Category: Education

Mumbai (Maharashtra) [India], January 6: 25 Years of Excellence: In 2025, Beacon High celebrated a remarkable milestone. 25 years of nurturing young minds with care, curiosity and creativity. Founded in 2000 by Dr Kashmira Jamali, under the guidance of her mother, Mrs R. K. Khariwalla – a visionary and futurist in education, Beacon High began with a simple but powerful idea- to create a school where students are seen as individuals and where thinking, confidence and compassion matter as much as academic excellence.

Under the leadership of Dr Kashmira Jamali and Mrs Shehnaz Sumaya, Beacon High is taking a bold next step. The school is transitioning from the ICSE curriculum to the Cambridge Assessment International Education Board, opening doors to global learning while building on the strong foundation it has already laid.

A Boutique School with a Big Vision

From the very beginning, Beacon High was never meant to be a conventional school. Small class sizes, personalised attention and close teacher-student connections have always been at its heart. It is said, “education should inspire curiosity and confidence, not just memorisation,” and for over 25 years, this philosophy has become the school’s identity.

Strong Academic Foundations

The ICSE curriculum gave students a strong academic base incorporating language proficiency, mathematics, sciences and analytical thinking. Beacon High enhanced this with project-based learning, research assignments and interdisciplinary approaches. Students learned to apply knowledge in real-life situations, express ideas clearly and think critically.

This solid foundation makes the move to Cambridge a natural next step. The Cambridge framework emphasises inquiry-based learning, conceptual understanding and higher-order thinking – principles that Beacon High has championed for years. It now adds an international perspective, giving students exposure to global standards while keeping the school’s core values intact.

Learning Beyond Marks

Learning at Beacon High has always gone beyond textbooks. Teachers guide students to ask questions, explore ideas and reflect on their understanding. Assessment is continuous, focusing on growth rather than a single mark. Feedback, observation and self-reflection are part of everyday learning, perfectly aligned with Cambridge’s approach.

Blending Tradition with Technology

Beacon High believes in balancing time-tested teaching methods with modern technology. While students benefit from strong foundational lessons, hands-on experiments and guided discussions, they also engage with digital tools, interactive platforms and online resources that enhance understanding and creativity. This combination ensures learners gain conceptual clarity, develop critical thinking and remain confident in both conventional and digital learning environments.

Inclusion and Individual Growth

Inclusion has been a cornerstone of Beacon High’s journey. Each child learns differently, with unique strengths and challenges. Support systems, remedial programmes, enrichment opportunities and personalised guidance ensure every student thrives. Cambridge’s flexibility strengthens this approach, allowing lessons and assessments to be tailored to diverse learner needs.

Life Skills for the Future

Life beyond academics has always been a priority. Students take part in sports, arts, debates, leadership activities and community projects. These experiences build skills like communication, collaboration, creativity and problem-solving – all essential for life. The goal is to develop confident, responsible and socially aware young people and Cambridge reinforces these skills, preparing students to succeed anywhere in the world.

Teachers at the Heart of Learning

Teachers are at the heart of Beacon High’s success. Reflective, innovative and committed to professional growth, they continuously explore new teaching methods and collaborate to deliver engaging lessons. This culture ensures the transition to Cambridge is smooth and meaningful for both teachers and students.

Parents as Partners

Parents have always been valued partners. Open communication, transparency and collaboration between home and school are central to the Beacon High experience. The Cambridge curriculum offers parents insight into international learning standards, flexible assessments and pathways to higher education both in India and abroad.

A Milestone Leap Forward

The move to Cambridge is not about leaving behind what Beacon High has built over 25 years. It is about expanding horizons, bringing global perspectives into classrooms and enhancing the school’s long-standing commitment to holistic education.

As Beacon High steps into this new chapter, curiosity, confidence and compassion remain the guiding principles. Students are encouraged to think critically, express themselves confidently and engage meaningfully with the world. The journey that began 25 years ago now takes a bold leap into a future full of global opportunities and pathways.

With its rich legacy, dedicated teachers, supportive parents and capable students, Beacon High is ready to continue shaping thoughtful, capable and compassionate learners who are prepared to thrive in an ever-changing world.

