Category Archives: Education

Dr. Abdul Razzaque Ahmad: From India’s Hinterland to the Global Corridors of Academia

Wani (Vidarbha Region), MAHARASHTRA / Boston, U.S.A. :

Dr. Abdul Razzaque Ahmad

Wani, historically known as Wun, is an old town of the Vidarbha region whose history reflects the changing political boundaries of central India. At different times, the Wani area was connected with the Nizam’s dominions, while the neighbouring Chandrapur region was historically associated with the Gond rulers. To the east and south lay territories of the erstwhile Hyderabad State, including the area that subsequently became Adilabad district and is today part of Telangana.

Wani’s political identity changed with successive territorial reorganisations. The area was once associated with the Nizam of Hyderabad. After independence, it came under the larger Central Provinces and Berar/Madhya Pradesh administrative framework before becoming part of Maharashtra when the state was formed in 1960.

This layered history is important in understanding the social background of Dr Abdul Razzaq Ahmed, a prominent Muslim of Wani. His family belonged to an established local community whose standing was associated with both landholding and professional achievement. Dr Abdul Razzaq Ahmed was a dermatologist, while later generations entered administration, medicine, and law.

Today, Dr A. Razzaque Ahmed, MD, DSc, is internationally recognised as a dermatologist, immunologist and academic physician, and as a pioneer in autoimmune blistering diseases. He has served as Professor of Dermatology and Director of the Centre for Blistering Diseases at Tufts University School of Medicine in Boston. He is associated with the Ibn Sina Professorship. His career has brought together clinical medicine, molecular immunology, laboratory research, therapeutic innovation, teaching and philanthropy.

Yet his significance lies not simply in professional distinction. His life represents the transformation of education into knowledge, knowledge into healing, and achievement into service.

Roots, Education and the Making of a Cosmopolitan Mind

Dr Ahmad spent his early childhood in Wani in a house built by his great-grandfather around 1875. He was the son of Salam Ahmed and Begum Noor Jehan and grew up in a family that regarded education and social advancement as important instruments of human development.

That ethos subsequently found institutional expression through the Begum Noor Jehan Salam Ahmed Trust in Yavatmal district. Under Begum Noor Jehan’s leadership, the Trust established educational institutions including the Sunrise English Medium Convent, Wani; the Noor Jahan Begum Salam Ahmed Arts and Commerce College, Wani; and the Noor Jahan Begum Salam Ahmed Women’s College of Law.

The women’s law college was particularly significant, reflecting a deliberate commitment to giving women access to professional education, legal knowledge and greater independence. The family tradition therefore gave education a meaning larger than individual advancement: it expanded opportunity and enabled others to participate more fully in society. That principle would later find expression in Dr Ahmad’s own teaching and philanthropy.

His early education exposed him to unusually diverse intellectual and cultural environments. Until the age of seven, he studied at a convent run by French nuns and later attended a Jesuit Catholic boarding school in Nagpur.

At fifteen, an American Field Service International Scholarship took him to Le Mars, Iowa, where he lived with the Thompson family, attended the local high school and studied at Westmar College. The experience gave a young student from central India an early encounter with American society and education, broadening his intellectual horizons.

Returning to India, he pursued pre-medical studies at Nagpur University before entering the All-India Institute of Medical Sciences in New Delhi. At AIIMS, he distinguished himself academically, standing first in many classes and receiving the Gold Medal as the outstanding graduate of his cohort. The movement from Wani to Nagpur and from Nagpur to AIIMS marked the first major stage in a life that would repeatedly cross geographical and intellectual boundaries.

After completing his medical education, Dr Ahmad moved to the United States for specialist training. He trained in Internal Medicine at the University of Pittsburgh, Dermatology at the University at Buffalo and Clinical Immunology at the University of California, Los Angeles, where he subsequently joined the faculty.

His growing interest in the molecular basis of disease led him to Harvard, where he pursued advanced research in molecular immunology and earned a Doctor of Science degree. His investigations attracted National Institutes of Health support and developed into the Ahmed Laboratory, which remained NIH-funded for more than two decades.

A defining feature of his career was integrating laboratory science with clinical medicine. Disease encountered in the clinic generated scientific questions; laboratory research sought their answers; and those discoveries returned to patients through improved diagnosis and treatment.

From Molecular Discovery to a New Paradigm of Care

Dr Ahmad became an international authority on autoimmune blistering diseases, particularly pemphigus and mucous membrane pemphigoid. These rare disorders can be debilitating, disfiguring and, in severe cases, life-threatening.

His research examined the immunological and genetic mechanisms underlying these diseases. Among his key contributions was identifying associations between specific HLA-DQB1 genes and pemphigus in different populations. He reported the association of HLA-DQB10402 with Jewish pemphigus patients and HLA-DQB10501 with non-Jewish patients. Studies of relatives helped demonstrate that low titres of pemphigus autoantibodies could occur without full clinical disease. He also distinguished pathogenic from non-pathogenic autoantibodies, demonstrating the pathogenic significance of IgG4 and the non-pathogenic character of IgG1 in pemphigus.

His investigations involving patients from Northwestern Iran and comparisons with Ashkenazi Jewish patients in the United States and Israel revealed striking genetic homology. They contributed to wider research concerning the population history of Ashkenazi Jews.

His molecular research extended to mucous membrane pemphigoid. He identified alpha-6 integrin as a putative antigen in oral pemphigoid and beta-4 integrin in disease involving other mucosal sites, identified epitopes on these molecules and investigated their role experimentally in animal models and tissue cultures. These studies helped shift the field from clinical description towards molecular understanding.

But Dr Ahmad’s contribution did not end with discovery. He sought to create a system that could translate scientific knowledge directly into comprehensive patient care. In Boston, he established the Centre for Blistering Diseases, bringing together specialists in oral medicine, ophthalmology, ENT, gastroenterology, urology, gynaecology, proctology, internal medicine, nutrition and clinical psychology.

The multidisciplinary model reflected the nature of the diseases themselves, which can affect several organs and mucosal surfaces. Rather than leaving patients to navigate separate specialities, the Centre organised care around the patient’s complexity.

His commitment to patients extended beyond medical treatment. In 1993, he established the Boston Blistering Diseases Support Group, recognising that people living with rare and potentially life-threatening disorders also require emotional support, information and a community of shared experience. The model was subsequently emulated elsewhere, including by the International Pemphigus and Pemphigoid Foundation.

