World Development Report 2018 calls for greater measurement, action on evidence
Millions of young students in low and middle-income countries face the prospect of lost opportunity and lower wages in later life because their primary and secondary schools are failing to educate them to succeed in life. Warning of ‘a learning crisis’ in global education, a new Bank report said sch
Millions of young students in low and middle-income countries face the prospect of lost opportunity and lower wages in later life because their primary and secondary schools are failing to educate them to succeed in life. Warning of ‘a learning crisis’ in global education, a new Bank report, the first ever devoted entirely to education, said schooling without learning was not just a wasted development opportunity, but also a great injustice to children and young people worldwide.
The World Development Report 2018: ‘Learning to Realize Education’s Promise’ argues that without learning, education will fail to deliver on its promise to eliminate extreme poverty and create shared opportunity and prosperity for all. Even after several years in school, millions of children cannot read, write or do basic math. This learning crisis is widening social gaps instead of narrowing them. Young students who are already disadvantaged by poverty, conflict, gender or disability reach young adulthood without even the most basic life skills.
“This learning crisis is a moral and economic crisis,”World Bank Group President Jim Yong Kim said. “When delivered well, education promises young people employment, better earnings, good health, and a life without poverty. For communities, education spurs innovation, strengthens institutions, and fosters social cohesion. But these benefits depend on learning, and schooling without learning is a wasted opportunity. More than that, it’s a great injustice: the children whom societies fail the most are the ones who are most in need of a good education to succeed in life.”
The report recommends concrete policy steps to help developing countries resolve this dire learning crisis in the areas of stronger learning assessments, using evidence of what works and what doesn’t to guide education decision-making; and mobilizing a strong social movement to push for education changes that champion ‘learning for all.’
According to the report, when third grade students in Kenya, Tanzania, and Uganda were asked recently to read a sentence such as “The name of the dog is Puppy” in English or Kiswahili, three-quarters did not understand what it said. In rural India, nearly three-quarters of students in grade 3 could not solve a two-digit subtraction such as “46 – 17”—and by grade 5, half still could not do so. Although the skills of Brazilian 15-year-olds have improved, at their current rate of improvement they will not reach the rich-country average score in math for 75 years. In reading, it will take 263 years.
These statistics do not account for 260 million children who, for reasons of conflict, discrimination, disability, and other obstacles, are not enrolled in primary or secondary school.
While not all developing countries suffer from such extreme learning gaps, many fall far short of levels they aspire to. Leading international assessments on literacy and numeracyshow that the average student in poor countries performs worse than 95 percent of the students in high-income countries—meaning such a student would be singled out for remedial attention in a class in those countries.Many high-performing students in middle-income countries—young men and women who achieve in the top quarter of their groups—would rank in the bottom quarter in a wealthier country.
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The report, written by a team directed by World Bank Lead Economists, Deon Filmer and Halsey Rogers, identifies what drives these learning shortfalls—not only the ways in which teaching and learning breaks down in too many schools, but also the deeper political forces that cause these problems to persist.
Significant progress is possible
The report notes that when countries and their leaders make “learning for all” a national priority, education standards can improve dramatically. For example, from a war-torn country with very low literacy rates in the 1950s, South Korea achieved universal enrollment by 1995 in high-quality education through secondary school—its young people performed at the highest levels on international learning assessments. Vietnam’s 2012 results from an OECD test for high school students in math, science, and reading called PISA, showedthat its 15-year-olds performed at the same level as those in Germany—even though Vietnam is a much poorer country.
Between 2009 and 2015, Peru achieved some of the fastest growth in overall learning outcomes—due to concerted policy action. In several countries (such as Liberia, Papua New Guinea, and Tonga) early grade reading improved substantially within a very short time, due to focused efforts based on evidence.
“The only way to make progress is to ‘find truth from facts.’ If we let them, the facts about education reveal a painful truth. For too many children, schooling does not mean learning,” said World Bank Chief Economist, Paul Romer.
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Relying on evidence and advice gathered during extensive consultations in 20 countries, with governments, development and research organizations, CSOs, and the private sector, the report offers three policy recommendations:
First, assess learning, so it can become a measurable goal.
