representing the lowest risk, to AL3, designating the highest risk tier for student visa applications.

Countries Affected by the Reclassification

While the move placing India highest-risk category Australia has garnered significant attention due to India’s status as the second-largest source of international students, several other South Asian nations have also been affected. Nepal, Bangladesh, and Bhutan have similarly been added to the highest-risk category under the new framework.

Pakistan, notably, already occupied the highest-risk tier before these recent changes and continues to remain in Assessment Level 3.

Official Justification for Changes

Australian authorities have defended the decision to place India highest-risk category Australia status, stating that “this change will assist with the effective management of emerging integrity issues, while continuing to facilitate genuine students seeking a quality education in Australia.”

The government emphasized its commitment to maintaining standards: “The Australian government wants all students to have a positive study experience during their stay in Australia and receive a high-quality education. It is important that Australia’s international education system and Student Visa Program has the right settings to provide international students with confidence they are investing in the best possible education.”

Immediate Implications for Indian Applicants

The India highest-risk category Australia designation brings substantial changes to the visa application process. Indian students aspiring to study in Australian educational institutions will now face meticulous screening and rigorous background checks as part of the enhanced scrutiny measures.

Specific additional requirements for applicants from India highest-risk category Australia include comprehensive scrutiny of bank statements, additional English language certification requirements, thorough verification of educational institutions, and detailed verification of referees provided in applications.

Extended Processing Times Expected

A significant consequence of placing India highest-risk category Australia classification is the anticipated increase in visa processing times. The additional layers of scrutiny and verification required for highest-risk category applications mean that Indian students should expect longer waiting periods before receiving visa decisions.

This extended timeline could affect students’ enrollment plans, accommodation arrangements, and overall educational timelines, requiring earlier application submissions and more careful planning.

India’s Significance in Australian Education

Despite the India highest-risk category Australia reclassification, the country remains crucial to Australia’s international education sector. According to the Australian education ministry, India is only second to China in terms of international students enrolled in educational institutions across Australia.

As of 2025 data, Indian students comprise approximately 1.4 lakh (140,000) students studying in Australia, while China sends around 1.9 lakh (190,000) students. This substantial presence underscores the significant impact the India highest-risk category Australia change will have on both countries’ educational and economic relationships.

Also Read: Ministry of Education Hosts QS Rankings Workshop to Boost Global Standing of Indian Universities: 2026

Fake Degree Scandal Behind the Decision

Though no official reason has been explicitly stated for placing India highest-risk category Australia status, the development coincides with reports of significant fraudulent documentation incidents. Recently, Kerala Police uncovered a massive fake degree racket that supplied fraudulent documents to over 10 lakh (one million) applicants seeking admission to international universities.

This scandal created a massive political firestorm in Australia, raising serious concerns about the integrity of documentation from certain source countries and prompting the reassessment of risk levels.

Australia’s Competitive Position in Global Education

Julian Hill, the Australian minister for International Education, provided context for the stricter measures by explaining that Australia has become “the least worst country of choice amongst the Big 4” destinations for international students. The Big 4 refers to Australia, the United States, United Kingdom, and Canada.

This positioning, according to Hill, prompted a stronger emphasis on documentary evidence and risk filtering to protect visa integrity and maintain Australia’s reputation as a quality education destination.

Impact on Genuine Students

The India highest-risk category Australia classification raises concerns about potential obstacles for genuine students who may face increased burden of proof and longer processing times. Education consultants and student advocacy groups worry that legitimate applicants might be unfairly affected by enhanced scrutiny measures designed to address fraudulent applications.

However, Australian authorities maintain that the system aims to facilitate genuine students while managing integrity risks effectively.

No Official Indian Response Yet

As of the implementation date, there has been no official reaction from Indian authorities regarding the India highest-risk category Australia designation. The lack of formal response suggests that diplomatic channels may be handling discussions about the reclassification privately.

The move represents a significant shift in how Australia assesses Indian student visa applications and could potentially affect bilateral educational cooperation and cultural exchange programs between the two nations in the coming years.

14/01/2026