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CBSE Mandates First Board Exam for Class 10; Introduces Optional Second Attempt in Select Subjects

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Starting from the academic year 2026, the Central Board of Secondary Education (CBSE) will implement a dual-board exam system for Class 10 students, with the first exam being mandatory for all. The second exam will serve as an optional chance for students to improve their scores, but only in up to three subjects from science, mathematics, social science, and the two language papers. Previously, CBSE allowed students to reappear for improvement in just two subjects. Under the new framework, that number increases to three, offering more flexibility while still maintaining academic discipline. CBSE Chairman Rahul Singh explained that making the first exam compulsory and restricting the second exam to three subjects is meant to encourage students to treat the initial attempt seriously. He emphasized that the second exam is not an alternative, but an “additional opportunity” for enhancement. If a student skips three or more subjects in the first round, they will not be eligible for the second attempt and will have to reappear the following year under the ‘essential repeat’ category. However, exceptions will be made for students in winter-affected regions like Ladakh, parts of Arunachal Pradesh, Sikkim, and Himachal Pradesh. These students can opt to appear only for the second set of exams, as heavy snowfall may hinder participation in the February session. The timeline for the two exams is as follows: the first board exam will be conducted from mid-February, with results declared in April. Based on their performance, students can choose to take the second exam in May, and the best scores from either attempt will be considered final. The second round results are expected by June 30, a shift from the earlier system where improvement results were released in August. Students who fail to clear the first exam will be able to appear in the second round as ‘compartment’ candidates. This two-exam system may eventually be extended to Class 12 as well, with similar timelines to ensure college admission deadlines are met. Earlier this year, CBSE had released a draft proposal for this policy and sought public opinion. According to Singh, 64% of students expressed support for the new format. Notably, the initial draft had not made the first exam compulsory or set a cap on the number of subjects for the second attempt — both key changes in the final version. Source: Indian Express

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Govt Forms Panel to Probe Coaching Dependency and Fairness of Entrance Exams

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The Ministry of Education has constituted a nine-member committee to investigate the growing dependence of students on coaching centres, the phenomenon of ‘dummy schools,’ and the integrity and fairness of competitive entrance exams like JEE and NEET, officials confirmed. Chaired by Higher Education Secretary Vineet Joshi, the committee will delve into systemic shortcomings within the school education framework that push students towards coaching hubs. The panel will examine the limited emphasis on critical thinking, analytical reasoning, innovation, and conceptual understanding in traditional schooling — factors that fuel rote learning and, in turn, coaching culture. One major concern to be addressed is the rise of ‘dummy schools’ — institutions where students enroll merely for board exam eligibility while devoting their full attention to intensive coaching. These setups allow aspirants to bypass classroom learning altogether, focusing solely on entrance exam preparation. Many also exploit state domicile criteria through such enrollments to gain regional admission advantages, such as eligibility for the Delhi state quota in medical colleges. “The committee will study how dummy schools undermine formal education and promote exclusive dependence on coaching. It will recommend ways to address this growing issue,” a senior ministry official said. The panel will also scrutinize the current model of entrance exams to assess their fairness and relevance in the context of mainstream schooling. It will investigate whether the absence of formative assessments and a weak focus on concept clarity in school systems are inadvertently supporting the proliferation of coaching institutes. Another key focus area is the imbalance between the rising demand for quality higher education and the limited seats available in top institutions — a gap that often drives students toward costly and stressful coaching environments. The panel’s mandate also includes evaluating students’ and parents’ awareness of diverse career opportunities beyond elite engineering and medical colleges. It aims to assess the status of career counselling mechanisms in schools and recommend strategies to enhance career guidance systems nationwide. Alongside Vineet Joshi, the committee comprises the CBSE chairperson, joint secretaries from the school and higher education ministries, representatives from IIT Madras, IIT Kanpur, NIT Trichy, NCERT, and principals from Kendriya Vidyalaya, Navodaya Vidyalaya, and a private school. This initiative follows increasing concerns over the coaching industry’s practices, including rising student suicides, fire hazards, inadequate infrastructure, and questionable teaching methods. The government hopes the panel’s findings will lead to more balanced, student-centric reforms in education and examination systems. Source: PTI