Beacon High – An International Cambridge Curriculum

Address:
Beacon High Campus
18A Road
Khar West
Mumbai

Website: www.beaconhighmumbai.com

Instagram: @beaconhigh

Contact Numbers:
+91 8828018852
+91 9920621488

Email: Info@beaconhighmumbai.com

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Mumbai (Maharashtra) [India], January 6: A school is best understood through what happens in its classrooms every day. How children are encouraged to ask questions, how teachers respond to differences in ability, and how learning changes as students grow older—these choices reveal far more than statements of intent. The Somaiya School has shaped its academic structure around this belief, ensuring that learning evolves steadily from early years through senior secondary, while remaining rooted in clarity, relevance, and care.

Across all grades, emphasis is placed on strong conceptual understanding, inquiry-led learning, and real-world readiness. Academic expectations remain high, but learning is never reduced to performance alone. Equal importance is given to thinking, reflection, and the ability to apply knowledge meaningfully.

Early Years and Primary Grades

Education in the early years focuses on building a positive relationship with learning. Teachers encourage curiosity, conversation, and exploration, allowing children to engage actively rather than follow instructions passively. At the Somaiya School, students are encouraged to ask questions freely, particularly questions that help them understand why things work the way they do.

Language learning forms a strong foundation during this stage. Students are introduced to three languages in pre-primary and expand to four languages in the primary years, including English, Hindi, Marathi, and Sanskrit. This multilingual exposure supports cognitive development, communication skills, and cultural awareness from an early age.

Learning experiences are designed to be hands-on and interconnected. Concepts introduced in one subject are reinforced through activities and discussions in another, helping children see relationships across disciplines. Design thinking is introduced through age-appropriate tasks, guiding students to observe, explore ideas, test solutions, and reflect on outcomes.

Class sizes are structured to support individual attention, with kindergarten classes limited to 22 students and primary classes capped at 30. This allows teachers to observe learning closely and respond to each child’s needs while encouraging independence and expression.

Middle School

Middle school represents a shift in depth and responsibility. Teaching during these years is anchored in concept-based learning, helping students understand the principles behind what they study rather than focusing only on information recall.

Classroom instruction is supported through hands-on projects and real-life applications that strengthen clarity and analytical thinking. At the Somaiya School, students are encouraged to apply concepts, explain their reasoning, and engage in discussion. Assessment focuses on understanding and application.

This stage also places emphasis on life skills. Students are guided to develop independence, adaptability, and self-awareness while learning to work within diverse groups. Reflection becomes part of the learning process, helping students recognise strengths, address challenges, and take responsibility for progress.

Technology is integrated thoughtfully to enhance learning. Digital tools are used to support exploration and understanding, while students are encouraged to engage with technology responsibly and purposefully.

Senior Secondary Grades

Senior secondary education brings increased academic choice and independence. Students are encouraged to explore subjects aligned with their interests while maintaining balance through sports, dance, and co-curricular activities that support physical and emotional well-being.

Students entering from different educational systems often arrive with varied levels of preparedness. Faculty members provide focused academic support through additional guidance and hands-on teaching, ensuring continuity without lowering expectations.

Concept-based learning continues to guide instruction, complemented by structured real-world exposure. Internships and industry visits form part of the learning experience, helping students understand how academic knowledge applies beyond school.

Crowdfunding projects integrated into the curriculum introduce students to planning, communication, accountability, and execution. These initiatives at the Somaiya School help learners develop initiative and practical understanding, preparing them for higher education and future professional environments.

Faculty, Relationships, and Leadership

Learning environments are shaped by strong teacher–student relationships. Teaching at The Somaiya School is built on a balance of respect, discipline, care, and approachability. This rapport allows students to feel supported while being challenged academically.

Under the leadership of Principal Mrs Jyothi Malhotra, education is approached as a shared learning process. With experience across primary, secondary, and senior secondary education, she emphasises empathy, reflection, and continuous learning. Teachers are encouraged to function as facilitators who adapt their approach to student needs rather than follow rigid methods.

Ongoing professional development ensures that educators remain responsive to new research, evolving curricula, and emerging tools. Learning extends beyond students to include teachers, creating a dynamic and reflective school community.

Learning as a Shared Responsibility

Student development is strengthened through active partnership with parents. Regular communication and shared understanding support consistency in learning and well-being. This collaboration allows children to feel supported both at school and at home.

Holistic development is embedded in everyday learning rather than treated as a separate goal. Academic growth, personal development, and real-world readiness are addressed together across all grades.

