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School Education

CBSE to Conduct Fresh Class 12 Exams for West Asia Students After Cancelled Papers

/ Education Community

The Central Board of Secondary Education (CBSE) will conduct fresh Class 12 examinations for students in West Asian countries whose board exams were cancelled amid the prevailing war situation, officials said. The decision will apply to candidates whose results were prepared under a special assessment scheme introduced after examinations were cancelled in Bahrain, Iran, Kuwait, Oman, Qatar, Saudi Arabia and the UAE. CBSE had cancelled examinations in 40 subjects across these seven countries, including 20 academic subjects. The board introduced an assessment scheme on March 27 to prepare the results of affected students. Results for regular candidates were announced on May 13 along with Class 12 results for students in India and other countries. Results for private candidates from the affected countries were declared subsequently under the same scheme. According to CBSE Examination Controller Sanyam Bhardwaj, the assessment scheme provided an opportunity for students dissatisfied with their results to appear for examinations in subjects that could not be conducted earlier. CBSE has now decided to offer this examination opportunity to all eligible Class 12 candidates whose results were declared under the special assessment arrangement. Students will be allowed to appear for subjects of their choice from among the 40 papers that were previously cancelled. The board said the result of the fresh examination will be treated as final and will replace the candidate’s earlier performance. The examination schedule and datesheet will be announced after the completion of the form-submission process. Eligible students will have to submit their examination forms directly, and no examination fee will be charged. The existing examination centres will remain unchanged. CBSE also clarified that there will be no post-result declaration facility for these examinations. Source: PTI

CBSE to Conduct Fresh Class 12 Exams for West Asia Students After Cancelled Papers Read More »

PM Modi Urges Teachers to Monitor Drug Abuse, Excessive Screen Time Among Students

/ Education Community

Prime Minister Narendra Modi on Friday called upon teachers to remain vigilant about issues such as drug abuse and excessive screen time among students, while encouraging them to support children through sports, physical activities and creative pursuits. Interacting with National Award-winning teachers at his Lok Kalyan Marg residence, Modi stressed that educators should look beyond academic performance and pay close attention to students’ behaviour, habits and overall well-being. Addressing the growing concern over drug use among young people, the Prime Minister said identifying affected students can be particularly challenging in metropolitan areas and large universities. He urged teachers to take proactive steps to create awareness and carefully observe any noticeable changes in students’ behaviour. Modi also encouraged teachers to move beyond textbooks and syllabuses and take an interest in the broader lives of their students. He emphasised the importance of preserving childhood by giving children opportunities to participate in activities that promote physical, social and creative development. The Prime Minister further highlighted the need to address excessive phone and screen usage among students. Rather than simply restricting screen time, he suggested that teachers and schools encourage greater participation in outdoor sports, physical games and creative hobbies, which could help students naturally spend less time on digital devices. Meanwhile, President Droupadi Murmu marked National Teachers’ Day 2026 with an article titled “Shaping Minds; Building the Future”, in which she highlighted the responsibility of teachers to nurture students into responsible and compassionate human beings. Murmu said educators should help shape generations that respect India’s cultural heritage, develop a scientific outlook, contribute to human welfare, uphold the principle of Antyodaya, protect the environment and strive for both individual and collective excellence, while keeping the nation first. The President also underlined the trust placed in teachers by parents and guardians when they send their children to school. She said educators have a duty to protect students’ safety, development and dignity and should ensure that their words and conduct do not create fear, anxiety or feelings of inferiority among children. As part of this year’s National Teachers Awards, Murmu honoured 82 teachers and educators from three departments in the presence of Education Minister Pralhad Joshi. The awardees included 48 teachers from the Department of School Education and Literacy, 21 educators from higher educational institutions and polytechnics, and 13 skill trainers from the Ministry of Skill Development and Entrepreneurship. Source: Indian Express

PM Modi Urges Teachers to Monitor Drug Abuse, Excessive Screen Time Among Students Read More »

