Tag: planet

  • EaseMyTrip enters sector with almost 50% stake in Planet Education

    EaseMyTrip enters sector with almost 50% stake in Planet Education

    As part of its diversification drive, the travel platform has formed a strategic alliance with Planet Education to forge its path into international study tourism. 

    According to an exchange filing by EaseMyTrip last year, the company acquired its stake in the study-abroad organisation by purchasing shares from existing shareholders through the issuance of fully paid-up equity shares of EaseMyTrip worth INR 39.20 crore (approximately £3.5 million).

    While EaseMyTrip, a publicly listed company on India’s National Stock Exchange (NSE) and Bombay Stock Exchange (BSE), will provide Planet Education with access to its customer base and technological capabilities, the travel platform is expected to gain from Planet Education’s 25 years of experience in the international education sector, including expertise in counselling, university placements, and visa assistance.

    Leveraging Planet Education’s expertise, we aim to simplify the process of visas and documentation for students, making it hassle-free
    Nishant Pitti, EaseMyTrip

    “Every year, lakhs of students pursue higher education in countries like the USA, Canada, the UK, Australia, Singapore, New Zealand, and Ireland. Our acquisition in Planet Education is a strategic step to enter the burgeoning international study tourism, allowing us to offer a seamless, end-to-end experience that integrates both education and travel services for our customers,” said Nishant Pitti, CEO & co-founder, EaseMyTrip.

    “Leveraging Planet Education’s expertise, we aim to simplify the process of visas and documentation for students, making it hassle-free. We see immense potential in Planet Education’s model and are excited to combine our tech-driven capabilities with their expertise to create enhanced value for our valued customers.”

    “[The] proposed alliance would be a perfect synergy for expansion and growth of businesses of both the entities whereby wide network of Planet Education in form of its presence across the country and EaseMyTrip’s presence through its online platform for travel and tourism will be facilitating each other’s line of business and thereby achieving growth in the businesses,” stated Sanket Shah, founder, Planet Education. 

    Meanwhile, Planet Education founder Sanket Shah said the partnership marked “a perfect synergy for expansion” and the growth of both businesses.

    While this marks the first investment by an Indian travel platform in an international education provider, several travel companies over the years have introduced services aimed at India’s growing outbound student population, which is expected to reach 2.5 million by 2030.

    Just last year, BookMyForex, a subsidiary of another leading travel platform MakeMyTrip, launched a promotional campaign offering cashback on forex cards and tuition fee transfers for students planning to study abroad.

    Moreover, in 2023, MakeMyTrip rolled out a series of student-focused collaborations, teaming up with airlines to provide additional baggage allowances and special fares, with banks to extend exclusive credit card discounts on bookings, and with travel accessory brands to offer concessions.

    “We are delighted that this integrated offering will lead to economy and convenience for the student cohort travelling abroad, especially to destinations such as the USA, Canada, Europe, the United Kingdom, Australia, and New Zealand,” stated Saujanya Shrivastava, COO, Flights, Holidays, and Gulf Cooperation Council, MakeMyTrip.

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  • Higher Education Inquirer : Caring for the Planet: Walk More, Buy Less

    Higher Education Inquirer : Caring for the Planet: Walk More, Buy Less

    In a world of climate crisis, student debt, and endless consumption, there’s a quiet revolution available to young people: walk more, buy less. It sounds simple—because it is—but the impact can be profound.

    Most college students and recent grads don’t need to be reminded about environmental collapse. You’ve grown up amid wildfires, extreme weather, and warnings about rising seas. But while corporations and billionaires pump out pollution and plastic, you’re often told that the burden to fix things falls on your shoulders. You recycle. You switch off lights. You carry a tote bag. Still, it doesn’t feel like enough.

    That’s because systemic change is slow and hard. But two actions—walking and not shopping—have the power to disrupt entire systems of waste and exploitation.

    Walking Is a Radical Act

    In car-dominated societies like the U.S., walking is often dismissed as inconvenient or inefficient. But for those who can safely walk, it is an act of environmental resistance. Cars consume fossil fuels, require destructive mining for materials, and spew emissions into the air. Even electric vehicles rely on rare earth metals, large batteries, and energy grids that still burn coal and gas.

