News
Tune Into Ek Tara’s Story, A Non-Profit Working For Girls In Urban Slums
This NGO is working towards holistic education of girls living in slums to give them an opportunity of a better future.
Ek Tara, a non-profit organisation working towards educating girl child, started with 20 children under its wing. Nine years later, they are providing high-quality holistic education and livelihood skills to over 1300 children and women belonging to the low-income families of Topsia & Tiljala in Kolkata.
ScooNews spoke to the team to learn about their workflow, unique pedagogy, teacher training, and ways in which they've increased the graduation percentage in nearly a decade. Excerpts:
What motivated Vinita Saraf and Namrata Sureka to start Ek Tara?
Both Ms Saraf and Ms Sureka had been part of other non-profit boards for several years before starting Ek Tara. They also had hands-on experience as educators for children from slums. These experiences coupled with the need to improve the condition of girls in the slums of Kolkata led them to establish Ek Tara. When it started in 2011, the idea was to provide a safe learning space for women to learn basic life skills so that they could earn a living while their children (girls) had access to a pre-school set up before they got ready to go to school. However, over the years, the absence of good quality schools in our operations led them to look at the Education Programme for the children more seriously so that every girl from these slums had access to high-quality English medium education right from the foundation levels.
The name Ek Tara was chosen as they truly believe that every child is unique and when given the right education and opportunities, can shine like the brightest of stars.
How is the organisation funded?
The organisation is funded with support from friends and families of the trustees and their network, CSR grants, Foreign grants and individual donations.
How are the educators oriented into Ektara’s workflow and what sort of training do they undergo? Are volunteers welcome, what’re the criteria?
Ek Tara strives for excellence across all levels of its work. With a focus on the delivery of high quality of education, Ek Tara ensures that all its staff members are in line with the mission and vision of the organisation. While the main subject and language teachers of the Early Childhood Learning Centre and the Primary and Middle school sections are all trained teachers who have an in-depth understanding of their subjects, they are supported in classrooms by young teachers who come from the communities we work in. These community teachers are young girls who, with Ek Tara's support, have completed school education and then given access to teacher training courses so that they can explore careers as junior and helper teachers in Ek Tara and elsewhere. All staff members are made to go through details of all the programmes that Ek Tara runs through rigorous job training which lasts from 1 to 3 months. Once they are inducted fully into the system, we continue to organise workshops and skill-building sessions for them in association with leading experts of the field. We offer a range of capacity building sessions for both academic excellence as well as for teachers to learn about new teaching-learning methodologies that are in keeping with new innovations in the education sector.
Volunteers, too, are inducted into the system after proper orientations with our programme heads who, after discussing the skill sets of the volunteers, assign the roles which are best suited to them. Volunteers play an extremely important role in the organisation as they enable us to pursue extracurricular activities, special projects for our children to have a more holistic learning experience.
While academics are the main focus of our education programme, access to sports, arts, music, self-defence, etc. are also equally important. Every year, we enrol over 100 children in swimming, football and basketball sessions. In addition, through volunteer-run clubs and sessions, we run projects with leading schools in India and abroad. We have a pen pal club, Nature club, civic literacy club and shortly will start STEM learning and coding as well with support from volunteers and partners.
How do you solve the issue of parents who prefer their kids working rather than studying? Did you see children drop out at any point from the education program?
We run a very deep engagement programme with the parents of our children. While we continue to encounter a few parents who, once their children turn 13, want them to drop out of school, the majority of our parents have learnt the value of education for their children. Every week we do sessions with mothers and fathers on not just why they need to keep their children in school, but also help in building their capacities by providing them access to workshops and training on financial literacy, good parenting, health and hygiene practices for their families. These sessions are supported by us giving them starter kits or through camps that we hold in conjunction with leading hospitals and specialists. In addition, mothers are employed at Ek Tara as support staff where they see for themselves what the impact of education can be on their children.
We also have a very strong outreach team that goes from home to home of our children to ensure they are well looked after and have access to information and facilities that they may require. This is supported by councillors who step in to resolve issues that children and even their families face which, if unchecked, can lead to children dropping out of school.
The key to ensuring parents valuing the education of their child and for them to support the children to stay in the school lies in making the parents partners in the process, with whom we have very strong communication channels, who we empower with access to information and capacity building and with whom we participate in problem-solving exercises. These strategies have led us to witness a sharp decline in the drop out rate of the children, which is currently at about 3% per year.
What’s been your educational-strategy during the pandemic?
Right from the beginning of the lockdown, we realised we had to reach out to our children constructively. Just before closing down, we gave them learning kits consisting of workbooks, copies, stationery items so that they could be engaged properly. From April, we realised the digital divide would prohibit us from relying on online classes for our children, which is when we developed a tele learning project-based methodology with support from Education Above All (a leading education organisation in Qatar). Through the newly developed modules, our teachers would explain concepts, allocate work to children (sometimes via their parents for the younger children) on a daily basis which would lead to them working on weekly projects. All PBL modules were designed to ensure children can improve knowledge and understanding of the world, numeracy, communication and social skills. The direct engagement of parents for the first time as designated educators for their children led to them feeling empowered in a way they had never experienced before.
The Extracurricular Activity which is said to have been very successful, how do you think it has helped these children?
