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NEP 2020

ArdorComm Digital Bharat Education Conclave 2026 held on 21st August 2026 in New Delhi

/ Blogs

The ArdorComm Digital Bharat Education Conclave 2026, organised by ArdorComm Media Group, brought together leading educators, academicians, policymakers, government dignitaries, EdTech innovators, startups and industry experts to deliberate on the future of India’s education ecosystem in the age of artificial intelligence, digital transformation and emerging skills. Held under the theme “Digital Bharat 2030: Powering Education Ecosystem through AI, Skill & Innovation,” the conclave provided a platform for education leaders from across the country to exchange ideas, share successful practices and explore how technology and innovation can accelerate the transformation of Indian education. The event featured 5+ engaging panel discussions and 60+ speakers, with participation from leaders representing school education, higher education, government, EdTech, startups and the broader education ecosystem. With 150+ school education leaders and 150+ higher education leaders in attendance, the conclave created meaningful conversations around the opportunities and challenges shaping the next decade of learning. Reimagining Education for Digital Bharat 2030 The discussions at the conclave highlighted how India’s education system is moving beyond conventional technology adoption towards a more intelligent, personalised and outcome-driven ecosystem. Artificial Intelligence emerged as one of the central themes across conversations, with speakers examining its potential to transform teaching, learning, assessment, student engagement and institutional decision-making. At the same time, participants emphasised that technological advancement must be accompanied by responsible implementation, transparency, inclusivity and strong digital literacy. The conclave also explored the importance of developing future-ready skills as education increasingly intersects with rapidly evolving industry requirements. From employability and career readiness to curriculum transformation, the discussions underscored the need for stronger collaboration between educational institutions, policymakers and industry. Industry Leaders and Keynote Speakers The summit commenced with an inspiring Inaugural Session centered around the theme “Digital Bharat 2030: Powering Education Ecosystem through AI, Skill & Innovation.” The session featured a warm Welcome Address by Kumar Chandan Anand, Founder, CEO & Group Editor, ArdorComm Media Group, followed by insights from Guest of Honour Prof. Anil D. Sahasrabudhe, Chairman, National Educational Technology Forum (NETF) and National Board of Accreditation (NBA). The session also featured Guest Speakers Kunwar Shekhar Vijendra, Co-founder & Chancellor, Shobhit University and Chairman, ASSOCHAM National Council on Education, and Dr. S. K. Rathor, Founder, Chairman & MD, Sanfort Group of Schools, who shared their perspectives on the evolving education landscape and the role of technology, skills and innovation in shaping a future-ready India. The first panel discussion focused on “NEP2020 for Viksit Bharat: The Blueprint Aligning Policy, Process & Innovation for National Growth,” bringing together education leaders to deliberate on the implementation of NEP 2020 and its role in shaping a future-ready education ecosystem. The session was moderated by Dr. Sujeet Eric Masih, Principal, Apeejay School, Saket, New Delhi. The panel featured Prof. Basuthkar Jagadeeshwar Rao, Pro Chancellor & Vice-Chancellor, SGT University, Gurugram; Prof. (Dr.) Ajay Rana, Director General, AMITY University, Greater Noida, Uttar Pradesh; Tijay Gupta, Co-founder & COO, Bachpan & AHPS Group of Schools; Prof. Ankur Gill, Director of Operations, Swami Vivekanand Group of Institutions, Chandigarh; Mary Mahendri, Principal, GEMS Millennium School, Gurugram, Haryana; and Tripti Tiwari, Principal, Lawrence Academy, Gulaothi, Bulandshahr. The second panel discussion explored “Building Future-Ready Schools: From Smart Campuses to Intelligent Education Ecosystem,” bringing together school education leaders to discuss how technology, innovation and intelligent infrastructure can transform learning environments and prepare schools for the future. The session was moderated by Amol Arora, MD, Shemrock & Shemford Group of Schools. The panel featured Manish Rastogi, Group CEO & Director, Zee Learn Limited; Abhishek Rathor, COO, Sanfort Group of Schools; Bindu Sangwan, Founder Principal, The Gurukulam School, Jaipur; and Neha Singh, Director, St. Kabir’s School & Siddharth International School, Hisar. The third panel discussion focused on “Reshaping HEIs Beyond Degrees: Reimagining Employability, Skills & Career Readiness in the AI Age,” bringing together eminent higher education leaders to explore how institutions can move beyond traditional degrees and equip learners with the skills, competencies and adaptability required for an evolving world of work. The session was moderated by Dr. Amit Gupta, Chairman, Jagannath International Management School (JIMS), New Delhi. The panel featured Dr. Picheswar Gadde, Chancellor, Lingaya’s Vidyapeeth (Deemed to be University), Faridabad; Prof. (Dr.) Tankeshwar Kumar, Vice Chancellor, Central University of Haryana, Mahendergarh; Vinita Rohera, Managing Trustee, Gandhinagar University, Gandhinagar; Prof. (Dr.) VR Raghuveer, Vice-Chancellor, SRM University Delhi-NCR, Sonepat; and Prof. Buta Singh Sidhu, Vice Chancellor, Shobhit University, Gangoh. The fourth panel discussion addressed “Responsible AI for Student Enrollment: Balancing Innovation, Transparency and Trust in Higher Education,” examining how artificial intelligence can transform student enrollment and engagement while ensuring transparency, accountability and trust across higher education. The session was moderated by Abhay Gupta, Founder & Chairman, Luxury Connect Business School, Gurugram. The panel featured Prof. (Dr.) Shalya Raj, CEO, Swami Vivekanand Subharti University, Meerut; Dr. R. D. Patidar, Vice Chancellor, O. P. Jindal University, Raigarh; Siddhartth Singh, Director – Sales, Meritto; Dr. Manoj Manuja, Vice Chancellor, Geeta University, Panipat; and Prof. (Dr.) Arun Garg, Vice Chancellor, MVN University, Palwal. The fifth panel discussion focused on “Digital Divide Challenge: Ensuring Inclusive, Accessible & Equitable Education for Every Learner,” bringing together higher education leaders to examine the challenges of unequal access to digital infrastructure, technology and quality learning opportunities. The session was moderated by Prof. (Dr.) Satish Chander Sharma, Pro Vice Chancellor, Babu Banarasi Das University, Lucknow. The panel featured Prof. (Dr.) P.N. Hrisheekesha, Vice Chancellor, Dr. K. N. Modi University, Ghaziabad; Dr. Manju Gupta, Vice Chancellor, Glocal University, Saharanpur; Dr. Parma Nand, Vice Chancellor, Sharda University, Agra; Prof. (Dr.) Jayanand, Pro Vice Chancellor, Shobhit University, Meerut; and Prof. (Dr.) Pankaj Kumar Mishra, Pro Vice Chancellor, IIMT University, Greater Noida. The summit concluded with a thoughtful Valedictory Session, featuring Special Guest Dr. Anup Kumar Rajput, Department of Elementary Education, NCERT, Ministry of Education, Government of India. The session reflected on the key insights and discussions from across the conclave, highlighting the collective vision for a more inclusive, innovative and future-ready education ecosystem. The event concluded with a Thank You Note by Kumar Chandan Anand, Founder, CEO & Group Editor,