Transforming Treatment and Restoring Lives

One of Dr Ahmad’s most consequential contributions was his pioneering work with intravenous immunoglobulin (IVIg) in autoimmune blistering diseases.

Severe disease had traditionally been treated with corticosteroids and other immunosuppressive drugs, which could themselves produce serious complications. Dr Ahmad developed and refined IVIg protocols that enabled some patients to achieve prolonged remission and, in certain cases, discontinue conventional therapy.

He also addressed access. Because IVIg is expensive, he presented clinical and pharmacoeconomic evidence involving 160 patients to Medicare authorities. The resulting policy permitting Medicare coverage for IVIg in blistering diseases helped broaden access, and private insurers later adopted similar policies.

His work with rituximab marked another major therapeutic advance. In collaboration with Harvard oncologists, he developed a protocol combining rituximab and IVIg that targeted the B-cell mechanisms involved in autoimmune disease. The results were reported in the New England Journal of Medicine, with subsequent long-term follow-up demonstrating sustained disease control in treated patients.

Some patients achieved exceptionally prolonged remission without continuing therapy, in some cases for more than 20 years. His continuing research has examined whether successful treatment can restore immune balance rather than merely suppress disease. Long-term follow-up of patients with pemphigus treated with IVIg contributed to this emerging understanding, with findings reported in the Proceedings of the National Academy of Sciences in 2024.

His work has also addressed ocular cicatricial pemphigoid, a rare autoimmune disease capable of causing progressive scarring and irreversible blindness. Research into its mechanisms helped establish therapeutic approaches involving IVIg and subsequently rituximab combined with IVIg.

The significance of such work extends beyond disease control. Preventing blindness preserves independence, employment, family life and human dignity. It exemplifies a broader principle in Dr Ahmad’s career: the ultimate measure of medical success is not simply suppressing disease but restoring a patient’s capacity to live a meaningful life.

This philosophy also shaped the institutions he built. He developed an outpatient infusion model that enabled patients to receive sophisticated intravenous therapies without prolonged conventional hospitalisation, attracting patients from across the United States and other countries.

As a teacher and mentor, he has influenced generations of medical and dental students, residents and researchers. Many former trainees subsequently became professors and departmental leaders. He has lectured internationally for decades and served as a visiting professor at universities worldwide. His influence has therefore travelled not only through publications and therapies but through the people he taught.

The breadth of his contribution has been recognised through numerous professional honours, including the William Gies Award, the Walter F. Lever Award, lifetime achievement and research contribution awards, and international awards for excellence. The International Pemphigus and Pemphigoid Foundation honoured him as Physician of the Year, and he has also received India’s Charaka Award. In 1999, the Governor of Massachusetts and the Massachusetts House of Representatives separately recognised his contribution to the Commonwealth’s citizens.

Science, Faith and the Larger Meaning of Service

Another dimension of Dr Ahmad’s life is his religious commitment. During his extensive international travels, he has repeatedly visited Makkah and performed more than one hundred Umrahs. His scientific and spiritual commitments have existed alongside one another. Scientific inquiry seeks to understand disease; faith provides a framework of gratitude, humility and responsibility.

That sense of responsibility has also shaped his philanthropy. In addition to the educational legacy of the Begum Noor Jehan Salam Ahmed Trust, Dr Ahmad has devoted substantial resources to educating disadvantaged young people, particularly women, supporting higher education, professional training, books, computers, transport and leadership development.

The results have reportedly reached thousands of students, with women beneficiaries entering the judiciary, public prosecution and legal practice. The objective is therefore not simply charitable relief but the creation of durable opportunities through education.

Dr Abdul Razzaque Ahmad’s life is not merely a story of migration from India to America or advancement from a small town to elite academic institutions. It is a story of continuity through transformation.

Wani provided the beginning; Nagpur broadened the horizon; AIIMS supplied an exceptional medical foundation; Pittsburgh, Buffalo and UCLA provided specialist training; Harvard deepened his scientific inquiry; and Boston became the centre from which his clinical and research contributions reached the wider world.

The ancestral house in Wani and the laboratories, clinics and lecture halls of Boston may appear to belong to different worlds. In his life they form a single continuum. The family gave him an inheritance of education and responsibility. He transformed that inheritance into scientific discovery and clinical innovation, and then extended its benefits through teaching, patient care and philanthropy.

His legacy is therefore measured not only by publications, professorships and awards, but by what those achievements enabled: patients who obtained relief, individuals protected from irreversible disability, students who gained educational opportunities, physicians shaped by his mentorship, and a field of medicine advanced by his research.

The distance from Wani to Boston is considerable. The distance his ideas travelled is greater still. A journey that began in the hinterland of India entered the global corridors of academia. Its deepest destination, however, was neither fame nor distinction, but service—to the patient seeking relief, the student seeking opportunity, the scientist seeking truth, and society seeking a more humane future.

source: http://www.muslimmirror.com / Muslim Mirror /Home>Personalities> Positive Story / by Moin Qazi / October 10th, 2026

K.K. Mammunni Maulavi (1944-2026)

Mulliyakkurishi (Malappuram District), KERALA :

Islamic scholar, renowned social worker and senior leader of Jamaat-e-Islami Hind, K.K. Mammunni Maulavi Sahab (may Allah have mercy on him), passed away at his residence in Shantapuram at the age of 82. His death marks the passing of a multifaceted personality who devoted his entire life to the service of knowledge and faith, the promotion of education, social welfare, and support for the deprived and vulnerable sections of society. His life was a journey of knowledge, action, service and selflessness, whose imprint will long be felt across various religious, educational and charitable fields.

In his practical life, he discharged a range of religious and educational responsibilities with great sincerity and dedication. He taught at Kariyad Madrasa, served as Imam of Chavakkad Muthuvattur Mahall, and also served as Principal of Muvattupuzha Madrasatul Banat. However, the scope of his activities was not confined merely to teaching and institutional duties – a large part of his life was spent in building, nurturing and developing educational, religious and charitable institutions that became a source of support for the needy members of society. He had a deep and long-standing association with numerous orphanages and welfare institutions established in Kerala and elsewhere, playing a prominent role in their patronage and development, and helping strengthen them into centres that continue, even today, to serve the weak, the destitute and the deprived. His contributions were also notable in mosque construction, the development of educational institutions, the provision of basic amenities, and various social welfare projects. Thus, his personality was not merely that of a religious scholar or teacher, but that of a quiet servant who devoted his energies to the building and welfare of society.

