Education
Teacher training trends in Asia
Vaidehi K N pens down teacher training trends in Asia.
Global socioeconomic trends and cultural changes pose new challenges for ECE teachers in 21st century. Rising parent expectations around learning outcomes, are creating opportunities for those who are ready. Thus a teachers’ role in early childhood setting is much more demanding and challenging.
Thus teachers are the cornerstone of educational development and ‘good schools require good teachers’. Teachers are at the forefront of the process of educational reform, since the quality and effectiveness of any education system ultimately depends on the quality and nature of the interaction that occurs between learners and their teachers.
THE CURRENT SCENARIO
For most of USA, Europe, Australia and New Zealand, school readiness is around behavioural, emotional and motor skills, not academic standards. In Asia including India the demand from parents is more aorund academic excellence and readiness! Though this is taking a paradigm shift.
Asia is engaged in an educational movement in this decade to transform the traditional academic- and instruction-driven education into inquirybased and child-centered approaches involving critical thinking as the core. ECE teachers in India now have to possess skills to handle students’ varied interests, talents, and creativity in addition to academic knowledge.
“Teach Less, Learn More” is the new mantra in ECE and for all the right reasons. Teachers who earlier were abiding by the prescriptive curriculum are now forced to acquire new skills to handle the paradigm shift to inquiry based learning with critical thinking. It requires teachers to reorient themselves to align their beliefs and practices with the global trends in education.
The encouragement of conducting “learning by doing” activities throughout a wide range of fields replaces the traditional content-valued education. The objective is to focus on each child’s holistic developmental needs by a child centered integrated curriculum.
How to address the tension between achieving “success” in academic knowledge, and attaining the goal of valuing children’s creativity and diverse ways of thinking, are still evolving. Asia thus is at a critical point of this transformation journey being closely mentored by government agencies and global organisations.
TRENDS IN CHINA
China’s educational system has made great progress. The nine-year compulsory education has been basically universalised in 2000. Politicians, parents, and the general public challenge the quality of teacher education in China, and therefore the reform of the curriculum of teacher education is a very hot topic in teacher education institutions. In general, everybody agrees that the complex knowledge structure for teachers comprises subject-matter knowledge, conditional knowledge (knowledge about pupils’ development, knowledge about learning and teaching, knowledge about assessment and evaluation, etc.), practical knowledge, and cultural knowledge. But there is lack of common understanding about what should be the proportion of those kinds of knowledge or where the emphasis should be put.
China has raised the qualification standards by the establishment of Master of Education professional degree. Now comprehensive universities like Beijing and Peking unversities have started to prepare ECE teachers. The undergraduate programs will emphasise general education and foundations of major fields as in ECE. The majors will be widened to cover interdisciplinary or multi-disciplinary studies including ECE. ECE teaching institutions are raising their standards and improving their quality of education to promote professionalisation of teachers by including global stadards. Teachers are still not regarded as full professionals by many policy-makers or the general public in China.
TRENDS IN MALAYSIA
During the ’60s and ’70s after years of independence, there was an urgent need to recruit enough teachers to staff the newly built classrooms. To ease the acute shortage of teachers in ECE and primary schools, many untrained teachers with academic qualifications as low as Form 3 (which is equivalent to nine years of general education) were recruited and given part-time training during the weekends and school holidays in training colleges and regional training centers. To staff the secondary schools, many graduate teachers were imported from the United Kingdom and India.
The goals of teacher education have changed over the years according to the pressing needs of the education system. Consequently, different types of teacher education programs have been developed to cater to the following priorities at different points in time:
a) to ensure that enough teachers of the various levels needed by the schools are recruited and trained;
b) to raise the quality of teachers;
c) to train enough teachers in specialised subjects like ECE, English, science, and mathematics;
d) to provide sufficient trained teachers for vocational and technical schools;
e) to provide training for upgrading, professional development of practicing teachers; and
f) to provide professional training for all kinds of practitioners in the education system, including school counselors, school principals, teacher educators, curriculum developers, and others.
The teacher-training curriculum is focusing on:
a) Teacher Dynamics – Soft skills, child psychology in ECE, language and thinking skills, Islamic education, Moral and environmental education.
b) Knowledge and Professional Competence – Psychology, pedagogy, and guidance and parent counseling.
c) Self-enrichment – art education and physical and health education/games.
d) Co-curricular activities – management of co-curricular activities, games, athletics, uniformed units, and societies.
The teaching profession and ECE does not attract the most talented young people and less male teachers.