ArdorComm Digital Bharat Education Conclave 2026 held on 21st August 2026 in New Delhi Read More »

8.7 Crore Young Indians Were Out of Education, Work or Training in 2021: NITI Aayog

/ Education Community

Around 8.7 crore Indians aged between 15 and 29 were not engaged in education, employment or training in 2021, according to NITI Aayog’s report, Reimagining Skilling for Viksit Bharat@2047. The findings highlight a significant gap in India’s transition from education to employment and skill development. Based on data from the 78th round of the National Sample Survey, the report categorises these young people as NEET — those who are not in education, employment or training, including those who are unemployed. NITI Aayog has called for affordable and subsidised training, financial assistance and stronger links between skilling programmes, local employment opportunities, self-employment and emerging industries. The report also flagged a weak connection between formal education and the job market. It found that only 8.25 per cent of graduates are employed in positions that match their qualifications. According to the think tank, insufficient practical exposure and limited industry-oriented training are major factors affecting employability. Young people from economically weaker families face additional barriers, as many cannot afford private tuition or paid skill courses alongside college expenses. After graduation, some accept low-paying jobs simply for income stability, while others remain outside the workforce and education system. To address this gap, NITI Aayog has recommended bringing skilling deeper into mainstream school education. It proposed introducing General Employability and Entrepreneurship Skills for students from Classes 6 to 12, while introducing specialised vocational pathways, called Kaushal Tracks, from Class 9. These tracks would allow students to acquire skills aligned with local and national employment demand. However, the report noted that vocational education remains limited across schools. Fewer than one in 12 secondary schools currently offer vocational subjects, despite provisions under the National Education Policy (NEP) 2020 and the National Curriculum Framework to integrate vocational education and employability skills from Class 6 onwards. For Classes 10 and 12, the think tank has recommended incorporating vocational subjects into the board examination subject structure with equal weightage. It also proposed allowing state boards to adopt the revised framework for certification and retaining General Employability and Entrepreneurship Skills as a separate subject for Classes 11 and 12. NITI Aayog has also called for changes in higher education, recommending a move away from generic degrees towards applied and industry-relevant specialisations. Greater integration of apprenticeships, work-based learning and earn-while-you-learn programmes has also been suggested to help students gain practical experience. The report identified apprenticeships as a crucial but underdeveloped bridge between education and employment. Although government initiatives such as the National Apprenticeship Promotion Scheme and National Apprenticeship Training Scheme have expanded opportunities, participation remains uneven. NITI Aayog has proposed incentives for MSMEs to create more apprenticeship positions and a unified platform where young people can access credible opportunities. The skilling strategy should also focus on sectors expected to generate future employment, including green industries and electric vehicles. At the same time, workers in declining sectors would need opportunities for reskilling and transition into new occupations. NITI Aayog said more than 7.67 crore people have received training since 2014-15, while the Union Budget 2025-26 allocated around Rs 34,000 crore for skilling-related expenditure across various Central ministries. However, the report stressed that higher training numbers and spending alone may not resolve the problem unless skilling is tied more closely to measurable employment outcomes. Source: Indian Express  

