AGGS Sessions: Trends, opportunities and challenges and the value proposition of international education. Personal experiences, employability and producing global citizens.


  • Katie Landrey, Partner Success Manager, North America (Service Delivery), Sannam S4 Group
  • Hemant Kumar Das, Principal Advisor – India Initiatives, University of Virginia, Darden School of Business 
  • Anjalii Agarwal, Senior Recruitment Advisor, University of Sydney 
  • Sejal Gandhi, Recruitment Advisor, University of Southampton 
  • Anindita Halder, Senior Recruitment Advisor, University of Ottawa 

In an ever evolving world, international education plays a pivotal role in shaping individuals and fostering a global perspective. Our esteemed panel consisting of Hemant Kumar Das, Principal Advisor – India Initiatives, University of Virginia, Darden School of Business, Anjalii Agarwal, Senior Recruitment Advisor, University of Sydney, Sejal Gandhi, Recruitment Advisor, University of Southampton and Anindita Halder, Senior Recruitment Advisor, University of Ottawa, moderated by Katie Landrey, Partner Success Manager, North America (Service Delivery), Sannam S4 Group, will explore the dynamic landscape of international education. 

Together, they will share their expertise, insights, and personal experiences to shed light on the transformative power of international education. Join us as we explore the trends, opportunities, and challenges in this field, examining how it shapes personal growth, enhances employability, and contributes to the creation of global citizens.

Five Key Takeaways

  • Enhanced Global Perspective: International education broadens horizons and fosters a deeper understanding of global cultures and issues. It equips students with the ability to navigate and contribute to an increasingly interconnected world.
  • Personal Growth and Resilience: The panel emphasised that international education is not just about academics but also personal growth. It challenges individuals to step out of their comfort zones, adapt to new environments, and develop resilience and problem solving skills.
  • Employability and Career Advancement: The discussion underscored how international education significantly enhances employability. Graduates with international exposure are highly sought after by employers for their diverse skill sets, adaptability, and cross cultural communication abilities.
  • Networking and Lifelong Connections: Panellists shared their personal experiences of how international education fosters lifelong friendships and professional networks. These connections prove invaluable in both personal and career aspects, often transcending borders.
  • Global Citizenship and Social Responsibility: The panel emphasised the importance of nurturing global citizens who are not only culturally aware but also socially responsible. International education encourages students to engage with global challenges and become agents of positive change.

Below is the transcript

Katie Landrey

I’m gonna start with quite a big question for the panel. And I will ask each of you briefly in two or three minutes, because it’s a large question to touch on some of the trends that you’ve noticed in your respective regions over the last few years. And I’ll start with you. Hemant. So I’ll pass to you.

Hemant Kumar Das, Principal Advisor – India Initiatives, University of Virginia, Darden School of Business

Thank you, Katie. So I think just a couple of things that I’ve been reflecting on what we’ve heard across the last few sessions yesterday, US, Canada, UK, Australia, the big four in terms of destination markets, right. And we also kind of heard about the source markets.

So the trends that we are seeing in the US, China are beginning to soften a little bit. And this is across all geographies. There are other markets, which will take up the slack, India being one of them. We’re also seeing a lot of traffic coming in from Nigeria. We heard people talking about how Nigeria is going to become even more important going forward. We’ve started seeing some kind of signs that we are actually doing outreach activities in Nigeria to make sure that we are addressing that market. 

Moving on, I think the US apart from getting high quality talent, it has to also protect the access to top quality talent. So if the US wants to continue to be at the cutting edge, it needs to access that talent and that talent is coming in through external markets. 

Just a quick figure. By 2030, there will be a shortage of around 2.5 million STEM jobs in the US. So they need to kind of protect access to that talent. So I think that’s a quick one from the India source market. I think we heard Mr. Coley talk about tier two, tier three, tier four markets. We are seeing a trend where their tier one markets have always been very strong for us. But we are also doing outreach in tier two tier three cities, because we are seeing applications, traffic coming from those markets as well.

Anindita Halder, Senior Recruitment Advisor, University of Ottawa

Hi, Katie. So if we look at the Canada perspective, and of course, I think I would resonate with what Hemant said about China is because China is currently softening and I think India is really taking on a much bigger role. There’s a lot of dependency on India, really sourcing out good talent out there. 