Only half of all developing countries have metrics to measure learning at the end of primary and lower secondary school. Well-designed student assessments can help teachers guide students, improve system management, and focus society’s attention on learning. These measures can inform national policy choices, track progress, and shine a spotlight on children who are being left behind.
Second, make schools work for all children.
Level the playing field byreducing stunting and promoting brain development through early nutrition and stimulation so children start school ready to learn. Attract great people into teaching and keep them motivated by tailoring teacher training that is reinforced by mentors. Deploy technologies that help teachers teach to the level of the student, and strengthen school management, including principals.
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Third, mobilize everyone who has a stake in learning.
Use information and metrics to mobilize citizens, increase accountability, and create political will for education reform. Involve stakeholders, including the business community, in all stages of education reform, from design to implementation.
“Developing countries are far from where they should be on learning. Many do not invest enough financial resources and most need to invest more efficiently. But it is not only a matter of money; countries need to also invest in the capacity of the people and institutions tasked with educating our children,” said Jaime Saavedra, a former Peruvian Education Minister, and now the World Bank’s Senior Director for Education. “Education reform is urgently needed and requires persistence as well as the political alignment of government, media, entrepreneurs, teachers, parents, and students. They all have to value and demand better learning.”
ThinkStartup, India’s leading entrepreneurship education platform, in association with the Management Entrepreneurship Professional Skills Council (MEPSC) under the Ministry of Skill Development and Entrepreneurship, and the Central Board for Secondary Education (CBSE), announced the launch of the 4th edition of Youth Ideathon (YI24). This prestigious Innovation and Entrepreneurship festival aims to harness the creativity and entrepreneurial spirit of young minds across India.
The theme for this year’s Youth Ideathon is “iStartup a Good Thing for India.” The competition will be held in five stages, initially online, and is open to all school students in India, divided into Junior (Class 4 to Class 8) and Senior (Class 9 to Class 12) categories. Students will compete in teams of 3 to 5 members from the same school. The grand finale is set for October 6, 2024. Last year, the Ideathon attracted over 1.5 lakh students from more than 8,000 schools, and this year aims to see participation from over 2 lakh students across 10,000 schools.
Dr Biswajit Saha, Director (Skill Education & Training), CBSE, remarked, “Entrepreneurship is an essential pillar of the New Education Policy 2020, and the Youth Ideathon platform allows students to think bravely and showcase their talents.”
Mamta Kumari, Deputy General Manager, SIDBI, added, “Initiatives like Youth Ideathon 2024 nurture the entrepreneurial spirit among young minds, creating over 200 internships for school students in fields such as technology and digital marketing.”
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Shivani Singh-Kapoor, Co-founder of ThinkStartup, emphasised the importance of nurturing young talent, stating, “Youth Ideathon empowers the next generation by nurturing high-potential student ideas with incubation support.”
The competition is supported by industry leaders such as Esri India and MediaTek. Agendra Kumar, Managing Director of Esri India, noted, “Youth Ideathon channels the creativity of young minds towards addressing pressing social, environmental, and economic challenges.”
Anku Jain, Managing Director of MediaTek India, echoed this sentiment, saying, “By supporting platforms like Youth Ideathon, we aim to generate more startups, create jobs, and cultivate groundbreaking ideas.”
Sanjeeva Shivesh, Program Director of Youth Ideathon, highlighted the new frugal startup challenge, offering Rs. 1000 cash to the top 500 teams to build a prototype or small venture.
Youth Ideathon 2024 also receives support from SheAtWork and BRICS CCI WE. Ruby Sinha, Founder of SheAtWork, stated, “Youth Ideathon addresses both SDG 4 and SDG 5 goals of quality education and gender equality.”
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Participants will receive certificates, with top teams competing for incubation grants up to Rs. 100,000. Special recognition will be given to teachers, mentors, and schools with high participation rates.
Finance Minister Nirmala Sitharaman presented the Budget 2024 yesterday, marking the first budget of the BJP-led NDA after Prime Minister Narendra Modi began his third term. The budget introduced significant allocations aimed at bolstering education, employment, and skilling, with a notable allocation of Rs 1.48 lakh crore for these sectors.