8.7 Crore Young Indians Were Out of Education, Work or Training in 2021: NITI Aayog Read More »

Delhi Schools Revise Class 9 Rules, Make Vocational Education and Third Language Mandatory

/ Education Community

Delhi schools will implement a revised academic and assessment framework for Class 9 from the 2026-27 academic session, introducing mandatory vocational education and a third language while offering students optional advanced examinations in Mathematics and Science. According to a circular issued by the Directorate of Education, Class 9 students will have six core subjects: Language-1, Language-2, Mathematics, Science, Social Science and Vocational Education, or Kaushal Vikas. Performance in these subjects will determine students’ eligibility for promotion to Class 10. Vocational Education has been added as a compulsory subject to provide students with early exposure to practical skills, skill development and employability-oriented learning. The revised framework also makes a third language, designated as R3, compulsory for Class 9. Students will continue with the three-language combination they studied in Class 8 and select one of these as their R3 language. The subject will be assessed at the school level and will be treated as a qualifying requirement, with the marksheet recording students as either ‘qualified’ or ‘not qualified’. Students who fail to qualify in R3 can still be promoted to Class 10 if they meet the remaining promotion requirements. However, they will have to clear the Class 9 third-language assessment while studying in Class 10 and must qualify before appearing for the Class 10 Board examination. Advanced Mathematics and Science Options The new system will provide Class 9 students with the option of taking advanced-level examinations in Mathematics and Science. While all students will appear for the common examinations based on the prescribed syllabus, those interested in studying beyond the standard curriculum can opt for Mathematics Advanced, Science Advanced or both. The advanced examinations will carry 25 marks and have a duration of one hour. They will focus primarily on higher-order thinking skills. Scores from these examinations will not be considered for promotion or included in the overall aggregate. Students who score at least 50 per cent in an advanced examination will have the achievement mentioned on their marksheet. The Directorate has also discontinued the Basic and Standard Mathematics examination structure for Class 9 from 2026-27. The existing system will continue for Class 10 students during the 2026-27 academic year. AI and Computational Thinking to Become Mandatory The revised curriculum also makes Individuals in Society, Art Education, and Physical Education and Well-Being compulsory curricular areas, with assessment conducted at the school level. Computational Thinking and Artificial Intelligence (CT & AI) will initially be introduced through structured modules across schools during 2026-27. The subject is scheduled to become compulsory from the 2027-28 academic session. New Promotion Criteria Under the revised rules, students will need to secure at least 33 per cent separately in internal assessment/practical and external assessment in each of the six core subjects. They will also need to score a minimum of 25 per cent in the annual examination to qualify for promotion. The Directorate will continue to allow grace marks and compartment examinations. Students who fail in up to three of the six core subjects can appear for compartment examinations. Those who do not meet the requirements for either promotion or a compartment examination will be classified as ‘Essential Repeat’ and will have to repeat Class 9. The changes are aimed at bringing Delhi’s school education system in line with the National Education Policy (NEP) 2020 and the National Curriculum Framework for School Education 2023, with greater emphasis on competency-based education, vocational skills, multidisciplinary learning and emerging technologies. Source: PTI

Delhi Schools Revise Class 9 Rules, Make Vocational Education and Third Language Mandatory Read More »

NCERT Faces 1,596 Vacancies as CBSE Reports 44% Staff Shortage: Parliamentary Panel