Alongside with that, I would just like to deviate the discussion towards immigration and part time work options, because in Canada, what we’ve really seen trending right now, is how students are given the liberty to really work beyond the 20 hour limit, which I think is definitely, showcasing that Canada as a country is, as traditionally it was, has a labour shortage. And they are looking at the young generation, they’re looking at international students, they’re looking at young people coming into the country. And this has been very recent. Students are allowed to work more than 20 hours if they can balance their core study, and work life. And that is, I think, very revolutionary for Canada.

Sejal Gandhi, Recruitment Advisor, University of Southampton

I think for the UK, it’s quite different in terms of university. So I’ve worked for a modern university. Now I’m working for a Russell Group. So there’s been a lot of difference there. For modern universities, I think in terms of regions, the markets are different. In terms of Russell Group, we have a completely different market set. Even the recruitment strategy is quite different in terms of the fact that for a modern university, it’s not only about the numbers, in fact, it’s not even a numbers game anymore. It’s more about compliance. It’s more about quality. For Russell Group, it’s still a mixed bag. There’s more focus on UG recruitment, of course, now we’re working in different regions. We’re trying to develop the market more. So I think, yeah, there’s a lot of difference. The popular subjects still remain business all across. And I think again, that’s one of the next things that we’re looking to focus on to diversify in terms of subjects and the markets.

Anjalii Agarwal, Senior Recruitment Advisor, University of Sydney

Thank you Katie for the question. And I’m going to say it from the perspective of Australia. 

So when you talk about trends, what we see changing hugely is the interest that Australian universities and institutions and country as a whole, is showing in what India has to offer. And while it may have started with the diminishing interest from Chinese students, it has now taken its own space. Finally, when you talk about trends, as few of the people in the previous panel also outlined, the undergraduate market is going to really, really come forward and take its place. Because students now are more informed than ever. They don’t want to be just counselled on what course, the kind of courses they’re looking at is totally off the bat from the regular engineering or medicine. 

Yes, we do have those. But as far as trends go, it’s off the charts. It’s from music, to psychology, to architecture, you name it, and students are looking at those courses. But if anyone wants to take notice of the trends, they should see that as a country, whether it’s US, Canada, Australia or UK, you have to give the deal to the student who’s going there. If you don’t, probably a repeat referral may not just come to that country or that university.

Katie Landrey

Thank you all so much. I’ve had the privilege to talk to these panellists a few times, though, not in person until this week. And we’ve talked at length about all of the topics we hope to cover today. And so for this next topic, we’re gonna move into some of the challenges that they face in their work with students. And I’d like to start with Anindita, because you’ve brought up some really great points here and our past discussions. But when you think about your direct work with students, what are some of the challenges you’re seeing them face? And how do you think they can overcome those challenges?

Anindita Halder, Senior Recruitment Advisor, University of Ottawa

To be very honest, yesterday really opened up a lot of information. I think we’ve heard from the very best, we’ve got so many different perspectives that I would like to slightly also just focus on the lack of information, I think there’s a lot of importance being placed on STEM programmes. And this is, I think, across all countries, and I think because students are prepared for their first job is something that one of the speakers said yesterday, which is great. They are trained to actually get an education to just get into their first job. And there’s a lot of lack of information as to the amount of career opportunities that are out there. I feel like being able to make this information available, and I am sure that IC3, and there are so many other partners who are really working relentlessly. 

In fact, all of us ICRS everybody’s really putting in a lot of hard work to make information and career options available to students. But this is something that I find is challenging, because there are so many interesting programmes out there. 

Just to give you an example. So the University of Ottawa is located in the capital of Canada. So there’s a lot of scope with programmes like let’s say political sciences, international relations, you have all your embassies there. You have a lot of NGOs out there. There’s definitely a lot of scope for students going into social sciences, but we tend to receive much more focus towards just STEM, I definitely interact with a lot of students that come into me saying that I would want to go for the programme, just telling me a programme that that will get me the best shop just telling me a programme that has the best opportunity. And that’s not the right approach. I think this is one of the biggest challenges that us as a system, or maybe this is what India has inherently is just trying to get, get the best job. 

We are a service oriented country and that’s what we have instilled in our kids. So maybe it’s time to change that narrative.

Katie Landrey

I’ll open it up to our other panellists, if anyone wants to share.

Hemant Kumar Das, Principal Advisor – India Initiatives, University of Virginia, Darden School of Business

I think speaking from a filter of a top business school, I think the challenges for us are, I mean, a lot of students self-select, but the challenges are around kind of funding because it’s an expensive programme, students are thinking about ROI. 