By the time students complete their schooling, they carry forward strong conceptual understanding, confidence in their abilities, and the skills required to continue learning independently. Education, in this sense, remains relevant, grounded, and closely connected to life beyond the classroom.

Ultimately, learning at The Somaiya School is defined not by isolated milestones, but by continuity and intent. Each stage builds carefully on the last, allowing students to grow in confidence, clarity, and capability over time. By combining conceptual rigour with reflection, real-world engagement, and strong relationships, the school creates an environment where learning remains purposeful and adaptive. Students leave not only with academic readiness, but with the ability to think independently, respond thoughtfully to change, and carry learning forward well beyond their school years.

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New Delhi [India], January 6: Not all schools can attain success in terms of marks and ranks. Success is also identified in confidence, curiosity and student capability to think independently at the Mount Zion School in Sikkim. The school has gradually developed a learning environment that is oriented towards actual knowledge and life preparation.

The development of the school represents a definite opinion that the school should be relevant to the everyday life of a child. The school, under the chairmanship of Sony Virdi, discarded the inflexible teaching methods and strived to make the process of learning more practical and interesting.

And the introduction of the Play Way method was a significant step along this path. As compared to the memorisation of the lessons, students started to learn in the form of activities, interaction and exploration. Teachers noticed the increased involvement and the understanding, in particular among younger students.

Mount Zion School took a progressive step and adopted the use of tablets in the classrooms under chairman Sony Virdi, which were previously unavailable in the region. This transformation assisted students in becoming conversant with technology at an early age. Electronic learning aids facilitated the interactivity of the lessons and their interest to learn; students were permitted to research on their own.

Another area that the school emphasised was equipping children with skills that would help them to face their adult lives. Financial literacy and entrepreneurship made students have knowledge about money and decision-making. Sports and life skills assisted in teamwork, discipline and communication. The parents commonly observed some positive changes in the way the children talked and the way they managed their duties.

The other characterising attribute of the school is the Green Campus. The project will also establish a culture in which sustainability will be the norm in everyday learning. There were difficulties associated with the construction of such a campus, such as landslides and delays. Nevertheless, the project is pursued with perseverance.

Mount Zion School is one of the examples of balanced education in Sikkim nowadays. Its story emphasises the role of intelligent leadership and child-centred planning in the development of schools that help children not only pass exams, but also become better people.

Web: https://mountzionsikkim.com/

International Conference on Resilience (ICR 2026)

Vadodara (Gujarat) [India], January 6: For decades, sustainability has shaped how institutions, cities and communities think about growth and responsibility. While sustainability focuses on long-term balance and conservation, resilience responds to disruption, to shocks that are already unfolding and to uncertainties that cannot always be predicted. It is about the capacity to absorb stress, adapt in real time, and reorganise without losing core purpose. In today’s world of overlapping environmental, economic, digital and social challenges, resilience has emerged as a more immediate and action-oriented framework.

It is within this evolving understanding that Navrachana University’s International Conference on Resilience (ICR 2026) is positioned, not as a conventional academic exercise, but as a response to conditions that cities, institutions and societies are actively navigating.

The academic engagement with ICR 2026 reflects this urgency. Over 175 research abstracts have been received from universities, research institutions, industry organisations and independent practitioners across India and abroad, indicating a clear shift in scholarly focus, from ideal futures to adaptive strategies for present-day realities. All accepted and presented papers emerging from these submissions will be published as a Scopus-indexed book series by Springer Nature, further underscoring the academic significance and global visibility of the conference’s research outcomes.

Speaking about the record number of abstract submissions received for the conference, Prof. Pratyush Shankar, Provost, Navrachana University, said – “The diversity and volume of submissions reflect how resilience is being examined today through interdisciplinary lenses—bringing together environmental studies, urban planning, economics, digital systems and social inquiry. This range of perspectives reinforces the need to approach resilience not in silos, but as an interconnected and evolving field of study.”

What stands out equally is the geographical diversity of these submissions. Contributions have come from a wide spread of regions across India—including metropolitan centres, emerging cities and academic hubs—as well as from international institutions and organisations in countries such as the United States and Bangladesh. The presence of national institutes, schools of architecture and planning, universities, research councils, private studios, consultants and global technology and industry players underscores the conference’s reach beyond disciplinary and geographical boundaries, reinforcing resilience as a globally shared concern shaped by local realities.