K.K. Mammunni Maulavi was born in 1944 in Mulliyakkurishi, Malappuram district. His father was Kalakkanthal Mohammed and his mother Kadan Thodi Mariyakutty. He studied at Shantapuram Islamia College from 1955 to 1965, obtaining his FD and B.Sc. degrees. He later channelled the training gained from this education into a practical life devoted to the service of religion and humanity. He is survived by his wife, Khadija, and his children namely Hafsa, Naseema, Sajida, Najmunnisa, Nazira, Mubaraka, Yasir, Abdur Rab and Bilal.

The legacy of his life lies in the prayers of countless people and in the institutions whose construction and development benefited from his labour, sincerity and time. His departure is undoubtedly a void, but his scholarly, religious, educational and charitable services will keep his memory alive in the days to come.

Tahreek-Related Services

Mammunni Maulavi Sahab served for a long period as a member of the Kerala Shura and the All India Representative Council of Jamaat-e-Islami Hind. He was Secretary of the Perinthalmanna Islamic Mission Trust, Assistant Qazi of Shantapuram Mahal, and also served as Principal of the Islamia College at Vadanapally Orphanage.

He played an important role in launching and publishing the children’s magazine Malar Vadi and served as its publisher for a long time.

He also held administrative responsibilities on the committees of numerous institutions, including Shantapuram Islamia College, Vadanapally Orphanage, Pathiripala Mount Sinai, Perumpalav Ansar institutions, and the Azhikode Islamic Educational Complex.

He served as chairman of several institutions, including the Pathiripala Bait-ush-Shariqa al-Khairi Trust, the Perumpalav Ansari Charitable Trust, the Vadanapally Orphanage Committee, Kechery Al-Islah, the Azhikode Islamic Educational Complex, Peringadi Al-Falah, and Thavoor Hira English School.

He also played a significant role in extending the welfare activities of Jamaat-e-Islami Hind beyond Kerala. As Vice-Chairman of the Vision 2026 project, he toured underdeveloped regions of India and played a key role in launching educational and welfare initiatives there.

From 1977, he served for ten years as Zonal Nazim (organiser) of Jamaat-e-Islami Hind, during which time the districts of Ernakulam, Alappuzha, Kollam, Thiruvananthapuram, Kottayam, Idukki, Pathanamthitta, Thrissur and Palakkad fell under his charge. This long list is not merely a record of positions and responsibilities, but reflects that a large part of his life was spent in collective and constructive work.

An Active Life

Mammunni Maulavi Sahab is no longer in this world, but the memories of his simple life, tranquil personality and selfless service will remain forever in the hearts of those whose lives he helped, in one way or another, to succeed. The most prominent aspect of his personality was his calm temperament. A faint smile on his face, gentleness in conversation, and simplicity in manner were part of his identity. There was a quiet energy within him that never sought to draw attention to itself, yet it never failed to impress those around him. He was among those whose lives are recognised more by action than by claims.

Mammunni Maulavi Sahab had devoted his life to a greater purpose rather than to personal comfort and ease. After 1965, his working life remained continuously tied to religious, educational and social activities. Alongside his participation in the various works of the Islamic movement, he also played a major role in advancing its educational activities. His association with institutions working for orphans, the needy and the destitute remained strong throughout. His services were also notable in the construction and expansion of mosques and in shaping religious and social life. For him, service was not merely an activity but a way of life. As such, there was no place in his life for self-promotion or display. He did not merely speak of simplicity as a virtue, simplicity was an essential part of his life. Travelling by train and bus, riding a motorcycle from place to place when necessary, and constantly travelling to reach people, were part of his routine, for his priority was never comfort, but the achievement of his purpose.

Mammunni Maulavi Sahab was among those who valued purpose over publicity. He never sought crowds or praise, yet the large number of people who gathered on the final journey of his life reflects how service rendered quietly can still leave a deep impression on people’s hearts. People arrived from different parts of the country for his funeral prayer in Shantapuram. Young children and teachers attended; elderly men and women arrived; and even the sick, despite their frailty, participated in the funeral. Ordinary people from various parts of northern and southern Kerala travelled long distances to reach Shantapuram for one last glimpse of their beloved.

The funeral prayers began around 1:30 in the afternoon and continued without a break until 9:30 at night. T. Arifali, Secretary General of Jamaat-e-Islami Hind, led the final funeral prayer.

Even then, the mosque remained full of people. Large numbers remained near the grave after the prayer as well, reciting tasbeeh, praying, and staying on for a long while, as though everyone wanted a little more time to bid farewell to a life that had touched them at some point.

A significant feature of Mammunni Maulavi Sahab’s life was his connection across generations and social groups. From children to the elderly, from teachers to ordinary workers, and from religious to social circles, many found in him an elder and compassionate guide from whom they sought advice, encouragement and direction. To some he was a teacher, to others a leader, to others a counsellor, and to others simply an elder whose very presence brought comfort. Perhaps this is why the impact of his passing was not confined to his immediate family or associates, but was felt by a much wider circle.

Family’s Sacrifices

Behind every great collective service lie sacrifices that never come to public attention. Mammunni Maulavi Sahab’s life was no exception. His wife spent years enduring his busy life, constant travel, and social and religious responsibilities with patience and fortitude. His children, too, came to see their father not merely as a family member, but as someone fulfilling a broader social responsibility. Those who devote a large part of their lives to collective service are accompanied, in that journey, by the quiet sacrifices of their families. In this sense, a significant part of Mammunni Maulavi Sahab’s legacy also belongs to the sacrifices of his wife, children and family.

The earth has now taken Mammunni Maulavi Sahab into itself, but his simple way of life, constant travel, selfless service, and his manner of instilling hope amid difficult circumstances will remain in the hearts of those who knew him. His life stood as an example that the building of society is not always achieved through grand slogans or prominent positions; sometimes, a quiet, simple and steadfast person can leave an impact across generations. Perhaps the truest description of Mammunni Maulavi Sahab’s life is that he lived less for himself and more for others. Such a life comes to an end physically, but its effects remain among those who found light, encouragement or support in it. May Allah Almighty forgive Mammunni Maulavi Sahab, grant him a place in His mercy, accept his religious, educational and social services, and make the sacrifices offered by his family throughout this long journey a source of reward for them as well.

