Latest news with #NationalCurriculumFrameworkforSchoolEducation
Indian Express
02-07-2025
- Politics
- 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
NDTV
30-05-2025
- General
- NDTV
CBSE Allows Basic Math Students To Study Standard Math In Class 11
In a significant shift, the Central Board of Secondary Education (CBSE) has allowed students who studied Basic Mathematics (241) in Class 10 to opt for Mathematics Standard (041) in Class 11, starting from the academic year 2025-26. This initiative offers greater flexibility to students in shaping their academic path, provided they meet certain conditions. The decision, announced in an official notification dated May 27, 2025, marks a shift from the earlier rule where only students who had taken Mathematics Standard (041) in Class 10 were permitted to continue with the subject at the senior secondary level. Students with Basic Math were previously limited to choosing Applied Mathematics in Class 11. According to the circular, heads of schools must assess and ensure that students who wish to switch from Basic Math to core Mathematics in Class 11 have the necessary aptitude and academic preparedness to handle the subject's rigour. The Board has instructed schools to communicate the change to parents and students so they can make informed subject choices while filling the List of Candidates (LOC). Once subjects are finalised in LOC, no modifications will be permitted. This relaxation is a continuation of temporary exemptions introduced during the pandemic years, when students who opted for Basic Math were allowed to take Mathematics (041) in higher classes. However, the CBSE has clarified that the current decision will remain valid only until a new scheme of studies is introduced under the National Curriculum Framework for School Education (NCF-SE). Until then, other provisions of the earlier circular issued on January 10, 2019, will continue to apply. The dual-level Mathematics system was introduced by CBSE in the 2019-20 academic session to offer students options based on their interest and future academic plans. While Mathematics (Standard) caters to those wish to pursue the subject in higher studies, Mathematics (Basic) is designed for those who do not wish to continue with it beyond Class 10.
Indian Express
30-05-2025
- General
- Indian Express
CBSE allows Basic Math students to study subject in Class 11
The Central Board of Secondary Education (CBSE) has allowed students with basic mathematics in Class 10 to pursue the subject in Class 11 onwards. The decision will be implemented from the 2025-2026 academic session. The notification (dated May 27) asked the school heads to ensure that the student has the ability and aptitude to handle Class 11 mathematics. Notably, in CBSE, two levels of Mathematics for the Secondary School Examination were introduced from the academic session ending March 2020 onwards. The Mathematics (Standard) is for those students who wish to opt for Mathematics (041) at Class 12 level, and the Mathematics (Basic) is for students who are not keen to pursue Mathematics at higher levels. In the previous sessions, CBSE had given an exemption to offer Mathematics (041) in classes 10th and 12th to the students who offered Mathematics (Basic) in Class 10; however, the decision was affected because of the pandemic and other issues. As per the change, the relaxation students who offered Mathematics Basic (241) are now also allowed to offer Mathematics (041) in Class 11. 'Before permitting Mathematics (041) in class XI to such students, the head of the Institution/School should satisfy that the students have the aptitude and ability to pursue Mathematics (041) in class 11th,' read the notification. It is important for parents to note that once the subject is filled in LOC, no changes will be entertained. However, the Board informed that this relaxation will not be applicable once the new scheme of studies is implemented. The new scheme of studies will be based on the recommendations of the National Curriculum Framework for School Education (NCF-SE). Meanwhile, the Central Board of Secondary Education (CBSE) will start registrations for the CBSE supplementary exams for private students today. The registration facility is for both classes 10th and 12th. Students who are interested and want to apply for the CBSE supplementary results can visit the official website. Moreover, CBSE Class 12 students are permitted to register for the improvement exams in one subject; on the other hand, Class 1o students can improve their scores in up to two subjects.
Time of India
28-05-2025
- General
- Time of India
CBSE and its ‘Mother Tongue First' move: Bridging learning gaps or widening India's academic divide?