The thematic breadth of the submissions mirrors the complexity of current challenges. Environmental resilience addresses the intensification of climate events and ecological stress, while economic resilience responds to instability in markets, livelihoods and supply chains. Other submissions examine how cities and institutions respond to rapid change through planning, governance and adaptive design, reflecting the evolving scope of resilience as a multidisciplinary concern.

These themes are not abstract. Vadodara’s own experiences with urban flooding, infrastructure pressure and heritage transformation offer tangible examples of how resilience differs from sustainability. While sustainability may ask how resources are preserved over time, resilience asks how cities function when systems fail, how communities recover after disruption, and how lessons are embedded into future planning.

While the floods of Vadodara provide an important starting point, the conference deliberately broadens the conversation to examine resilience across interconnected systems. ICR 2026 engages with environmental and climate resilience alongside urban infrastructure and planning responses, economic resilience in the face of market and livelihood disruptions, societal and institutional resilience shaped by equity and governance, and information and digital resilience amid growing technological dependence. Together, these sub-themes reflect the understanding that contemporary challenges rarely occur in isolation and demand integrated, cross-disciplinary approaches.

Academic discussions at ICR 2026 draw from a body of scholarship that examines cities, environments and institutions as evolving systems shaped by historical, social and ecological forces. Rather than approaching resilience as a fixed outcome, this perspective treats it as a process—one that is continuously shaped by changing contexts, constraints and responses over time.

This academic orientation finds institutional expression in KHOJ, which serves as a conceptual anchor for ICR 2026. Through KHOJ, students and researchers engage directly with real-world challenges—such as urban flooding, ecological stress and habitat transformation—using observation, documentation and field-based inquiry. The initiative emphasises learning through practice, enabling students to study contemporary challenges and actively explore how resilience can be built, tested and refined in response to lived conditions.

Adding further depth to the conference discourse is the presence of distinguished keynote speakers whose work spans science, policy, environmental governance and global sustainability practice. Dr. Rajendra Singh, also known as the Waterman of India, widely recognised for his grassroots-led water conservation efforts, brings insights into community-driven ecological resilience. Mr. Sandeep Virmani, an environmentalist trained in architecture and based in Kutch, brings a community-rooted, practice-led perspective on ecosystems, traditional knowledge and habitat resilience. Padma Shri Shailesh Nayak, a leading voice in earth sciences and coastal systems, offers a macro-level understanding of climate risks, ocean systems and long-term environmental preparedness.

Further strengthening the international dimension of the conference is the participation of Dr. Brian B. Rudkin, who will be joining from Lyon, France. Associated with One Sustainable Health, Dr. Rudkin brings global perspectives on sustainability, systems thinking and cross-sectoral resilience, enriching the conference dialogue with international practice-led insights. Together, their perspectives bridge practice, policy and science—strengthening the conference’s interdisciplinary foundation.

The International Conference on Resilience (ICR 2026) will be held from January 9 to January 10, 2026, at the Navrachana University campus, Vadodara. Over two days, the conference will bring together researchers, practitioners and institutional leaders to examine how resilience—distinct from conventional sustainability—can shape more responsive, adaptable and inclusive futures.

For more details – https://www.icr2026.com/

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International Conference on Resilience (ICR 2026)

Vadodara (Gujarat) [India], January 5: For decades, sustainability has shaped how institutions, cities and communities think about growth and responsibility. While sustainability focuses on long-term balance and conservation, resilience responds to disruption, to shocks that are already unfolding and to uncertainties that cannot always be predicted. It is about the capacity to absorb stress, adapt in real time, and reorganise without losing core purpose. In today’s world of overlapping environmental, economic, digital and social challenges, resilience has emerged as a more immediate and action-oriented framework.

It is within this evolving understanding that Navrachana University’s International Conference on Resilience (ICR 2026) is positioned, not as a conventional academic exercise, but as a response to conditions that cities, institutions and societies are actively navigating.

The academic engagement with ICR 2026 reflects this urgency. Over 175 research abstracts have been received from universities, research institutions, industry organisations and independent practitioners across India and abroad, indicating a clear shift in scholarly focus, from ideal futures to adaptive strategies for present-day realities. All accepted and presented papers emerging from these submissions will be published as a Scopus-indexed book series by Springer Nature, further underscoring the academic significance and global visibility of the conference’s research outcomes.

