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Time of India
7 days ago
- General
- Time of India
CBSE's biannual exam plan for Class 10 faces backlash: Educators raise concerns over stress and workload
CBSE's biannual exams for Class 10 face criticism from educators. (AI Image) NEW DELHI: In a transformative move, the Central Board of Secondary Education (CBSE) has approved the introduction of biannual Class 10 board exams, starting in 2026. Aimed at reducing student stress and providing multiple opportunities for improvement, the new system will require all students to sit for the first phase of exams, with the second phase optional for those wishing to improve their scores. The best score from either phase will be considered for the final result. This change is in line with the National Education Policy (NEP) 2020, which promotes a student-centered approach to learning and aims to alleviate the pressure of high-stakes testing. However, this shift has sparked strong reactions from educators. While some see potential benefits in the increased flexibility, the majority of principals have raised concerns about the policy's impact on academic calendars, teacher workload, and student well-being. Many fear the new exam system will exacerbate stress rather than reduce it, with extended exam periods leading to burnout for both students and teachers. Others question the practicalities of implementing such a system in schools with already tight schedules. Concerns over academic calendar and teacher workload Several school leaders have expressed concerns about how the biannual exam system will interfere with the smooth functioning of schools. by Taboola by Taboola Sponsored Links Sponsored Links Promoted Links Promoted Links You May Like Investire è più facile che mai BG SAXO Scopri di più Undo Ms. Sudha Acharya, Principal of ITL School in Dwarka, warned that the extended exam period, from February to June, would leave little room for regular teaching. "From mid-February to June, teachers will be engaged in conducting exams and grading, which will compromise the time available for regular classes," she explained. "This will impact not just board exam preparation but the teaching of other classes as well." Read Also: CBSE Introduces Biannual Class 10 Board Exams from 2026, Retaining Best Score The new system also poses logistical challenges for schools. Teachers, who already juggle multiple responsibilities, will face increased pressure. "Teachers involved in exam duties also teach classes from VI to VIII," Ms. Acharya pointed out. "This will make it difficult to begin the academic session in April, and may even affect the quality of teaching in lower grades." Ms. Asha Prabhakar, Principal of Bal Bharti Public School, NOIDA, echoed similar concerns, stressing that the compressed academic calendar, which already has limited working days, will be further strained by the new policy. "With only around 210 working days in a year, introducing two board exams will make it even more difficult to maintain a balanced academic schedule," she said. "The emphasis on exam duties will leave little time for teaching, and this could lower learning standards for other classes. " Increased stress and potential for burnout While the policy is meant to reduce stress, many educators worry that it could lead to even greater anxiety for both students and teachers. Ms. Aparna Erry, Principal of DAV Public School, Gurugram, pointed out that two board exams in one year would extend the stress period from February to May, leaving little room for relaxation or skill development. "Instead of reducing pressure, students will feel the weight of constant exam preparation," she said. "This prolonged stress could lead to burnout and diminish their overall well-being." Read Also: How the New CBSE Class 10 Board Exam System Will Work Starting 2026 Teachers, too, are likely to bear the brunt of the increased workload. Ms. Rashmi Malik, Principal of Salwan Public School, Gurugram, expressed concern over the extra responsibilities teachers would face, noting that the dual exam system would require them to prepare students for multiple rounds of testing, as well as manage the evaluation process. "This added workload will put significant stress on teachers, who are already stretched thin," she said. Financial and emotional burden on families The financial implications of the new system are another point of contention. Many principals believe that the two-exam system could place unnecessary strain on families. Dr. Anupama Mishra, Principal of Sunbeam School Varuna, Varanasi, pointed out that the cost of registering for two rounds of exams, along with other associated expenses like coaching or materials, could be a burden for many families. "The repeated costs of exam forms, stationery, and travel to exam centers could lead to financial strain," she said. Additionally, the emotional toll on both students and their families could be significant. "Parents will face additional pressure to ensure their children perform well in both rounds, and this could add to the overall stress," Dr. Mishra noted. Solutions and suggestions While many educators remain critical of the biannual exam policy, some have suggested alternatives that could better balance flexibility with meaningful