    Every mile you walk instead of drive avoids carbon pollution. Every pair of shoes worn out instead of tires is a win. Walking also builds local awareness. You notice what’s happening on your streets—who’s struggling, who’s thriving, which spaces are neglected, and where nature is still hanging on. You become part of your community rather than just passing through it.

    Walking saves money, improves health, and takes power away from oil companies and car-dependent infrastructure. That’s not just healthy—it’s revolutionary.

    Buying Less: Anti-Consumerism as Climate Action

    You’ve probably heard the phrase “vote with your wallet.” But what if not spending is the more powerful vote?

    Our entire economy is built around constant consumption. Fast fashion, tech upgrades, cheap furniture, endless online shopping—this isn’t just bad for your bank account. It’s bad for the planet. Every product you buy took raw materials, labor (often exploited), and energy to produce, ship, and store. The less we consume, the less destruction we support.

    Here’s the thing: corporations want you to feel like you’re missing out if you don’t buy the newest thing. Social media and marketing are built to trigger that FOMO. But refusing to participate—living simply, creatively, and consciously—is one of the boldest stands you can take.

    You don’t have to live like a monk. But delaying gratification, fixing what you already own, swapping clothes with friends, using the library, and just sitting with your discomfort instead of numbing it with shopping—these are environmental acts. They’re also acts of freedom.

    Why This Matters for Students and Grads

    As a young person, you’re probably juggling rent, school loans, gig jobs, and anxiety about the future. You may feel powerless. But walking and cutting back on shopping are low-cost, high-impact moves. They don’t require wealth. They don’t require perfection. They’re daily choices that build awareness and build community.

    By walking and refusing overconsumption, you model an alternative future—one not built on endless growth, but on balance, care, and intentional living.

    These small acts won’t fix everything. But they will help you live in closer alignment with your values. And they send a clear message: We’re not buying the lies anymore.

    Final Thought

    Caring for the environment isn’t about being perfect. It’s about shifting culture. It’s about resisting a system that treats the Earth—and our lives—as disposable.

    So walk when you can. Buy less than you think you need. Look around. Notice what matters. And know that in these small acts, you’re part of something bigger.

    Your steps count. Your refusal counts. Your care counts.

    Higher Education Inquirer is committed to radical truth-telling and student advocacy in an era of climate chaos and corporate capture.

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  • Whose job is saving the planet anyway?

    Whose job is saving the planet anyway?

    The climate crisis is accelerating uncontrollably with consequences already being seen across the globe, and an increasingly worrying picture emerging for future generations.

    As the professionals of these generations emerge, shouldn’t we equip them with the knowledge and skills to be able to combat the worst of the impacts and steer the planet to a more sustainable future?

    Equipping and empowering these generations is crucial – and so embedding climate and sustainability education into higher education curricula is an urgent priority.

    But who should be taking the lead in this shift – government, PSRBs (Professional Standards and Regulatory Bodies), or providers?

    Each stakeholder has an obvious role to play, yet neither our government, nor regulatory bodies or institutions as collectives, are taking the lead.

    Is the question of responsibility far from straightforward, or simply being shied away from?

    The government?

    All four governments have a vested interest in ensuring that graduates are prepared to address the challenges of climate change. But with a legally binding commitment to Net Zero by 2050, government must diversify its methods in reaching a sustainable future.

    However, current strategies like the Department for Education’s Sustainability and Climate Change Strategy primarily target primary and secondary schools, leaving higher education institutions without clear, enforceable directives.

    A legal requirement for embedding climate and sustainability education would prevent reliance on individual universities’ goodwill. Instead, regardless of discipline or institution, all students would be empowered to face the effects of climate change.

    A mandate should not exist in isolation – it should come with a commitment to increase funding in this area. As universities become poorer, their reliance on tuition fees and high Research Excellence Framework ratings becomes ever more important.

    Through a rollout of funding-linked incentives, such as tying research grants to sustainability criteria, universities would be encouraged further to prioritise meaningful and effective integration.

    If the government is serious about its Net Zero commitments, it must recognise that climate education is not an optional add-on but a fundamental component of teaching and learning across all sectors.

    Without proactive intervention, be that through legislation or financial incentive, the next generation of professionals will be unprepared for the challenges ahead. In its pursuit of carbon neutrality, the government must recognise the requirement to give the UK workforce meaningful education and training. The likelihood of reaching an ambitious goal is dramatically increased if everyone knows just how they can contribute towards it.