Speaking about the record number of abstract submissions received for the conference, Prof. Pratyush Shankar, Provost, Navrachana University, said, “The diversity and volume of submissions reflect how resilience is being examined today through interdisciplinary lenses—bringing together environmental studies, urban planning, economics, digital systems and social inquiry. This range of perspectives reinforces the need to approach resilience not in silos, but as an interconnected and evolving field of study.”

What stands out equally is the geographical diversity of these submissions. Contributions have come from a wide spread of regions across India—including metropolitan centres, emerging cities and academic hubs—as well as from international institutions and organisations in countries such as the United States and Bangladesh. The presence of national institutes, schools of architecture and planning, universities, research councils, private studios, consultants and global technology and industry players underscores the conference’s reach beyond disciplinary and geographical boundaries, reinforcing resilience as a globally shared concern shaped by local realities.

The thematic breadth of the submissions mirrors the complexity of current challenges. Environmental resilience addresses the intensification of climate events and ecological stress, while economic resilience responds to instability in markets, livelihoods and supply chains. Other submissions examine how cities and institutions respond to rapid change through planning, governance and adaptive design, reflecting the evolving scope of resilience as a multidisciplinary concern.

These themes are not abstract. Vadodara’s own experiences with urban flooding, infrastructure pressure and heritage transformation offer tangible examples of how resilience differs from sustainability. While sustainability may ask how resources are preserved over time, resilience asks how cities function when systems fail, how communities recover after disruption, and how lessons are embedded into future planning.

While the floods of Vadodara provide an important starting point, the conference deliberately broadens the conversation to examine resilience across interconnected systems. ICR 2026 engages with environmental and climate resilience alongside urban infrastructure and planning responses, economic resilience in the face of market and livelihood disruptions, societal and institutional resilience shaped by equity and governance, and information and digital resilience amid growing technological dependence. Together, these sub-themes reflect the understanding that contemporary challenges rarely occur in isolation and demand integrated, cross-disciplinary

Vadodara, India, 5th January, 2026 – For decades, sustainability has shaped how institutions, cities and communities think about growth and responsibility. While sustainability focuses on long-term balance and conservation, resilience responds to disruption, to shocks that are already unfolding and to uncertainties that cannot always be predicted. It is about the capacity to absorb stress, adapt in real time, and reorganise without losing core purpose. In today’s world of overlapping environmental, economic, digital and social challenges, resilience has emerged as a more immediate and action-oriented framework.

It is within this evolving understanding that Navrachana University’s International Conference on Resilience (ICR 2026) is positioned, not as a conventional academic exercise, but as a response to conditions that cities, institutions and societies are actively navigating.

The academic engagement with ICR 2026 reflects this urgency. Over 175 research abstracts have been received from universities, research institutions, industry organisations and independent practitioners across India and abroad, indicating a clear shift in scholarly focus, from ideal futures to adaptive strategies for present-day realities. All accepted and presented papers emerging from these submissions will be published as a Scopus-indexed book series by Springer Nature, further underscoring the academic significance and global visibility of the conference’s research outcomes.

Speaking about the record number of abstract submissions received for the conference, Prof. Pratyush Shankar, Provost, Navrachana University, said – “The diversity and volume of submissions reflect how resilience is being examined today through interdisciplinary lenses—bringing together environmental studies, urban planning, economics, digital systems and social inquiry. This range of perspectives reinforces the need to approach resilience not in silos, but as an interconnected and evolving field of study.”

What stands out equally is the geographical diversity of these submissions. Contributions have come from a wide spread of regions across India—including metropolitan centres, emerging cities and academic hubs—as well as from international institutions and organisations in countries such as the United States and Bangladesh. The presence of national institutes, schools of architecture and planning, universities, research councils, private studios, consultants and global technology and industry players underscores the conference’s reach beyond disciplinary and geographical boundaries, reinforcing resilience as a globally shared concern shaped by local realities.

The thematic breadth of the submissions mirrors the complexity of current challenges. Environmental resilience addresses the intensification of climate events and ecological stress, while economic resilience responds to instability in markets, livelihoods and supply chains. Other submissions examine how cities and institutions respond to rapid change through planning, governance and adaptive design, reflecting the evolving scope of resilience as a multidisciplinary concern.

These themes are not abstract. Vadodara’s own experiences with urban flooding, infrastructure pressure and heritage transformation offer tangible examples of how resilience differs from sustainability. While sustainability may ask how resources are preserved over time, resilience asks how cities function when systems fail, how communities recover after disruption, and how lessons are embedded into future planning.