/ Education Community

The National Council of Educational Research and Training (NCERT) is facing a significant staff shortage, with more than half of its sanctioned positions lying vacant, while the Central Board of Secondary Education (CBSE) has 44 per cent of its posts unfilled, according to a parliamentary committee report. The findings were highlighted in the Tenth Report (Eighteenth Lok Sabha) of the Committee on Estimates for 2026-27, which reviewed budget and policy aspects of affordable and quality education, including the functioning of CBSE. The report was presented in the Lok Sabha on Wednesday. The panel noted that NCERT has a critical role in shaping India’s school education system and supporting the implementation of the National Education Policy (NEP) 2020. The organisation has developed the National Curriculum Framework for Foundational Stage (NCFFS) and the National Curriculum Framework for School Education (NCFSE), besides working on new syllabi and textbooks aligned with these frameworks. However, the committee raised concerns over the scale of vacancies within NCERT. As of October 2025, NCERT had 2,844 sanctioned posts across its various branches, of which only 1,248 were occupied. This left 1,596 positions vacant. The vacancies included 145 academic posts, 131 school teaching positions, 916 ministerial posts and 404 ancillary positions. The committee called for urgent intervention by the Education Ministry, stressing that NCERT’s role as a national-level institution makes adequate staffing essential for the effective functioning of the country’s education system. The panel also highlighted what it described as a major shortage of permanent employees at CBSE. Of the board’s 2,117 sanctioned positions, 933 remained vacant, accounting for around 44 per cent of the total strength. Group C support staff accounted for the largest share of vacancies, with 595 posts unfilled. The committee expressed concern that CBSE’s dependence on temporary and contractual workers could affect the effective management of its operations, particularly sensitive examination-related responsibilities. The panel recommended that CBSE reduce its reliance on temporary personnel for critical examination work and undertake fast-track recruitment to fill vacant posts within a defined timeframe. It warned that the shortage of permanent staff could pose risks to the safety, quality and smooth conduct of major national-level examinations. The report also pointed out that CBSE is a self-financed autonomous organisation and does not receive grant-in-aid from the Ministry of Education. Meanwhile, CBSE’s expanding network has significantly increased the demands on its administrative infrastructure. The number of schools affiliated with the board rose from 3,787 in 1992-93 to 31,234 in 2024-25, as of October 8, 2025. The board currently functions through 25 regional offices and five sub-regional offices. The committee also noted the growing student base, with more than 17 lakh students appearing for Class 12 and over 23.8 lakh students enrolled in Class 10 in 2025. The panel’s observations underline the need to strengthen staffing and administrative capacity at both NCERT and CBSE as India’s school education ecosystem continues to expand. Source: PTI

NCERT Faces 1,596 Vacancies as CBSE Reports 44% Staff Shortage: Parliamentary Panel Read More »

Indian Institutions in QS Rankings Rise from 11 to 52 Since NIRF Launch: Centre

/ Education Community

India’s presence in global higher education rankings has expanded significantly over the past decade, with the number of Indian institutions featured in the QS World University Rankings rising from 11 in 2015 to 52 in the 2027 edition, the Centre informed the Lok Sabha on Monday. The government linked the growth to efforts to strengthen the quality, competitiveness and global visibility of Indian higher education institutions following the launch of the National Institutional Ranking Framework (NIRF) in 2015. NIRF was introduced to assess and rank higher education institutions across the country. Its evaluation framework covers teaching, learning and resources; research and professional practices; graduation outcomes; outreach and inclusivity; and peer perception. NIRF participation more than doubles The government response also highlighted a substantial rise in participation in the national ranking exercise. The number of applications submitted to NIRF increased from 6,272 in 2021 to 14,163 in 2025. Over the same period, the number of unique institutions participating in NIRF grew from 4,030 to 7,692, reflecting wider participation across India’s higher education sector. More Indian institutions make gains in QS rankings The QS World University Rankings 2027 indicate that India’s progress is increasingly extending beyond the country’s traditional IIT-led group of institutions. Of the 52 Indian institutions included in the latest rankings, 26 improved their positions, while nine retained their previous ranks. Another 15 institutions saw their rankings decline, while two institutions made their debut in the global rankings. Eighteen Indian institutions recorded their highest-ever QS positions, with 13 of them coming from outside the IIT system. Among the leading Indian institutions, IIT Delhi moved up five places to rank 118th globally, equalling the highest position ever attained by an Indian institution. IIT Bombay, which had reached the same position in the 2026 edition, slipped five places to 134th. IIT Madras improved to 170th, while IIT Kharagpur climbed to 205th. IISc Bengaluru was placed at 221st. Several non-IIT institutions recorded particularly notable gains. Shoolini University moved up 51 places to 452nd, while BITS Pilani jumped 93 places to 575th. VIT made one of the biggest advances, rising 94 places to 597th. IIT Hyderabad improved by 76 places, while Jamia Millia Islamia climbed more than 75 positions to rank 686th. NEP 2020 among key government initiatives The Centre attributed the improvement in the global standing of Indian institutions to a range of policy measures, including initiatives introduced under the National Education Policy (NEP) 2020. The policy places emphasis on multidisciplinary education, critical thinking, research and innovation, improved infrastructure and faculty development. The government also cited the Institutions of Eminence scheme, funding and institutional support provided through RUSA and PM-USHA, and the expansion of premier higher education institutions as contributing factors. Since 2014, the government said, 43 new premier institutions have been established, including seven IITs, eight Central universities and nine IIMs. The rising number of Indian institutions in the QS rankings, alongside broader participation in NIRF, points to a widening global footprint for India’s higher education sector and growing competition among institutions to improve academic and research performance. Source: Indian Express