[The writer is Secretary Jamaat-e-Islami Hind, Kerala]

source: http://www.radiancenews.com / Radiance News / Home> Focus> Markers of Excellence> Personality> Obituary / by Shihab Pookkottur / October 05th, 2026

IIT Bombay PhD Scholar, Henna K Seethi Refuses to Choose Between Research and Motherhood

KERALA / Mumbai, MAHARASHTRA :

Mumbai:

When her nanny cannot come, Henna K Seethi waits for the lab to empty before bringing her one-and-a-half-year-old son Omi inside. A bed, a bowl, and a blanket sit in the corner. She works. He plays. He sleeps. This is how a 29-year-old Muslim PhD scholar at the Indian Institute of Technology (IIT) Bombay navigates motherhood and academic research at the same time.

Henna is pursuing a doctorate in Health and Medical Psychology in the Department of Humanities and Social Sciences. Her academic journey spans Farook College in Calicut, where she earned a BSc in Psychology, Jamia Millia Islamia in New Delhi, where she completed an MA in Applied Psychology, and the Cancer Institute in Adyar, where she earned an MPhil in Psycho-Oncology. She cleared the Graduate Aptitude Test in Engineering in 2023 and set her sights on research in psycho-oncology.

Her son Omi was born in January 2025. He was three months old when she cleared the IIT Bombay entrance examination and relocated to Mumbai. Her husband, Muhammed Nizam ul Haq, also a psychologist, works in Kerala. She lives in Bhandup, around five kilometres from campus, while waiting for married-student accommodation to become available.

The financial and logistical pressures are real. Rent, childcare costs, and Mumbai’s cost of living make her husband’s financial support necessary. During examinations, the arrangements grow harder. On one occasion, her husband travelled from Kerala to care for Omi. On another, two fellow students offered to babysit so she could complete her exam.

She takes her son to classes with her professors’ permission. During lectures, she keeps him in a stroller and steps outside if he cries. Her mentor allows him at meetings. When her nanny returned to Kerala for several months after a bereavement, the dean granted Henna a temporary hostel room during end-semester examinations.

The emotional weight, she admits, does not lift. She experienced postpartum blues for a month or two after Omi’s birth and attends psychotherapy through the campus Student’s Wellness Centre. The guilt of splitting attention between research and her child stays with her. “When I give time to my baby, I feel like I’m not doing proper justice to my research. When I’m doing my work, I feel guilty about being a mother.”

Her drive traces back to watching her mother give up her own ambitions. “I don’t want to see my baby as a hurdle in pursuing anything,” she said. She hopes that once Omi turns two and campus accommodation comes through, daily life will settle into a more manageable routine.

source: http://www.radiancenews.com / Radiance News / Home> Latest News> Pride of the Nation> Markers of Excellence> Report / by Radiance News Bureau / September 14th, 2026

JIH Andaman Honours Civil Services Topper and Urologist at Grand Felicitation Ceremony

ANDAMAN and NICOBAR Islands:

Wimberly Gunj:

Jamaat-e-Islami Hind, Andaman and Nicobar Islands, organised a grand felicitation ceremony at the GSSS Auditorium, Wimberly Gunj, to honour two distinguished achievers from the region.

The event celebrated Mr. Shiyad, who secured All India Rank 743 in the Civil Services Examination 2025, and Dr. C. Sabique, an accomplished Urologist.

The programme began at 6:30 PM with the recitation of verses from the Holy Qur’an by P. Mohammed Sajid, President of SIO. N. Abdul Salam delivered the welcome address, setting an inspiring tone for the evening.

Dr. Manoharan, Deputy Education Officer, Wimberly Gunj Zone, attended as Chief Guest. He stressed the need for institutions across the islands to actively support and guide students preparing for competitive examinations like the Civil Services, with the goal of raising academic standards across the region.

MK Mohammed, President of Jamaat-e-Islami Hind Andaman, delivered the presidential address. He highlighted the importance of using personal achievements and professional services to benefit humanity with dignity and responsibility.

Mementos were presented to Mr. Shiyad by MK Mohammed, and to Dr. C. Sabique by PK Mohammed Ali, Ex-President of JIH Andaman. The Islamic Welfare Society also presented Appreciation Certificates to both honourees. Mr. Shiyad received his certificate from Dr. Manoharan, while Dr. C. Sabique was honoured by M. Abdul Majeed, President of IWS.

Mr. Shiyad addressed the gathering and shared his personal journey, pointing to hard work, focus, and perseverance as the key drivers of his success. Dr. C. Sabique spoke about the value of patience and consistency in reaching long-term goals.

KP Mohammed Yunus, MB Abdul Rasheed, and N. Moosa also addressed the gathering, encouraging students to aim high. An interactive session followed, giving students the opportunity to ask Shiyad questions and draw practical insights from his experience.

Nearly 450 people attended the event, including PRI members from Ferrargunj Tehsil, school principals, and representatives from various organisations. P. Yousuf delivered the vote of thanks, expressing gratitude to all dignitaries, participants, and organisers.

source: http://www.radiancenews.com / Radiance News / Home> Latest News> Markers of Excellence> Report / by Radiance News Bureau / September 08th, 2026

Malabar Gold felicitates teachers

Mysuru, KARNATAKA :

Malabar Gold and Diamonds, which is located near Sub-Urban Bus Stand on B.N. Road, Mysuru, celebrated Teacher’s Day by honouring teachers Haleema Sadiya, B. Indirani, M.S. Gangambike, Sunithamma and Hema for their contributions to the society.

They are seen with Educationist Arshad Hussaini, Malabar South Zonal Head P. Sharafudeen and Deputy Store Head Dayanand.

source: http://www.starofmysore.com / Star of Mysore / Home> Gallery> Photonews / by Star of Mysore / September 15th, 2026

Hakim Abdul Hameed: Visionary who turned medicine into a mission

DELHI :

Hakim Abdul Hameed and campus of Jamia Hamdard

Life should be significant, not merely long. While some people make their lives significant by amassing wealth, others contribute to society and future generations. Hakim Abdul Hameed was one such rare individual. He is the founder of Jamia Hamdard, a deemed-to-be University located in South Delhi, which is celebrating its Foundation Day on September 14.

Abdul Hameed was born in Delhi on September 14, 1908. His life story is not merely that of a physician but of a man who transformed a family legacy of medicine into a vast movement encompassing education, research, healthcare, and public service.

