News
Grade distortion has the potential to shake the foundations of meritocracy in India.
Grade distortion or grade inflation in the name of moderation / normalisation is taking a very ugly turn. Marks are randomly assigned and squared off to a high integer resulting in unnaturally high results. It is eroding away at the human capital of our country.

There is a new brand of mathematics doing the round of CBSE corridors. One where not only 79=95 but also 80 = 95, 81 = 95… and so on till 94 = 95.
Using this mathematics, CBSE has given grades to students on their mathematics papers and has brought everyone who has scored between 79 and 94 to the same score of 95. In some cases, poor students who have scored above 95 have also been dragged down to this pleasant-sounding score. Other subjects too are affected by this anomalous marking.
Numerous interviews with insiders*, from ICSE/ISC and CBSE boards, as well as analyses carried out on data covering a number of years and hundreds of thousands of candidates, corroborate that board exams in India across national boards ICSE/ISC and CBSE, have turned into a farce — marks are randomly inflated, marking criteria is opaque, and luck plays too big a role.
The analyses have established that due to competition between boards as well the government’s desire to project a better image, school boards have turned into arbitrary marks-giving machines.
The overwhelming reason behind the massive statistical anomalies is the practice of score moderation by different boards. Usually, moderation is a justifiable practice which involves slight upscaling or downscaling of marks, after the answer sheets have been graded, to account for inter-examiner variability and swings in the year-to-year difficulty of question papers, so that yearly pass rates and score distributions don’t fluctuate wildly
Unfortunately, the spirit of score moderation is no longer present in the exercise as marks and pass rates are being arbitrarily increased — a practice commonly known as 'grade inflation'.
Insiders pointed out to the complete lack of transparency in marking scheme and moderation, and they unanimously agreed that the project/practical marks — 20 in ISC and 30 in CBSE — were simply a tool used to boost scores, and had no relation whatsoever to the merit of the candidates.
A teacher, who has been ICSE chief coordinator (second highest in the board’s marking hierarchy), shared that the marking scheme was unacceptably biased in favour of ‘keywords’. According to him, it was grossly unfair to students that the marking scheme and keywords change substantially from year-to-year, with little transparency or basis. Citing an example from Biology, he added that till recently the word “solvent”, and not “water”, was accepted as correct in the definition of the process of osmosis. But an abrupt and unannounced change meant the latter started being accepted as correct.
According to him, another issue with the marking scheme of any subject, is that it is almost solely the prerogative of a single person — the chief examiner of that subject. The paucity of time available to examiners means standards are loose. In an example that was highlighted at an ICSE meeting, an answer sheet was never opened and marks were randomly allotted on the front sheet.
In the most shocking example from his career, a big bunch of Biology answer sheets belonging to a particular state arrived soaked in rain, with the ink on them completely wiped out. Confused, he sought guidance from the chief examiner of the subject, who promptly asked him to assign average marks to all.
Another blot on the marking scheme, she added, was that wrong spellings often didn’t get penalised if they sounded phonetically correct. In yet another example of dependence on keywords, she added that an answer describing the process of respiration would get full marks if the words “taking in” and “oxygen” were present anywhere in the answer, irrespective of what the rest of it contained. On the other hand, a perfectly descriptive answer would get penalised if it didn’t have those two keywords.
Since CISCE is a private body, unlike the CBSE, it is not bound by the RTI, which means they never have to show candidates the photocopies of corrected answer scripts. This insulates the examiners and further increases the likelihood of neglect and arbitrariness in marking.
The state of CBSE doesn’t seem much healthier, though. A senior teacher, and now principal, at a CBSE school pointed out that CBSE had always been under tremendous pressure to project a healthy state of the country’s educational attainment. This pressure had been amplified by competition from other boards, leading CBSE to hugely inflate marks.
An administrator at a top-ranked CBSE school mentioned that CBSE had barred re-evaluation of answer sheets of most elective subjects because there was a dearth of qualified examiners for other subjects, and they were being arbitrarily marked, often putting those opting for these electives at a disadvantage. In support, he cited far better scores obtained by candidates on the same subjects in internal exams, as compared to board exams.
As mentioned earlier, our analyses revealed statistical anomalies in data for board exam marks. Below are some conclusions.
Jump in share of 90-percenters and overall scores
The share of 90-percenters in CBSE has jumped to almost 8% in 2016 — this fraction was slightly less than 1% in 2004.
In the CBSE examination, since 2009, an unbelievably high number of people score exactly 95, in various subjects. Also, CBSE and ISC are desperate to somehow pass candidates.
Specific regions are favoured arbitrarily: In English, CBSE favoured Delhi students by a huge margin.
Continuing with its love for 95 marks, CBSE allotted this score to over 18 % students in Delhi, in English. But the rest of the country was less fortunate, with less than 1% scoring 95. Even in reputed schools in metro cities other than Delhi, very few have scored in the 90s in English. As reported, there is an upward moderation of 12 marks for Delhi, but zero marks for others. Such regional bias exists for other subjects too.
In both the ICSE and ISC examinations, since at least 1997, it has been observed that certain numbers are altogether missing from the result.
In at least 20 years, a period during which a few million students have appeared for ICSE (class 10) or ISC (class 12) examinations, not a single person in the country has scored 93, 91,89,87,85,85,and 83 in the country, in any subject. There are totally over 30 such marks which have never been attained indicating a serious problem in the moderation process.
Rising popularity of subjects with inflated scores
Certain elective subjects such as Physical Education and Computer Science are exceptionally high-scoring in both CBSE and ISC examinations. Often, over a third of the candidates score higher than 90 in such subjects. Needless to say, these subjects have become increasingly popular, for reasons that have nothing to do with academic inclination. The percentage of takers for Physical Education at the ISC examination jumped from 5% in 2012 to nearly 16% in 2016. This has come at the cost of subjects such as Economics, which is less scoring. Such preference is nothing but a warning against perverse incentives.
Given the state of rot in the boards, it comes as no surprise that premier Indian institutes are trying to become independent of board marks. The latest IIT-JEE pattern has done away with board marks as a criteria, since, as per Ashok Mishra Committee’s report, they pose a “big challenge” mainly due to “difficulties in normalisation”. Other institutes like BITS, Pilani have introduced their own entrance tests, leading to a big churn in the geographical representation of their students, indicating that certain boards made it easier for students to gain entry.
Grade distortion needs to be viewed as a serious public policy problem and not a problem of the respective boards. It encourages lesser effort from students, resulting in deterioration in the nation’s human potential, and eventually India’s future. Moreover, it is completely sullying the age old dictum— better the effort, sweeter the fruits.
*You can read the original article by Prashant Bhattacharji / Prabhat Singh at www.firstpost.com.
Images used for representational purposes only
Education
India Plans Unified Higher Education Regulator: What the HECI Bill Means