Indian Institutions in QS Rankings Rise from 11 to 52 Since NIRF Launch: Centre Read More »

India’s Single-Teacher Schools Decline by 3,282, But Five States Record Sharp Rise

/ Education Community

India recorded a net decline of 3,282 single-teacher schools in 2025-26, with their total number falling from 1,04,125 in 2024-25 to 1,00,843, according to data from the Unified District Information System for Education Plus (UDISE+). The figures were also presented in the Rajya Sabha in late July in response to a question concerning teacher vacancies. A single-teacher school is one where one teacher handles multiple classes and subjects, making it an important indicator of staffing shortages and resource constraints in school education. However, the national decline masks significant differences between states. Five states alone reported a combined reduction of more than 11,000 single-teacher schools, more than three times the overall national decline. This was offset by substantial increases in several other states, resulting in a net reduction of 3,282 schools nationally. Madhya Pradesh records biggest decline Madhya Pradesh reported the largest reduction, with its number of single-teacher schools dropping from 7,217 in 2024-25 to 2,269 in 2025-26 — a fall of 4,948 schools. Chhattisgarh recorded the second-largest decline, reducing its count by 3,512, from 5,973 to 2,461. Uttar Pradesh, which continues to have one of the highest numbers of such schools among major states, saw the figure fall from 9,508 to 7,874, a reduction of 1,634. Punjab and Gujarat also registered notable declines, with their single-teacher school numbers falling by 682 and 601 respectively. Andhra Pradesh sees largest increase In contrast, Andhra Pradesh recorded the biggest increase in the country. The state’s single-teacher schools rose from 12,912 in 2024-25 to 16,357 in 2025-26, an increase of 3,445. Maharashtra reported an addition of 1,117 such schools, while Rajasthan saw an increase of 1,083. Karnataka and Jharkhand recorded increases of 693 and 655 respectively. The contrasting trends indicate that the national improvement has not been evenly distributed across the country. Government response does not explain state-wise variation The Centre’s response in the Rajya Sabha did not provide a state-specific explanation for the sharp variations. It cited factors such as teacher retirements, resignations, creation of new posts, rationalisation of teacher deployment and changes in student enrolment as general reasons for teacher vacancies. The government also did not provide the state-wise sanctioned, working and vacant teacher positions sought in the original question. It said such information is maintained by individual state governments and Union Territory administrations. Instead, the response provided the number of teachers currently in position and the number of single-teacher schools based on UDISE+ 2025-26 data. This means the available figures alone cannot establish whether reductions in single-teacher schools were primarily due to new teacher appointments. Other factors, including school mergers, closures or changes in classification, could also have contributed. Pupil-teacher ratio indicates improvement The latest data also point towards relatively favourable pupil-teacher ratios, although the two years cannot be compared directly because the figures were presented differently. UDISE+ 2024-25 reported an overall national pupil-teacher ratio of 24 students per teacher. For 2025-26, the government provided level-wise ratios of 19 at the primary level, 17 at upper primary, 15 at secondary and 23 at higher secondary. All four ratios are below the 2024-25 composite figure. The government said these figures remain within the benchmarks outlined under the National Education Policy (NEP) 2020, which recommends a pupil-teacher ratio below 30 nationally and below 25 in areas with a high proportion of socio-economically disadvantaged students. While the figures suggest an improvement in teacher availability, the different methods of reporting mean they should not be treated as a direct year-on-year comparison. Source: Indian Express

India’s Single-Teacher Schools Decline by 3,282, But Five States Record Sharp Rise Read More »