His family was deeply involved in medicine and social service; his father, Hakim Hafiz Abdul Majeed, had established ‘Hamdard Dawakhana’ in 1906. ‘Hamdard’ in Urdu means one who empathises with others’ pain. This very sentiment became the guiding principle of Hakim Abdul Hameed’s entire life. He inherited not just a business from his father, but a responsibility. He strived to build Hamdard into an institution that would benefit every stratum of society.

Hakim Abdul Hameed was a practitioner of Unani medicine, yet his vision extended far beyond the treatment of the human body. He understood that for Unani medicine to be passed on to the coming generations, it required systematic teaching, rigorous research, and incorporating modern scientific methods.

He believed that tradition and modern science were not at odds; rather, by preserving the valuable aspects of ancient medical systems, they could be further fortified through scientific inquiry and research. This vision changed him into a pivotal pillar of Unani medicine.

The year 1947 was exceptionally difficult for the country. Partition had impacted millions and created an atmosphere rife with mistrust, violence, and uncertainty. Yet, even amidst such turmoil, Hakim Abdul Hameed was contemplating the establishment of institutions for the India of the future. It was during this period that he founded the Hamdard Charitable Trust and resolved to dedicate Hamdard’s earnings to the service of society. This decision speaks volumes about his character; he viewed wealth not as something to be hoarded for personal gain, but as a trust held for the benefit of society.

Subsequently, he established more institutions — the Hamdard Tibbi College and the Indian Institute of Islamic Studies in 1963; the Hamdard National Foundation in 1964, and the Hamdard College of Pharmacy in 1972.

Gradually, other institutions such as the Hamdard Education Society, Hamdard Public School, Ghalib Academy, and the Hamdard Institute of Historical Research were also added to this fold. He sought to create a comprehensive system where pharmacy, education, history, culture, and research could flourish alongside medical treatment.

The culmination of Hakim Abdul Hameed’s long-standing efforts came in 1989, when the institutions he had established were amalgamated into one to grant ‘Jamia Hamdard’ the status of a to-be Deemed University. This marked a significant achievement, realising a dream and the hard work of decades. He became its founding Chancellor. Hamdard’s own funds and his personal resources played a major role in establishing this university.

Today, it is important to remember that Jamia Hamdard was not backed by government machinery or a corporate conglomerate. Behind it lay the conviction of a single individual who believed that education could be the greatest service to society.

To remember Hakim Abdul Hameed merely as a builder of institutions would be to diminish his true stature. He was, first and foremost, a physician; understanding others’ pain was intrinsic to his nature. In his view, treating a sick person and providing a poor child with the opportunity to study were acts stemming from the same spirit of compassion, and he strove throughout his life to improve the human condition.

The body is healed through medicine, while the mind is nurtured through education. Hakim Sahib regarded both as integral parts of a singular mission of social service. Perhaps this is why the institutions he founded accorded equal importance to the humanities, history, and culture alongside hospitals and medical education.

Hakim Abdul Hameed’s contributions were recognised both within the country and across the globe. He was honoured with the Padma Shri in 1965 and the Padma Bhushan in 1992. In 1983, the then Soviet Union honoured him with the Avicenna Award. During the final years of his life, he also served as the Chancellor of Aligarh Muslim University.

However, considering his personality, it seems likely that he derived greater satisfaction from helping a needy person receive medical treatment or enabling a poor student’s education than from these accolades. For him, achievement was not merely about receiving awards but about making a difference in someone else’s life.

Hakim Abdul Hameed passed away in 1999, yet his work did not end with his departure. Even today, thousands of students study in the institutions he established, patients receive treatment in his hospitals, and the work of research and education continues to flourish.

The Jamia Hamdard campus is more than just a cluster of buildings; it stands as a testament to the idea that if an individual rises above personal interests to think about society, they can achieve a great deal for future generations. Hakim Sahib established these institutions much like a wise person plants a tree—knowing full well that while he might not live to sit in its shade, others certainly will. This was the most beautiful aspect of his life.

Today, the greatest challenge facing everyone associated with his institutions is ensuring that his legacy is not confined merely to names and monuments. The very meaning of ‘Hamdard’ is to understand the pain of others and strive to alleviate it. Hakim Abdul Hameed’s life teaches us that a person’s true legacy lies in the institutions and ideas that others carry forward long after they are gone. This is the legacy Hakim Abdul Hameed left behind. Carrying it forward is not just a matter of honour; it is our responsibility.

Author Prof. (Dr) M. Afshar Alam, is a Former Vice-Chancellor, Jamia Hamdard

source: http://www.awazthevoice.in / Awaz, The Voice / Home> Personality-News / by M Afshar Alam / September 13th, 2026

Four Muslims among 48 recipients of National Teachers Award 2026

INDIA :

New Delhi :

When President Droupadi Murmu conferred the National Teachers Awards, 2026, on 48 teachers from across India, on Saturday, the recipients included four Muslims, who had instilled values and teachings in the minds of their pupils beyond the classroom.

The recipients of the award included Mohammad Zafar Alam from Odisha, who is credited with transforming the lives of the tribal children in a state where hunger and deprivation was once identified with the life of the indigenous people.

The other awardees are Dr Iftikhar Khan, from Ballia, Uttar Pradesh; Mohammad Ayaz Raina, from Rajouri, (J&K); and Mohammad Mustafa Kamal, from Kargil, Ladakh.

The awardees were selected from 27 states, seven Union Territories and six institutions under the Central Government. The list comprises 26 men and 22 women. The award is presented annually to teachers who have made outstanding contributions to school education and brought positive changes to the lives of students.

Mohammad Zafar Alam

Mohammad Zafar Alam, Principal of Eklavya Model Residential School Karanjia in Mayurbhanj district of Odisha, has been honoured for his contribution to providing quality education to tribal children in remote area.

Mohammad Zafar Alam (In blue jacket) at the annual day function of school

The school, located at Banuria (Tato), operates under the Ministry of Tribal Affairs. The residential and co-educational school was established in 2017-18 for Classes 6 to 12. It has around 410 students and an overall capacity of approximately 480.

Under Alam’s leadership, the institution seeks to prepare Scheduled Tribe students not only for school examinations but also for admission to higher and professional educational institutions and future employment opportunities.

Eklavya Model Residential Schools were established to address the shortage of quality educational opportunities in remote tribal areas. They have been developed broadly along the lines of Jawahar Navodaya Vidyalayas, with an emphasis on educational standards, residential facilities and competitive opportunities for tribal students.