India is on the verge of a major overhaul in how it governs higher education, with the government aiming to replace the University Grants Commission (UGC), All India Council for Technical Education (AICTE), and National Council for Teacher Education (NCTE) with the proposed Higher Education Commission of India (HECI). The move, aligned with the National Education Policy 2020, seeks to create a more efficient, autonomous, and accountable regulatory system.
Why Replace UGC, AICTE & NCTE?
The current structure—with multiple agencies overseeing different sectors—has long faced criticism for being fragmented and bureaucratic. Overlaps in jurisdiction, slow decision-making, and limited autonomy for institutions have prompted calls for reform. Committees like the Yash Pal and National Knowledge Commission have recommended a unified regulator to reduce red tape and improve coordination.
What HECI Will Look Like
According to the draft and Lok Sabha updates by Education Minister of State Sukanta Majumdar, HECI will have four independent verticals:
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Regulation (NHERC) – compliance and governance
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Accreditation (NAC) – quality assurance
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Grants (HEGC) – performance-based funding
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Academic Standards (GEC) – curriculum and learning outcomes
This “light but tight” approach aims to foster innovation and autonomy while maintaining integrity and transparency.
Potential Benefits
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Streamlined oversight: Instead of navigating multiple authorities, institutions will liaise with one regulator.
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Better resource allocation: Integrated funding vertical offers performance incentives, echoing models in the UK and Australia.
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Unified standards: Accreditation and curriculum will be uniform, reducing interstate disparities.
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Global alignment: Can enhance India’s appeal with international quality frameworks.
Risks & Concerns
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Centralisation: Experts warn that vesting extensive power in one body may over-centralise control, risking academic freedom.
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Loss of specialised oversight: Domain experts from UGC, AICTE, and NCTE may be diluted.
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Bureaucratic inertia: Transition could bring its own delays and resistance from existing bodies.
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Compliance complexity: Institutions may face confusion adapting to new norms and vertical structures.
Global Inspiration & Way Forward
Many countries offer models worth emulating: the UK’s Office for Students (OfS), Australia’s TEQSA, and the US’s accreditation agencies show that one-regulator systems can work—if they strike a balance between oversight and autonomy. The NEP framework supports this, but success hinges on a smooth transition, capacity building, and safeguarding academic freedom.
In short, HECI is more than an institutional reshuffle. It has the potential to redefine Indian higher education—if implemented thoughtfully. The challenge now lies in building consensus, streamlining regulatory roles, and ensuring this new body empowers institutions, not constrains them.
This news has been sourced from various media outlets, with parts of it written and contextualised by the ScooNews editorial team.
Education
Over 4.7 Lakh Pirated NCERT Books Seized Since 2024, Govt Reports