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Delhi Govt Expands Vocational Education: Skill-Based Courses Introduced in 257 More Schools

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In a significant push towards integrating vocational training into mainstream education, the Delhi government has approved the rollout of skill-based subjects in 257 additional government schools starting this academic session, as per a circular issued by the Directorate of Education on May 23. These skill subjects fall under the Samagra Shiksha initiative and aim to equip students in Classes 9 and 11 with hands-on learning and industry-relevant skills alongside their regular curriculum. Each school can enroll up to 50 students per subject, encouraging broader participation in career-oriented learning. To guide students in making informed decisions, schools have been asked to conduct counselling sessions detailing the benefits and future prospects associated with these vocational courses. Notably, students entering Class 11 can opt for a skill subject even if they haven’t studied it in the earlier grades, thanks to the policy’s flexible multi-entry and multi-exit structure. However, participation in these skill subjects remains optional, not mandatory. Schools can offer these courses as additional learning avenues without making them compulsory for all students. As per CBSE norms, schools do not require separate permissions to introduce new vocational subjects. They simply need to update the necessary information on the CBSE portal. The National Skills Qualifications Framework (NSQF) subjects being offered include practical disciplines such as Information Technology, Retail, Healthcare, and Beauty & Wellness—all designed to boost employability and prepare students for real-world careers. Source: PTI (Image: AI generated)    

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CBSE Urges Schools to Launch ‘Sugar Boards’ to Curb Rising Sugar Consumption Among Students

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In a proactive step toward safeguarding students’ health, the Central Board of Secondary Education (CBSE) has issued a directive to all affiliated schools, calling for the establishment of “sugar boards” to help monitor and reduce sugar intake among children. Highlighting a concerning surge in Type 2 diabetes cases among school-aged children—a condition historically associated with adults—the board has emphasized the link between the trend and high levels of sugar consumption. The prevalence of sugary drinks, snacks, and processed foods within and around school premises has been identified as a key contributor to this growing health issue. According to the CBSE, excessive sugar consumption is not only associated with diabetes but also increases the risk of obesity, tooth decay, and metabolic disorders. These health challenges can further impact a child’s academic performance and overall development. Studies show that children between the ages of 4 and 10 consume around 13% of their daily calories from sugar, while those aged 11 to 18 average around 15%—both far above the World Health Organization’s recommended limit of 5%. Acting on recommendations from the National Commission for Protection of Child Rights (NCPCR), CBSE has advised schools to create informative displays titled “sugar boards.” These boards should clearly outline healthy sugar limits, the sugar content in popular processed and junk foods, the health risks linked to high sugar intake, and suggestions for healthier dietary alternatives. The goal is to empower students to make more informed food choices and foster healthier long-term eating habits. In addition, schools are encouraged to host awareness programs, seminars, and workshops focused on sugar education. Institutions have been asked to document these initiatives and upload brief reports with supporting photographs by July 15. This initiative is part of a broader effort to create healthier school environments and raise awareness about nutrition among students, educators, and parents alike. Source: PTI    

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Hello Kids Pre School Chains Achieves Significant Milestone as It Opens Its 1,000th Centre in India