Extracurricular activities are essential for the proper development of any child, especially for first-generation learners as it gives them a chance to explore their talents and interests, which, in turn, motivates them to do better in school and complete school. Right from inculcating discipline, focus, concentration, the ability to develop leadership skills and the chance to learn and excel in areas that they have an inborn talent for, extracurriculars play a very important role. Often when children are not academically inclined, these classes allow them the scope to grow and nurture other skill sets. An example of this is our project coordinator for all ECA's in Ek Tara. She was a child who was not at all inclined towards education but excelled in dance and art. As she had the option of pursuing these interests, she developed leadership skills which allowed her to take on the role of project assistant. Today, she is the sole bread earner for her family! Had the focus always been only on children doing well in academics only, she would have dropped out of school earlier than she did and not been in this position of power and importance in her family.
ECA's, therefore, go a long way in enabling children to be focussed individuals who have the right spirit and can take decisions independently.
What is the student graduation percentage at age 18 for Ektara?
Currently, as most children are still in the age bracket of 8-15 years, we have seen close to a 95% transition rate from one project to the other. So far all students who have completed secondary, higher secondary exams with Ek Tara's support have all secured 1st division grades making it a 100% graduation rate.
In only nine years, Ek Tara has over 900 girls under the wing, what are the future plans?
Ek Tara has launched a state of the art Learning Centre for all its children which, in the years to come, will support over 2500 girls right from Montessori to Secondary levels. The curricula for the new ELC has been designed in line with the NEP so that our children, too, can be equipped with 21st-century skills which makes them employable in the future. In addition, Ek Tara is also stepping up its community engagement verticals by launching a community kitchen which is fully run by women who supply meals at a subsidised rate to factory workers and low-income households, by increasing training under our social enterprise so that more women can start earning a livelihood through our income generation project.
Know more about Ek Tara at https://ektara.org.in/
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.
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.
In a significant observation on Wednesday, the Supreme Court of India stressed that hygiene, education, and healthcare—not libraries—must be the top priority to transform rural India. A Bench led by Justice Surya Kant made the statement while hearing a plea to mandate the establishment of public libraries in every village across the country.
“Education is critical, but a person who is starving—will he go to a library?” Justice Kant asked pointedly, underscoring the stark realities many rural communities continue to face. The Bench urged States to allocate 10% to 15% of their budget towards improving essential rural infrastructure to realise the dream of a developed India.
The comments come as a sobering reminder that despite India’s advancements in urban education, schooling in rural areas remains plagued by inadequate infrastructure, teacher shortages, and a lack of basic amenities. In many villages, schools still struggle with broken buildings, lack of toilets, or poor access to safe drinking water.
To address this, replicating successful models like Madhya Pradesh’s CM Rise Schools may offer a practical way forward. These state-run schools have prioritised quality infrastructure, digital learning tools, and teacher training—bringing urban-level standards to rural education. Partnering with local panchayats and tapping into CSR funds could further accelerate such initiatives.
While libraries are undoubtedly valuable for fostering curiosity and civic understanding, the Court’s remarks emphasise that before we turn the page, we must first build the book—and the classroom.
News
Postgrad Interest in US Falls by 40% in 2025: Are Students Finally Prioritising Skills Over Degrees?
A seismic shift is underway in global higher education. In the first three months of 2025 alone, international postgraduate interest in the United States dropped by over 40%, according to StudyPortals data. Countries like Iran and Bangladesh saw even steeper drops—61% and 54% respectively. Even India, long regarded as the US’s strongest education partner, registered a 36.8% decline.
This decline isn’t happening in isolation. As students turn their gaze to the UK and alternative destinations, another quiet revolution is unfolding—young learners across the world are rejecting the degree-first mentality in favour of direct-to-skill pathways. And they’re doing it with intention.
Beyond the Campus Walls
“Students are not just choosing programmes; they’re choosing futures in places they perceive as stable, welcoming, and full of opportunity,” said Cara Skikne, Head of Communications at StudyPortals. In contrast, the US has been rocked by a wave of student and faculty deportations, a looming travel ban, and legislative uncertainties since the return of Donald Trump to office in 2025.
But politics isn’t the only factor at play.
The Age of Skill-Based Learning Is Here
In a recent article, our Founder & CEO, Ravi Santlani, aptly summed it up: “High school students today are increasingly turning away from the conventional route of pursuing undergraduate degrees. Instead, they are opting for direct skill acquisition—learning that is more targeted and in sync with the evolving job market.”
It’s not just anecdotal anymore. Traditional degrees are seen as costly, time-consuming, and often outdated by the time graduation arrives. From AI to digital marketing, the tools of the trade are changing faster than university curricula can keep up.
Students aren’t dropping out of education—they’re redefining it.
Degrees vs. ROI
With sky-high tuition fees and limited job security, the ROI on traditional education has come under scrutiny. Online certification programmes, apprenticeships, and bootcamps now offer practical, job-ready skills at a fraction of the cost.
Platforms like Coursera, NSDC (National Skill Development Corporation), and even corporate-backed skilling academies are filling the gap. Startups and Fortune 500 companies alike are updating their hiring rubrics, increasingly dropping the “mandatory degree” filter in favour of demonstrable skills, project portfolios, and real-world experience.
The UK’s Gain, The US’s Loss
With its relatively stable policy environment, the UK has seen a rise in popularity. As per StudyPortals, 7% of students considering the US are also exploring the UK, nearly double the percentage considering Canada.
While the UK government has its own challenges—like the dependants ban—it has vowed to continue welcoming international students and retaining the Graduate Route.
The Bigger Picture
This is more than a geopolitical trend. It’s a generational pivot. Students are no longer defaulting to age-old templates of education. They are curating learning experiences that are nimble, purpose-driven, and future-ready.
As schools, counsellors, and policymakers, we must now ask: are we preparing students for entrance exams, or are we preparing them for life?
(Source- The PIE News)
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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