While the floods of Vadodara provide an important starting point, the conference deliberately broadens the conversation to examine resilience across interconnected systems. ICR 2026 engages with environmental and climate resilience alongside urban infrastructure and planning responses, economic resilience in the face of market and livelihood disruptions, societal and institutional resilience shaped by equity and governance, and information and digital resilience amid growing technological dependence. Together, these sub-themes reflect the understanding that contemporary challenges rarely occur in isolation and demand integrated, cross-disciplinary approaches.

Academic discussions at ICR 2026 draw from a body of scholarship that examines cities, environments and institutions as evolving systems shaped by historical, social and ecological forces. Rather than approaching resilience as a fixed outcome, this perspective treats it as a process—one that is continuously shaped by changing contexts, constraints and responses over time.

This academic orientation finds institutional expression in KHOJ, which serves as a conceptual anchor for ICR 2026. Through KHOJ, students and researchers engage directly with real-world challenges—such as urban flooding, ecological stress and habitat transformation—using observation, documentation and field-based inquiry. The initiative emphasises learning through practice, enabling students to study contemporary challenges and actively explore how resilience can be built, tested and refined in response to lived conditions.

Adding further depth to the conference discourse is the presence of distinguished keynote speakers whose work spans science, policy, environmental governance and global sustainability practice. Dr. Rajendra Singh, also known as the Waterman of India, widely recognised for his grassroots-led water conservation efforts, brings insights into community-driven ecological resilience. Mr. Sandeep Virmani, an environmentalist trained in architecture and based in Kutch, brings a community-rooted, practice-led perspective on ecosystems, traditional knowledge and habitat resilience. Padma Shri Shailesh Nayak, a leading voice in earth sciences and coastal systems, offers a macro-level understanding of climate risks, ocean systems and long-term environmental preparedness.

Further strengthening the international dimension of the conference is the participation of Dr. Brian B. Rudkin, who will be joining from Lyon, France. Associated with One Sustainable Health, Dr. Rudkin brings global perspectives on sustainability, systems thinking and cross-sectoral resilience, enriching the conference dialogue with international practice-led insights. Together, their perspectives bridge practice, policy and science—strengthening the conference’s interdisciplinary foundation.

The International Conference on Resilience (ICR 2026) will be held from January 9 to January 10, 2026, at the Navrachana University campus, Vadodara. Over two days, the conference will bring together researchers, practitioners and institutional leaders to examine how resilience—distinct from conventional sustainability—can shape more responsive, adaptable and inclusive futures.

For more details – https://www.icr2026.com/

If you object to the content of this press release, please notify us at pr.error.rectification@gmail.com. We will respond and rectify the situation within 24 hours.

Riyadh, [Saudi Arabia], January 1: Enord Pvt. Ltd., an India-based AI-on-Edge drone technology company, was invited to establish a Drone Laboratory and conducted a specialized technical workshop at the Center for Excellence in Information Assurance (CoEIA), King Saud University (KSU), as part of a strategic academic and research engagement. The program, titled “Resilient Intelligent Systems: AI & UAVs in the Era of Digital Transformation,” was held on 29 December 2025 in Riyadh and aimed at strengthening institutional collaboration between the two parties.

As part of the engagement, Enord conducted a hands-on workshop focused on resilient AI architecture, intelligent UAV systems, and edge-based autonomy for real-world applications, benefiting faculty members, researchers, postgraduate students, and technology practitioners. A key highlight of the visit was the signing of a Memorandum of Understanding (MoU) between Enord and the Center of Excellence in Information Assurance, establishing a framework for long-term collaboration in joint research and development, technology transfer and licensing, specialized training programs, collaborative funding initiatives, and co-development of AI and UAV-based solutions.

The collaboration strengthens Enord’s global academic and research footprint by enabling joint research, technology validation, and co-development of AI-on-edge and autonomous systems, while also accelerating talent exchange and innovation across regional ecosystems. At the same time, the initiative aligns closely with Saudi Vision 2030 by advancing knowledge-based innovation in artificial intelligence and autonomous technologies, strengthening local talent development and technical capacity, and fostering international partnerships and technology localization to support a diversified, innovation-driven economy. The engagement is also expected to open doors for further collaborations across Saudi Arabia and the United Arab Emirates, reinforcing cross-border cooperation in advanced digital and intelligent systems.