The National Teachers Award to Alam therefore also draws attention to the important role of educators working in remote tribal regions, where access to quality education can have a transformative impact on the lives of young people.

Dr Iftikhar Khan

For 25 years, Dr Iftikhar Khan, an art teacher at Government Inter College, Ballia, has been providing free art education to poor and underprivileged children at his home.

The initiative began in 2000, when Dr Iftikhar recognised that talented children from economically weaker families in Ballia had limited opportunities to receive formal training in fine arts or prepare for entrance examinations to leading institutions.

Alongside his regular teaching responsibilities, he began conducting free classes at home every Sunday. His students have come not only from Ballia but also from Gorakhpur, Mau and neighbouring Bihar.

He also organises special painting workshops during the summer holidays, providing children with regular practice and individual guidance. His training goes beyond basic painting: he prepares students for admission to higher educational institutions in the field of fine arts.

Dr Iftikhar Khan with his students

More than 200 students have progressed to higher education and careers in fine arts under his guidance. Some are now working with leading companies in India, while others are promoting Indian art abroad.

One of them is Ballia’s Neeraj Singh, who developed an interest in painting after seeing an exhibition by Dr Iftikhar at the Dadri fair in 2007. When Neeraj expressed his desire to learn, Dr Iftikhar trained him without charging a fee.

Neeraj subsequently secured admission to the Faculty of Visual Arts at Banaras Hindu University on his first attempt and completed a Bachelor of Fine Arts degree. He later obtained a diploma in Production Design from the Film and Television Institute of India, Pune, and went on to work as a production designer on several films.

According to Neeraj, Dr Iftikhar’s guidance changed the course of his life. Had he not encountered the teacher at the exhibition, he believes he might never have pursued fine arts.

Dr Iftikhar’s philosophy is simple: talent should not be limited by a person’s financial circumstances. What matters is recognising that talent and giving it the right direction.

His commitment to this principle is reflected in an unusual practice. When the parents of one of his students insisted on giving him guru dakshina, he declined money and instead asked them to plant a tree.

Since then, he has encouraged students who wish to offer him a gift to plant a tree in a public place and care for it until it grows. For him, a student’s contribution to society is the finest gift a teacher can receive.

Mohammad Ayaz Raina

Mohammad Ayaz Raina, a Botany lecturer at Government Higher Secondary School Dalhori in Rajouri district on the Line of control in J&K, has spent 13 years in the education sector, combining classroom teaching with student guidance, educational activities and innovative methods, including the use of technology.

His contribution is particularly significant given the geographical challenges of Rajouri, a border district where many schools are located in hilly and remote areas. Limited infrastructure, connectivity and transportation can make teaching more difficult, yet Raina has remained committed to improving educational opportunities for his students.

His efforts have previously earned him several honours. He received the National Information and Communication Technology Award in 2017 and the Best Teacher Award of the Union Territory of Jammu and Kashmir in 2021. He has also received the Global Teacher Award 2021 and the Global Best Educational Poster Award 2020.

Mohammad Ayaz Raina with his students

These recognitions reflect his interest in combining conventional teaching with educational technology and creative approaches.

Raina described the National Teachers Award as a collective achievement rather than a personal accomplishment. He credited his students, fellow teachers, educational institutions, family members and others who supported him throughout his journey.

He said a teacher’s success is never the result of individual effort alone, but also reflects the hard work of students, the cooperation of colleagues and the support of family.

Mohammad Mustafa Kamal

Mohammad Mustafa Kamal, a resident of Wakha village in Kargil district, Ladakh, has been recognised for his contribution to education in one of the country’s most challenging geographical regions.

Kamal is posted at Middle School Lanakrchy Thang Sankoo. He also serves as District President of the General Line Teachers Forum, Kargil Ladakh.

In this capacity, he has played a role in popularising the Model School initiative through the teachers’ organisation.

Mohammad Mustafa Kamal (Right) in his school

His commitment to students became particularly visible during the Covid-19 pandemic, when conventional classroom teaching was disrupted. Kamal continued to support students through video and radio classes.

He currently serves as the Nodal Officer for Class 9 and Class 10 Tele and Radio Classes in the School Education Department, Kargil, in addition to his teaching responsibilities.

His educational services have previously been recognised with the Asian Education Award in 2020. He was also among three teachers from Kargil district nominated by the District Selection Committee for the National Award in 2020.

The school’s approach extends beyond academics. Sports, skill development and the preservation of local arts and culture form part of its educational programme, with the aim of developing students’ creative, physical and practical abilities alongside their academic skills.

source: http://www.awazthevoice.in / Awaz, The Voice / Home> Stories / by Aasha Khosa / September 06th, 2026

Prestige International School & Pre-University College receives Karnataka Educational Award

Mangaluru, KARNATAKA :

Mangaluru:

Prestige International School & Pre-University College, Mangaluru, has been honoured with the Best Innovative and Creative Institution of the Year award at the Karnataka Educational Awards 2026.

The award recognises the institution’s efforts in promoting innovation, creativity and excellence in education.

The institution described the recognition as a proud milestone in its journey of providing quality education and shaping the future of students.

source: http://www.english.varthabharati.in / Vartha Bharati / Home> Karavali / by Vartha Bharati / August 25th, 2026

Hubballi students win two State-level Verbattle titles

Hubballi, KARNATAKA :

Students of Sanskaar International School have, in all, secured three positions at the State-level debate and public speaking competition.

Students of Sanskaar International School, Hubballi, who have secured three titles at Verbattle Karnataka 2026, a State-level debate and public speaking competition for school students. | Photo Credit: SPECIAL ARRANGEMENT

Students of Sanskaar International School, Hubballi, have secured three titles at Verbattle Karnataka 2026, a State-level debate and public speaking competition for school students.

In an event which saw participation from across Karnataka, including Bengaluru, Mysuru, Mangaluru, two teams from Sanskaar secured the first position, while another team finished as second runner-up, a release from the school said.

The winners received trophies and cash prizes.

In the Beginner Debate category for Classes 3 to 6, Class 6 students Anay Abhijit Joshi and Rukhaiya Khuram Khatib won the first position.

In the Beginner Speech category, Class 4 student Nivaan Nagaraj Naik secured the first position and in the Kannada Junior Debate category for Classes 7 to 10, Class 9 students Sakshi Shashikant Grampurohit and Vinuta Vijanagouda Patil secured the second runner-up position.