A new scheme offering internship opportunities at 500 top companies for 1 crore students over the next five years was one of the major highlights. Each student will receive a monthly stipend of Rs 5,000 and a one-time assistance payment of Rs 6,000. This initiative is designed to bridge the gap between academia and industry, providing practical experience to young learners.
“The government’s initiative to provide financial support for higher education loans up to Rs 10 lakh is commendable. This move will enhance accessibility to quality education,” said Dilip Gangaramani, Founder Director & CEO of Target Publications Pvt. Ltd. “The allocation of Rs 2 lakh crore for employment and skilling initiatives is also a positive step towards addressing youth unemployment.”
Major Employment and Skilling Schemes
The Finance Minister announced a substantial PM Package consisting of five programmes aimed at boosting employment and skilling, with a total allocation of Rs 2 lakh crore. Among these, Rs 1.48 lakh crore has been specifically allocated for education, employment, and skilling. The initiatives will skill 20 lakh youth over a five-year period, significantly contributing to the nation’s workforce by equipping young individuals with necessary skills to thrive in various industries.
25,000 Students to Avail Loan Benefits Every Year
The budget also introduced model skill loans. “Skilling loans – model skill loans schemes for up to 7 lakh rupees will benefit 25,000 students every year,” stated Finance Minister Sitharaman. This initiative aims to support students financially in acquiring necessary skills, thus enhancing their employability and career prospects.
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“This year’s budget strikes a fine balance between fiscal discipline and drivers of economic and social growth. Enhanced initiatives on women empowerment and education underscore the focus on welfare schemes,” noted Dr Rakesh K Singh, Professor and Associate Dean – Academics at IMT Ghaziabad. “Structural reforms propose new policies to foster innovation and skill development in emerging areas such as AI and renewable energy.”
Comparison with Previous Budget
In the Union Budget 2023, the central government’s allocation for the education sector was Rs 1,12,898.97 crore, the highest allocation granted to the Ministry of Education at the time. The Union Budget 2024 reflects a strong focus on education, employment, and skilling, with significant investments aimed at creating a more skilled and educated workforce. The announced programmes and allocations are expected to drive improvements in educational infrastructure, job creation, and skill development across the nation.
“The government will also offer internships in 500 of India’s top companies. The companies can employ these interns through their CSR funds. As a support to employers, reimbursement of up to Rs 3,000 per month for two years towards their EPFO contribution for each additional employee will be provided,” stated Balkishan Sharma, Chairman & Founder at FVEG. “These new schemes aim to create new jobs and provide employment to well-educated youth.”
A Step Towards a Skilled Workforce
“The proposed comprehensive internship programme for one crore youth is a commendable initiative,” added Gangaramani. “These measures, if implemented effectively, can significantly boost India’s human capital development and contribute to a more skilled and employable workforce.”
The Budget 2024, with its focus on education, employment, and skilling, aligns with the nation’s developmental goals and is a welcome step forward in building a robust and future-ready workforce.
The higher education sector in India has seen a substantial increase in enrolment and rising equity over the past eight years, as revealed by the All India Survey on Higher Education (AISHE) 2021-22. The Economic Survey 2023-24, tabled in Parliament by Union Finance and Corporate Affairs Minister, Smt Nirmala Sitharaman, highlighted that total enrolment in higher education surged to nearly 4.33 crore in FY22, up from 4.14 crore in FY21 and 3.42 crore in FY15—a remarkable 26.5% increase since FY15.
This growth has been driven significantly by underprivileged sections, including SC, ST, and OBC communities, with a notable increase in female enrolment across these groups. Female enrolment in higher education jumped to 2.07 crore in FY22 from 1.57 crore in FY15, reflecting a 31.6% rise. This growing equity in higher education is expected to translate into better employment opportunities for previously disadvantaged sections of society.
India’s educational landscape is vast, with 26.52 crore students in schools, 4.33 crore in higher education, and over 11 crore learners in skilling institutions. The National Credit Framework (NCrF), announced under the National Education Policy 2020 in April 2023, serves as the foundation of a regulatory structure that promotes lifelong learning.
The Economic Survey underscores the importance of mission-mode and cost-effective implementation of educational programmes, especially at the primary level. Effective public spending on education should focus on pedagogy and governance, including monitoring teaching quality, recognising teacher performance, and employing local volunteers to ensure students are taught at the appropriate level.