The Central Board of Secondary Education (CBSE) has recently mandated all affiliated schools to implement the language instruction guidelines outlined in the National Curriculum Framework for School Education (NCF-2023), effective from the academic session 2025–26. Central to the guidelines is the 'mother-tongue first' approach, a directive that has garnered both admiration and apprehension. In a nation as culturally and linguistically diverse as India, the policy embodies the potential to either foster holistic growth or exacerbate the already-existing academic disparities. Framed within the contours of the National Education Policy (NEP) 2020, the recommendation urges schools to adopt the child's home language or regional tongue as the primary medium of instruction until foundational literacy in a secondary language is secured, as explicitly stated in NCF-2023 (Part C, p. 239). Schools have until May 31, 2025, to form NCF Implementation Committees, map students' home languages, and begin curriculum and teacher training alignments over the summer break. By July 2025, schools must begin implementing the new model, with monthly progress reports to be submitted starting July 5. This move, as CBSE notes, is 'not just a curricular shift—it is a pedagogical commitment to India's linguistic and cultural diversity and unity.' The pedagogical promise : Early gains in familiar tongues Empirical research from both international and domestic grounds reaffirms that students learn best when they are taught in a language they speak at home. UNESCO has long advocated for mother tongue-based multilingual education, associating it with Sustainable Development Goal 4 — inclusive and quality education for all. Reams of research suggest that instructions aligning with mother-language contours help students delve into conceptual understanding and strengthen memory retention. When students are able to imbibe the concepts better, it leads to a surge in their confidence levels. Furthermore, it hones students' ability to think and process in their native language, further bolstering their cognitive scaffolding. Local success stories back this up. In Rajasthan's Kalyanpur, a multilingual education initiative saw a dramatic shift in classroom engagement. 'Now, it's a miracle there is not a single child who is not able to respond,' said Jashoda Khokariya in an interaction with AFP. She is a teacher who transitioned from Hindi to the local dialect. UNICEF's data adds weight to the stance by reflecting improvement in attendance, parental involvement, and structured teaching practices. Moreover, India's trough in learning further demands the urgency to implement this policy. As per the National Achievement Survey 2021 and the Foundational Learning Study 2022, only 39% of students aged 8 met basic reading standards. This dropped to 10% by age 15. The gap is even wider among tribal and marginalised communities. Mother tongue instruction, experts argue, could arrest this early educational failure. The fault line: A linguistically fragmented reality Yet, the move is not ecstatically welcomed by all the educational planners, especially the ones hailing from India's urban grounds. In metropolises like Delhi, Mumbai, and Bengaluru, home to students from a wide array of linguistic backgrounds, the implementation of the policy presents significant challenges. A single CBSE classroom may encompass speakers of more than 10 different languages, rendering the policy's execution increasingly ambiguous. This gives rise to a pressing question: How can a uniform framework accommodate such profound linguistic diversity? Critics contend that CBSE's mandate trivializes a complex terrain. The cities that host students from multiple linguistic backgrounds, this policy can be a recipe for disaster. The history of West Bengal stands as a testimony to the stance, when the imposition of Bengali as the primary language of instruction in 1980 led to a decline in English proficiency among students. Later, the policy was reversed with a lesson etched in black and white on how language policy can unintentionally throttle social mobility. This tension is particularly pronounced in low-income families who see English as a ticket to upward mobility. As the 2020 Annual Status of Education Report (ASER) revealed, English-medium private school enrolment in rural India has steadily increased, now exceeding 25% in several states, a clear reflection of aspirational trends. Between equity and employability: Walking a tightrope The CBSE clarifies that the move is neither anti-English nor aggressive. The new policy ensures that a second language (R2), potentially English, is introduced through oral exposure from the earliest stages. But literacy in R2 is deferred until the child becomes fluent in R1 (regional or state language). However, critics question whether the delay in acquiring literacy in English may disadvantage students later in life. As the world sprints toward AI integration and digital literacy, the risk of sidelining English can be a deja vu. Rather than bridging gaps, it can further deepen the very divide the policy seeks to bridge. What must follow: Precision , not prescription The policy's success, many argue, will hinge not on ideology but on execution. This includes