Latest news with #CBSE
India Today
an hour ago
- Business
- India Today
CBSE Central Sector Scholarship 2025 open for college students, apply by Oct 31
The Central Board of Secondary Education (CBSE) has issued a fresh notification urging eligible students to apply for the Central Sector Scheme of Scholarship for College and University Students for the 2025–26 session. The applications are to be submitted online at the National Scholarship Portal – CBSE scholarship scheme is specifically meant to offer financial aid to meritorious students from low-income families, so they can manage everyday education expenses during their higher TO APPLY FOR FRESH AND RENEWALS: OCTOBER 31The last date to submit fresh applications or renewals under this CBSE scholarship scheme is October 31, 2025. Students who were selected in previous years can also apply for renewal:1st renewal for students selected in 20242nd renewal for students from 20233rd renewal for those selected in 20224th renewal for 2021 batchCBSE has also advised school nodal officers to complete the online verification of applications on time. Students must get their documents verified at their institutions -- or risk their applications getting marked CAN APPLY FOR CBSE CENTRAL SECTOR SCHOLARSHIP?This scheme, run by the Ministry of Education, is for students who:Have scored well in Class 12 from a CBSE-affiliated schoolBelong to a low-income backgroundAre pursuing a college or university degreeThe scholarship offers Rs 12,000 per year during undergraduate studies and Rs 20,000 per year during postgraduate CENTRAL SECTOR SCHOLARSHIP: HOW TO APPLYGo to or log in using student credentialsFill out the online form and upload required documentsSubmit and track the application status through your dashboardDirect link to apply for CBSE Central Sector Scholarship Scheme- Ends
India.com
an hour ago
- General
- India.com
CBSE Supplementary Exam Schedule 2025 Released At cbse.gov.in- Check Exam Dates Here
CBSE Supplementary Exam Schedule 2025: The Central Board of Education (CBSE) has officially released the timetable of the Class 10th and Class 12th Supplementary Exams. Students who could not clear the class 10th or 12th exams (not more than two) or want to improve their scores can check their exam schedule through the official website, i.e. The exams will start from 15th July, 2025 so students are advised to prepare accordingly. The exam will start at 10:30 AM and will be concluded by 1:30 PM, except for some additional, vocational exam which has a duration of two hours. Class 10th supplelentary exams will start with the Information Technology and Artificial Intelligence papers and class 12th with all subjects listed for supplementary exams will be conducted on the same day. CBSE Supplementary Exam Schedule 2025: Important Instructions Carrying or using any communication devices inside the examination centre is strictly prohibited, and any violation will lead to disciplinary action. Students are expected to maintain proper decorum and discipline throughout the examination period. The duration of each paper will be as mentioned in the official date sheet and printed on the admit card. The admit cards for the CBSE Supplementary Exams 2025 will be released shortly on the official website. Additionally, candidates will be given an extra 15 minutes before the commencement of the exam to read and understand the question paper carefully. This year, CBSE board released the class 10th and 12th results on 13th May, 2025. The overall pass percentage of class 10th was 93.66 percent while the overall pass percentage of class 12th stood at 88.39 per cent. All the candidates are advised to keep checking the official website for all the important updates.