ECE Teaching is not very attractive, partly because of its low social status and partly because a teacher’s job is very complex and demanding. Therefore, better pay and incentives are being provided to attract talented young people to the teaching profession.
The quality of teacher training is being improved by paying attention not only to the intellectual qualifications of future teachers but also the characteristics of their personalities, and the working conditions for teachers are improved to include a better career structure with more promotion and professional development opportunities.
In all ECE teacher education programmes, the practicum is being made mandatory which attempts to link theory and practice of teaching. This there has been a shift from the technical-rational model to the reflective practitioner model.
TRENDS IN INDIA
India has a long tradition of teaching and learning. Traditionally, the society entrusted young ones to the learned scholar known as guru with full confidence and faith: the guru looked after all the learning needs of the learner, including the total development of the personality.
There is a serious imbalance of availability of qualified/trained ECE teachers in the country. In many regions, ECE trained teachers are not available; this has led to untrained teachers being appointed.
It is widely acknowledged that teacher education has not yet acquired the requisite status as a profession like engineering, medicine, and business management. The community and parents still do not give much credibility to the training aspect of teachers in schools.
ECE teacher training and general teacher training are preparing teachers to integrate indigenous knowledge in theory and practice; developing among them an understanding of the impact of globalisation, privatisation and information and communication technology; fostering among teachers as well as in the students the interest for life long learning; empowering teachers to inculcate at every stage values among students; enabling teachers to establish linkages with parents and the community; developing among teachers the competencies to deal with differently abled students; orienting teachers in modern techniques of evaluation; etc.
Specialised training on parent management is part of the ECE training as parents’ expectations are very high and students are demanding! Teacaher concerns around career advancement, placement opportunities, professional development, and transparency in upward mobility scenario are being addressed. New systems are evolving to provide professional feedback to the teachers and thereby contribute to their professional growth.
There is immediate emphasis on retraining and reorganising existing ECE teachers, making most of them competent in their profession and to the new curriculum challenges. A new type of educational institution called the District Institute of Education and Training (DIET) has been conceived within the National Policy on Education (NPE) and the Ministry of HR as major steps towards effective teacher education. The DIET is designed to improve and enrich the academic background of ECE and elementary school teachers.
Training in models of ECE teaching (concept attainment, inquiry training and critical thinking) in the form of lecture, demonstration, discussion and peer practice feedback has been put in place to enhance the understanding and competence of both teacher educators and student teachers in using the models of teaching. Teaching in these models also brought about significant favourable changes in the attitudes of both teacher educators and student teachers towards new models and their willingness to implement them in teacher training programmes. School students taught through these models also responded favourably to them.
In the long-term, helping teachers at the beginning of their training definitely sounds like a good investment. After all, before you can become a good teacher, don’t you have to have the opportunity to be a good student?
Vaidehi K N is Managing Partner, Podar Jumbo Kids Banashankari and Sarjapur.
Image Courtesy: ucl
As Delhi records its first major heatwave of the season with temperatures soaring beyond 40°C, schools across the capital are ramping up efforts to safeguard student health. Responding to a yellow alert issued by the India Meteorological Department (IMD), several schools have swiftly implemented precautionary measures to shield children from heat-related illnesses.
To minimise sun exposure, outdoor activities have been suspended after 10 a.m. in many institutions. Schools are also taking proactive steps to ensure hydration, offering traditional cooling beverages such as aam panna, buttermilk, lemonade, and wood apple sherbet within their premises. At ITL International School in Dwarka, Principal Sudha Acharya highlighted how students have been encouraged to carry infused water with cucumber and watermelon, with teachers even integrating cooling drink preparation into their practical lessons.
Tagore International School in East of Kailash has issued advisories to students and parents, recommending protective accessories like caps and umbrellas, and stressing the importance of not sending children to school on an empty stomach—a known risk factor for heatstroke. The school has moved all physical activities indoors to ensure student safety.
Sovereign School in Rohini has echoed similar caution. Chairperson RN Jindal confirmed that outdoor games are now limited to early mornings, while the infirmary is stocked with ORS, glucose, and essential medicines. Regular health checkups are being conducted for students with recurrent illnesses, and the institution is strictly following the guidelines issued by the Directorate of Education (DoE).
These guidelines, issued on March 27, directed schools to avoid afternoon assemblies, ensure proper hydration and ventilation, and promote awareness on protective measures such as wearing light cotton clothing and covering the head with a cloth, hat, or umbrella. Schools were also instructed to report any signs of heat exhaustion or illness to nearby health facilities immediately.