Founded on January 29, 2021, Enord emerged from leading incubators across JMI, IITs, IIITs, and IIMs. The company focuses on developing intelligent, autonomous drone and simulation systems that operate beyond conventional GPS-based navigation.

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Bharuch (Gujarat) [India], December 13: Bharuch has a serious upgrade in schooling. The Podar International School, Bharuch, is already in business, and it is in the long run.

A Grand Opening of Podar International School Bharuch.

The Podar International School has already created another milestone in its journey in Gujarat, having opened its 22 nd school in Gujarat. It is a new campus situated adjacent to Tulsi Chowk, behind the GAIL Township, Shravan Chowkdi on Bharuch Dahej Bypass Road. It is not an experiment of expansion. This is a calculated step towards enhancing academics in a region that is booming.

Notably, the Podar International School Bharuch is the sole Podar campus in Bharuch and Ankleshwar. No duplicates. No confusion. A single flagship institution established to provide consistency, credibility and quality on the first day.

The school is being opened on pre-primary and primary grades up to Grade 5. Growth is already mapped out. Another grade shall be introduced each academic year, which will enable the institution to grow without lowering the academic rigour or standards of infrastructure.

Technology Meets Intention-driven Learning.

The concept of Podar International School, Bharuch, is based on the following idea. Innovation comes second with strong fundamentals. Technology has been incorporated in the curriculum as a learning tool and not a distractor. The use of smart classrooms, digital material, and systematic innovation-driven thought is incorporated into everyday education.

This method is just a part of a larger change in Indian education where rote learning is gradually being replaced by application, inquisitiveness and problem solving. The model developed by Podar aims at ensuring that the students remain competitive not only in exams, but also in life after the classroom.

Short lessons. Clear outcomes. Real-world relevance. That is the operating system in this case.

The Speech of Leadership: The Experience-based Confidence.

The intent, as was put by the Chief Marketing Officer of Podar Education Network, Mr Vishal Shah, on the launch. It is not a pilot project of the Bharuch school. It has almost ten decades of academic practice and an established presence in Gujarat.

He emphasised the academic accomplishments of Podar, the innovative approach to teaching, and the devotion to quality education as the key to this growth. The contribution of the state and local administration to the successful implementation of the project was also given a nod of gratitude, and it was a reminder that a large-scale education project can only be successful once supported by the masses.

Parents would be promised a whole ecosystem. A cutting-edge curriculum. World-class technology. Robust infrastructure. And most of all, a faculty of trained and experienced teachers who understand how to convert potential into performance.

A Tradition That Is Pre-Independent.

Podar Education Network is not a new brand in education. The organisation was established in 1927 by Sheth Anandilal Podar and has taken more than 98 years to create the Indian classrooms. Its ideals are unashamedly Indian. Honesty. Integrity. Service. Such are not marketing slogans. They are principles of operation.

It also has a history with a capital H. Mahatma Gandhi was the first President of the Anandilal Podar Trust. Such a connection is no empty symbolism. It is an indication of strong patriotism in nation-building by way of education.

The Podar International School Bharuch is the bearer of the legacy, which is modified to fit a generation that thinks digital, global and fast.

The Scale Behind the Name

Now, Podar Education Network works on a scale that is difficult to match and is consistent.

Direct management of 150 Podar International Schools.

• 123 Podar Partner Schools
• Over 2,50,000 students across India
• Backed by over 8,000 employees.

This scale matters. It enables Podar International School Bharuch to access centralised academic planning, teacher training structures, and curriculum innovation and be responsive at the local level.

This will be in the form of predictability to parents. Systems are tested. Processes are refined. Outcomes are measured.

Why Bharuch, and Why Now

Bharuch has a strategic location as it lies at a point of intersection of industry, growth of infrastructure and population growth. These are families which are aspirational and upwardly mobile, and also becoming education-conscious. The demand is clear. The schools that integrate educational discipline with skills they prepare one with to build a future are no longer luxurious. They are expected.

Podar International School Bharuch comes into this field with a blank slate and a bright prospect. No overcrowding. No legacy inefficiencies. Only a campus made specifically to expand with its students.

Admissions Now Open for 2026–27

The Academic Year 202627 is now accepting admissions. The admission office of the parents is located at Shop No. 56, Shyam Villa Complex, Nagori Dairy, opposite The Croma Acropolis, Bharuch Dahej Bypass Road.

For more details, visit our website: www.podareducation.org