Indian Express
7 hours ago
- Politics
- Indian Express
CBSE's turn to the mother tongue requires more than intent — it demands structural shifts and classroom autonomy
The decision taken by the Central Board of Secondary Education (CBSE) to switch the focus of early primary years to the mother tongue is, to say the least, momentous. With a circular, the board plans to upend the history of education in its prestigious schools. If the circular succeeds, the outcome will be nothing less than a revolution. Future historians will struggle to explain this accomplishment. Some will surely ask: 'If it was so simple, why couldn't the board do it many years ago?' The CBSE is a relatively small board compared to the state boards, but it enjoys higher status and influence. Barring exceptions, CBSE schools use English as a medium from the earliest grades. Several state boards have conceded the centrality of English relatively recently, apparently to align themselves with the CBSE. Now that the latter has announced its resolve to displace English in the early years of schooling, will these state boards follow? If that happens, it will doubtless be a beautiful dawn of systemic sanity. No philosopher or policymaker has ever endorsed the centrality of English over the child's mother tongue. Vivekananda, Rabindranath Tagore, M K Gandhi — they all advocated the primacy of the mother tongue. J P Naik — the designer of educational policies in the early years of Independence — saw the dominant position of English in leading schools as a terrible contradiction. As the member-secretary of the Kothari Commission (1964-66), he pleaded for a sincere implementation of the three-language formula. Under this hallowed mantra, the child's mother tongue ought to be treated as the first and most important language at school. In his book published soon after his death in 1981, Naik lamented the fact that the three-language formula had been implemented piecemeal or sidelined entirely. He once told me a story that rings like an allegory today. Following the Kothari Commission report's approval, Naik said the Maharashtra government issued a circular. It referred to the commission's recommendation of 'child-centred education'. The Maharashtra circular directed all schools to ensure that child-centred education was practised with immediate effect. In fact, the circular threatened official action against defaulting school heads. The point of this story was that circulars don't necessarily work, especially when they intend to soften an entrenched practice. Wider effort, involving social collaboration, is required. It is now a popular, socially accepted fact that English is the language of upward mobility. The parallel view that English is a colonial legacy and should therefore be displaced may have political utility, but it has little traction, particularly among the traditionally deprived social groups. They recognise that the children of the dominant classes and their leaders benefit from their ease with English. This view goes along with the notion that command of English requires early induction. By sticking to the use of English as a medium of teaching in every subject, elite schools — as most CBSE schools are — have consolidated these popular perceptions of English. Indeed, this perception is a key factor driving the growth of private schools, especially in the northern belt where the state system is weak and poorly managed. The CBSE's move blinks at this wider reality. Instead of explaining what is problematic about early induction into English, the CBSE wants to sound innocent in its sudden advocacy of the mother tongue or the regional language. Laudable though this new mission is, it calls for sustained preparation and considerable investment. Apart from private schools, Kendriya Vidyalayas (KVs) will require more than nudging if they are to pay greater attention to children's home language. As a privileged segment of the CBSE family, KVs have been silently copying the practices of English-medium private ('public') schools. Many years have passed since the day I noticed that Grade I children in a KV in Delhi could not name all the days of the week in Hindi. It was nobody's wish to make children monolingual English speakers so early in life; KVs were merely following a social trend. Being evasive about the omnipresence of English-medium education is probably a policy compulsion, but it amounts to a preference for snoozing in a make-believe world. If the child's own language is to find some appreciative space at school, countless euphemisms will have to be sacrificed. Some of these serve as a political shorthand; others are related to frozen pedagogies. Experienced teachers know that language is not merely literacy, however foundational it may be. Sounds, rhymes and words contain intimate, imagined meanings for small children. Sensible teaching lets these meanings develop new forms; misconceived schooling throttles them, imposing dictionary meanings through tests and competition. In our system, the child's language is the first casualty. Prematurely acquired capacities to recite and spell run parallel to rote numeracy. These practices run counter to the basic principles of child-centred teaching. If the CBSE wants to improve language learning at early stages, it will have to look beyond publicised priorities. As an examination board, its focus is naturally on tests and outcomes. Currently, this focus has intensified. New technologies have exacerbated this tendency. Language learning during childhood is an aspect of intellectual growth that demands a generous teacher and diversity of resources. Music, drama and other means of aesthetic expression also enhance children's linguistic strength. A multilingual classroom is best suited to achieving these aims. The education system is accustomed to treating language like a subject. It is taught with the purpose of ensuring success in tests. In recent years, this systemic tendency has worsened. Distrust of the teacher has led to a general, undeclared policy of denial of autonomy. In KVs, teachers must abide by a nationwide convergence of weekly completion schedules. This practice compels every teacher to complete each segment of the syllabus or textbook at the same pace as others. Practices in private schools are not very different from this norm. There is little room in such a system to permit teachers to pursue curricular goals at their own pace. The transformation of such a system cannot be achieved with a circular and a brief re-orientation. The writer is former NCERT director and the author of The Child's Language and the Teacher and Padhna, zara sochna
