
CBSE releases final two board exam policy for class 10, makes first option mandatory; second optional
The Board had released a draft of this policy in February and sought suggestions and feedback from stakeholders. According to CBSE Controller of Examinations Sanyam Bhardwaj, the majority of the feedback supported conducting exams twice, with 65% of students in favour.
New Delhi: The Central Board of Secondary Education (CBSE) Wednesday released its final policy for conducting two board exams for Class 10 students in the academic year starting 2026, making the first exam mandatory and the second optional.
The two-board exam system aligns with the 2023 National Curriculum Framework, updated to reflect the National Education Policy (NEP), 2020, which aims to reduce the high-stakes nature of board exams by allowing students two attempts per year—one main exam and one optional improvement exam. The exams will be held in February and May.
To ensure that students take the first board exam seriously, which will serve as the main examination, the CBSE has decided that students who are absent in three or more subjects during the first exam will not be eligible to appear for the second (optional) exam.
According to the final policy, such students will be placed in the 'Essential Repeat' category and will only be allowed to reappear in the main exams the following year, in February.
However, exceptions will be made for certain cases. Sportspersons will be allowed to appear in the second exam for subjects whose exams coincided with their sporting events. Additionally, students from winter-bound schools in regions like Ladakh may choose to appear in either the first or second exam for the subjects offered.
Second board option in up to 3 subjects
The CBSE has also limited the number of subjects a student can appear for in the second board exam to three. This means Class 10 students may take a second attempt in any three subjects from Science, Mathematics, Social Science, and languages.
This decision, which was not part of the draft policy, was made based on stakeholder feedback.
'It aims to ensure that students take the first board exam seriously and only reappear for subjects in which they genuinely wish to improve. We just don't want the second board option to become an opportunity for shopping,' said CBSE chairperson Rahul Singh.
Meanwhile, both exams will be based on the full syllabus for the academic year. The scheme of studies and the exam structure will remain unchanged.
Students who receive a Compartment result in the first exam will be allowed to appear in the second leg under the Compartment category. Additionally, students from the previous year's First or Third Chance Compartment and Improvement categories will also be eligible to take the second exam.
Currently, CBSE conducts Compartment and Improvement exams in July. Under the new system, these will be held in May, allowing students to join the next academic session on time.
How will the results be declared?
According to the Board, the results of the first leg will be announced in April, while the results of the second exam will be declared in June. The performance in the main exam will be made available on DigiLocker, which can be used for admission to Class XI if the student opts not to appear for the second exam for improvement. Pass certificates will be issued to all students after the results of the second exam.
Facilities for verification, and re-evaluation will be available only after the declaration of results for the second exam, applicable to both the main and second exams.
Students who do not qualify in the main exam will be granted provisional admission to Class 11th. 'Their admission will be confirmed based on the results of the second exam,' the Board stated.
(Edited by Tony Rai)
Also Read: CBSE's mother tongue circular has stumped school principals. Everyone's interpreting it differently
Hashtags

Try Our AI Features
Explore what Daily8 AI can do for you:
Comments
No comments yet...
Related Articles


Indian Express
12 hours ago
- Indian Express
Gujarat government to amend fee regulation act; schools with 99% pass result, 75% average score may get freedom to set fees
EIGHT YEARS after the implementation of the Gujarat Self-financed Schools (Regulation of Fees) Act, 2017, which placed an upper limit on the amount of fees that can be charged from students, the state government is planning to exempt certain private institutions from the rule — provided they fulfill a few criteria. The exemption would be part of an amendment of the Act under which the state government plans to award at least 1% of private schools with 'School of Excellence' status, on the lines of Centre of Excellence to private universities. This move will exempt these schools from the fee regulation committee and grant them freedom in admissions. Around 4,500 self-financed secondary and higher secondary schools are registered under various education boards in Gujarat. As per the criteria prescribed for School of Excellence, the schools should have a pass percentage of 99% to 100% in Board examination. Other criteria is that at least 60 students should have appeared in the Board examination from such schools. Besides, the average marks of students in Class X should be 80% or above. For Class XII, it has been set at 75% or above. These would apply to all the schools registered in the state with the Gujarat Secondary and Higher Secondary Education Board, CBSE, or any other boards. A Scrutiny Committee and an Empowered Committee have been formed to prepare the list of Schools of Excellence among the applications. Before going ahead with the amendments, the state government has invited suggestions and feedback from the public this week. 