Then the second thing which has come up in recent years is visa processing. How do we make it easier for them? How can the US Consulate make it easier for students to travel and there, they have been doing a brilliant job. Last year, they processed one of the highest number of US visas for Fall students for f1 students. 

The other thing is around outcomes. A lot of students from India when they come into a top programme, they are beginning to think about what’s going to happen next when they get into consulting or investment banking. And one of the things we essentially tell them throughout the process is what’s your why, what’s your purpose? Don’t kind of go towards consulting or in investment banking, just because you think that’s cool. Think about why you want to do that. Why are you getting into a top school like this? Really reflect on that before you kind of come in? So I would kind of say, these are some of the patterns we are seeing.

Anjalii Agarwal, Senior Recruitment Advisor, University of Sydney

Thanks Katie.

As challenges that we face as a university, because we ripped out one of the top ranked universities from Australia, yes, we don’t face that much challenge in terms of people wanting to look at us. But as Hemant pointed out, rightly, why are you getting into the course? Or why do you want to study at the university? The transition from an Indian education system to a foreign education system is a huge challenge which students need to be prepared for. And sometimes they’re not able to transition that well. 

Apart from that, as a country, I think, and at the risk of sounding politically incorrect. I’m an Australian, but yes, I want to put it out there, we need to come together as a country and a whole country to approach India, as a market needs to be more structured, which currently, it’s a bit fragmented, they’re trying to bring it together. But I hope we’ll get our act together a little faster. It’ll only help because it’s a wonderful country to study in, to live in and to be in. 

Anindita Halder, Senior Recruitment Advisor, University of Ottawa

I would just like to quickly add, I’m sorry. 

But I think collectively, as a group, we have a social responsibility. And this really goes out to the counsellors to the ICRS, the agents were sitting out here today is really not handhold the students anymore, I think that’s one of the biggest problems that the student, you know, just while starting or beginning, at the beginning of the journey towards just trying to understand their options for International Education. 

With something as simple as just writing an SOP, I think there’s a lot of hand holding that’s done, there’s a lot of ease that’s been provided to these students. Lots of you know, absolutely hand holding that’s done, I think that needs to change collectively, as an industry, I think agents can probably take a lot of responsibility on that forefront. 

We do know that in north India, it’s a popular practice to actually get the entire setup ready for students when it comes to SOPs or applications. I also know students who probably don’t even know their application number. So it’s very frightening. So if a student is not really aware of why they bought the SOPs, the essays, they’re bound to really fail, and the chain would never really break. 

So I think collectively, it is a social responsibility for us as well, if we want to change the narrative.

Sejal Gandhi, Recruitment Advisor, University of Southampton

I think probably all of what they said. But other than that, also, I feel we face capacity issues, which on one hand, we want the numbers, but then we don’t have the capacity. So I think the moment you try concentrating on quality, you can get a better pool of students, and you probably might not face the issue with capacity. So I think that’s probably one of the biggest challenges that we’re facing now. Also, when students move from traditional subjects, we know business management computing, but the moment they diversify, I think that the popular programmes, of course, will do well. But the moment we diversify, we reach a number of targets, as well as quality.

Katie Landrey

Thank you all. 

I’m going to move on to our next topic, our opportunities, which I know we have a lot to speak about based on past conversations. So I will open this up to all four of you. But in your work and in your respective territories. What are some of the opportunities you’re seeing students identify and what opportunities do you think they find are most important coming out of international education?

Hemant Kumar Das, Principal Advisor – India Initiatives, University of Virginia, Darden School of Business

So again, speaking from a filter of top US business school, I think the possibilities are immense. A lot of Indian students are happy, taking on a lot of debt, and then kind of studying in us and kind of exploring opportunities in the US right. And they go on to have very successful careers and end up in amazing companies. Some of them come back to India as well in the future, in terms of specific opportunities that we are observing. And these are a couple of themes that we picked up yesterday. 

You know, in India, there is such a huge demand. One model doesn’t work. You can have campuses you can have online, you can have digital, you can have hybrid, and students are looking at access to high quality education. Every one won’t have access in terms of resources. Everyone can’t travel to a top school outside of India, they need to be able to access high quality education in India itself. And we keep hearing about the demographic dividend that India is going to enjoy till 2070. That’s brilliant. But you also kind of hear reports of surveys a Bloomberg report came in recently where they said that Indian students saying that their degrees are not as useful as they thought they would be. Right. So there is a gap here. How do we create education, which is not only high quality, but it’s relevant to take advantage of what we heard speakers say about how we’ll be providing the workforce. But are we kind of skilling up the workforce in the right way? 