assessment. Ms. Malik of Salwan Public School proposed a shift toward online Class 10 exams, which would allow students to take exams anytime after September, with multiple chances to improve scores. "Rather than two board exams, we could focus on internal assessments for students who don't need the board certification," she suggested. Ms. Prabhakar of Bal Bharti Public School also recommended that CBSE reconsider its approach, emphasizing that the goal should be to maintain high educational standards while minimizing stress. "The priority should be on providing a balanced education, rather than focusing solely on exam results," she said. A call for balanced reforms While the CBSE's decision to introduce biannual Class 10 exams is an attempt to reduce stress and offer more opportunities for students, the overwhelming feedback from educators suggests that careful reconsideration is needed. The concerns over teacher workload, academic calendars, and the mental health of students and teachers highlight the need for a more balanced approach to assessment. As the policy moves forward, it will be crucial for CBSE to engage with educators to find a solution that truly supports both academic excellence and student well-being. Is your child ready for the careers of tomorrow? 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The Hindu
22-06-2025
- General
- The Hindu
Mother tongue mapping in Delhi-NCR schools reveals rich diversity, preference for English
Following a Central Board of Secondary Education (CBSE) circular emphasising the use of mother tongues in foundational classes, schools in Delhi-NCR have been mapping the various languages spoken by students, which has revealed linguistic diversity in most classrooms. The exercise being carried out independently by the schools has shown that students in the region speak between 10 and 20 different languages, including Hindi. Most CBSE schools in Delhi-NCR are English-medium and offer Hindi, Sanskrit, or Urdu as the second language from Class 1, and a third language from a pool of foreign and local languages from Class 6. Most principals The Hindu spoke to said that while English will remain the official medium of instruction, as most parents seem to be in favour of it, Hindi will be used 'informally' in the primary classes for assistance, as is the practice in most CBSE schools. Many also said that they are formulating ways to use oral and visual media to introduce children to different languages, as incorporating those into the pedagogy right away wouldn't be possible. The CBSE directive dated May 22 referred to the National Curriculum Framework, which recommends that the 'first language of literacy (R1) should ideally be the mother tongue or a familiar State or regional language'. It adds, 'If there are practical considerations, such as classroom diversity, resource limitations, or oral traditions lacking written forms, R1 may shift to the State language, which would be a familiar language. R1 must serve as the medium of instruction until foundational literacy in another language is achieved.' The schools have been asked to complete language mapping and realign curriculum by early July, when summer vacations end. 'Teaching through folklore' Sudha Acharya, principal of ITL Public School in Dwarka, said, 'We found that 3,000 students had 21 different mother tongues, including Marathi, Odia and Malayalam. Hindi is the most spoken, so we will continue with Hindi and English as mediums of instruction until Class 2.' To promote inclusivity, ITL has launched an initiative that exposes students to a different language every two weeks through music, folklore, and visual aids such as language trees and charts. She added that even as her school has a bilingual teaching policy for the initial classes, many parents insist on early fluency in English, which they associate with 'better prospects for higher education and employment'. Urmimala Sudhakar, principal of Summer Fields School, Gurugram, said they will teach the various mother tongues orally as the CBSE circular does not mention teaching mother tongues for the purpose of testing. 'We are working on framing our own language policy. Students' mother tongues will be taught orally. For instance, a teacher could ask a student how to say 'water' in their mother tongue. We cannot introduce it overnight as teachers will require training first,' she said. 'Parents prefer English' Ameeta Mulla Wattal, chairperson (innovations and training) of DLF Foundation Schools, noted: 'Since there is great linguistic diversity, a separate class will not be held for three students who might have the same mother tongue. Rather, the languages can be incorporated in other ways to ensure that linguistic minorities in the classroom feel included.' However, linguistic integration faces a major caveat: English remains the preferred mode for instruction for many parents, said Ms. Wattal. 'In response to the mapping exercise, parents have overwhelmingly opted for English as the primary language. We will have to take this into consideration. It should be a parent-driven exercise,' she added. Jyoti Arora, principal of Mount Abu Public School in Rohini, echoed this view. English will remain the mode of instruction. However, we are also encouraging teachers to use Hindi orally, she said.