More than 4.7 lakh counterfeit NCERT textbooks have been confiscated across India since 2024, the Ministry of Education revealed in the Rajya Sabha this week. The large-scale crackdown is part of NCERT’s renewed efforts to combat textbook piracy and safeguard access to authentic, affordable learning materials for students nationwide.
Responding to a written query in the Upper House, Minister of State for Education Jayant Chaudhary stated that textbook piracy has been rampant across multiple states, driven primarily by commercial interests of unauthorised entities. Between 2024 and 2025, over 4.71 lakh fake NCERT books were seized during enforcement operations.
In a series of raids across 29 locations suspected of producing or distributing counterfeit books, NCERT officials also uncovered stocks of fake watermarked paper and high-end printing equipment — collectively worth over ₹20 crore. These raids aimed not only to halt the illegal printing supply chain but also to reinforce the credibility of NCERT materials.
“NCERT textbooks are printed on a no-profit, no-loss basis to reach every child in the country,” Chaudhary reiterated in his reply.
To further stem the piracy tide, NCERT has taken several preventive steps, including reducing textbook prices by 20%, modernising printing methods, and making books more widely available through e-commerce platforms. These steps are aimed at reducing dependency on black-market sources by ensuring affordable and timely textbook access.
In collaboration with IIT Kanpur, NCERT also piloted a tech-based anti-piracy solution using a patented mechanism in one million copies of a Class 6 book. This innovation allows books to be tracked and authenticated, potentially creating a digital trail to curb piracy in the future.
Education
Student Suicides Account for 7.6% of All Cases in India: What the Govt Is Doing Next

Education
CBSE Makes CCTV Cameras with Real-Time Audio-Visual Recording Mandatory in Schools

In a notification issued on Monday, to enhance student safety and ensure accountability on school campuses, the Central Board of Secondary Education (CBSE) has mandated the installation of high-resolution CCTV cameras with real-time audio-visual recording across all affiliated schools.
According to the notification, the board has amended its Affiliation Bye Laws-2018, requiring the installation of CCTV cameras at all critical points within school premises, including classrooms, corridors, libraries, staircases, and other key areas—excluding washrooms and toilets. The footage must have a minimum backup of 15 days and should be made available to authorities upon request.
This directive is part of CBSE’s broader commitment to ensuring students’ physical and emotional well-being. It aims to create safer learning environments by preventing bullying, intimidation, and other implicit threats. The move also aligns with the National Commission for Protection of Child Rights (NCPCR)’s ‘Manual on Safety and Security of Children in Schools’, released in 2021, which outlines safety protocols for creating secure and supportive school settings.
In the official circular, CBSE Secretary Himanshu Gupta stated, “Children have a constitutional right to live with dignity and access education in a safe and supportive environment. The safety has two aspects — from unscrupulous, un-societal elements and from implicit threats like bullying. All such threats can be addressed using modern surveillance technologies.”
The board noted that bullying significantly impacts student self-esteem and mental health. “Children require a healthy and nurturing environment to thrive. This decision is part of our effort to foster that environment,” the notification read.
While many private schools have welcomed the move, citing improved monitoring and security, several government school representatives expressed concern over the implementation. They highlighted the need to repair existing non-functional cameras before investing in new technology.
As implementation begins, the directive reinforces CBSE’s stance on prioritising student safety through proactive and tech-enabled solutions.
Education
CBSE Plans Two-Level Science and Maths in Classes 11–12 to Ease Pressure and Boost Flexibility