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India is making significant strides in research and development. The number of patents granted in FY24 nearly quadrupled from FY20, reaching almost 1,00,000. According to the World Intellectual Property Organization (WIPO), India had the highest growth in patent filings in 2022 at 31.6%. The country has improved its rank in the Global Innovation Index from 81st in 2015 to 40th in 2023.
Ph.D. enrolment has also surged, with an 81.2% increase from FY15 to FY22. Gross Expenditure on R&D (GERD) has more than doubled since FY11. The newly established National Research Foundation, ‘Anusandhan’, aims to bolster India’s R&D ecosystem with a significant financial commitment from the government.
India’s ascent in high-quality research is marked by its rise to 9th place in the Nature Index 2023, surpassing Australia and Switzerland. The government’s commitment to research and innovation is encapsulated in the interim budget of FY25, which includes a Rs. 1 lakh crore corpus for research, adopting the slogan “Jai Jawan, Jai Kisan, Jai Vigyan, Jai Anusandhan”.
The recent UNESCO report, “SDG 4 Scorecard Progress Report on National Benchmarks: Focus on Teachers,” reveals that while India is excelling in primary education, the upper secondary education sector requires significant improvements. The report, published by UNESCO, shows that India’s primary education completion rate is at an impressive 94%, nearing its 2025 benchmark of 99%. However, the upper secondary completion rate lags at 51%, against the 2025 benchmark of 84%.
India’s performance in pre-primary participation is also notable, scoring 91%, close to its target of 95%. Conversely, the country struggles with out-of-school rates and lacks sufficient data to assess minimum learning proficiency accurately.
In terms of school internet connectivity, India is making average progress across all educational levels, indicating room for enhancement. The country performs well in the pre-primary teacher training sector, meeting its 2025 benchmark of 95%.
Overall, while India’s primary education sector is performing well, the secondary education sector, especially the upper secondary level, needs focused attention to meet the set benchmarks. The report highlights that 79% of countries have submitted national targets for SDG 4 indicators, with India making strides in some areas but still requiring significant efforts in others.
The Minister of State for Education, Dr. Sukanta Majumdar has inaugurated a workshop for Vice Chancellors on the writing of textbooks in Bharatiya Bhasha for higher education in New Delhi. Organised by the University Grants Commission (UGC) and Bharatiya Bhasha Samiti (BBS), the event saw the presence of eminent academicians, including Shri K. Sanjay Murthy, Prof. Chamu Krishna Shastry, and Prof. M. Jagadesh Kumar.
Dr. Majumdar emphasized the importance of developing study materials in Indian languages to reflect the country’s linguistic diversity and ensure accessible education. He highlighted the National Education Policy (NEP) 2020’s role in inspiring youth and expressed gratitude to Prime Minister Narendra Modi and Education Minister Dharmendra Pradhan for their visionary leadership.
Prof. Chamu Krishna Shastry and Prof. M. Jagadesh Kumar shared insights on developing a Bharatiya Bhasha Ecosystem. During the valedictory session, Shri K. Sanjay Murthy launched three projects: ASMITA, Bahubhasha Shabdkosh, and Real-time Translation Architecture. These initiatives aim to produce 22,000 books in 22 scheduled languages, create a grand repository of multilingual dictionaries, and enhance real-time translation capabilities.
Over 150 Vice Chancellors participated in the workshop, organized into 12 groups to plan and develop textbooks in 12 regional languages. The discussions focused on creating new textbooks, establishing standard vocabularies, and improving current textbooks with an emphasis on Indian Knowledge Systems (IKS). The event concluded with a Q&A session addressing queries from participants.
On World Youth Skills Day celebrated on 15 July globally, it’s essential to recognize the incredible potential children inherently possess. Children are naturally curious, energetic, and less afraid of taking risks—qualities that, if nurtured correctly, can form the bedrock of their future success. By identifying and developing these skills, we can empower them to become resilient and adaptable adults ready to face the challenges of the future.