'The School of Excellence will be awarded entirely on the basis of performance of the school. The idea of exempting them from the Act is to allow private schools to excel and focus on each student,' Principal Secretary, Education, Mukesh Kumar told The Indian Express. In a recent order in this regard, the state government cited ancient universities like Taxila, Nalanda and Kashi that had 'their own identity all over the world'. 'Even in Gujarat, if 1% of private schools are given autonomy, they can focus on their own education and extra-curricular activities and try to take them to the highest level. By bringing all the schools in the state under the same fee structure, all those schools will perform the same kind of infrastructure activities and instead of moving towards excellence, they will only work towards (being) homogeneous. If it is found necessary to take such special schools to their maximum potential of excellence, it is necessary to grant them partial exemption…,' the order issued by the state education department on Wednesday stated. 'If the amendment is made in the law, the schools will strive to achieve 100% pass result, work on the performance of individual students to improve the performance, thus automatically improving the quality of education as well as result in better performance in NEET, JEE and other competitive exams,' Kumar said. As part of the procedure, the state government will invite applications from private schools, which will go through scrutiny and empowered committees. Officials said that schools will be required to submit a detailed development plan of five terms along with the fee structure to the Scrutiny Committee for approval. If the schools declared as Schools of Excellence fail to meet the eligibility criteria in the subsequent year, they will be given one more term to meet the eligibility criteria, failing which they will be removed from the list. Under the Gujarat Self-financed Schools (Regulation of Fees) Act 2017, no-self financed school can collect any fee in excess of what has been fixed by the Fee Regulatory Committee (FRC) for admission of students to any standard or course of study. The private schools could be penalised a fine upto Rs 5 lakh for the first contravention. While the cut-off limit for pre-primary and primary schools is Rs 15,000 per annum, for secondary and higher secondary schools offering general stream, it is Rs 25,000. For higher secondary schools with science stream, the upper limit is Rs 30,000 per annum.


New Indian Express
12 hours ago
- New Indian Express
Accord mother tongue prominence, but embrace languages sans borders
The 2020 National Education Policy's insistence on teaching at least two languages in school is based on sound science. Research shows that learning multiple languages before adulthood improves crucial skills such as cognition, hand-eye coordination and memory. However, it's the BJP-Sena government's bid to introduce it in primary schools that drew the ire of parents, teachers, language activists and opposition politicians. To Fadnavis's attempts of propping the Union government's policy in his defence, Marathi language activists posit the NEP's advice for instruction only in the local or home language till class 8. The boon and bane of having the same script, Devanagari, is back in intellectual discourse. Such a tangle of livewires has tripped the ambitious chief minister's stride towards Hindi. It's indeed a sensitive issue in a state where people still honour the '106 martyrs' who died in the late 1950s agitating for a separate Marathi speakers' province. Yet ironically, like dominant tongues in several other states, Marathi too flexes muscle for what scholar Prachi Deshpande calls the 'bear hug' of language. Konkani speakers on the state's southern borders have resisted Marathi's sway for decades, while Dangi speakers on its northern fringes are still contending with its peremptory ways. The abiding paradox is that though most Indian states were demarcated linguistically, language itself brooks no border. In a country with 22 constitutionally scheduled languages and hundreds of others thriving, we have to accept lingual influences across and within state lines. Despite the heat of politics, culture shrivels in the cold confines of hard borders.