The Central Board of Secondary Education (CBSE) is considering the introduction of a two-level system for Science and Mathematics in Classes 11 and 12. The plan is aimed at offering students the flexibility to choose the difficulty level of STEM subjects based on their future academic or career aspirations.
As reported by India Today and originally learnt through The Sunday Express, the proposal is an extension of an existing model implemented in Classes 9 and 10. In Class 10 Mathematics, for instance, students currently choose between Basic and Standard versions during board exams—a move that has allowed students not pursuing Mathematics further to pass with confidence and reduced stress.
The upcoming shift aligns with the broader vision of the National Education Policy (NEP) 2020, which encourages flexible, multidisciplinary learning and student-centric academic pathways.
What the Two-Tier System Means
Under the proposed system, students eyeing careers in fields like engineering or medicine could opt for advanced-level Mathematics or Science, while those focused on the arts, commerce, or vocational pathways could select a standard or foundational version of these subjects.
This customisation acknowledges the diversity of learner needs and aims to reduce the one-size-fits-all pressure that has long characterised India’s board exam-driven system.
Changes Ahead for Schools
If approved, the shift would require significant operational changes in schools—ranging from separate classes for the two levels to revised textbooks, updated assessments, and teacher training. CBSE is expected to issue detailed implementation guidelines after further consultation.
While still under consideration, this move marks a progressive step toward making STEM education more accessible, relevant, and aligned with students’ interests and life goals.
Education
Indian Army to Sponsor Education of 10-Year-Old Who Aided Troops During Operation Sindoor

In a heartwarming gesture of gratitude, the Indian Army has pledged to fully sponsor the education of 10-year-old Shvan Singh, a young boy from Punjab’s Ferozepur district who supported troops with food and water during the intense gunfire of Operation Sindoor.
During the cross-border conflict in early May, Shvan—then mistakenly reported as ‘Svarn’ Singh—fearlessly stepped up to help soldiers stationed near Tara Wali village, just 2 km from the international border. With lassi, tea, milk, and ice in hand, the Class 4 student made repeated trips, delivering supplies to the troops amid ongoing shelling and sniper fire.
Moved by his courage, the Golden Arrow Division of the Indian Army has now taken full responsibility for Shvan’s educational expenses. In a formal ceremony held at Ferozepur Cantonment, Lt Gen Manoj Kumar Katiyar, General Officer Commanding-in-Chief of the Western Command, felicitated the boy and applauded his spirit of service.
“I want to become a ‘fauji’ when I grow up. I want to serve the country,” Shvan had told media in May. His father added, “We are proud of him. Even the soldiers loved him.”
Shvan’s actions during Operation Sindoor—India’s strategic missile strike on nine terror camps across the border in retaliation to the Pahalgam attack—have now turned him into a symbol of quiet heroism and youthful patriotism.
In a world where headlines are often dominated by despair, Shvan’s story reminds us that bravery has no age—and that the seeds of service can bloom early.
Education
State Boards Empowered to Offer Skilling & Assessment Under New NCVET Model