This is not only India, it’s also overseas, because our students will be going outside and trying to work in different markets, that’s already happening. The other opportunity is executive education, lifelong learning, that’s a key area, which will continue to expand. We have seen in the last few years, even before the pandemic, how tech companies are doing extremely well in this part of the world. A number of unicorns have come up in the last few years, and that will continue to happen. 

So we’ll see universities looking at those possibilities across the world. 

Anindita Halder, Senior Recruitment Advisor, University of Ottawa

Just to add to what Hemant was saying, I think India being a very service oriented country, there’s really a lack of the proper sort of, you know, corporate role, which students probably are able to pick up once they have an international education. So probably, let’s say, in Canada or in the US, they wouldn’t be able to join a company or, you know, with corporate workforce in leadership roles versus if they were here in India, it would be probably more of an outsourced role, or a process based role. So I think that opportunity is immense. The kind of experience and exposure that a student is experiencing in their very early years, right after their education is invaluable. Also, along with that, I think about the kind of alumni network that you create. That’s massive. 

Yesterday, again, I’m sorry, I’m just picking up so many points from all of our sessions from yesterday, I remember, someone said that, once you are in with London Business School, you will be there, you know, with them till you die. So the kind of alumni network that these students can create, and not just in one specific country, but globally. And when they grow up when they’re bigger contributors towards global development, imagine the kind of exposure that they can have, the kind of resources that they would have, they would probably have the tip of the hands through their alumni network, I think that is massive. 

So this is one of the biggest opportunities I feel.

Anjalii Agarwal, Senior Recruitment Advisor, University of Sydney

Okay, so just for Hemant and whatever the points that have been put forward, I think there are two sets here. One, we look at opportunities for students. The other instances, we look at the opportunities for the universities or higher education institutions from outside who are looking at India or the larger market of South Asia. 

When we talked about everyone here yesterday, and today we spoke about transnational education. As someone who comes from my previous experience in an edtech DNA organisation, I understand that the Indian market has heard the word TNE doesn’t understand the whole concept of what TNE is and the benefit that it can bring. Because we as a society, as Indians, are very conservative and we think anything done digitally or via distance education is not valuable enough or does not carry equal value. What needs to be done is organisations like Sannam S4 or organisations which carry that respect and value can work towards creating awareness for tyranny. It is going to ultimately benefit the students because as Hemant said, not everyone can reach the top higher education institution. Forget the top education institutions, everyone can’t reach the top of their class. So what happens to the middle rung? Where do they go? Does it mean they don’t need that education? They should still have access. At the same time. It’s the opportunity for higher education institutions to make use of technology and work towards creating more. We talk about diversity and access a lot at the University of Sydney. So access to the world to understand what it is that you have to offer. So partnering with institutions in countries like India, or the South Asia market would benefit both the institutions and the students. So that’s my take.

Katie Landrey

I appreciate you bringing up TNE. And I know something we talked about yesterday was also campus development in India. And so I’d love to continue that conversation and ask how do you think the development of campuses in India will impact India’s contribution to the international education sector?

Hemant Kumar Das, Principal Advisor – India Initiatives, University of Virginia, Darden School of Business

I mean, just thinking about what Mr. Sanyal was saying yesterday, according to him, brick and mortar universities are dead. And for a minute, I thought, okay, we might as well go home now. But, you know, jokes aside, I think in India, you have, like I said earlier, there’s, there’s a portion at for multiple models, right? campuses have a place. 

For example, I mean, I’m just going to give a quick example of the case study method.We are the only two schools in North America, Harvard, and Darden, which do case study method only. So the lecture, there’s no question of a repetitive lecture, because every time you come into the classroom, it’s a new experience. Students are different, the case study might be different, it cannot be replicated. So there’s a possibility for a brick and mortar kind of campus, there’s an opportunity for you to be in a class and engage with people of different kinds of backgrounds, and have a debate and challenge despite and I would like to think Mr. Sanyal was thinking about YouTube as a metaphor for uni, online and digital. Because it would be really sad if you were sitting across a YouTube channel and trying to learn something. 

