ArdorComm Media Group

Wednesday, July 2, 2025 7:50 PM

NEP 2020

NIOS Class 10 Results 2025 Declared for April Session; 62.72% Students Pass

The National Institute of Open Schooling (NIOS) has released the Class 10 results for the April 2025 session on June 30. Students who appeared for the exams can now access their scorecards by visiting the official NIOS websites — nios.ac.in and results.nios.ac.in. Results can be downloaded using the student’s enrolment number and captcha code. According to data shared by NIOS, 1,06,082 students registered for the April 2025 Class 10 exams. Among them, 1,02,495 learners had registered in at least five subjects, making them eligible for certification. Of those, 89,847 students appeared for the exams, and 56,350 passed, leading to an overall pass percentage of 62.72%. Gender-wise performance revealed that female students performed slightly better, achieving a pass rate of 63.32%, while male students recorded a 62.31% success rate. The NIOS Class 10 examinations for the April-May session began on April 9 with the Entrepreneurship paper and concluded on May 19 with subjects like Carnatic Sangeet, Employability Skills, and Sanskrit Sahitya. Last year, the Class 10 results were declared on June 27. How to Check NIOS Class 10 Results 2025 Visit the official NIOS results portal: results.nios.ac.in Click on the ‘Admission’ tab and proceed to the student portal Go to the ‘Exam & Result’ section Select ‘Result’ and click on the link to check results Enter your enrolment number and security code View, download, and print your scorecard for future reference Grievance Redressal and Re-evaluation Students unsatisfied with their results or facing discrepancies can raise concerns via the student portal at sdmis.nios.ac.in within 30 days of the result announcement. A 15-day window for rechecking and re-evaluation will begin on July 2, 2025. For additional queries, students may email: rcell@nios.ac.in. Notably, Class 12 results were released earlier on June 20. NIOS Strengthens Inclusive Education with New Agreement In a significant move to promote inclusive education, the Department of Empowerment of Persons with Disabilities (DEPwD) signed a tripartite agreement with NIOS and NCERT. The collaboration, supported by Union Ministers Virendra Kumar and Dharmendra Pradhan, aims to revise and adapt educational content in alignment with the National Education Policy (NEP) 2020, making it more accessible, inclusive, and relevant for learners with disabilities. The agreement will focus on curriculum reform and pedagogical innovation to ensure that students with disabilities are fully integrated into mainstream education. Source: Indian Express

NIOS Class 10 Results 2025 Declared for April Session; 62.72% Students Pass Read More »

Centre, NIOS, and NCERT Join Hands to Advance Inclusive Education for Children with Disabilities

In a significant move to promote inclusive education, the Department of Empowerment of Persons with Disabilities (DEPwD) has entered into a tripartite agreement with the National Institute of Open Schooling (NIOS) and the National Council of Educational Research and Training (NCERT). The agreement, signed in the presence of Union Ministers Virendra Kumar and Dharmendra Pradhan, aims to create an enabling educational environment for children with disabilities by aligning with the principles of the National Education Policy (NEP) 2020. This strategic collaboration will focus on revamping curriculum and learning materials to ensure they are accessible, inclusive, and tailored to the needs of learners with disabilities. NCERT will play a key role in modifying textbooks and curricular content to reflect these values. As part of the agreement, NIOS will grant recognition to special schools operated by NGOs under the Deendayal Disabled Rehabilitation Scheme (DDRS), designating them as Special Accredited Institutions for Education of the Disabled (SAIEDs). These institutions will offer a broad spectrum of academic and vocational education—from foundational levels to senior secondary—supported by NIOS in terms of admissions, exams, study materials, and necessary accommodations during assessments. Union Minister Virendra Kumar highlighted the initiative as a step toward realising Prime Minister Narendra Modi’s vision of inclusive growth, emphasizing that every child, regardless of ability, should have the opportunity to receive quality education. “This MoU affirms that inclusive education is not a luxury but a fundamental right,” he said. Education Minister Dharmendra Pradhan underscored the broader societal impact of inclusive education. “Creating a just and empathetic society begins with our schools. NEP 2020 is a progressive framework guiding us, and in the coming year, we are also prioritising infrastructure like accessible toilets to help reduce dropout rates,” he noted. DEPwD Secretary Rajesh Aggarwal reiterated the commitment to widen access for students with disabilities, including facilitating their entry into premier institutions such as IITs and IIMs. He also praised NIOS for its innovative step of introducing Indian Sign Language as a subject at the secondary level. Echoing the vision, Sanjay Kumar, Secretary of the Department of School Education and Literacy, stated that the ultimate mission is to ensure every child with a disability is able to complete their schooling and access equal opportunities in higher education and beyond. Source: PTI

Centre, NIOS, and NCERT Join Hands to Advance Inclusive Education for Children with Disabilities Read More »

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

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    

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

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

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.