A national workshop was held on July 18, 2025, at Kaushal Bhawan, New Delhi. Organised jointly by the Ministry of Education (DoSE&L), the Ministry of Skill Development and Entrepreneurship (MSDE), and the National Council for Vocational Education and Training (NCVET), the event brought together more than 150 delegates, including senior officials from 24 State and Union Territory education boards.
The central aim of the workshop was to help State Boards apply for recognition as Dual Category Awarding Bodies under NCVET. This status enables boards to both conduct training and assess students in vocational courses aligned with the National Skills Qualification Framework (NSQF), particularly up to Level 4 — which includes critical entry-level skill training linked to employment.
The initiative is part of the government’s broader effort to implement the National Education Policy (NEP) 2020 and ensure vocational education is deeply integrated within the school system.
Officials from MSDE and NCVET emphasised that becoming a Dual Category Awarding Body places greater responsibility on State Boards — not just to conduct assessments, but to maintain quality standards in vocational pedagogy and learner outcomes.
A highlight of the workshop was a hands-on session where States received live technical support to complete their applications. As a result, all 24 participating States began their onboarding process, while six States — Goa, Maharashtra, Himachal Pradesh, Assam, Madhya Pradesh, and Nagaland — completed and submitted their applications. The Goa Board also shared its experience through a case study.
Education
University of Southampton Opens First Full-Fledged Foreign University Campus in India

The University of Southampton has launched its fully operational campus in Gurugram, becoming the first foreign university to do so under the University Grants Commission’s (UGC) regulations.
The UK-based institution received its Letter of Intent last year and completed the campus within 12 months. Union Education Minister Dharmendra Pradhan and Haryana Chief Minister Nayab Singh Saini inaugurated the campus on Wednesday, calling it a milestone for NEP 2020 and the India-UK Roadmap 2030.
“This sets a precedent for internationalisation at home and for India’s vision of becoming a global knowledge hub,” Pradhan said.
Beginning in 2025, the campus will offer UK-aligned undergraduate and postgraduate programmes, including BSc degrees in Computer Science, Economics, Business Management, and Accounting & Finance, as well as MSc degrees in Finance and International Management. Students will also have the option to study up to one year at Southampton’s UK or Malaysia campuses.
Pradhan urged the university to introduce strong STEM offerings and focus on global challenges. Haryana CM Saini welcomed the initiative as a boost to Gurugram’s emergence as an education and innovation hub.
The university will recruit 75+ faculty members with international credentials. The inaugural student cohort includes candidates from India, the UAE, and Nepal.
Higher Education Secretary Vineet Joshi added that the UGC’s streamlined guidelines are enabling more such collaborations, helping position India as an attractive destination for international education.
The University of Southampton is a Russell Group institution and ranks among the top 100 universities worldwide. Its Gurugram campus is expected to strengthen India’s global academic ties and offer students a world-class, locally accessible education.
Education
NCERT’s New Class 8 History Textbook Addresses “Darker Periods”, Highlights Religious Intolerance and Resilience