We have seen it before. I’ve been in edtech. Before COVID started, we have been exploring online, there are opportunities and challenges and you have to temper that. So I think there’s opportunities there to create an environment where great minds can come together and learn. But given the ambitious targets all of us have in terms of India and the gross enrolment ratios that we are looking at. 

Like some people said yesterday, we can’t build campuses fast enough. So different flavours are different, but I think that model can coexist with others as well.

Anindita Halder, Senior Recruitment Advisor, University of Ottawa

So yesterday, Mr. Chakravorty started with his opening comment that I wanted to pay for my tuition. But my college did not take any money from me. So Indian education is very affordable, cheap. But in such a scenario, quality becomes a question. So I think with the entry of international universities, that is going to be healthy competition. And local universities would be, I would be happy if they are forced to, bring up their quality of education and offerings, I think that is definitely going to create some sort of butterfly effect. 

That is something that I feel is very interesting. And also, India being such a large nation now that we’re 1.4 billion with so many young individuals, I don’t think that there would be a major shift of demand or supply or movement of students going abroad. I think India as a whole has a lot to offer. So this will just be another way, a source where students would explore. 

So basically saying, student, if campuses do come to India, it would not really affect the students wanting to get an international exposure, I would rather predict that students who already are looking for quality education here in India would just have more options. 

Overall, uplifting the educational system altogether, and with the advent of NEP, I think in the next 10 years, there will be interesting things happening in education and we’d be nice to it.

Sejal Gandhi, Recruitment Advisor, University of Southampton

I think I pretty much agree with a lot of what Hemant and Anindita said that I don’t think that students going out of India would really change. I think it’s probably going to widen the pool. And a lot of students who might not have been able to afford going to the UK might still have access to quality education. 

Also the fact that India might become a viable option for students from other countries who might not be able to go to the UK but might want a top quality education, they might want to come to India. So I think that’s another opportunity that we’ve opened ourselves up to.

Anjalii Agarwal, Senior Recruitment Advisor, University of Sydney

While pretty much everything has been covered by the three panellists, I think for the benefit of all the higher education institution representatives from outside, who are listening to all this very eagerly, what needs to be examined is how the government of India is pushing the whole strategy of bringing knowledge back, and then being the Knowledge Center of the World again, much as we were, during historical times. 

But what needs to be done, again, is examine how the institute that is planning to either set up a base here or a brick and mortar building here. What is it that they want to derive? Are they going to make it a centre where everyone from the regional Asian countries can come and study the same quality of education that they look for in a university from say, UK, Canada, US or Australia? Apart from this, how is it? Is the strategy only on numbers? Or is the strategy on expansion? Is the strategy on diversity in other markets? So it’s going to be a very tricky question. And they have to balance their scales. But yes, at the Indian government’s front, they’re pushing it, they’re creating zones for it. 

What needs to be understood is that the government needs to keep a plan where this continues and doesn’t, is not a stop gap, or for some time kind of arrangement. So it’s, personally from my university where we have to wait and watch, we’re going to wait and see how it goes, and then take a call. So, but there’s a lot that goes on behind this.

Katie Landrey

Thank you so much. And I’m sure you can tell by their wonderful insight. So far, many of our panellists have personal ties, and experiences in international education themselves. And so Angela, I’d actually like to start with you for this next question. But given your personal ties to international education, how would you describe the importance of becoming a global citizen through international education?

Anjalii Agarwal, Senior Recruitment Advisor, University of Sydney

I’m biassed. And rightly so I belong to both, both the countries that I work in, and I work for so and my daughter is studying at University of Sydney as well. 

So when we talk about being global citizens, this is something I’ve spoken to students in my roles as a counsellor, or in ed tech, or as an agent, as well. We have to be very honest, the kind of exposure that students get here in India, even while they’re in college is very, very limited. When you go and start your education outside, it is such a vast difference from how a student lives their life in India. And I talked to students, when they asked me, what are the job prospects when I go to Australia after I complete my degree, I say, when you’re getting an education from a world ranked institution, you should not look at just that country being the place where you seek a job. You’re gaining experience with your peers, with your friends in the class, who come from maybe 100 different nationalities and how life is and how work is in those nationalities makes such a huge impact. 

