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Education Reform

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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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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IIM Sambalpur Unveils New Undergraduate Programmes in Public Policy and AI to Shape Future Leaders

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In a strategic move aligned with the National Education Policy (NEP) 2020, the Indian Institute of Management (IIM) Sambalpur has launched two groundbreaking undergraduate programmes: Bachelor of Science in Management and Public Policy and Bachelor of Science in Data Science and Artificial Intelligence. These four-year, fully residential programmes are designed to nurture future-ready professionals with a blend of analytical, ethical, and leadership skills. The BSc in Management and Public Policy targets students interested in driving grassroots change, with a curriculum that emphasizes sustainability, ESG (Environmental, Social, and Governance) principles, and community-led development. The programme aspires to bridge the gap between policy formulation and real-world impact. Admissions to this course will be facilitated through the Common University Entrance Test (CUET). Meanwhile, the BSc in Data Science and Artificial Intelligence, developed in collaboration with industry stakeholders, aims to boost India’s digital transformation journey and enhance global competitiveness. It focuses on cultivating ethical AI use, advanced data analytics, and innovation-driven problem-solving. Entry into this programme will be via JEE Main scores. Highlighting the institution’s progressive approach, the courses are structured with multiple entry and exit options—students can earn a certificate after one year, a diploma after two, a degree after three, and an honors degree upon completing the fourth year. This flexibility is intended to support diverse learner pathways in line with NEP 2020 goals. IIM Sambalpur Director, Prof. Mahadeo Jaiswal, expressed pride in the launch, calling it a “pioneering step” in cultivating responsible, entrepreneurial leaders. “These programmes are not only about acquiring academic knowledge; they’re about building leaders equipped with a global outlook and the compassion to address societal challenges,” he noted. The launch event also featured a roundtable discussion on the theme: ‘Global Capability Centres (GCCs) as Engines of Innovation for Global Enterprises’. The dialogue spotlighted the emerging role of GCCs as strategic, innovation-led units rather than cost-effective back-offices. Bramhanand Jha, Vice President at the National eGovernance Division (MeitY), served as the chief guest. He emphasized the transformative role of GCCs in shaping future-ready, tech-enabled enterprises that drive global business strategies. Keynote speakers included Lt. Col. Piyush Shukla, Director of JEE at the National Testing Agency (NTA), and Rajesh Kumar, Director of CUET at NTA. Both underlined the significance of evolving India’s education assessment systems to support innovation, inclusivity, and talent discovery aligned with the country’s Atmanirbhar Bharat vision. “The education landscape in India is being reshaped to identify talent capable of thriving in dynamic, innovation-driven environments like GCCs,” said Shukla. Kumar added that initiatives like CUET are vital to democratizing access to quality higher education and preparing students for leadership in a global digital economy. The launch concluded with insightful panel discussions featuring academic and industry experts on “Transforming Operations through GCCs: The Digital Shift from Cost Efficiency to Strategic Value” and “Aligning Talent Upskilling with Policy Innovation for Sustainable GCC Growth.” With this initiative, IIM Sambalpur reaffirms its commitment to fostering responsible, innovation-driven leadership that is attuned to the evolving demands of both national and global landscapes. Admissions for both UG programmes will begin in June 2025, with classes set to commence in September 2025. Source: Indian Express Photo Credit: IIM Sambalpur    

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Odisha University (Amendment) Act, 2024 Enters Into Force, Promising Major Higher Education Reforms