    PSRBSs?

    Those that regulate disciplines and the education of professions are well-placed to ensure consistency in sustainability education within professional disciplines and have the knowledge to effectively mandate academics to integrate relevant, employable attributes into programmes.

    Positive examples of progress are already being observed – in February 2024, several key officials from PRSBs attended a consultation with St George’s House focusing on the integration of sustainability into professional education and standards.

    Amongst other points around the importance of youth voice, cocreation, and a need for wider systemic change, it was agreed amongst participants that sustainability and climate education must be integrated into internal policies, training programs, and professional standards.

    The PRSBs committed to engage further with the Professional Bodies Climate Action Charter and utilise review cycles to embed sustainability into benchmark standards.

    But without a legislative mandate the window for a lack of regulatory coherence swings wide open.

    The General Medical Council, for example, began integrating similar initiatives in 2019. They have been at the forefront for a while yet others continue to lag behind. It’s not only our doctors that require this crucial education – everyone has a part to play, and all students deserve parity of education and experience.

    Regardless of industry or interest, every PSRB needs to commit collectively to meaningful integration.

    For bodies whose purpose is to ensure programmes provide the knowledge, skills, and professional standards required for entry into a given profession, it is clear why climate and sustainability education should be a key part of their criteria.

    As industries transform in their response to the climate emergency, they are becoming evermore complex. Soon, environmental challenges, business practise, and regulatory adherence will be so embedded into industries that they will be unavoidable.

    If PSRBs aren’t ensuring programmes cater to this shift, then are they remaining truly fit for purpose?

    Universities?

    Higher education is at the forefront of innovation. Ranks of incredible academic staff give them capacity to integrate cutting-edge research across their curricula.

    These institutions also offer a unique flexibility in that, unlike broad guidelines, they are able to evolve and adapt programmes quickly to reflect the latest developments of sustainability practise and climate change.

    Falmouth University has developed an incredible approach through its Falmouth Curriculum Ladder (FCL). The FCL is an evidence-informed strategy that enables academics to reform their teaching, redesign course handbooks – educating academics; providing a clear and transparent framework; and continuously reviewing practise make the approach’s three key principles.

    Its consultative approach has been central to the initiative’s success and has ensured climate and sustainability education is not only academically rigorous, but also relevant and engaging.

    However, institutional autonomy means that universities can operate in a fragmented landscape whereby some embed climate and sustainability education meaningfully and others see the term as a tick in a box, even if they claim to do otherwise (see term “Greenwashing”).

    Lancaster University recently embarked on a “Curriculum Transformation Programme” whereby innovation and sustainability is one of four foundational principles. This is promising prima facie, but a simple skim through their education framework exposes a tokenistic nature whereby environmental sustainability has been shoehorned into a small corner within a smaller alcove.

    Without expert support, and robust processes for the effective scrutiny of provision, programme teams risk giving little meaningful thought to the evolving climate emergency.

    Without incentives from elsewhere, universities are allowed to do this scot-free. This is wholly unimpactful and further adds to a lack of parity across UK-wide student experience.

    The empowerment of whole generations cannot come from a handful of well-intentioned institutions. So, similar to the landscape for PSRBs, universities must work together to collectively commit to effective, meaningful embedment to ensure widely impactful change.

    A collaborative approach

    Unsurprisingly then, a collaborative approach is key. Government, regulators, and universities all have distinct yet interconnected roles to play in shaping humanity’s next move.

    The government should be moving the climate emergency up its agenda, and in doing so should mandate universities to integrate climate and sustainability education across all disciplines, ensuring at least a consistent standard of meaningful embedment across the sector.

    PRSBs should embed climate competencies into professional standards with the implementation of such measures being adaptable to the unique needs of different industries.

    Greater collaboration and knowledge sharing between regulators and universities would facilitate a more seamless integration of climate and sustainability education into teaching and professional development. This would also allow universities to retain their academic freedom of which often sprites fantastically innovative initiatives.

    Ultimately, it is only ever going to be through a wholly collaborative and coordinated approach that the next generations can be equipped to navigate and tackle climate change.

    Urgency demands action, and a joint commitment to systemic change is key to ensuring the professionals of tomorrow are ready to tackle the challenges that we are already facing today.

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