Delhi University Receives Over 1.9 Lakh UG Applications; First CSAS Seat Allotment on July 16

/ Education Community

Delhi University (DU) has recorded an overwhelming response for undergraduate admissions for the 2026–27 academic session, with more than 1.90 lakh students registering through the Common Seat Allocation System (CSAS). According to the university, 1,90,645 applicants have completed registration, while 1,64,098 candidates have successfully finished Phase II by submitting their programme and college preferences. The university has set 11:59 pm on July 11 as the final deadline for both registration and preference submission. A one-time correction window, opened on July 10, also remains available until the same deadline, allowing applicants to rectify errors in their submitted details following requests from students. The UG admission process began on June 26, while Phase II, covering subject mapping and preference selection, commenced on July 3. University officials have advised candidates to carefully verify their programme and college choices before the deadline, as preferences will be automatically locked once the window closes. For the current admission cycle, DU is offering 73 undergraduate programmes across 69 colleges and departments, with a total intake of 71,624 seats. Students can choose from nearly 150 BA programme combinations, and the complete seat matrix is available on the university’s official website. Admissions under supernumerary categories, including sports and extracurricular activities, will also follow the preference-based allocation process. The first CSAS seat allocation list is scheduled to be published on July 16. After accepting an allotted seat and paying the admission fee, candidates can either confirm their admission or opt for an upgrade in subsequent rounds. Those seeking upgrades will have the opportunity to reorder their higher preferences before the next allocation. To simplify fee payments, Delhi University has introduced a virtual wallet system, enabling automatic adjustment of fees if a candidate is upgraded to a different programme or college, eliminating the need for multiple payments. The university plans to complete two rounds of undergraduate admissions before the new academic session begins on July 28. On the postgraduate front, DU released the third allocation list for two-year PG programmes, including performance-based courses such as MFA, B.P.Ed, M.P.Ed, and Music, on July 10. The latest round includes 1,765 fresh allocations, comprising 1,551 regular PG admissions and 214 performance-based admissions, while 5,848 candidates have already confirmed their seats. Additionally, 8,823 candidates have applied for the university’s one-year postgraduate programmes designed for students graduating under the UGCF 2022 framework aligned with the National Education Policy (NEP) 2020. DU also continues its BTech admissions through the second allocation list, while the first spot admission round for its five-year integrated law programmes has been announced with 18 vacant seats available. Source: Indian Express

Delhi University Receives Over 1.9 Lakh UG Applications; First CSAS Seat Allotment on July 16 Read More »

CBSE Eases Language Policy Transition, Allows Existing Students to Continue Two Foreign Languages Till Class 10

/ Education Community

The Central Board of Secondary Education (CBSE) has announced relief for students in Classes 7 to 9 who are currently studying two foreign languages under the existing three-language framework. These students will now be permitted to continue with the same language combination until they complete Class 10. The decision comes shortly after CBSE declared that from July 1, Class 9 students would be required to follow a revised three-language policy mandating the study of three languages, including at least two Indian languages. Following concerns raised by students and parents, and legal challenges against the earlier directive, CBSE clarified that the updated language requirement will only be implemented prospectively. This means students already enrolled in Classes 7 to 9 will not be forced to switch their language choices midway through their schooling. A senior CBSE official confirmed that the revised policy aligned with the National Education Policy (NEP) 2020 will begin applying from Class 6 onward, ensuring that ongoing batches are not affected retrospectively. An official circular explaining the revised stance is expected shortly. Earlier in May, CBSE had directed schools that until dedicated R3 language textbooks become available, students entering Class 9 in the 2026-27 academic year should temporarily use Class 6 R3 textbooks for their selected language. The updated language policy is part of CBSE’s larger curriculum reforms aimed at bringing school education in line with the National Education Policy 2020 and the National Curriculum Framework for School Education (NCF-SE) 2023. As per the May 15 circular, students wishing to study a foreign language under the new system will only be allowed to do so after completing two Indian languages, either as a third language option or as an additional fourth language. In another major academic reform, CBSE had earlier announced the phased rollout of the three-language formula from Class 6 and introduced a new two-level system for Mathematics and Science for Class 9 students from the 2026-27 academic session. Under the new structure, both Mathematics and Science will offer two levels — a compulsory standard level and an optional advanced level. While all students will take a common 80-mark examination, those seeking deeper subject proficiency can choose an additional advanced paper focused on conceptual understanding and higher-order thinking skills. CBSE has confirmed that the first Class 10 board examinations under this two-tier subject structure will take place in 2028 for students entering Class 9 in the 2026-27 academic year. Source: PTI