high-quality multilingual teaching resources, better-trained educators, and flexibility in implementation. The NCERT's efforts to publish textbooks in multiple Indian languages and the rollout of play-based learning tools like Jadui Pitara in Balvatikas are steps in this direction. But scale and quality remain critical concerns. CBSE's guidance does allow for flexibility, where a written tradition is absent or diversity is too high, the regional or state language may serve as R1. However, it remains unclear how schools will navigate multilingual classes without trained personnel or standardised strategies. A fork in the road India's education system now stands at a pivotal juncture. The mother-tongue-first policy, while philosophically robust and ethically sound, needs to be met with nuance, infrastructure, and empathy. If rolled out with precision, it can democratise learning for millions and elevate cognitive outcomes. Mishandled, it risks creating a new class divide — one between those schooled in the language of global opportunity and those caught in a well-intentioned policy trap. As Nelson Mandela, Activist and former President of South Africa, said, 'If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart.' But, good intentions primarily cannot shatter the systemic inequalities. In the absence of rigorous planning and real-world pragmatism, this policy may become yet another barrier. The future of India's youth pivots not on sentimental idealism, but on a hard-nosed commitment to inclusive, effective education reform. Ready to empower your child for the AI era? Join our program now! Hurry, only a few seats left.
Indian Express
28-05-2025
- Politics
- Indian Express
Express View: CBSE directive to introduce teaching in mother tongue in primary classes — a wrong lesson plan
Indian education urgently needs to address a range of challenges: Equipping students with future-ready skills, improving learning outcomes and critical thinking skills, integrating artificial intelligence (AI) into classrooms, and closing the gap between academic learning and employability. At this time, the Centre's push to mandate mother tongue-based instruction at the foundational level is potentially misdirected. The Central Board of Secondary Education (CBSE) has instructed schools to map students' mother tongues and design early-grade instructions around them by the end of the summer break. While this move aligns with the National Education Policy 2020 and the National Curriculum Framework for School Education's advocacy of foundational learning in the home language, mother tongue, or regional language at least until Class II, it risks diverting attention and resources from far more critical priorities. The pedagogical value of foundational literacy in a familiar language is well established, but in certain contexts. International models, from Ethiopia to the Philippines, and local experiments, such as Odisha's successful 2006 mother tongue-based multilingual education pilot programme, validate the benefits of this approach. However, these models often operate in relatively homogeneous linguistic settings or are tightly focused on marginalised groups. Applying the same logic uniformly across India's vast multilingual CBSE ecosystem introduces significant complexities. In cities and towns where classrooms host students from a wide array of linguistic backgrounds, the logistics of assigning instructions by mother tongue or home language are deeply problematic. They raise practical questions — how should a classroom with multiple languages be managed? Which language should be prioritised? Trained personnel, multilingual teaching resources and dynamic classroom strategies continue to be in short supply. The result could be inconsistent, confused, and uneven learning experiences — the opposite of what foundational education requires. The move risks sidelining an even more urgent national conversation: How to adapt the classroom to the realities of rapid technological changes and geopolitical churn. While the world races to integrate AI into pedagogy, enhance digital literacy, and prepare students for jobs that don't yet exist, India's education system is at risk of being bogged down in language politics. For better or worse, English remains the language of aspiration, global communication, and economic mobility for millions of Indian families. An inflexible emphasis on mother-tongue instruction could set back long-term prospects for students, especially those from economically weaker sections for whom an English-medium education remains key to social advancement. In West Bengal, for instance, the Left Front government's rigid implementation of Bengali-medium primary education in government schools in the 1980s left generations with poor English proficiency. This became a disadvantage in white-collar employment, forcing a policy reversal in later years. In a country of India's diversity, any pedagogical shift, especially those directed at early learners, must be well thought out. The CBSE's move, without addressing deeper systemic needs, risks derailing India's educational progress. Policymakers must focus on what matters most: Building a modern, inclusive and intuitive education system that prepares students for the world they will inherit.