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

CBSE Approves Draft Norms for Conducting Class 10 Board Exams Twice a Year

The Central Board of Secondary Education (CBSE) has approved draft norms for conducting Class 10 board exams twice a year starting in 2026. The draft guidelines will be open for public feedback until March 9, after which the policy will be finalized. Exam Schedule and Key Guidelines According to the proposed norms, the exams will be conducted in two phases: First Phase: February 17 to March 6 Second Phase: May 5 to 20 Both exams will cover the full syllabus, and students will be allotted the same examination centers for both attempts. The exam fees will be increased and collected at the time of application filing. Supplementary Exams and Policy Implications A senior board official clarified that these biannual exams will also serve as supplementary exams, meaning no separate supplementary exams will be conducted. This move aligns with the National Education Policy (NEP) recommendation, which aims to reduce the “high-stakes” pressure of board exams by allowing students two opportunities in a single academic year. The policy is expected to provide flexibility to students while ensuring they have another chance to improve their scores without waiting for an entire year. Source: Business Standard

CBSE Approves Draft Norms for Conducting Class 10 Board Exams Twice a Year Read More »

Tamil Nadu-Centre Tussle Over NEP and Education Funds Escalates

The debate over the National Education Policy (NEP) 2020 has intensified, with Tamil Nadu strongly opposing the Centre’s insistence on implementing the policy in its entirety. Union Education Minister Dharmendra Pradhan recently stated that unless Tamil Nadu fully accepts the NEP, funds under the Samagra Shiksha scheme—amounting to over ₹2,158 crore—will not be released. This remark, made at the Kashi Tamil Sangamam in Varanasi, has triggered sharp reactions from Tamil Nadu’s political leadership. Tamil Nadu School Education Minister Anbil Poyyamozhi responded by accusing the BJP-led central government of “paving the way for another language war.” He questioned why Tamil Nadu, which has successfully followed a two-language policy for decades, should be forced to adopt the three-language formula. Citing former Chief Minister CN Annadurai, he asserted that the demand for Tamil Nadu’s rightful share of funds was not a request for alms but a constitutional entitlement. The state government highlighted that over 4 million students and 32,000 teachers rely on these funds, with Tamil Nadu itself spending ₹76 crore per month on teacher salaries and ₹400 crore annually on the Right to Education (RTE) scheme. Several schemes for girl child education have also been affected due to funding delays. The Tamil Nadu government has argued that withholding funds to push NEP implementation suppresses dissent and reignites the decades-old language debate in India. Chief Minister MK Stalin strongly criticized the Centre, calling Pradhan’s stance “rash blackmail” and warning that Delhi must be prepared to face Tamil Nadu’s resistance. Finance Minister Thangam Thennarasu also questioned the conditional nature of central funds, pointing out that Tamil Nadu contributes 9% to India’s GDP without any such stipulations. Anbumani Ramadoss, president of the Pattali Makkal Katchi (PMK), took a more balanced approach, stating that the Centre is duty-bound to disburse these funds irrespective of NEP compliance. He emphasized that NEP implementation and financial allocations should remain separate matters. The Centre’s rigid stance on enforcing NEP, particularly through financial coercion, has been widely criticized as an overreach that disregards federal principles. The debate is now at the heart of a larger battle over education policy, language rights, and state autonomy in India. Source: Hindustan

Tamil Nadu-Centre Tussle Over NEP and Education Funds Escalates Read More »