Indian Express
21-06-2025
- General
- Indian Express
From 2026, Class 1 entry age to be raised to 6 in Delhi schools in line with 5+3+3+4 system under NEP
Starting 2026, a child will need to be at least six years old to be admitted to Class 1 in a Delhi school —a change that could alter how pre-primary education is structured across the Capital. In a circular issued on Friday, the Directorate of Education (DoE), Government of NCT Delhi, announced that the minimum age of admission to Class 1 will be raised to 6 from the academic year 2026–27. This is in line with the National Education Policy (NEP) 2020, which introduced the '5+3+3+4' model for school education and brought early childhood learning into the formal schooling system. This model divides schooling into four stages: foundational (5 years), preparatory (3 years), middle (3 years), and secondary (4 years). 'A child may be admitted to Class 1 only upon completion of 6 years of age from academic session 2026-27 onwards,' the circular stated, adding that 'detailed directions regarding the implementation… will be shared with schools subsequently in due course of time.' Following the introduction of the NEP 2020, the Union government has been urging governments across states and union territories, including Delhi, to implement the structure. Until now, Delhi was among the several states that allowed enrollment in Class 1 to children who were under six. The move is expected to bring long-term benefits, but may cause some disruption in the short term as schools, parents, and early education providers adjust to the new structure. Delhi schools had so far been admitting students aged 3 and above in Nursery, 4 and above in KG, and 5 and above in Class 1. With the latest change, parents will now have to plan for an additional year of preschool. The foundational stage will now include three years of early education: Nursery (Bal Vatika 1) at age 3+, Lower KG (Bal Vatika 2) at 4+, and Upper KG (Bal Vatika 3) at 5+, as per the circular. Only after completing this stage can a child progress to Class 1. Sudha Acharya, Principal, ITL Public School, Dwarka, called the shift 'a much-needed alignment with developmental needs'. She said, 'It gives children more time to grow emotionally, socially, and cognitively before they are pushed into formal academics.' But Acharya also flagged the need for planning and detailed guidelines by the Delhi Education Department. 'Parents need clarity. Schools, especially private ones, will need to prepare for an expanded pre-primary section—more classrooms, more trained teachers. Otherwise, the implementation could become chaotic.' At present, many parents in the Capital send their children to private preschools or Anganwadis before enrolling them in schools. With the restructuring of the foundational stage, schools may see higher enrolments, especially among families that prefer a school-based structure from the start, as per educators. 'This move could lead to more parents enrolling children directly into schools for early learning, rather than Anganwadis, which are seen as less structured,' Acharya noted. If a child is currently under the age of 3, parents will need to plan preschool choices more carefully, as skipping this stage will no longer be an option for enrollment in Class 1. To make the implementation process more 'inclusive', the DoE has invited suggestions from all stakeholders, said officials. As per the circular issued on Friday, 'all stakeholders, including teachers, parents, students, school management committees, educational institutions, school associations, professionals, subject experts, scholars, and members of the general public are cordially invited to share their valuable inputs and suggestions for implementation.' Submissions can be emailed to schoolbranchnep@ on or before July 10. The change also brings Delhi in line with the Right to Education (RTE) Act 2009, which guarantees free and compulsory education from age 6 to 14, as students will be enrolled in Class 1 only after 6 years of age, unlike before. As per some studies, starting formal education too early can negatively affect learning outcomes and children's attitudes towards school. Studies, such as those by UK-based Cambridge University's Faculty of Education, have found no long-term academic advantage in starting formal literacy instruction at age 5. Children who start later often show better comprehension and more positive attitudes towards learning.