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The Odisha University (Amendment) Act, 2024 officially came into effect across the state on April 12, following the assent of Governor Dr. Haribabu Kambhampati. The Act, passed in the Odisha Assembly on April 2 after thorough deliberations, marks a turning point in the state’s higher education landscape. Odisha’s Minister of Higher Education, Suryabanshi Suraj, hailed the Act as a “new dawn” for universities in the state. He highlighted its potential to address long-standing issues, ensure academic autonomy, and uplift educational standards across institutions. One of the most significant changes introduced is the decentralization of faculty recruitment. Universities will now form their own expert committees to handle hiring, moving away from reliance on the Odisha Public Service Commission (OPSC). This is expected to expedite the process and ensure subject-specific teacher appointments. The process of appointing Vice-Chancellors has also been revised. A three-member committee of renowned educationists will now oversee selections, with the eligible age extended to 70 years—enabling experienced leaders to helm academic institutions. Additionally, the Act revives the university Senate, a crucial advisory body comprising 68 members representing faculty, students, staff, and experts. Each university must hold at least two Senate meetings annually, fostering inclusive governance. To further strengthen the system, the government plans to improve the teacher-student ratio, introduce distance learning across all universities, and boost the Gross Enrollment Ratio (GER). For financial oversight, each university will establish Finance and Construction Committees. All financial activities will be audited by the Comptroller and Auditor General of India, with reports presented to the Odisha Legislative Assembly. The Odisha University (Amendment) Act, 2024 is expected to transform the educational ecosystem, making it more autonomous, efficient, and inclusive. Source: TOI

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61.6% of India’s Schools Follow Three-Language Policy; Gujarat & Punjab Lead, TN & Arunachal Lag

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The Union Education Ministry has revealed that 61.6% of schools in India follow the three-language formula, covering 74.7% of students nationwide. Gujarat and Punjab lead in implementation, while Arunachal Pradesh, Nagaland, and Tamil Nadu rank among the lowest. The data, presented in Parliament on Monday in response to DMK MP Kanimozhi Karunanidhi’s query, highlights the ongoing conflict between Tamil Nadu and the Centre over the National Education Policy (NEP) 2020. Tamil Nadu’s DMK-led government opposes the three-language policy, calling it a move toward “Hindi imposition.” Key Insights from the Report: Schools Offering Three Languages: 906,225 (61.6%) Schools Offering Two Languages: 416,601 (28.3%) Schools Offering One Language: 149,065 (10.1%) Students Studying Three Languages: 185.3M (74.7%) Students Studying Two Languages: 41.6M Students Studying One Language: 21M Union Minister of State Jayant Chaudhary emphasized that no language would be imposed on any state, and flexibility would be provided to choose languages. However, analysis shows that Hindi-speaking states predominantly offer Sanskrit as the third language, while non-Hindi states often include Hindi. Meanwhile, private schools are increasingly offering foreign languages due to rising demand. The debate over language education remains heated, particularly in states like Tamil Nadu, where linguistic identity plays a central role in politics. The data highlights the diverse linguistic landscape of India’s education system and the ongoing policy challenges in balancing national and regional priorities.

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Trump Advisers Consider Plan to Dismantle the Education Department

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The Trump administration is reportedly weighing executive actions to dismantle the U.S. Department of Education, a move aligned with broader efforts by billionaire Elon Musk and other allies to reduce the federal government’s size and influence. According to sources familiar with the matter, administration officials are exploring the possibility of shutting down functions of the agency that are not explicitly mandated by law or redistributing key responsibilities to other federal departments. Potential Executive Order and Legislative Proposal Officials have discussed an executive order that would eliminate certain operations within the department while simultaneously directing the administration to develop a legislative proposal to fully abolish the agency. While no final decision has been made, the debate within Trump’s inner circle revolves around the extent of the department’s dismantling and the ideal timing for such a move. This consideration aligns with long-standing Republican efforts to reduce federal oversight in education and return greater control to state and local governments. Conservatives have often criticized the Department of Education, arguing that it adds bureaucratic inefficiencies and interferes with decisions that should be handled at the state level. Impact on Education Policy and Federal Oversight If the executive order moves forward, it could fundamentally alter the federal government’s role in education, shifting responsibilities such as student loan management, federal education funding, and enforcement of civil rights protections to other agencies or state governments. Some experts warn that such a move could create disruptions in school funding, particularly for disadvantaged students who rely on federal programs. Critics argue that abolishing or significantly reducing the department’s role could weaken protections for marginalized student groups and diminish federal oversight in areas such as special education, Title IX compliance, and school safety regulations. However, supporters believe it would cut bureaucratic red tape and empower local communities to make education decisions tailored to their needs. A Political and Strategic Decision The debate over dismantling the Education Department is not new. Trump and other conservatives, including former President Ronald Reagan, have previously expressed support for eliminating the agency. However, such a drastic move would likely face significant legal and political challenges, particularly in Congress. The discussions are part of a larger strategy by some in Trump’s orbit to reduce the federal workforce and shift more responsibilities to the states. Musk, a vocal advocate for government downsizing, has publicly criticized the Education Department and similar federal agencies, arguing that they stifle innovation and economic growth. Source: wsj