Curiosity: The Catalyst for Learning
Curiosity drives children to explore, ask questions, and seek out new experiences. This innate desire to understand the world around them is a powerful tool for learning. Encouraging curiosity through inquiry-based learning and fostering an environment where questions are welcomed can significantly enhance their educational experience. For instance, project-based learning allows children to dive deep into subjects that interest them, promoting critical thinking and problem-solving skills.
Energy: Channeling Enthusiasm into Productivity
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Children are bursting with energy, which, when directed correctly, can lead to incredible productivity and creativity. Schools and parents can harness this energy by providing varied activities that challenge both mind and body. Extracurricular activities like sports, music, and arts not only keep them engaged but also teach them discipline, teamwork, and perseverance. Moreover, incorporating movement into learning, such as through kinesthetic activities, can help maintain their focus and enhance memory retention.
Fearlessness: Embracing Risks and Learning from Failure
Children’s fearlessness and willingness to take risks are qualities that can drive innovation. Creating a safe environment where they can experiment, fail, and learn from their mistakes is crucial. By teaching resilience and the value of perseverance, we can help them develop a growth mindset. Activities that encourage trial and error, such as coding, robotics, and creative writing, can instill confidence and the ability to view failures as opportunities for growth.
Developing These Skills into Strengths
To turn these innate skills into lasting strengths, it is essential to provide continuous support and opportunities for development. Teachers and parents play a pivotal role in this process by:
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Providing Diverse Learning Experiences: Exposure to various subjects and activities helps children discover their interests and strengths. This broadens their horizons and fosters a love for lifelong learning.
Encouraging Collaborative Learning: Group projects and team activities teach children the importance of collaboration, communication, and empathy. These skills are invaluable in both personal and professional settings.
Promoting Self-Reflection: Encouraging children to reflect on their experiences helps them understand their strengths and areas for improvement. This practice can build self-awareness and intrinsic motivation.
Integrating Technology: Leveraging technology in education can make learning more engaging and accessible. Interactive tools and resources can cater to different learning styles and keep children excited about their educational journey.
By recognizing and nurturing the natural skills of curiosity, energy, and fearlessness in children, we can transform these qualities into powerful strengths. This approach not only prepares them for future challenges but also equips them with the resilience and adaptability needed in a rapidly changing world. On World Youth Skills Day, let’s commit to fostering these attributes, ensuring that the youth of today become the innovative leaders of tomorrow.
On 11 July 2024, during a Special Event on Transforming Education at the High Level Political Forum (HLPF), UN Secretary-General António Guterres highlighted the urgent need for a “dramatic shift” in global education. This call to action aims to create a more peaceful, sustainable, and just world through genuine learning environments from childhood to adulthood.
The event serves as a precursor to the upcoming Summit of the Future in September. Guterres emphasized that the current state of global education is inadequate, with 84 million children projected to be out of school by 2030 unless significant changes are made. This situation jeopardizes the achievement of Sustainable Development Goal 4 (SDG4), which seeks to ensure inclusive and equitable quality education for all.
Currently, only one-sixth of countries are on track to meet the SDG4 target of universal access to quality education. Guterres pointed out several critical issues, such as slow secondary level completion rates, insufficient skill development for a changing world, and the optional status of early childhood and adult learning. He highlighted the alarming statistic that 70% of children in sub-Saharan Africa cannot read a basic text by age 10.
Financial constraints further exacerbate the crisis. UNESCO estimated that developing nations need to invest $100 billion annually to achieve SDG4, with an additional 50% required for digital education transformation. Guterres noted that many countries spend more on debt servicing than on education or health.
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Despite commitments from over 140 countries at the Transforming Education Summit in 2022, progress remains slow and uneven. Guterres proposed a four-point plan to address the crisis, focusing on closing financing and access gaps, supporting teachers, and revolutionizing education systems. He stressed that education is essential for sustainable development, peace, and human rights.
President of the General Assembly, Dennis Francis, echoed Guterres’ sentiments, emphasizing the need for inclusive, equitable, and lifelong learning opportunities. He highlighted the dire state of education in South Sudan, the denial of girls’ education in Afghanistan, and the impact of conflict on education in Ukraine and Gaza.
UN Deputy Secretary-General Amina Mohammed reinforced the message that education is crucial for achieving common goals in sustainable development. She urged global leaders to take decisive action to end the education crisis.