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To Further Strengthen It foothold, Aiming 2,000 Centres by 2028 New Delhi, 1st March, 2025: Hello Kids, India’s 1st no-royalty model and one of the largest preschool chains, has achieved a significant milestone by reaching 1,000 centres across India and Bangladesh. With an aggressive expansion plan, the brand now aims to reach 2,000 centres in the next three years and provide early child education to more than 100,000 students by Year 2028. The Pre School chain that is currently predominant in the southern cities of Bangalore and Hyderabad is soon set to spread itself across the northern and western parts of India to popular across major cities further strengthen its foothold in the preschool segment. Founded in Year 2005 by Pritam Kumar Agrawal, Hello Kids has grown from a single preschool in Bangalore to a robust network of over 1000+ preschools across south India and Bangladesh. The journey has been one of perseverance, innovation, and passion towards educating children during their formative years. Hailing from a small village, Agrawal overcame the challenges of establishing a preschool and went about learning the nuances that build a credible preschool including single handedly managing daily operations and personally driving school vans. His dedication and efforts got further impetus when his wife, Sunita Jain, a software engineer, joined the venture post which there was no looking back for the husband – wife team. Leveraging the power of franchising, Hello Kids became one of the most sought after brands for parents to send their tiny tots. Agrawal had over the years pioneered and established India’s first no-royalty model preschool chain, ensuring sustainable growth without compromising on the quality of education. “From humble beginnings to becoming a household name in early childhood education, Hello Kids has always focused on making preschools affordable while providing the best learning environment for young minds. Our goal is to reach 2,000 centres by 2028 while staying committed to excellence in early learning,” said Pritam Kumar Agrawal, Founder & Director, Hello Kids. The brand Hello Kids soon got noticed for its consistent performance in early child education and got several recognitions including India’s Most Respected Childhood Education Brand 2022-23 by Education World and was also conferred as the Leading Preschool Chain by Elets World Education Summit’ 2022. Over the years, Hello Kids has consistently been recognized for innovation in preschool pedagogy, early childhood curriculum excellence, and its commitment to early childhood education. “At Hello Kids, we believe in nurturing young minds with innovative learning experiences. Our goal has always been to make high-quality preschool education accessible to every child. As we expand further, we remain committed to providing a safe, engaging, and stimulating environment for early learners, ensuring they build a strong foundation for the future,” added Sunita Jain, Director & CEO, Hello Kids. One of the key ingredients behind the popularity of Hello Kids is its ability to equip its franchise partners with the tools and training that are relevant and vital for effective delivery of early child education. The company conducts comprehensive training sessions covering curriculum, pedagogy, marketing strategies, social media engagement, admission handling, and parent counseling. The academic training sessions emphasize innovative teaching methods, including phonics, Montessori techniques, STEM education, and social behaviour development; areas that are vital for the early years’ development of a growing child. Hello Kids’ curriculum aligns with the New Education Policy (NEP) 2020, integrating digital learning tools like Virtual Reality kits, digital slates, and talking pens to enhance the student learning experience. With a child-friendly, hygienic environment, CCTV-monitored classrooms, and experienced educators, the brand ensures a safe and enriching atmosphere for young learners. As Hello Kids continues its journey of innovation and excellence, it remains committed to shaping the future of early childhood education in India and beyond. For more information, visit www.hellokids.co.in. Disclaimer: This report is generated from PR/ PRO services. ‘ArdorComm Media’ holds no responsibility for its content.

Hello Kids Pre School Chains Achieves Significant Milestone as It Opens Its 1,000th Centre in India Read More »

CBSE Issues Show-Cause Notices to 29 Schools for Bye-Law Violations

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The Central Board of Secondary Education (CBSE) has issued show-cause notices to 29 schools across India for violating its affiliation bye-laws. Following surprise inspections in December, the board uncovered enrolment irregularities and non-compliance with academic and infrastructural standards in these institutions. The violations included enrolling students beyond their actual attendance records and endorsing non-attending enrolments. CBSE has taken a stern view of these breaches, mandating all 29 schools to respond within 30 days, with each institution provided a detailed inspection report. Eighteen of the identified schools are based in Delhi, three in Uttar Pradesh, and two each in Karnataka, Bihar, Gujarat, and Chhattisgarh. Delhi Schools: Hope Hall Foundation School, Sector VII, RK Puram Jagriti Public School, Ratiya Marg, Sangam Vihar Oxford Public School, Opp. Block-4, Nehru Nagar J N International School, Jagdama Colony, Vill. Aali Nav Gian Deep Public School, Vijaya Enclave, Palam Road S D Memorial Vidya Mandir, Mahavir Enclave, Dwarka Navyug Convent School, Sainik Enclave-2, Jharoda C R Oasis Convent School, Najafgarh New Krishna Model Public School, Rawata Central Academy International School, Sector 10, Dwarka Deen Bandhu Public School Brahma Shakti Public School Indraprastha Convent School Richmondd Global School Glorious Public School Aakash International School Holy International School Holy World School, Arjun Park, Ishwar Colony, Najafgarh Karnataka Schools: Sri Chaitanya Techno School, Bengaluru Narayana Olympiad School, Bengaluru Uttar Pradesh Schools: Raj English School, Shivpurava, Varanasi Happy Model School, Kurahuan 323, Chittupur, Varanasi St. K C Memorial English School, Naveda Jalhupur Bihar Schools: Satyam International, Boriya Gaurichak, Patna Eklavya Educational Complex, Palanga, Patna Gujarat Schools: Nirman High School, Vastrapur, Dashkroi, Ahmedabad The New Tulip International School, Bopal, Ahmedabad Chhattisgarh Schools: Modern Educational Academy, Bilaspur Intelligent Public School, Bilaspur CBSE’s action underscores its commitment to ensuring strict adherence to its regulations for maintaining quality education. Schools found in violation are expected to address the highlighted issues and comply with the board’s standards promptly. Source: Hindustan Times Photo Credit: Hindustan Times