The IMD’s classification of a heatwave includes maximum temperatures of 40°C or more in the plains or 4.5 to 6.4 degrees above normal. With the rising mercury and health risks for children, Delhi schools are setting an important example in prioritising student well-being amid extreme weather conditions.
Source- PTI | India TV News
The Punjab government has launched a ₹2,000 crore campaign titled ‘Sikhiya Kranti’, aimed at upgrading infrastructure and basic amenities across nearly 12,000 government schools in the state. The 54-day campaign was officially launched on Monday by Chief Minister Bhagwant Mann, alongside former Delhi Deputy Chief Minister Manish Sisodia, at the School of Eminence in Nawanshahr.
As part of the initiative, government schools will be equipped with modern learning tools, clean drinking water, high-speed wireless internet, separate toilets for boys and girls, classroom furniture such as desks and chairs, and boundary walls to ensure safety and improved learning environments.
The campaign also includes a school mentorship programme, under which IAS and IPS officers will adopt government schools in rural areas. These officers will mentor students and guide schools in improving learning outcomes. The pilot phase of this initiative will cover 80 Schools of Eminence, with each officer assigned a school for a period of five years, regardless of their place of posting.
The state government has also been sending teachers for training at national and international institutions to upgrade their skills. This upskilling, according to officials, has contributed to a noticeable increase in student enrolment in government schools.
Manish Sisodia, speaking at the event, stated that the Punjab government is working to strengthen the education system by transforming schools and enabling students to pursue their aspirations. He noted that more than 12,000 schools in Punjab have already undergone transformation in the past three years.
Every year, World Health Day reminds us that good health isn’t just about avoiding illness—it’s about nurturing holistic well-being. And in the post-pandemic era, the conversation has rightly expanded beyond just physical fitness to include mental and emotional health. For schools across India, that means focusing not just on what students learn—but how they feel while learning. And the same goes for teachers.
Today, more students and educators are facing anxiety, burnout, and fatigue than ever before. Pressure to perform, competition, overstimulation from screens, and lack of adequate rest are taking a toll. In this context, the principles of healthy living shared this World Health Day couldn’t be more relevant—not just as a checklist, but as a way of reimagining how schools care for the minds and bodies within their walls.
Nutrition plays a vital role in mental health. Students and teachers alike need balanced meals—rich in fruits, vegetables, whole grains, and protein—not sugar-laden snacks and quick fixes. Schools can lead by example through healthy canteen menus and awareness drives about mindful eating.
Sitting through back-to-back classes can make even the most active minds sluggish. Integrating daily movement breaks, dance sessions, or stretching routines can improve concentration, mood, and overall energy levels. Physical activity is not just for sports hour—it should be woven into the school culture.
Sleep is often underrated. Students are staying up late due to homework or screen time, and teachers are burning out from lesson planning, assessments, and administrative work. A well-rested mind is more creative, focused, and resilient. School policies should actively discourage all-nighters and promote realistic deadlines, even for staff. Hydration affects cognitive function and mood. Students and teachers need regular reminders to drink enough water. Simple initiatives like water breaks during class or hydration stations across campus can create a culture of wellness.
And finally—talk about it. Break the stigma around seeking help. Every school should have access to a counsellor or helpline. Peer support groups, teacher support circles, mindfulness sessions, and mental health literacy workshops should be part of the school ecosystem—not rare events during “wellness week.”
In an age where emotional fatigue often goes unnoticed, we must acknowledge that healthy habits = a bright future. On this World Health Day, let’s promise to not only care for our health but also be kind—to our bodies, our minds, and one another. Because in the end, no curriculum is more important than the well-being of those who teach and those who learn.
Good Food = Good Mood
Move More, Sit Less
Rest to Feel Your Best
SIP, Don’t Skip
Mental Health Matters
In a decision that has sent shockwaves through the global education community, the US Supreme Court has permitted the Trump administration to go ahead with slashing $600 million in teacher training grants—funds that supported Diversity, Equity, and Inclusion (DEI)-related programs. The 5-4 ruling is being seen as a major blow to the foundational ideals of inclusive education.
The affected grants, including the Teacher Quality Partnership and Supporting Effective Educator programs, were created to recruit and train educators, particularly for rural and underserved communities. These programs were designed not just to address America’s growing teacher shortage but also to help educators understand and embrace student diversity—a critical aspect of modern pedagogy.