CBSE Three-Language Policy: Centre Working on Implementation Plan, Supreme Court Told

/ Education Community

The Centre has informed the Supreme Court that it is working on modalities to implement the CBSE’s new three-language requirement for Class 9 students, under which at least two of the three languages must be Indian languages. Additional Solicitor General Aishwarya Bhati told a bench comprising Chief Justice Surya Kant and Justices Joymalya Bagchi and V Mohana that the CBSE was examining various aspects of the implementation and requested additional time. The Supreme Court accepted the submission and adjourned the matter for a week. The development comes after the top court raised concerns on August 20 about the practical challenges associated with introducing the policy. While the bench indicated that there was no objection to the eventual introduction of the three-language system, it stressed that the implementation should not place undue pressure on students. The court also highlighted the need to address practical issues, including ensuring sufficient teachers and other human resources for the range of languages that students may choose. The Supreme Court had first agreed on May 27 to hear a challenge to the CBSE policy and issued notices to the Centre, CBSE and the National Council of Educational Research and Training (NCERT). Under a CBSE circular issued on May 15, the study of three languages — R1, R2 and R3 — became compulsory for Class 9 students from July 1, 2026. At least two of the three languages are required to be native Indian languages. The policy is part of the CBSE’s efforts to align its academic framework with the National Education Policy (NEP) 2020 and the National Curriculum Framework for School Education 2023. Students who wish to study a foreign language can select it only as their third language after taking two Indian languages, or as an additional fourth language. To support the transition, the CBSE has directed that students use Class 6 R3 textbooks from the 2026-27 edition until dedicated Class 9 R3 textbooks become available. The board has also clarified that there will be no Class 10 board examination for R3. The provision is intended to keep the emphasis on language learning while preventing additional academic pressure on students. Schools were further instructed to update their R3 language options for Classes 6 to 9 on the CBSE’s OASIS portal by June 30. The ongoing Supreme Court proceedings are focused primarily on resolving implementation-related concerns, including infrastructure, staffing and ensuring that the policy does not create unnecessary difficulties for students. Source: PTI

CBSE Three-Language Policy: Centre Working on Implementation Plan, Supreme Court Told 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 »

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 »

Nearly 24,000 Students Move to Himachal Government Schools After CBSE Adoption; State Plans 330 New PG Medical Seats

/ Education Community

Around 24,000 students have transferred from private institutions to government schools across Himachal Pradesh during the current academic year, following the state’s implementation of the CBSE curriculum in public schools. The state government said the students have enrolled in nearly 150 government schools, reflecting growing confidence in the quality of public education. Addressing a public event in Nagrota Bagwan, Chief Minister Sukhvinder Singh Sukhu highlighted the government’s ongoing efforts to strengthen the education sector. He said government schools are expected to witness a comprehensive transformation over the next two to four years through continued reforms aimed at enhancing teaching standards and learning outcomes. The Chief Minister also announced a major expansion of postgraduate medical education in the state. The government has proposed 330 additional PG medical seats across government medical colleges, including 100 seats at Dr Rajendra Prasad Government Medical College (RPGMC), Tanda. The initiative is intended to address the shortage of specialist doctors and improve access to quality healthcare. Alongside increasing medical seats, the state is investing in modernising healthcare infrastructure. Advanced medical equipment is being installed in government hospitals and medical colleges, including RPGMC Tanda, to ensure patients receive specialised treatment within the state instead of travelling elsewhere. According to the Chief Minister, Himachal Pradesh has become the first state in India to introduce robotic surgery in the government healthcare system. He added that 3 Tesla MRI scanners are being installed in all government medical colleges, with the technology already operational at IGMC Shimla and the Atal Institute of Medical Super Specialities (AIMSS), Chamiyana. District and regional hospitals are also being equipped with 1.5 Tesla MRI scanners, PET scanners, CT scanners, advanced cancer treatment facilities, and upgraded medical equipment. The announcements were made during the Chief Minister’s visit to Nagrota Bagwan, where he reviewed various developmental projects in the region. Source: Indian Express