Karnataka to Host Conclave on UGC Draft Regulations Amid States’ Concerns

Karnataka will host a state higher education ministers’ conclave in Bengaluru on February 5 to deliberate on the controversial draft UGC regulations, which propose significant changes to vice-chancellor appointments. The draft guidelines, open for public consultation, have drawn criticism for limiting state governments’ powers in higher education governance. Higher Education Minister M C Sudhakar announced on Thursday that ministers from states like Tamil Nadu, Kerala, and Bihar, among others, have been invited to the conclave. The states are expected to confirm their participation by Monday. The contentious draft regulations, formally titled the “University Grants Commission (Minimum Qualifications for Appointment and Promotion of Teachers and Academic Standards in Universities and Colleges and Measures for the Maintenance of Standards in Higher Education) Regulations 2025,” propose empowering chancellors—mostly state governors—with exclusive authority to appoint vice-chancellors and form search committees, sidelining state governments from the process entirely. Dr. Sudhakar criticised the move, stating that it undermines the federal structure and the principles of cooperative federalism. “This unilateral approach by the UGC ignores the constitutional responsibilities of state governments in higher education and must be reconsidered,” he said. The conclave will provide a platform for states to discuss the draft regulations’ implications on public, private, and deemed universities, especially regarding administrative autonomy and adherence to state laws. Sudhakar said that a unified position would be adopted and communicated to the Union government and UGC. In January, Sudhakar wrote to Union Education Minister Dharmendra Pradhan, objecting to the exclusion of state governments in the selection of vice-chancellors and the inclusion of non-academicians as eligible candidates. The letter argued that these provisions conflict with state laws governing universities and demanded more deliberation on the matter. The issue has sparked significant debate in Karnataka, which recently passed a bill to replace the governor with the chief minister as chancellor of the Karnataka State Rural Development and Panchayati Raj University. The bill awaits the governor’s assent. Additionally, the state cabinet plans to propose amendments to the Karnataka State Universities Act to remove the governor as chancellor for other state universities. As states like Tamil Nadu and Kerala voice similar concerns, Karnataka’s conclave seeks to build consensus on safeguarding state powers in higher education administration.

Karnataka to Host Conclave on UGC Draft Regulations Amid States’ Concerns Read More »

UGC Introduces Flexible Timelines for Undergraduate Degrees

The University Grants Commission (UGC) has announced new regulations allowing undergraduate students to complete their degrees at an accelerated pace or over an extended timeline. The initiative, unveiled by UGC Chief M. Jagadesh Kumar, marks a pivotal move toward a student-centric education model, aligning with the National Education Policy (NEP) 2020. Outlined in the newly published Compendium of UGC Regulations, the policy introduces two pathways: the Accelerated Degree Programme (ADP) and the Extended Degree Programme (EDP). The ADP enables high-achieving students or those earning additional credits to graduate faster, while the EDP supports students needing extra time due to personal, financial, or academic challenges, without penalties. “Degrees completed earlier or later will hold the same value as standard-duration degrees,” Kumar affirmed, ensuring parity for employment and further studies. The framework provides flexibility for students pursuing interdisciplinary or professional courses or those balancing education with work or other responsibilities. Institutions will establish eligibility committees to oversee implementation, ensuring the same credit requirements are met as in traditional programs. This initiative aligns with global trends promoting adaptive learning paths and the NEP 2020’s emphasis on skill development and inclusive education. Institutions will have the autonomy to adopt these measures based on their infrastructure and resources. Experts and educators view the move as a step toward modernising India’s higher education system. It is expected to empower students to tailor their academic journeys to their unique goals and circumstances, fostering greater inclusivity while upholding academic standards. Source: Business Standard Photo Credit: Business Standard

UGC Introduces Flexible Timelines for Undergraduate Degrees Read More »

Johns Hopkins University Explores Setting Up Campus in India: Discussions with Education Minister Dharmendra Pradhan

In a significant step towards the internationalisation of education in India, Union Education Minister Dharmendra Pradhan engaged in discussions with officials from Johns Hopkins University (JHU), Maryland, USA, regarding the establishment of the university’s campus in India. The meeting, held on Sunday, also explored academic and research collaborations, including dual and joint degree programs and partnerships in emerging fields like artificial intelligence, data science, and futuristic technologies. A senior official from the Ministry of Education expressed optimism, stating, “Given the keen interest shown by the high-level delegation, the government is hopeful of a positive outcome very soon.” The delegation, led by JHU President Ronald J. Daniels, included 12 representatives—the largest from JHU to visit India. Members also included officials from the Gupta Klinsky India Institute (GKII), which focuses on fostering research, education, and policy collaborations between JHU and Indian partners. During the meeting, Minister Pradhan highlighted the transformative potential of India’s National Education Policy 2020 (NEP 2020) in fostering global partnerships and expanding academic opportunities. JHU, consistently ranked among the top global universities for its excellence in research, medicine, and education, currently operates 10 campuses, including two international hubs in Bologna, Italy, and Nanjing, China. The proposed campus in India would represent another milestone in its mission to advance education and research on a global scale. As part of their India visit, the delegation will tour various Indian university campuses and meet with key stakeholders, including government officials and academic leaders. These engagements aim to strengthen JHU’s presence in India and contribute to India’s growing role in global higher education. Source: Times of India Photo Credit: Times of India