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ICAI and CBSE Partner to Revolutionize Skill-Based Accounting Education

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The Institute of Chartered Accountants of India (ICAI) has joined hands with the Central Board of Secondary Education (CBSE) to introduce specialized skill-based courses aimed at bridging the gap between academic knowledge and industry requirements. This landmark partnership, formalized through a Memorandum of Understanding (MoU), seeks to revolutionize commerce education across CBSE-affiliated schools in India. The initiative focuses on developing skills aligned with the Banking, Financial Services, and Insurance (BFSI) sector, ensuring that students are equipped with industry-relevant knowledge. ICAI President CA. Ranjeet Kumar Agarwal emphasized the importance of the collaboration, stating, “This partnership is a significant step in enhancing the skill development ecosystem. By aligning commerce education with professional requirements, we aim to open new career avenues for students in accountancy and finance.” Key features of the collaboration include: Awareness Programs: ICAI and CBSE will organize sessions for school principals, teachers, and management teams to promote commerce-based skill courses. Teacher Training: CBSE will conduct capacity-building initiatives to equip educators with the skills needed to teach specialized courses effectively. Content Development: ICAI will contribute expertise in syllabus design, study materials, and training modules while offering career guidance resources. Enrichment Activities: Joint workshops, training sessions, and student awareness campaigns will highlight career opportunities in the BFSI sector and accountancy. This initiative underscores the shared commitment of ICAI and CBSE to enhance employability and prepare students for future challenges. By integrating skill-based learning with traditional education, the partnership aims to create a robust foundation for students aspiring to excel in commerce-related professions. The MoU is expected to set a precedent for innovative educational practices and provide students with a competitive edge in the global job market.

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CBSE Revokes Affiliation for 21 Schools, Downgrades 6 in Surprise Inspections in Delhi and Rajasthan

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The Central Board of Secondary Education (CBSE) has disaffiliated 21 schools and downgraded 6 others across Delhi and Rajasthan following surprise inspections conducted on September 3, 2024. These inspections aimed to ensure compliance with the Board’s Affiliation and Examination Bye-Laws, specifically addressing mandatory attendance requirements. CBSE’s actions target the issue of “dummy” or non-attending admissions, which compromise the quality of education and student growth. During the inspections, several schools were found in violation of these standards, resulting in Show Cause Notices. Schools had 30 days to respond to the Board’s concerns, but following a review of responses and video evidence, CBSE decided to take disciplinary action. Key Actions Taken: Disaffiliation: 21 schools lost CBSE affiliation due to high numbers of non-attending students in classes IX-XII. Downgrading: 6 schools were downgraded from Senior Secondary to Secondary level. CBSE reiterated its commitment to quality education and a zero-tolerance stance against dummy enrollments. This initiative emphasizes lawful educational practices and encourages all affiliated institutions to uphold these values. Schools Losing Affiliation Include: Khemo Devi Public School (Delhi) The Vivekanand School (Delhi) Sant Gyaneshwar Model School (Delhi) Prince Uch Madhyamik Vidyalaya (Sikar, Rajasthan) Lord Buddha Public School (Kota, Rajasthan) Downgraded Schools Include: Adarsh Jain Dharmic Shiksha Sadan (Delhi) B.S. International School (Delhi) Bharat Mata Saraswati Bal Mandir (Delhi) These measures by CBSE underscore its commitment to uphold educational integrity and maintain rigorous standards across affiliated schools. Source: ABP Live Photo Credit: ABP Live

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CBSE to Open Sub-Regional Office in Tripura to Strengthen Educational Support and Address Performance Concerns