CBSE Eases Language Policy Transition, Allows Existing Students to Continue Two Foreign Languages Till Class 10 Read More »

CBSE Mandates Three-Language Formula for Class 9 Students from 2026

/ Education Community

In a significant policy shift aligned with the National Education Policy (NEP) 2020, the Central Board of Secondary Education (CBSE) has announced that the three-language formula will become compulsory for Class 9 students starting July 1, 2026. Under the revised framework, students must study three languages, with at least two being native Indian languages. The move comes just a month after CBSE introduced its updated school curriculum for the 2026-27 academic session, where the third language requirement had initially been made mandatory only for students entering Class 6. However, the Board has now accelerated the implementation process by extending the rule to the secondary level immediately. According to the latest CBSE circular, students opting for a foreign language can choose it only if their other two languages are Indian languages. Alternatively, foreign languages may be studied as a fourth optional language. In schools where English is the medium of instruction, English will count as the non-Indian language, effectively limiting the possibility of another foreign language within the mandatory three-language structure. CBSE stated that the decision was taken to align its curriculum with the newly released NCERT syllabus for Class 9. As part of a transitional arrangement, students entering Class 9 in 2026 will study third-language textbooks designed for the Class 6 level, while Class 10 students in 2027 will use Class 7-level material for the same subject. To reduce academic pressure, the Board clarified that the third language (R3) will not be included in the Class 10 board examinations. Instead, assessments will remain entirely internal and school-based, though students’ performance in the subject will still appear on their CBSE certificates. The Board also assured parents and schools that no student will be prevented from appearing for the Class 10 board exams due to the third language requirement. Addressing concerns over teacher availability, CBSE has permitted schools to utilize teachers from other subjects who possess adequate language proficiency. Schools may also adopt inter-school collaborations, virtual teaching methods, or hire retired educators to support implementation. Institutions have been instructed to update their language offerings on the OASIS portal by June 30. Additionally, special relaxations have been provided for children with special needs, foreign nationals, and CBSE-affiliated schools located abroad, allowing greater flexibility in adopting the policy. The National Curriculum Framework for School Education (NCFSE) 2023, developed in line with NEP 2020, recommends that students study a third language from Classes 6 to 10 to encourage multilingual learning and strengthen Indian languages. Source: Indian Express

CBSE Mandates Three-Language Formula for Class 9 Students from 2026 Read More »

ArdorComm – Education Leadership Summit & Awards 2026, held in Ahmedabad, Gujarat on 10th April 2026