In all, 33 students from Sanskaar were selected at the preliminary rounds in Hubballi and those who qualified progressed to the State-level competition in Bengaluru where they competed with students from across the State.

The winning students were welcomed by the school band and felicitated by founder-chairman of the school Mahendra Singhi and faculty members.

All the students who participated in the competition and those who advanced to the Bengaluru rounds were honoured.

“These achievements demonstrate the confidence of our students to express their ideas, defend their views with reason and, equally importantly, respect a different point of view. We are proud that our students have represented Hubballi and North Karnataka on such a competitive State-level platform,” Mr. Singhi said.

source: http://www.thehindu.com / The Hindu / Home> News> India> Karnataka / by The Hindu Bureau / August 25th, 2026

Read: Affan Ansari on Studying Abroad, Scholarships and Global Ambitions

Mumbai, MAHARASHTRA :

In an exclusive interview, Political Science and International Relations Graduate Affan Ansari discusses his journey from studying Science in India to pursuing Higher Education in Turkey and Europe, the realities of studying abroad, scholarships and financial planning, community engagement, and his ambition to build a career in peacebuilding, conflict resolution and international security.

Q.1. Affan, please introduce yourself. Tell us about your educational background and your journey so far.

Affan Ansari: My name is Affan Ansari. I come from a middle-class family in Mumbai and living my dream to study abroad. I am a graduate in Political Science & International Relations from Turkey, and Research fellow at the Social Sciences Lab MENA, which is situated in Estonia, Europe (SSL-MENA).

I completed my schooling at Anza High School, Byculla and then my Junior College education at Maharashtra College of Arts, Science and Commerce. 

After Junior College, I took a different path. I moved to Turkey and completed my Bachelor’s degree in Political Science and International Relations from Istanbul Sabahattin Zaim University. During my undergraduate studies, I also got the opportunity to spend a semester at the University of Wrocław in Poland through the Erasmus exchange programme.

My journey was not simply about obtaining a foreign degree. For me, it was about stepping outside my city and comfort zone, meeting people from different cultures and understanding the world more closely.

Today, I have received Master’s offers from two highly ranked universities in the UK, a leading university in Poland, public universities in Germany, as well as two universities in Turkey.

Q.2. Students who take Science in India generally move towards Engineering or Medicine. Why did you choose Political Science and International Relations?

Affan: The irony is that I studied Science, but it was a virus that made me realise my real interest was in the world beyond Science.

For me, the journey from Science to Social Science was a struggle between social expectations and my own interests and ambitions. In India, when a student performs well in Science, there is naturally a push towards Engineering or Medicine. I too chose Science largely because of family and social expectations.

But the two years of the COVID lockdown became a turning point. I began to understand what globalisation really meant. A virus that emerged in China could affect almost every country in the world. I became fascinated by the role of the WHO, how different governments responded to the crisis, and how decisions taken in one part of the world could have consequences far beyond its borders. It changed the way I looked at the world, from a local perspective to a global one.

That was when I realised that my real interests lay in Political Science, International Relations, geopolitics, and understanding different societies and political systems around the world. So, moving from Science to Social Science was not really a change of direction. It was a realisation of the direction I actually wanted to take. 

Q.3. Students generally target the USA, UK, Canada or Australia. Why did you choose Turkey?

Affan: Turkey was primarily a combination of affordability and opportunity for me.

My parents had wanted me to study in Turkey after Class 9 because of the scholarship opportunities available there. At that time, I was not ready to move abroad, so I completed my Junior College education in India.

Later, we came to know about the Turkish Government’s Türkiye Scholarships programme. I applied, but because of the intense competition, I was not selected for the government scholarship.

However, I did not give up. I independently applied to Turkish universities and received a 50 per cent scholarship from Istanbul Sabahattin Zaim University. For my family, this made the cost of my education financially manageable.

The university’s Erasmus students exchange and scholarship programme was another important factor. Through Erasmus, I got the opportunity to spend a semester in Europe and study in Poland. 

My message to students is simple: do not choose a country simply because it is popular. Look at the university, tuition fees, living costs, scholarships, visa rules, course quality, post-study opportunities and, most importantly, your own career goals and family budget.

Q.4. Many parents believe that studying abroad is very expensive and only highly intelligent or wealthy students can afford it. What would you say?

Affan: Studying abroad is not only for the rich or exceptionally brilliant; with the right information, early planning and the right choice of country and university, it can be achievable for many students.

I think one of the biggest barriers is not always money, but a lack of information. Many families assume that studying abroad means going to the UK, USA, Canada or Australia, where costs can be very high. But there are also comparatively affordable options across Europe, including public universities in Germany and opportunities in countries such as Italy, France, Poland and Czech Republic.

Of course, costs, admission rules and scholarships vary by university and programme, so students should always verify information through official sources.

My most important advice is: do not wait until Class 11 or 12 to start thinking about studying abroad. Planning can begin much earlier, even at school level. If a student starts planning three or four years in advance, there is enough time to prepare for language requirements, entrance tests, scholarships and finances.

Q.5. If a middle-class family wants to send its child abroad, how should it plan?

Affan: If you want to study abroad tomorrow, start building your profile today, because your CV begins in school, not after graduation.

I look at it in three stages.

  • First, school: Build strong English skills and, if possible, learn a foreign language. Participate in Olympiads, sports, cultural activities and competitions, and keep a record of your achievements and certificates.
  • Second, Junior College: Maintain a strong academic record and start understanding requirements such as IELTS, TOEFL, SAT or programme-specific entrance tests. Also get involved in volunteering and community work. Universities look beyond marks.
  • Third, graduation: If you are planning a Master’s abroad, identify your target programmes early and prepare for requirements such as IELTS, TOEFL, GRE, GMAT or other relevant assessments. If Germany is your target, check the exact requirements of each programme, including whether an additional assessment is required.

Most importantly, do not think of your profile as marks alone. Internships, volunteering, research, competitions, leadership and meaningful extracurricular activities can all make a difference.

So my advice is simple: start early, explore your interests and build a profile that tells universities who you are, not just what your marks are.

Q.6. Are very high marks necessary for studying abroad?

Affan: Your marks may decide which doors open first, but they do not decide how far you can go.

High marks certainly provide an advantage, especially for competitive scholarships, but marks are not everything. Every university has a different admission system. Some focus heavily on academic grades, while others also consider entrance tests, motivation letters, work experience, extracurricular activities and the overall profile of the student.