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Himachal CM Sukhu Announces Rs. 1000 for Girl Students, Focuses on Education Reform on Balika Diwas

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Dharamshala, January 25: Marking the occasion of Balika Diwas, Himachal Pradesh Chief Minister Sukhvinder Singh Sukhu visited the Government Girls Senior Secondary School in Dharamshala and announced a financial incentive of Rs. 1000 for each of the 351 girl students enrolled at the school. The move underscores the state government’s commitment to empowering girls and enhancing the education system. Addressing the students, CM Sukhu shared his personal experience as a government school student and acknowledged the confidence gap often faced by students from such institutions. He assured that the government is working diligently to bridge this gap, promising that no child in the state would be deprived of quality education. He also announced that the government has taken several measures, including filling vacant teaching posts, promoting deputy directors to address long-pending issues, and organizing exposure visits for both teachers and students. Furthermore, 50 meritorious students will soon be sent abroad as part of an initiative to motivate young minds and broaden their perspectives. Education Minister Rohit Thakur reiterated the government’s dedication to improving education quality across the state. Other dignitaries, including Agriculture Minister Professor Chander Kumar, AYUSH Minister Yadvinder Goma, and Secretary Education Rakesh Kanwar, were present during the event. The Chief Minister also visited the Government Senior Secondary School (Boys) in Dharamshala to review available facilities and address the needs of the students. This initiative reflects the state’s mission to empower young girls and reform the education sector, fostering an environment of growth and opportunity for future generations. Source: ANI

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Arvind Kejriwal Launches The Delhi Model: A Blueprint of AAP’s Governance Philosophy

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Arvind Kejriwal, former Chief Minister of Delhi, unveiled a book titled The Delhi Model, which highlights the transformative governance strategies implemented by the Aam Aadmi Party (AAP). Kejriwal described the book as a testament to AAP’s innovative approach to politics and governance, emphasizing its role in addressing fundamental issues affecting ordinary citizens. A Vision for Transformation The book, authored by AAP member Jasmine Shah, combines data, narratives, and policy insights to explore the systemic reforms introduced under the AAP government. Kejriwal underscored that the book embodies both the Delhi governance model and AAP’s political ideology of Vyavastha Parivartan (systemic transformation). Tackling Everyday Challenges Kejriwal stressed the party’s focus on solving basic problems, ensuring access to: Quality education for children Affordable healthcare Relief during inflationary pressures Free electricity and water for households He highlighted how the government prioritized public welfare over privatization narratives. Criticizing earlier proposals for school privatization, he alleged that such plans were part of a broader land scam, targeting the prime locations of government schools for commercial use. Redefining Political Norms Kejriwal also addressed the AAP’s candidate selection process, noting that the party moved away from caste- and religion-based considerations. Instead, they focused on candidates’ performance and ability to deliver results, marking a shift in political dynamics. Author’s Perspective Expressing excitement about his first book, Jasmine Shah reflected on its significance: “This is a very special occasion: the launch of my first book. After writing just one, I can tell you — you need a really good reason to write a book.” Shah emphasized that the book serves as a reflection of the AAP’s governance philosophy and its mission to address critical issues affecting Delhi’s citizens. Education Reform and Land Use The book delves into broader discussions around education reform, particularly the potential misuse of land allocated for government schools. Kejriwal pointed out concerns over replacing schools with commercial structures, highlighting the party’s commitment to improving public education instead of privatizing it. A Governance Guide and Ideological Manifesto The Delhi Model stands as both an exploration of AAP’s governance initiatives and a reflection of its political ideology. Through the book, Kejriwal and Shah aim to offer insights into how AAP addressed fundamental issues, presenting a framework for governance that prioritizes the needs of citizens above all else. Source: oneindia Photo Credit: oneindia