You learn just by talking, just by observing and not just by travelling to the country, the depth of experience, the interactions, the fact that you have to be on your own, and live life without the protection of family and parents around you. The fact that you get to interact with economies, the fact that you get to interact with organisations, which work with that university or institution that you’re studying at. It’s such a huge impact on becoming a global citizen. I’ve seen so many students who have studied in Germany that I’ve sent and they work in China and they work in Switzerland and the world becomes your place your horizon expands.

Sejal Gandhi, Recruitment Advisor, University of Southampton

I think yeah, as I completely agree. When a student goes out to study, they become independent, they start, they are on their own. So a lot of them have to change a lot of things about themselves. Again, because they interact with people from different walks of life. I think, unknowingly sometimes these things just seep into you. You start changing your outlook towards things, and I think that really, really helps later on in life.

Hemant Kumar Das, Principal Advisor – India Initiatives, University of Virginia, Darden School of Business

Okay, taking a step back, I mean, as Indian managers and leaders we are hardwired to handle ambiguity and uncertainty very well and we are able to adapt very quickly. And you see that reflected in some of the leaders across the world of tech companies. They’re all of Indian origin who have kind of studied abroad and then taken on leadership positions across the world. And you also see a lot of academy Dean’s and senior faculty from Indian origin kind of at different schools and universities. Now, you know, so the possibility is like in terms of global citizenships any businesses global now, so you need to have those skills to be able to operate in any market outside. 

Just a quick one,  India is one of the largest or third largest startup ecosystems in the world. Second fastest growing these startups are models that will replicate in different markets as well, what we are doing in terms of FinTech is unparalleled, other companies in other countries will start looking at that. So you will have more Indian managers who are going to be or Indian leaders operating out of different markets, and they are this education, this exposure to a very diverse set of people working in multi geographies, multi demographic kind of teams becomes very critical. 

So I think this education, this exposure really helps them operate at that level, and contribute to any kind of environment they work in. And one quick last comment, for example, when students come in, we say that we are teaching you, giving you the skills so that you can operate anywhere in the world. If you were asked to set up a company or think of a market entry strategy for Africa, or Asia or Latin America for your brand or your business, you should be able to do that.

Anindita Halder, Senior Recruitment Advisor, University of Ottawa

Also, social representation, I think the students that do study abroad are ambassadors for India. And a lot has changed when it comes to countries and how they look at India right now. And it is definitely because of our students because of all the globalisation that’s happening, of all the movements around, just a quick example of what international education can really do. And I would like to make an example of somebody sitting in the audience, Mr. Sohail Wallah, with whom I had the pleasure to work for multiple years, went to a US university, Troy University, I think 30/35 years ago as an international student. And today he is the Vice Chancellor of that university. And I think there is, and he’s sitting right there.

So, I think, as a public university, though, this is remarkable of what international education, if done right, can do if, if globalised, if the opportunities that you actually get are massive, it’s just if there has to be done, right. 

You can’t really lock yourself up with your own community. You need to explore other communities as well. You have to open up, you can’t go to the US and live in a mini Gujarat, you live in Punjab, when you’re in Canada, you have to explore, you have to go around. And it’s just going to get better.

Hemant Kumar Das, Principal Advisor – India Initiatives, University of Virginia, Darden School of Business

Just wanted to quickly add the element around demographic dividend. And someone kind of made that comment yesterday that Indian workforces Indian people from India will be a big part of the workforces across the world, because populations in different countries are aging, declining even. And you will need a high quality kind of work force. So that also is an advantage for us. And we are thinking about how we make them global citizens so that they can work in Europe, Latin America, North America, Asia, India, wherever.

Katie Landrey

Thank you all. I think I hear some music playing. So I will start to wrap us up. 

But thank you all for sharing your insights. And I feel so lucky that we were able to have a group of panellists come together that represents so many regions that we do work in here at Acumen. 

So thank you all and I’d like to invite all of you to put your hands together and thank our panellists for sharing those.

About the Acumen Global Gateway Summit: India

The Acumen Global Gateway Summit, held at the renowned JW Marriott hotel in New Delhi, marked a milestone in the Acumen@15 celebrations. This exclusive invite-only event brought together the Acumen Global Team, distinguished guests, government officials, and experts. Client partners convened to discuss international higher education, exchange innovative ideas, and shape a vision for expanding access to higher education. The summit fostered collaboration, inspiration, and knowledge dissemination among higher education professionals. With its unique setting and thoughtful discussions, the event offered an exceptional platform for networking and setting the course for a future of inclusive and transformative higher education.

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