Indian Express
21 hours ago
- Indian Express
Maharashtra's controversial third language policy: Why National Curriculum Framework recommends a third language from Class 6
After Maharashtra Chief Minister Devendra Fadnavis announced that the government resolutions introducing a third language from Class 1 in state board schools had been scrapped, the controversy has been put to rest for now. The government has also set up a committee, led by economist and educationist Dr Narendra Jadhav, to re-examine the issue. Following Fadnavis's Sunday announcement, the Maharashtra Navnirman Sena (MNS) and Shiv Sena UBT declared this rollback as a victory ahead of their planned protest on July 5. Difference between national and state curricula There is a significant difference in the stages at which the National Curriculum Framework for School Education (NCF-SE) and Maharashtra's State Curriculum Framework for School Education (SCF-SE) introduce a third language in school education. According to the New Education Policy (NEP) floated by the Centre, school education is divided into a 5+3+3+4 pedagogical and curricular structure, replacing the current 10+2 format. The first five years comprise the Foundational Stage, which includes three years of preschool, Class 1, and Class 2. The next three years are the Preparatory Stage, consisting of classes 3 to 5. The next three years constitute the Middle Stage, from classes 6 to 8, and the next four years comprise the Secondary Stage, from classes 9 to 12. NEP says the three-language formula will continue to be implemented with greater flexibility, and no language will be imposed on any state. The purpose of the NCF-SE is to help bring about the changes recommended in NEP. According to NCF-SE, R1 and R2 — the first and second school languages — are introduced from the Preparatory Stage, and by the end of the Middle Stage, a student is expected to understand and appreciate the distinctive features of the language, engage in collaborative discussions, and read and write independently in both the languages. The framework adds a third language is to be introduced in the Middle Stage, which is from Class 6 onwards. 'A new third Language, R3, is introduced in this (Middle) stage. Students acquire familiarity with the spoken form of this language, along with the basics of reading and writing.' However, Maharashtra's SCF-SE differed from NCF by calling for a 'detailed introduction' to R3 in the Preparatory Stage, which is Class 1 to Class 5. 'For this stage and all subsequent stages, efforts should be made to bring the language courses to the same level of 100 marks for R1, R2 and R3,' it says. Expert speak Dhir Jhingran, Member, National Steering Committee for development of NCF, disagrees with formally introducing a third language in school education in Class 1 or Class 3. Jhingran, who is also the founder of the Language and Learning Foundation, told The Indian Express that children should focus on developing a strong proficiency in their first language, and a second language in the early years. 'And there the focus is on building the foundation of strong literacy in two languages, which means comprehension, reading, fluency, writing, et cetera. So it requires those five to seven years to build this kind of proficiency in two languages.' 'If the child has natural exposure to languages, for example, in a household, the grandmother speaks something else, the mother and the father speak something else, you'll find a child is naturally able to pick up to three languages. But the problem is that if a child is formally taught, once you introduce Hindi or whatever as a subject, there'll be a textbook, there'll be teaching, the child has to do writing and there'll be copying work taught in a very dreary and didactic manner, which makes it very difficult for the child to actually learn a language,' he says. He says acquiring a language and gaining literacy in a language are two different matters. 'Acquiring language means that a child at home picks up words and is able to speak, because we work through gestures, and the child picks up in different ways. But once you say literacy, the child has to understand which sound is for what symbol and how do you combine what are the spellings of different words, etc. It's an overload for the child'. Following political and academic backlash over the introduction of the third language, School Education Minister Dada Bhuse announced at the end of June that in classes 1 and 2, students would only be taught oral skills, with written skills to be introduced from class 3. However, this is still three years before the NEP recommendation of Class 6. Jhingran also says increasing the curriculum burden on a child goes contrary to the goals of NEP. 'Someone may argue that in Maharashtra, all children know how to listen to Hindi, and so starting it earlier is less problematic than, say, starting French in grade three. But again, if you teach it as a subject, you're adding to the child's workload. Science, social science, and math curricula are not going away, but you're adding one more subject on which the child will be tested. So that is curricular overload. And NEP actually very clearly says, you should try to reduce the curricular burden.' 'Freedom to make necessary changes' The Maharashtra Government provided various reasons for deciding to implement the third language from Class 1. In a statement shared before the scrapping of the GRs, the School Education and Sports Department said, 'Students enjoy learning a new language and can easily learn it at an easy level at a young age.' It added that in Maharashtra, 10 per cent of students study in non-Marathi medium government-run schools, such as those offering Bengali, Tamil, Kannada, Gujarati, and Urdu. These students are taught Marathi and English from Class 1 in addition to their medium language, and they learn three languages. Therefore, it stated, if students from Marathi-medium schools are not taught a third language, they will lose out on Academic Bank of Credit points for classes 1 to 5. The state also argued that Hindi is familiar to children in Maharashtra from a young age; therefore, it will not academically burden the students. 'The Supreme Court has already made it clear that the National Education Policy 2020 is not binding on any state in the country. Therefore, the state has the freedom to make necessary changes in its own education policy or the National Education Policy 2020…' However, it remains to be seen how the Jadhav committee will re-examine the issue of introducing a third language in school education in Maharashtra in its report, which will be submitted after three months. Soham is a Correspondent with the Indian Express in Pune. A journalism graduate, he was a fact-checker before joining the Express. Soham currently covers education and is also interested in civic issues, health, human rights, and politics. ... Read More