Indian Express
13-05-2025
- General
- Indian Express
CBSE Class 12 results: Delhi records 95.18% pass percentage
The Central Board of Secondary Education (CBSE) announced the Class 12 exam results Tuesday, and Delhi achieved a pass percentage of 95.18 per cent, surpassing the national average of 88.39 per cent. However, Delhi fell in its regional rankings this year, with both the West and East districts dropping from their positions in 2024. CBSE announced that 14,96,307 students passed the Class 12 exams out of 16,92,794 who appeared, and the pass percentage of 88.39 per cent is a slight increase from last year's 87.98 per cent. According to the CBSE, 3,08,105 students registered for the exam from the Delhi region, of which 3,06,733 appeared and 2,91,962 passed, recording an overall pass percentage of 95.18 per cent. This marks a drop of about 1.81 per cent from last year's 96.99 per cent. In Delhi West, 1,27,943 students registered for the examination, including 65,635 boys and 62,308 girls. Of these, 1,28,311 appeared — slightly more than those registered — with 66,298 boys and 62,013 girls sitting for the exam. As many as 1,21,411 students passed, comprising 61,211 boys and 60,121 girls. The overall pass percentage for Delhi West stood at 94.37 per cent, with girls outperforming boys by a significant margin — 96.05 per cent compared to 92.37 per cent. In terms of regionwise performance nationally, last year, Delhi West recorded 95.64 per cent after Thiruvananthapuram (99.91 per cent), Vijayawada (99.04 per cent), Chennai (98.47 per cent) and Bengaluru (96.95 per cent). Delhi East came sixth with a pass percentage of 94.51 per cent last year. In 2023, Delhi recorded a pass percentage of 92.22 per ceet. In 2022, when the board exams were bifurcated owing to Covid — term one was held in November-December and the term 2 exam in may-June — it recorded a pass percentage of 96.29 per cent. In 2021, when board exams could not be held due to the pandemic, the pass percentage touched a record high of 99.84 per cent as students were assessed based on their scores in previous exams, practical exams and internal assessments. In 2024, the results were up by about 2.75 percentage points from last year. In 2020, Delhi's overall pass percentage was 94.39 per cent while it was 91.87 per cent in 2019. 'This year, the Physics paper was exceptionally tough,' said Sudha Acharya, principal of ITL Public School. 'Even students who scored 99.9 percentile in the JEE found it challenging. Physics has traditionally been a scoring subject, but the difficulty level this year affected the performance of many science students, which likely contributed to the dip in Delhi's overall pass percentage.'
Indian Express
09-05-2025
- General
- Indian Express
In Delhi-NCR, few private schools stay shut, others continue with offline classes
From closing campuses on Friday to shifting classes online and continuing with regular classes backed by emergency preparedness protocols, private schools across Delhi-NCR have adopted a range of responses in the backdrop of India beginning a counter-offensive after Pakistani drones and missiles attempted to hit military facilities in Indian cities on Thursday. However, government schools across Delhi-NCR have remained open, with no formal directions issued by the respective state governments. A senior official from the Delhi education department explained that authorities chose not to order closures, considering that schools are already scheduled to shut for summer vacation starting May 11. The Delhi Public School (DPS) branches in R K Puram, East of Kailash, and Vasant Vihar were among the first to announce a complete closure on Friday, citing precautionary measures. The management directed staff across academic and non-academic departments to remain alert and keep their teams informed. Additionally, Indraprastha World School confirmed that it would continue operations in online mode only for the day. Pathways School Noida, a prominent private school catering to Delhi-NCR students, also announced it would shut on Friday. The majority of schools across Delhi-NCR, however, remained operational, choosing to continue offline classes while implementing necessary safety precautions. These include Amity International Schools, Birla Vidya Niketan (BVN) in Pushp Vihar, Queen Mary's School (QMS) Northend, Salwan Public School in Mayur Vihar, Maharaja Agrasen Model School (MAMS) branches and Apeejay School branches. ITL Public School, Dwarka, chose to work in offline mode 'to not create any panic', and attendance is more than 90 per cent, Principal Sudha Acharya said. Schools in South Delhi and Pitampura were reportedly open. Mamta Modern Senior Secondary School in Vikaspuri also remained open, though it rescheduled its unit cycle tests, Principal Pallavi Sharma confirmed. Similarly, DLF Foundation Schools in Gurgaon stayed open, with chairperson Ameeta Mulla Wattal saying, 'The schools are not closed since the drills are in place.' On Wednesday, mock drills were conducted at 55 locations in Delhi, including over 500 schools, simulating blackouts and evacuation scenarios following instructions from the District Disaster Management Authority.