Time of India
8 hours ago
- General
- Time of India
CBSE board exams twice a year: How to make the most of the two chances you get
In a significant move aligned with the National Education Policy (NEP) 2020, the Central Board of Secondary Education ( CBSE ) has announced that students appearing for Class 10 board examinations will now have two opportunities in an academic year to take their final exams. Starting in 2025, this twice-a-year model aims to reduce exam-related stress and allow students a second chance to improve their scores without penalty. This change represents a major shift from the traditional 'one-shot' approach to a more flexible, student-centric system. But with this flexibility comes the need for smart planning, discipline, and strategy. Here's a comprehensive guide on how students can make the most of this opportunity and perform their best under the new system. Understanding the new format Under the revised model, CBSE will conduct two board exam sessions in a year, tentatively in March and July. Students can choose to appear in either one or both sessions. If a student appears in both, the better score out of the two will be considered final. This is not a supplementary or compartment system; both attempts are treated equally and are available to every student. This change brings CBSE in line with global practices, where students are often assessed more than once a year and given multiple chances to demonstrate their learning without being penalized for underperformance in one attempt. by Taboola by Taboola Sponsored Links Sponsored Links Promoted Links Promoted Links You May Like Buy One, Get One Free, Up To 50% Discount, Expiring Soon Original Adidas Get Offer Undo Why this benefits students This new system is designed to ease the high-stakes pressure of board exams. Students no longer have to fear a single poor performance derailing their academic plans. They now have the freedom to try, reflect, and retry. This change allows students to: Improve scores in specific subjects Test their preparation early without fear Align their academic strategy with entrance exams like CUET, JEE, and NEET Develop a healthier relationship with learning and assessments For students who are unwell, anxious, or underprepared in the first session, this model provides a powerful safety net. Phase-wise preparation strategy To maximize this opportunity, students should break their academic year into two clear phases: Phase 1: Foundation and First Attempt (June to January) This phase should be focused on completing the syllabus thoroughly, understanding core concepts, and taking regular mock tests. Students should aim to take the first board exam attempt in March seriously, treating it as a primary shot at success. Phase 2: Revision and Second Attempt (February to June) If students are not satisfied with their first performance, they can use this second phase to revise key areas, work on weak subjects, and attempt the exam again in July with greater confidence and clarity. Deciding when and what to retake It's not necessary to reappear for all subjects in the second session. Students should be strategic and retake only those subjects where they feel they can significantly improve their score. For instance, if you're planning to pursue science or engineering, subjects like Physics and Mathematics become crucial and may be worth retaking if your initial scores are average. Students should analyze their first-session results carefully to determine which subjects will benefit most from a second attempt, and whether their overall percentage can be meaningfully boosted. Balancing board exams with entrance preparations For Class 12 students, this format adds flexibility but also demands smart scheduling. The first board exam attempt may overlap with preparations for national-level entrance tests like JEE, NEET, and CUET. Therefore, if students are satisfied with their first-session performance, they can shift focus entirely to entrance exams in the following months. Alternatively, if they plan to improve scores in the second session, time management will be key. Students may consider creating a blended study plan—one that combines CBSE revision with entrance exam strategies—especially for subjects that overlap like Physics, Chemistry, and Biology. Managing stress and expectations With the twice-a-year format, students are likely to feel less pressure to be 'perfect' on one specific day. However, it's essential to avoid over-relying on the second chance. The first attempt should still be approached with full commitment and preparation. Parents and teachers play an important role here. Instead of emphasizing score maximization alone, they should encourage consistency, concept clarity, and resilience. The focus must shift from just scoring to building long-term academic strength. The twice-a-year CBSE board exam model is not just a scheduling update—it's a paradigm shift in how student achievement is measured. With proper planning and awareness, students can use this flexibility to their advantage, without compromising on quality learning. The key lies in strategic preparation, timely decision-making, and maintaining mental balance. Instead of fearing exams, students can now embrace them as learning milestones, with not one but two chances to showcase their best selves. Is your child ready for the careers of tomorrow? Enroll now and take advantage of our early bird offer! Spaces are limited.