Trump’s Department of Education has argued that the programs funded “divisive ideologies.” A standardised letter sent to grant recipients stated that the department no longer supports programs promoting DEI or “any other initiatives that unlawfully discriminate on the basis of race, colour, religion, sex, national origin, or other protected characteristics.”
But to education experts, the decision is not just bureaucratic—it’s deeply symbolic.
When the world needs more aggressive teacher training, not less, this ruling feels like a backward leap. At a time when classrooms are more diverse than ever—culturally, neurodivergently, socio-economically—cutting back on training that helps teachers manage inclusive classrooms could spell disaster for the next generation of learners. Teachers make every other profession possible. You cannot take away their training and expect education to survive.
DEI is not a trending buzzword—it is a matter of human dignity and rights. When teachers are better equipped to understand different learning needs and cultural contexts, every child benefits. These funds were not “divisive”; they were the very backbone of equitable education.
This Supreme Court ruling comes in the wake of Trump’s broader effort to dismantle the Department of Education itself, part of his controversial plan to downsize federal governance. An executive order to “eliminate” the department was signed in March 2025, though its full dissolution still requires congressional approval.
Justice Elena Kagan, dissenting in the ruling, called the decision “a mistake,” adding that nowhere in the government’s defence was there a legal justification for cancelling the grants. Fellow Justice Ketanji Brown Jackson said the terminations were contrary to Congress’s original intent of ensuring quality education for all.
While the US wrestles with these policy reversals, the international education community must remain vigilant. This is not just a national matter. The US has long set the tone for education policy worldwide. If other countries begin to emulate this regression, we risk reversing years of progress toward inclusion, understanding, and equality in education.
Let us be clear: Training teachers is not a gimmick. It is a necessity. A minimum standard.
We hope that while the world watches, it does not follow suit.
As schools across India reopen for the new academic year, parents are sounding the alarm over an alarming surge in school fees. A recent nationwide survey by LocalCircles has confirmed that private school fees have increased by 50–80% over the past three years—placing unprecedented financial pressure on middle and lower-income families.
The survey, which gathered responses from over 31,000 parents across 309 districts, revealed that 44% of parents reported a fee hike of 50–80%, with 8% stating that the increase exceeded 80%. In contrast, only 7% of parents felt their state government had effectively capped or regulated these hikes.
Despite widespread concern, only Tamil Nadu and Maharashtra currently regulate school fees, leaving parents in most states without protection from such steep increases. From Hyderabad to Delhi and Bengaluru, parents have protested hikes ranging from 10% to even 100%—especially in the pre-primary and early primary segments.
“Private education is becoming increasingly unaffordable. While the wealthy may manage, middle-class and low-income families are sacrificing basic needs or taking on debt just to keep their children in school,” said Sachin Taparia, founder of LocalCircles.
The survey also indicated a worrying drop in enrolment—with UDISE+ data showing a decline to 24.8 crore students in 2023–24, a fall of over one crore from previous years. Parents and education advocates are now calling for urgent government intervention and stronger fee regulatory mechanisms to ensure equitable access to quality education.
Education
Mahindra University Symposium Explores Harappan Legacy and Its Quiet Influence on Modern Education
At a time when India is reflecting on 100 years since the discovery of the Indus Valley Civilisation, Mahindra University took a significant academic stride by hosting a landmark interdisciplinary symposium that not only honoured our ancient heritage but explored its forgotten links to modern education.
Organised as part of the university’s research initiative to decode the Indus script, the symposium brought together archaeologists, linguists, AI experts, and education scholars. It featured a stunning display of antiquities — including stone tools over 100,000 years old — and rare artefacts from the IVC, offering visitors a tangible glimpse into one of the world’s earliest urban cultures.
A Civilisation Ahead of Its Time
In her keynote, Dr Smita S. Kumar, Superintending Archaeologist at the Archaeological Survey of India, underscored the maritime trade and economic systems that made Harappa a powerhouse of cross-cultural exchange. “The legacy of Harappa shaped the economic landscape of the world and helped lay the foundation for global trade systems,” she said.
But beyond trade, the event also highlighted how the civilisation’s systems of standardisation, civic planning, and symbolism hinted at early forms of instruction and information dissemination.
Professor Yajulu Medury, Vice Chancellor of Mahindra University, stated, “This symposium underscores our commitment to interdisciplinary scholarship. Understanding the IVC helps us trace the evolution of knowledge systems in India.”