/ Blogs

On 10th April 2026, the vibrant city of Ahmedabad played host to one of the most impactful education gatherings of the year, the ArdorComm – Education Leadership Summit & Awards 2026. Organized by ArdorComm Media Group, the summit brought together visionary leaders, policymakers, educators, EdTech innovators, and industry experts under one roof to reimagine the future of education and skilling in India. With the compelling theme “Redefining Education and Skilling for a Viksit Gujarat, Viksit Bharat,” the event successfully fostered dialogue, collaboration, and actionable insights aimed at strengthening India’s education ecosystem. Gujarat: A Thriving Hub of Education & Innovation Gujarat continues to emerge as a powerhouse in education and skill development. Cities like Gandhinagar, Surat, and Vadodara have established themselves as premier academic destinations, offering world-class education across engineering, management, law, and design. The summit highlighted how progressive policies such as National Education Policy 2020, Samagra Shiksha, and Pradhan Mantri Kaushal Vikas Yojana are reshaping the education landscape. Discussions also shed light on initiatives like SAKSHAM – KVK 2.0 and Mukhyamantri Bhumiheen Khetihar Vikas Yojana (MBKVY), which are bridging the gap between education and employability. Support from Esteemed Government Leaders The ArdorComm – Education Leadership Summit & Awards 2026 received notable recognition from distinguished government leaders of Gujarat. A letter of appreciation and support was extended by the Hon’ble Chief Minister, Bhupendra Patel, acknowledging the summit’s efforts in fostering meaningful dialogue around the future of education and skilling in India. Further strengthening this endorsement, Shri Trikambhai Chhanga, Hon’ble Minister for Higher & Technical Education, Government of Gujarat, also conveyed his appreciation for the initiative, highlighting its role in promoting innovation and collaboration within the education ecosystem. In addition, Shri Harsh Sanghavi, Hon’ble Deputy Chief Minister of Gujarat, extended his support through a letter of appreciation, recognizing the summit as a significant platform for knowledge exchange and progressive transformation in education and skilling. This collective encouragement from state leadership underscores the importance of such initiatives in advancing the vision of a future-ready education system aligned with national development goals. Industry Leaders and Keynote Speakers The summit commenced with an insightful inaugural session on “Redefining Education and Skilling for a Viksit Gujarat, Viksit Bharat,” setting the tone for impactful discussions ahead. The session began with a warm welcome address by Kumar Chandan Anand, Founder, CEO & Group Editor of ArdorComm Media Group. The event was graced by the special guest Hiranmay Mahanta, CEO of i-Hub Gujarat, highlighting innovation and entrepreneurship in education. Adding further depth to the discussion, distinguished guest speakers including Prahar Anjaria, Founder & Chairman of Rangoli Group of Institutes, Archit Bhatt, Managing Director of Tripada Group of Schools, and Dr. Seema Negi, Director-Principal of Sanjeevani World School, shared their perspectives on building future-ready institutions. The session successfully laid a strong foundation for the summit by bringing together policy, industry, and academic insights to drive the vision of a skilled and empowered India. The first panel discussion on “NEP 2020 in Action: Leadership Driving Transformational and Competency-based Framework” brought together eminent education leaders to deliberate on the practical implementation of National Education Policy 2020 and its impact on transforming learning ecosystems. The session was effectively moderated by Mayuri Vasani, Executive Director of R.P. Vasani International School, Ahmedabad, who guided the conversation around leadership-driven change in education. The panel featured distinguished speakers including Prof. (Dr.) H. M. Nimbark, Provost & CEO of Gyanmanjari Innovative University, Dr. Anish Sinha, Registrar at the Indian Institute of Public Health, Gandhinagar, and Prof. (Dr.) Apurv Raval, Director & Dean of Shreyarth University, Ahmedabad, who shared valuable insights on institutional transformation and competency-based education. Further enriching the discussion, Nirali Dagli, Director Principal of The Mindcraft School, Surat, Amar Jeet Soni, Director of EBC Group of Schools, Ahmedabad, Sabina Sawhney, Principal of Delhi Public School, Bopal, and Nijpriya Vikalp Panchal, Academic Director of Rising Kids Preschool, Ahmedabad, highlighted the importance of experiential learning, skill integration, and leadership in driving meaningful educational reforms. The session underscored how collaborative leadership and innovative practices are key to translating policy into impactful classroom outcomes. The second panel discussion on “Digital Learning for All: Inclusive Education, Safety and Cyber Hygiene” focused on the growing importance of creating safe, inclusive, and accessible digital learning environments in today’s technology-driven education landscape. The session was moderated by Prahar Anjaria, Founder & Chairman of Rangoli Group of Institutes, Gandhinagar, who steered the dialogue towards balancing innovation with responsibility in digital education. The panel brought together esteemed leaders including Archit Bhatt, Managing Director of Tripada Group of Schools, Ahmedabad, Kamal Mangal, Founder Trustee of Anand Niketan Group of Schools, Ahmedabad, and Viral Jain, Chairman & Managing Trustee of Lokpriya Providentia International School, Jamnagar, who shared their perspectives on leveraging digital platforms for equitable learning opportunities. Adding further insights, Harsh Kapadia, Trustee of The H.B. Kapadia New High School, Ahmedabad, Jayashree Kad, Director of Future Learning Design and Training (FLDT), Kalorex Group, Ahmedabad, and Dr. Seema Negi, Director-Principal of Sanjeevani World School, Mumbai, emphasized the importance of cyber safety, digital literacy, and responsible technology use among students and educators. The discussion highlighted that while digital learning opens new avenues for inclusivity, ensuring security, awareness, and ethical practices remains equally critical for sustainable educational growth. The third panel discussion on “EdTech Ecosystem and Teacher Development: Bridging Teaching–Learning and Student Engagement in a Digitally Connected Education Landscape” delved into the evolving role of technology in enhancing pedagogy and empowering educators. The session was moderated by Prof. (Dr.) Indrajit Patel, Vice Chancellor of CVM University, Vallabh Vidyanagar, who guided an engaging dialogue on integrating EdTech solutions with effective teaching practices. The panel featured distinguished experts including Prof. Dharmendra Singh, Director of IIIT Vadodara, and Rahul Sood, Associate Manager – Business Development at Meritto, who shared insights on leveraging digital tools to enhance student engagement and institutional efficiency. Further enriching the discussion, Vinita Rohera, Managing Trustee of Gandhinagar University, Anveshbhai B Patel, Joint Managing Trustee & Secretary of Sardar Patel Education Trust, Anand, Parth Kotecha, Associate Vice President of Noble University,

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