Johns Hopkins University Explores Setting Up Campus in India: Discussions with Education Minister Dharmendra Pradhan Read More »

Delhi Schools to Enforce NCPCR Guidelines for Enhanced Student Safety and Security

In a decisive move to reinforce the safety and security of students, the Directorate of Education (DoE) in Delhi has issued a comprehensive directive to all schools in the capital. This directive mandates the strict implementation of guidelines formulated by the National Commission for Protection of Child Rights (NCPCR), aiming to provide a safe and secure learning environment for all students across government, government-aided, and private institutions. The NCPCR guidelines outline critical safety measures and emphasize the accountability of school management to prevent and address risks that could jeopardize the safety of students. In its recent circular, the DoE specifically directed heads of all schools to rigorously follow a checklist for safety inspections. This checklist encompasses a range of safety protocols that cover not only the physical infrastructure of schools but also address child protection measures, emergency preparedness, and comprehensive security policies. A senior DoE official highlighted that this initiative is part of a larger, national effort to bring school safety practices in line with the ‘Guidelines on School Safety and Security 2021,’ which was issued by the Ministry of Education in response to a Supreme Court mandate and in alignment with the goals of the National Education Policy (NEP) 2020. The NEP places an unprecedented emphasis on child safety and wellbeing, viewing a secure school environment as essential to the overall mission of educational reform in India. The DoE’s circular further underscores that school heads are to ensure the readiness of their institutions as per the NCPCR’s guidelines. This includes verifying the school infrastructure, conducting regular fire and safety drills, and implementing robust monitoring systems. Additionally, school authorities are encouraged to enhance the awareness and preparedness of both students and staff regarding safety protocols, which involves training teachers and non-teaching staff in emergency response and first aid. Furthermore, to strengthen hostel safety, all school heads have been instructed to comply with the guidelines provided by the National Disaster Management Authority (NDMA) for hostels within educational institutions. These NDMA guidelines cover a spectrum of risk management practices, from structural safety checks to provisions for timely evacuations during emergencies, thereby ensuring that students residing in school hostels are equally protected. Creating a Culture of Safety and Accountability This initiative reflects a paradigm shift toward embedding a culture of accountability in the management of student welfare. By mandating regular safety audits, the DoE is aiming to institutionalize child safety as a core responsibility within school administration. School principals, teachers, and staff members are now accountable for actively monitoring school premises and reporting any safety hazards. Parents and guardians are also urged to play a proactive role by familiarizing themselves with the safety protocols implemented in schools and by communicating openly with school authorities about any concerns regarding their child’s safety. The DoE emphasizes that fostering a secure environment for students is a shared responsibility, and cooperation between school management and families is pivotal for successful implementation. Impact of NEP 2020 and Future Prospects The emphasis on student safety aligns with the broader educational reforms proposed under NEP 2020, which advocates for holistic student welfare, including mental and physical safety. The NEP’s comprehensive approach highlights the necessity of safety in achieving quality education outcomes, suggesting that a secure environment enhances students’ capacity to focus and excel academically. The DoE has reiterated its commitment to maintaining a rigorous review and monitoring process to ensure that all schools in Delhi remain compliant with these enhanced safety guidelines. Schools that fail to adhere to these standards may face stringent consequences, including administrative penalties, suspension of school activities, or withdrawal of affiliation in severe cases. Through these initiatives, the Delhi DoE and NCPCR aim to transform schools into spaces where students not only learn but also feel protected and secure. As the guidelines take effect, stakeholders in Delhi’s education ecosystem – from school leaders to teachers and parents – are collectively working toward establishing a resilient foundation for student safety and setting a benchmark for other states to follow. This enhanced focus on school safety is expected to usher in a new era of child welfare that prioritizes preventive measures and proactive vigilance, ultimately fostering a more supportive and trustworthy educational environment across the city. Source : India Today Photo Credit : India Today

Delhi Schools to Enforce NCPCR Guidelines for Enhanced Student Safety and Security Read More »