Indus Valley’s Forgotten Impact on Education
While IVC is not known for formal classrooms or textbooks, its influence on education is deeper than most realise. Their standardised brick sizes and sophisticated city layouts suggest a culture of measurement, geometry, and applied science. The presence of seals, the undeciphered script, and organised granaries all point to an inherent system of record-keeping and knowledge sharing — key elements of what education aims to do today.
Modern-day curriculum pillars like data literacy, urban planning, sustainable water management, and system design can all find philosophical and functional parallels in the Harappan way of life.
As India moves toward a more integrated and inclusive National Education Policy, perhaps it’s time we looked backward to move forward — and asked how much of our ancient knowledge systems still flow silently through our schools, textbooks, and educational practices.
Education
Madhya Pradesh Renames CM Rise Schools as ‘Sandipani Vidyalaya’ to Honour Lord Krishna’s Guru
In a symbolic move blending mythology with modern education, the Madhya Pradesh government has announced the renaming of its high-tech CM Rise Schools to Sandipani Vidyalaya, in honour of Lord Krishna’s revered guru, Acharya Sandipani. The decision was announced by Chief Minister Mohan Yadav during the launch of this year’s School Chale Hum campaign in Bhopal.
The CM Rise Schools initiative, originally introduced in July 2023 under former Chief Minister Shivraj Singh Chouhan, was envisioned as a transformative step towards quality education. These schools feature smart classrooms, digital infrastructure, and upgraded pedagogy aimed at bridging the rural-urban education divide.
Referring to the legendary Sandipani Ashram in Ujjain—where Lord Krishna is believed to have received his early education—CM Yadav said the renaming serves as a tribute to ancient Indian wisdom. “Lord Krishna received his education in Sandipani Ashram. The CM Rise Schools will now be known as Sandipani Vidyalaya to reflect this legacy,” he stated.
The state government had aimed to establish 9,000 such schools, with 274 already operational and serving over 2.5 lakh students. These institutions have been hailed for offering modern learning environments while drawing inspiration from India’s educational heritage.
The announcement also coincides with renewed efforts to make education more accessible, particularly in rural areas. CM Yadav’s government recently earmarked ₹101.20 crore to revive public transport systems across the state in a public-private partnership (PPP) model, enhancing accessibility to schools and colleges.
By naming these futuristic institutions after a figure steeped in India’s educational tradition, the government hopes to strike a chord with cultural pride while continuing its push for technological advancement in classrooms.
Education
On Paper vs On the Playground: The Stark Reality of Inclusion for Children with Autism in India
On World Autism Awareness Day 2025, the Ministry of Education reaffirmed its commitment to inclusive education—announcing strengthened therapy-based support through Block Resource Centres (BRCs) for children with autism spectrum disorder (ASD) under Samagra Shiksha. On paper, it all sounds exactly as it should: speech therapy, occupational support, assistive devices, special educators, digital access, even parent counselling and teacher training.
But just three days ago, a deeply disturbing video emerged from a Noida-based private school, showing a special educator manhandling a 10-year-old child with autism in the classroom. The video, accidentally shared on a parent WhatsApp group, has since gone viral, leading to the arrest of the teacher, the sealing of the school, and an FIR under the Bharatiya Nyaya Sanhita, the JJ Act, and the RPWD Act.
It begs the question: Is our reality in special education as inclusive as our rhetoric?
When Inclusion Becomes a Hollow Word
For far too many children with autism in India, inclusion begins and ends in policy documents. What lies in between is often a cycle of unchecked negligence, lack of accountability, and poorly trained or entirely unqualified “special educators” functioning like gig workers—underpaid, under-monitored, and dangerously unprepared.
We’ve heard of children being tied to chairs during therapy hours, being underfed as a behavioural management strategy, or being punished for sensory overstimulation they cannot control. Many so-called educators don’t even have basic training, let alone the emotional intelligence required to support neurodiverse children.
What Needs to Change?
If we are truly serious about inclusion, then we need more than just circulars and schemes. We need licensing laws that mandate certification and regular evaluation of all special educators. We need background checks, complaint redressal systems, and swift punitive action against violations. We need to ensure every school, government or private, recognised or otherwise, follows minimum compliance protocols for inclusive practices. And yes, we need parent voices on the table when these frameworks are drafted—not just policy architects in boardrooms.
The Ministry’s renewed vision under NEP 2020 is a welcome step, and BRCs could become powerful hubs of change. But only if they are funded, monitored, and held accountable. Inclusion is not a checkbox, it’s a lived culture—and it starts with respect, rigour, and responsibility.