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The Central Board of Secondary Education (CBSE) has announced plans to establish a sub-regional office in Agartala. This decision follows public concern and debate surrounding the poor performance of state-run schools affiliated with CBSE in recent board examinations, a pressing issue that has prompted both state authorities and education stakeholders to seek effective solutions. The Tripura government has committed to allocating suitable land for the CBSE office, which will eventually provide a more accessible support system for schools in the state. For the time being, the sub-regional office will operate temporarily from the premises of Ramakrishna Mission Vidyalaya, according to Abhijit Samajpati, Officer on Special Duty (OSD) in the Education Department. The Rise of CBSE in Tripura’s Education System Following the Bharatiya Janata Party’s (BJP) electoral victory in Tripura in 2018, the state government initiated an ambitious plan to improve the educational standards in the state by converting 125 state-run schools into Vidyajyoti Schools, where English became the medium of instruction under the CBSE’s curriculum. This marked a major shift, as these schools previously taught in Bengali and were affiliated with the Tripura Board of Secondary Education (TBSE). The decision aimed to give students greater access to a national-level curriculum and open doors for future educational and career opportunities. However, the transition has not been without its challenges. The latest board examination results indicate that only 61% of students from these schools cleared the CBSE Class 10 examinations, while 59% passed the Class 12 exams. This performance has sparked criticism, with opposition leaders alleging that students who were educated in Bengali until Class 8 found it difficult to adapt to the English-medium CBSE curriculum in higher classes, resulting in lower performance. Aims of the New CBSE Sub-Regional Office The establishment of the sub-regional office in Agartala is expected to provide direct support to CBSE-affiliated schools across Tripura. The office will offer services aimed at ensuring smooth operational support, better administrative assistance, and quicker responses to school and student needs. Specifically, the office will handle a range of services including admission guidance, student record updates, exam centre coordination, and mark sheet corrections. The new office will also play a role in grievance redressal, helping address concerns from both students and educators. One of the primary focuses of the CBSE office will be to facilitate teacher training programs and ensure that educators are well-equipped to support students in the CBSE curriculum. These initiatives are intended to bridge learning gaps and assist teachers in adapting to the demands of an English-medium, CBSE-based educational model. Samajpati emphasized the importance of collaboration between the CBSE office and state education bodies, saying, “The office will work closely with regional educational institutions and state education boards to ensure a supportive environment for examinations and student development activities. This initiative will foster a stronger educational ecosystem, thereby expanding learning opportunities for students throughout the state.” Addressing Community Concerns and Challenges The shift from Bengali to an English-medium curriculum has been a subject of considerable debate, with parents and opposition parties voicing concerns over the pace and implications of such a transition. The opposition has argued that many students who were educated in Bengali up to Class 8 were suddenly required to undertake board exams in English, a move they allege has “played with the future of thousands of students.” In response, state education officials have underscored the value of the English-medium curriculum, explaining that this alignment with the CBSE syllabus prepares students for more competitive national exams and widens their career prospects. The presence of a CBSE office in Tripura is expected to address the challenges that students and educators have faced in adapting to this new system. Looking Forward The establishment of the CBSE sub-regional office in Agartala is seen as a positive step toward creating a more inclusive and supportive environment for students in Tripura. By providing resources directly within the state, the CBSE aims to ensure that both students and educators have access to the necessary support and guidance. Source: Business Standard Photo Credit: Business Standard  

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CBSE Warns Schools After AI Finds Huge Gap Between Theory and Practical Marks Among 50% of Student Results

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The Central Board of Secondary Education (CBSE) has discovered a significant discrepancy between theory and practical marks in certain subjects for 50% or more students in around 500 CBSE-affiliated schools. This finding emerged from the analysis of last year’s results using advanced artificial intelligence (AI) tools. The AI analysis revealed the need for meticulous assessment during practical examinations in schools. As a result, the CBSE has issued an advisory to these schools, urging them to review and enhance their internal assessment procedures. “The aim is to implement a more robust, transparent, and reliable mechanism to ensure that the assessment process is realistic and adds substantial value to the students’ academic journey,” the CBSE advisory stated. This advisory emphasizes the importance of fairness and accuracy in practical examinations, aiming to improve the overall quality of education in CBSE-affiliated institutions.  

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