So, if a student has average marks, they should not assume that studying abroad is out of reach.

Average marks do not mean average ambition.

The key is to understand your strengths, research universities carefully and apply to programmes where your overall profile gives you a realistic chance of admission.

Q.7. Which fields currently offer better scholarship and career opportunities abroad?

Affan: Don’t choose a career because the world says it has jobs; choose where your interest, ability and future opportunity meet.

The fields offering scholarships and career opportunities change with countries and economies, so I would not advise students to blindly follow one particular trend.

Technology-related fields such as AI, cybersecurity, data science and software, along with engineering and renewable energy, continue to offer opportunities. Healthcare is another major sector, not only for doctors but also for nurses, physiotherapists, laboratory professionals and other specialists.

However, students also need to consider licensing, qualification recognition and language requirements in their chosen country.

So instead of asking only, “Which field has the most jobs?”, students should ask three questions: What am I interested in? What am I good at? And what opportunities will this field offer in the future?

When interest, ability and opportunity come together, you are much more likely to build a career that lasts.

Q.8. What would you say about scholarships and education loans?

Affan: The biggest scholarship advantage is not just good marks, it is starting early and knowing where to look.

There are merit-based, need-based and government-funded scholarships. Some of the most generous opportunities I know include TürkiyeBurslari Scholarships, DAAD in Germany and Erasmus Mundus in Europe, along with Eiffel Scholarships in France, Stipendium Hungaricum in Hungary and Swedish Institute scholarships. 

In Telangana, the Chief Minister’s Overseas Scholarship Scheme for Minorities also provides substantial financial assistance to eligible students.

My advice is to start researching scholarships early and look beyond marks. Academic performance, extracurricular activities, volunteering, leadership and your overall profile can all matter. 

A full scholarship is ideal, but even a partial scholarship can make a big difference. In my case, a 50% university scholarship helped make my education in Turkey financially possible.

And if you consider an education loan, calculate the total cost and repayment burden carefully. Studying abroad should not put a family under unsustainable financial pressure.

Q.9. Can students work part-time abroad and manage their expenses?

Affan: Yes, you can work part-time abroad, but you should never go abroad depending on a part-time job to fund your education.

Many countries allow international students to work part-time, but the rules vary by country, visa and programme and can change over time. So students should always check the official rules applicable to their visa.

From my own experience, I would strongly recommend having a realistic financial plan for tuition and initial living expenses before going abroad. Part-time work should be additional support, not the primary source of funding.

At the same time, working part-time can provide financial independence, discipline and valuable international work experience.

So, work part-time to support your education, not to make your education possible. 

Q.10. What has been the biggest challenge for you as a student abroad?

Affan: The hardest part of studying abroad was not being away from home, it was learning how to stand on my own when home was thousands of kilometres away.

Living abroad meant managing academics, finances, a new culture and everyday decisions on my own. There were moments of loneliness and stress, but the most difficult moment was the earthquake in Istanbul. I was afraid, I felt very alone, and suddenly lectures and exams moved online. Everything felt completely upside down.

But that experience also changed me. I gathered the courage to step outside myself and started volunteering with NGOs. It taught me that when life becomes difficult, you can either withdraw or find a way to contribute.

Later, studying in Turkey and spending a semester in Poland exposed me to students from different countries and completely different perspectives. I travelled across 10 EU countries, met young people from many cultures and learned to navigate the world independently.

Looking back, the biggest lesson was that studying abroad did not just educate me academically. It taught me how to be independent, resilient and comfortable even when I was far away from home. 

Q.11. Affan, what is your dream? What do you want to do in the future?

Affan: I don’t just want a job at the United Nations. I want to be part of the global conversations that can prevent wars and build peace.

My dream is to become an International Civil Servant, specialising in Peacebuilding, Conflict Resolution and International Security, and eventually work with the United Nations.

We live in a world of wars, geopolitical tensions and changing alliances. At the same time, the Global South is demanding a stronger voice in global decision-making. As an Indian, I want to be part of that change.

There is a saying in politics and diplomacy: “If you are not at the table, you are on the menu.” I want to be at the table.

I want to use my education and career not simply for a prestigious position, but to contribute to peace, diplomacy and solutions for people affected by conflict and instability.

For me, an international career is not about having a title. It is about having a voice where decisions that shape our world are made.

Q.12. What is your final message to middle-class students and parents in Mumbai and India?

Affan: Foreign education does not begin at the airport. It begins with a dream, a plan and a decision your family can afford. 

To parents, I would say: don’t push your children into a field simply because society considers it successful. Look at their ability, interests and future opportunities together.

And to students: don’t choose foreign education because of the glamorous life you see on Instagram. Going abroad is not a holiday. It is a responsibility.

If you genuinely want to study abroad, start early. Explore scholarships and affordable universities, prepare for language and entrance requirements, understand visa rules and, most importantly, make sure the decision is financially sustainable for your family.

An ordinary student from a middle-class family in Mumbai or anywhere in India can begin an extraordinary journey.

Dream big, but calculate carefully. Plan early, verify everything and never let your financial circumstances stop you from exploring your possibilities.

Because the first step towards foreign education is not the airport. It is planning.

Q.13. You are studying abroad yourself. What are you doing for your community in Mumbai?

Affan: For me, education is meaningful only when you can use what you learn to make someone else’s journey easier.

Since 2021, I have been associated with Kawish’s Community Education & Student Mentorship Programme and Madni High School. Whenever I return to Mumbai, I spend time mentoring students, helping them with English and academics, and guiding those who aspire to study abroad.

After completing my graduation, I also spent time in Mumbai working with my father and uncle during the Special Intensive Revision (SIR) of electoral rolls, helping with voter mapping and assisting people with their SIR forms. That experience gave me a very different kind of understanding of how democracy works at the grassroots level.

I have also volunteered with the IHH Humanitarian Foundation, including relief work following the 2023 earthquake in Turkey, and was involved in COVID-19 and leprosy relief activities in 2020.

I know how difficult it can be to find the right information and guidance. If I have gained knowledge through my own journey, I believe I have a responsibility to share it.

These experiences have taught me one simple lesson:

Education should not only change your own life. It should give you the ability and responsibility to contribute to your community and society.

[Falak Ather Faizee is an Intern at ummid.com.] 

source: http://www.ummid.com / Ummid.com / Home> Education & Career / by Falak Ather Faizee / August 22nd, 2026