India Today
a day ago
- General
- India Today
Two CBSE board exams from 2026: Great move or more pressure? Teachers speak
Starting in 2026, CBSE Class 10 students will appear for board exams twice a year -- once in February and again in May. While the first attempt is compulsory, the second is optional and allows students to improve marks in up to three subjects or reappear if they couldn't clear a move aims to reduce exam pressure, and schools across India are cautiously optimistic -- but warn it'll only work if implemented PROGRESSIVE STEP, BUT DON'T RUSH IT'Many school leaders support the plan. Dr Alka Kapur, Principal of Modern Public School, called it 'a progressive step aligned with the vision of the National Education Policy (NEP) 2020.' According to her, 'This reform aims to reduce academic stress, provide greater flexibility, and empower students with the opportunity to improve their performance through multiple attempts.'But she also added, 'Its successful implementation will require careful planning, robust infrastructure, and clear guidelines.'Ganesh Sharma, Principal of Global Indian International School, said the new format 'will offer students an additional chance to enhance their performance, thereby it will potentially lessen stress and pressure related to exams.'However, he cautioned, 'This policy will necessitate extensive logistical arrangements, increase educator responsibilities, and may cause disruptions to the academic timetable.'He also noted that 'it could create financial burdens for students from economically disadvantaged backgrounds.''TWO BOARD EXAMS IS A LOGISTICAL CHALLENGE'advertisementShiv Nadar School's Principal Anju Soni acknowledged the positives but noted, 'Preparing students for two board exams poses logistical challenges for schools.''Despite this, the policy can offer significant benefits to the students—it may reduce exam stress, promote deeper learning, and offer them with a second chance without losing a year,' she added. (Photo: PTI) 'FLEXIBILITY SHOULDN'T BECOME AN EXPECTATION'Preeti Bhandary, Co-Founder and Director of Glentree Academy, warned, 'It's important to ensure that this flexibility doesn't become an added expectation.''The option should be exercised judiciously -- only when genuinely necessary -- so that it serves its true purpose of easing pressure, not unintentionally amplifying it,' she said.'ALIGNED WITH OUR EXISTING ASSESSMENT STYLE'At some schools, the new system won't feel like a big shift. Bidyumala Salunke, Principal, Orchids The International School, said, 'We welcome the recent changes announced for the upcoming academic session, which offer students greater flexibility and multiple opportunities to excel.'She added, 'At Orchids, we already conduct term-wise assessments using Volume 1 and Volume 2, so this shift feels aligned with our existing approach—just with the formal tag of a board exam now added to each term.''A STEP IN THE RIGHT DIRECTION'advertisementSasmita Mohanty, Director-Principal of Sanjay Ghodawat International School, welcomed the reform: 'Aligning with the broader objectives of NEP 2020, the CBSE Class 10 biannual exam reform marks a transformative shift in reshaping India's educational framework.''It will further enhance learning outcomes and create a fairer educational environment, ensuring students can thrive and demonstrate their capabilities,' she to Naman Jain, Vice-Chairman of Silverline Prestige School, Ghaziabad, 'The CBSE is setting a significant national precedent by implementing a biannual Class X exam reform in 2026.''Eliminating the 'high stakes' aspect of board exams, this reform will dismantle the pressure of academic performance, encouraging year-round learning,' he also said that this could 'encourage year-round learning' and 'further boost educational pedagogy by identifying learning gaps and taking curative action.'WHAT NEXT?CBSE is also considering similar changes for Class 12, though nothing has been finalised this Class 10 change has sparked fresh discussion on how exams are conducted -- and how they can serve students, not scare them.- EndsMust Watch