Nearly 24,000 Students Move to Himachal Government Schools After CBSE Adoption; State Plans 330 New PG Medical Seats 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 »

Maharashtra Partners with Google to Train 4 Lakh Teachers in AI and Digital Skills

/ Education Community

The Maharashtra School Education Department has entered into a strategic partnership with Google for Education to provide artificial intelligence and digital technology training to more than four lakh teachers across the state. The memorandum of understanding (MoU) was signed at Mantralaya in the presence of School Education Minister Dadaji Bhuse. As part of the initiative, selected master trainers will first receive specialised training and will then mentor teachers across schools statewide. The programme will be offered completely free of cost by Google, ensuring no financial burden on the state government. Officials stated that while Google will facilitate training, the Maharashtra government will maintain full oversight of implementation and digital safety protocols for teachers. Minister of State for School Education Pankaj Bhoyar highlighted that the goal is to equip teachers in government and aided schools with globally recognised digital skills. The initiative will focus on improving AI literacy, enhancing digital competencies, and delivering training content in Marathi, Hindi, and English while encouraging the use of AI-powered educational tools for professional development. Source: PTI

Maharashtra Partners with Google to Train 4 Lakh Teachers in AI and Digital Skills Read More »

Dharmendra Pradhan Assures Action Over CBSE Evaluation Discrepancies, Takes Responsibility for OSM Issues

/ Education Community

Union Education Minister Dharmendra Pradhan has acknowledged concerns surrounding discrepancies in the Central Board of Secondary Education (CBSE) Class 12 evaluation process and assured students that all grievances will be addressed. Taking responsibility for issues linked to the newly introduced On-Screen Marking (OSM) system, he said strict action would be taken against anyone found deliberately responsible for irregularities affecting students. The OSM system, implemented for the first time this year, involves scanning physical answer sheets and uploading them to a secure digital platform for evaluation by examiners. However, several students have reported inconsistencies in marks and claimed that scanned answer sheets available on the CBSE portal did not match their handwriting, raising concerns about possible errors in the digital evaluation process. Addressing the issue, Pradhan noted the massive scale of the exercise, highlighting that nearly 17 lakh students appeared for the examinations, generating around 98 lakh answer sheets comprising approximately 40 crore scanned pages. He stated that the Board is actively working to resolve all concerns related to evaluation, verification, and re-evaluation. To review the situation, the Education Minister chaired a high-level meeting at CBSE headquarters, attended by senior officials from the Ministry of Education, CBSE leadership, experts from IIT Madras and IIT Kanpur, representatives of public sector banks, and officials from the Kendriya Vidyalaya Sangathan. Discussions focused on evaluation procedures, portal performance, and student support mechanisms. The review also examined complaints regarding login difficulties, heavy server traffic, and payment-related challenges on the post-examination services portal. An expert technical team comprising IIT professors and digital systems specialists has been tasked with assessing portal stability, server capacity, user access management, and payment gateway integration to ensure smoother services for students. In a move aimed at improving the re-evaluation process, CBSE has integrated payment gateways from four public sector banks — State Bank of India, Indian Bank, Bank of Baroda, and Canara Bank — to facilitate seamless transactions for students accessing post-result services. Meanwhile, Pradhan criticised Congress leader Rahul Gandhi for alleging large-scale irregularities in the CBSE examination system and demanding a judicial probe. The Minister defended the Board’s procurement and evaluation processes, stating that all procedures were conducted in accordance with government norms. He reiterated that any genuine irregularities identified during investigations would be dealt with firmly. Emphasising the need to keep students’ interests at the forefront, Pradhan urged political parties not to politicise the issue and stressed that reducing examination-related stress for students should remain the primary objective. Source: The Hindu  

Dharmendra Pradhan Assures Action Over CBSE Evaluation Discrepancies, Takes Responsibility for OSM Issues Read More »