The National Council of Educational Research and Training (NCERT) has released the new Class 8 Social Science textbook Exploring Society: India and Beyond for the 2025–26 academic session, marking the first time students are introduced to the Delhi Sultanate and the Mughal Empire at this grade level under the revised National Curriculum Framework for School Education (NCF-SE) 2023.
This new volume, aligned with the National Education Policy (NEP) 2020, takes a more direct approach in describing episodes of violence, religious conflict, and iconoclasm during the 13th to 17th centuries, while simultaneously including cautionary notes emphasizing historical context and contemporary responsibility.
A Shift in Framing Historical Conflict
In a departure from previous editions, the book explicitly refers to political instability, destruction of religious sites, and forced conversions during the Delhi Sultanate and Mughal rule. It discusses multiple invasions, plunder campaigns, and attacks on temples by rulers and generals such as Malik Kafur and Alauddin Khilji.
A newly added explanatory section, titled “A Note on Some Darker Periods in History,” outlines the rationale for such inclusions, stating the intent is to understand historical violence dispassionately and not attribute blame to present-day communities. The note reads, “Understanding the historical origin of cruel violence, abusive misrule or misplaced ambitions of power is the best way to heal the past and build a future where, hopefully, they will have no place.”
Focus on Mughal Rule: Blending Power with Faith
The chapter titled Reshaping India’s Political Map covers major developments under the Mughals, from Babur to Aurangzeb. Babur is depicted as both a cultured figure and a “brutal conqueror,” with references to his own writings about the aftermath of his military campaigns. Akbar is described as having a reign marked by “a blend of brutality and tolerance,” acknowledging both his early military actions and later efforts at interfaith dialogue.
Aurangzeb’s rule is discussed in terms of both religious motivations and political strategy. The book references farmans (imperial edicts) ordering temple demolitions and notes debates among scholars about his intentions.
While these sections document religious intolerance and violence, they are accompanied by recurring statements that urge students not to draw contemporary conclusions or apportion modern blame for historical events. One note reads: “Some of the invaders and rulers mentioned above committed terrible deeds and atrocities… but it is important to keep in mind that we, today, bear no responsibility for actions of individuals hundreds of years ago.”
Shivaji and the Marathas: Strategic Leadership and Cultural Identity
The subsequent chapter on the Marathas emphasizes Shivaji’s leadership, administrative innovation, and cultural contributions. He is portrayed as a leader who upheld his faith while respecting others and worked to restore desecrated temples.
According to the NCERT, these revisions are not simply textbook updates but part of a comprehensive overhaul that reimagines pedagogy and curriculum in light of NEP 2020. “Any comparison with the old syllabus and textbooks is therefore fruitless,” the NCERT said in a public statement.
Education
QS Rankings 2026: Delhi Named Most Affordable; Mumbai In Top 100 for Best Student Cities

The QS Best Student Cities 2026 rankings, released on July 15 by UK-based higher education consultancy Quacquarelli Symonds (QS), have placed Seoul as the world’s best city for students, overtaking London and Tokyo for the first time. However, the rankings also mark significant progress for Indian cities, particularly on the affordability and employment outcomes fronts.
India’s four largest metros—Delhi, Mumbai, Bangalore, and Chennai—all improved their positions compared to last year. Mumbai re-entered the global top 100, climbing 15 spots to rank 98th. Delhi rose to 104th, Bangalore to 108th, and Chennai reached 128th.
Among the standout achievements, Delhi has been ranked the world’s most affordable city for students, scoring 96.5 out of 100 on the affordability index. Mumbai (86.3), Bangalore (84.3), and Chennai (80.1) also featured among the top 15 globally in this category. The affordability metric assesses cost-of-living factors such as tuition, housing, and daily expenses.
The QS Best Student Cities Rankings are based on six key indicators: QS university rankings, student mix, desirability, employer activity, affordability, and student view. To qualify, cities must have a population exceeding 250,000 and host at least two universities featured in the latest QS World University Rankings.
India’s upward trajectory in the 2026 edition reflects both domestic education reforms and international recognition. Jessica Turner, CEO of QS, noted that the progress aligns with the goals of India’s National Education Policy (NEP) 2020, especially in promoting global engagement and student-centric learning. “In just ten years, India has seen a 390% increase in the number of universities featured in the QS World University Rankings,” she stated.
In the employer activity category, Delhi and Mumbai broke into the global top 50, signaling strong graduate employability. Bangalore registered the steepest climb, rising 41 positions to 59th, while Chennai jumped 29 spots, indicating the growing international credibility of graduates from these cities.
Global Highlights:
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Seoul ranked #1 globally, followed by Tokyo (#2) and London (#3).
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Munich and Melbourne rounded off the global top five.
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A notable shift toward Asia is evident, with 39 cities from the Asia-Pacific region (excluding Australia and New Zealand) featured in the rankings. Among the 34 Asian cities listed in 2025, 26 improved their positions this year.
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Other high-performing Asian cities included Kuala Lumpur (#12), Beijing (#13), and Taipei (#14), achieving their highest-ever rankings.
As India approaches the fifth anniversary of NEP 2020, the steady rise of its cities in global education indices suggests that structural investments in quality, accessibility, and employability are beginning to pay off. While challenges remain, especially in global perception and desirability metrics, the country’s metros are steadily carving a space in the international higher education map.
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