Guterres concluded by stating, “Education is the single-most important investment any country can make. In its people. And in its future. Let’s come together to end the global crisis in education.”
Maharashtra's CM Eknath Shinde | Image Source- PTI
Ahead of the upcoming assembly elections in the state, the Maharashtra government has announced free higher education for girls from Economically Weaker Section (EWS), Socially and Economically Backward Classes (SEBC), and Other Backward Classes (OBC). The policy, which also waives tuition and examination fees for orphaned students regardless of gender, was formalised through a government resolution (GR) during a cabinet meeting chaired by Chief Minister Eknath Shinde. The initiative will commence from the academic year 2024-25 and is projected to cost Rs 906 crore.
The GR states that female students seeking admission to recognised vocational courses through the Centralised Admission Process in government colleges, aided private colleges, semi-aided private colleges, non-aided colleges, polytechnic, autonomous government universities, and open universities will benefit from this scheme. The courses covered include those run by the departments of higher and technical education, medicine, pharmacy, agriculture, animal husbandry, pisciculture, and dairy development. However, students from private autonomous universities, self-funded universities, or those enrolling through management and institutional quota will not be eligible for the scheme.
Female students whose annual family income is Rs 8 lakh or less and who belong to the EWS, SEBC, and OBC categories are eligible for the fee waiver. Both new admissions and current students pursuing their degrees can avail of this facility. This initiative is part of a broader women-focused policy by the Maharashtra government, aiming to enhance educational access and opportunities for underprivileged female students in the state.
In line with the National Education Policy (NEP) 2020, the Chhattisgarh government has embarked on an initiative to provide primary education in local languages and dialects in remote tribal regions. Chief Minister Vishnu Deo Sai has directed the State Education Department to develop and distribute bilingual books in 18 local languages free of charge. This initiative aims to enhance the quality of educational resources and ensure that children receive education in their mother tongue or local language up to the fifth standard, as recommended by NEP 2020.
During the state-level ‘Shala Praveshotsav’ programme at Bagiya village in the tribal-dominated Jashpur district, Chief Minister Sai highlighted the importance of this initiative. He emphasised that providing education in local languages will not only improve educational outcomes but also help preserve local culture and traditions.
The ‘Shala Praveshotsav’ is an annual event aimed at encouraging school enrolment at the start of the academic session. This year, the event was moved from Raipur to Bagiya, the CM’s hometown, to underscore the significance of the new initiative.
An official from the Education Department mentioned that in tribal areas, primary school exams can now be taken in local languages and dialects. However, exams for higher classes will continue to be conducted in Hindi and English. This move is part of a broader effort to boost the literacy rate in Chhattisgarh, which currently stands at 70.28 percent, below the national average of 76 percent.
The National Council of Educational Research and Training (NCERT) has launched a new English textbook for class 6 titled “Poorvi”. Unlike its predecessor, “Honeysuckle”, which predominantly featured stories by non-Indian authors, “Poorvi” includes nine prose pieces by Indian authors and five poems by non-Indian authors, as reported by the Indian Express.
This new textbook aligns with the National Curriculum Framework 2023 and the National Education Policy 2020, incorporating revised chapters that reflect an Indian context. The previous textbook, “Honeysuckle,” contained eight poems (seven by non-Indian authors) and eight prose pieces (five by non-Indian authors), along with stories by Indian authors Munshi Premchand and Ruskin Bond.
Significantly, the term “Bharat” appears for the first time in an NCERT textbook, mentioned 19 times in a chapter titled “Culture and Tradition,” while “India” is mentioned seven times. This chapter also features a section called “Hamara Bharat, Incredible India!” emphasising India’s identity as “Bharat.”
Additionally, “Poorvi” includes chapters on the uses of spices beyond cooking and the benefits of yoga, highlighting aspects of Indian culture and tradition. NCERT had initially planned to release new textbooks for classes 3 and 6 earlier this year but encountered delays. The class 3 textbooks are now available.
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Joseph Emmanuel, Director (Academics) at CBSE, advised schools to adopt these new syllabi and textbooks for classes 3 and 6 in place of the previous NCERT textbooks until the year 2023, as per a statement to PTI.