Education
SC-Appointed Task Force Holds First Meeting to Address Student Suicides in Educational Institutions
In a critical step toward confronting the alarming rise in student suicides, a Supreme Court-appointed National Task Force on Mental Health and Student Well-being in Education held its first meeting on 29 March 2025. This comes just five days after the apex court formed the committee, recognising that student suicides have now outnumbered those in the farming sector—a tragic and urgent wake-up call for the country’s education system.
The task force, chaired by former Supreme Court judge Justice S. Ravindra Bhat, has been given the mandate to examine mental health concerns within higher educational institutions and recommend policy-level reforms to prevent student suicides. The move follows a petition filed by parents of two students from IIT Delhi, who had allegedly died by suicide, seeking an FIR and deeper accountability.
Listening to India: A National Consultation
In a progressive and people-first approach, the task force will soon launch a website and social media platforms to invite public feedback. From educators and students to psychologists and parents, all stakeholders will have the opportunity to share suggestions and lived experiences. Additionally, the panel will conduct public meetings, review existing laws and policies, and consult with institutions and mental health experts.
Who’s On Board?
The panel comprises a cross-section of experts and representatives from:
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Ministry of Women and Child Development
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Department of Higher Education
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Department of Social Justice and Empowerment
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Department of Legal Affairs
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Mental health professionals
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Education policy specialists
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Legal experts
What’s Next?
The Supreme Court has asked for an interim report in four months and a comprehensive final report in eight months. These reports will serve as blueprints to strengthen institutional mental health frameworks and enable the development of preventive policies and on-ground support mechanisms in schools and universities.
Justice J.B. Pardiwala and Justice R. Mahadevan, while announcing the task force earlier this month, had sharply criticised the lack of robust systems to support mental health in educational spaces—pointing to “serious gaps in legal and institutional structures.”
This development comes at a crucial time as schools, colleges, and policymakers across the country grapple with rising mental health issues among students. The outcomes of this task force could very well reshape how educational institutions approach emotional well-being—not as an afterthought, but as an essential part of holistic learning.
Education
CBSE Revises Class 10, 12 Curriculum: Biannual Exams, New Subjects and Flexible Passing Criteria Introduced
In a landmark reform aligned with the National Education Policy (NEP) 2020, the Central Board of Secondary Education (CBSE) has announced sweeping changes to the Class 10 and 12 curriculum, exam structure, and assessment methods. These changes, which will come into effect from the academic session 2025-26, aim to foster flexibility, skill development, and holistic learning.
Biannual Board Exams
One of the most significant updates is that CBSE will now conduct Class 10 board exams twice a year—in February and April—allowing students to choose the attempt that suits them best. However, Class 12 board exams will continue to be held once a year. This change offers students more chances to improve their performance and alleviates exam-related pressure.
Revised Passing Criteria
CBSE has also made the passing criteria more flexible. In Class 10, students who fail in key subjects like Science, Mathematics or Social Science can now substitute them with a passed skill subject or an optional language subject. The overall pass percentage remains at 33% in both theory and internal assessment.
Introduction of Skill-Based Subjects
With a strong push toward vocational and future-ready learning, the revised curriculum introduces new skill-based subjects.
For Class 10, students can now choose between:
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Computer Applications
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Information Technology
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Artificial Intelligence
They can also select either English or Hindi as their language subjects.
For Class 12, four new skill-based subjects have been introduced:
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Land Transportation Associate
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Electronics and Hardware
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Physical Activity Trainer
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Design Thinking and Innovation
The curriculum for Class 12 is now organised around seven major learning areas:
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Languages
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Humanities
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Mathematics
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Sciences
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Skill Subjects
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General Studies
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Health and Physical Education
New Grading System
Class 10 assessments will now follow a 9-point grading scale, with 80 marks allotted to the written exam and 20 marks to internal assessments. This move aims to promote consistent performance throughout the academic year rather than focusing solely on final exam outcomes.
Curriculum Access and Implementation
The updated curriculum is already available to all CBSE-affiliated schools and includes detailed information on learning outcomes, pedagogical strategies, and assessment frameworks. Educators have been encouraged to align their teaching methodologies accordingly.
This overhaul represents a significant stride toward personalised learning and skill development. With its dual-exam format, diversified subject offerings, and practical focus, CBSE’s new model hopes to reduce academic stress and make education more meaningful for today’s learners.
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