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Centre Urges Four States to Implement RTE, Reserve 25% Seats in Private Unaided Schools

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The Centre has urged state governments to enforce the Right to Education (RTE) Act, which mandates reserving 25% of seats in private unaided schools for children from economically weaker sections. Minister of State for Education Jayant Chaudhary informed the Rajya Sabha that states like Punjab, Kerala, Telangana, and West Bengal have not yet implemented this provision. During the Question Hour, Education Minister Dharmendra Pradhan emphasized that education, being a concurrent subject, requires joint efforts from both the Centre and states to ensure school education up to class 12 for all children. He noted that while there is nearly 100% enrollment in class 1 due to collective efforts, the number of students decreases in higher classes, which depends on the proactive measures taken by state governments. Pradhan highlighted that the RTE Act, along with the National Education Policy (NEP), aims to ensure inclusive education for all children until class 12. He acknowledged the previous government for framing the RTE, which includes a significant provision for reserving 25% of seats for underprivileged kids. He appealed to the non-compliant states to implement this provision to achieve universal education. AAP’s Vikramjit Singh Sahney inquired about the number of children covered under RTE and the government’s actions to regulate higher education fees. Chaudhary responded that the RTE, passed in 2009, prioritizes inclusive education for children from poor families and has provisions for reintegrating those who missed formal education. He noted that the Punjab government, under AAP, cited a sufficient number of government schools as a reason for not implementing the 25% quota. Sahney also raised concerns about the high cost of education from kindergarten to postgraduate levels. Chaudhary pointed out that while education is a concurrent subject, states have a significant role in fee regulation. He mentioned that several states have formulated policies to regulate fees and that investments in education have increased, with the Centre’s budget for education doubling over the last decade. AAP’s Swati Maliwal highlighted the exploitation by private schools forcing parents to buy expensive uniforms and books. Pradhan reiterated that education is primarily a state subject, and state governments should take stringent actions against such profiteering, with the Centre’s support.

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Manipur Introduces Grading System for Class 10 Board Exams, Bihar Board Class 12 Results Expected Soon

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The Manipur government has announced the implementation of a grading system for the class 10 board examination starting from this year. According to Joint Secretary Elangbam Sonia of the Education Department, students will now be evaluated based on a grading system for the high school leaving certificate examination (class 10). The new system aims to reduce stress among students by eliminating divisions or ranks, with only pass/fail status indicated on the documents. Under the new grading system, students will receive grades such as A1 for scores ranging from 91 to 100, A2 for scores between 81 to 90, and E1 for marks from 21 to 30, denoted as fail along with E2. The government emphasized the importance of reducing competition-related stress among students while promoting a conducive learning environment. Approximately 37,715 students, including 18,628 female students, are expected to appear for the matriculation examination, scheduled from March 15 to April 8 across 154 examination centers. BSEB Likely to Release Bihar Board Class 12 Results in March Meanwhile, the Bihar School Examinations Board (BSEB) is anticipated to unveil the results of the Bihar Board Class 12 Exams 2024 soon. While an official announcement is pending, historical trends suggest that the results are typically released within 50 days of the exams. Therefore, students can expect the results to be announced sometime in the second or third week of March 2024. Students eagerly awaiting their Bihar Intermediate Results 2024 can access them online via the official BSEB website at biharboardonline.biihar.gov.in once they are published. With these developments, both Manipur and Bihar are taking steps to streamline their examination systems and provide students with fair and transparent evaluation methods.  

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