logo
99% Balbharati textbook distribution complete: Officials

99% Balbharati textbook distribution complete: Officials

Hindustan Times09-06-2025
Ahead of the new academic year 2025-26, the Maharashtra State Bureau of Textbook Production (Balbharati) has completed the distribution of 99% of textbooks, said officials.
'Schools are starting from June 16. Books have reached everywhere, except for minor exceptions. This year, 5.7 crore books were printed as per demand. As per the decision taken by the state government, books for Class 1 have been made available as per New Education Policy (NEP),' said Krishnakumar Patil, director, Balbharati.
Last year, the distribution of textbooks by Balbharati faced several issues, such as delays in the delivery of textbooks, especially in remote areas. Many students received books many weeks after school began, and several textbooks had blank pages and missing content due to printing errors. There was also a shortage of several subject books in the market.
'To avoid repetition of these challenges, Balbharati has improved planning this year and completed 99% distribution before school reopening,' said Patil.
The Samagra Shiksha Abhiyan initiative aims to ensure that no student from standard 1 to 8 is deprived of textbooks. The main objective is to achieve 100% attendance in schools and reduce dropout rates of students to zero through the free textbook distribution scheme of the government.
Under the initiative, Balbharati provides free textbooks to students from Class 1 to 8 enrolled in government and government-aided schools.
The distribution was executed according to the demand through Balbharati's network of regional warehouses, and book depots across Maharashtra, said officials.
Orange background

Try Our AI Features

Explore what Daily8 AI can do for you:

Comments

No comments yet...

Related Articles

CBSE caps number of sections based on school area to curb overcrowding, ensure NEP compliance
CBSE caps number of sections based on school area to curb overcrowding, ensure NEP compliance

New Indian Express

time11 hours ago

  • New Indian Express

CBSE caps number of sections based on school area to curb overcrowding, ensure NEP compliance

NEW DELHI: In a significant move to address overcrowding in classrooms and promote holistic education, the Central Board of Secondary Education (CBSE) has revised its affiliation bye-laws to cap the number of sections a school can run, strictly based on the built-up carpet area of the school building. The changes, notified in a circular dated July 31, will be applicable to all existing and newly affiliated schools under the Board. As per the revised norms, the number of sections a school can operate from Bal Vatika to Class XII will now depend entirely on its total built-up area. For instance, a school with 4,000 sqm can run a maximum of 33 sections, while one with 6,200 sqm is allowed up to 48 sections. Many schools, it noted, currently run beyond their capacity, often forcing students to spend long hours in cramped classrooms with limited access to open spaces and extracurricular facilities—conditions contrary to the vision of the National Education Policy (NEP) 2020. At the senior secondary level, the number of sections for Classes XI and XII will be limited to one-fourteenth of the total number of sections from Bal Vatika to Class X, rounded up to the next even number, with equal distribution between the two classes. Moreover, schools are now required to maintain an equal number of sections in Classes IX and X, and similarly in XI and XII. CBSE has also updated its infrastructure requirements, including mandatory laboratories, indoor game rooms, and other activity rooms, beyond every 48 sections, infirmaries, libraries, and multipurpose halls. Importantly, all nursery and elementary sections must operate in buildings that comply with fire safety norms and structural codes.

Empowering preschool educators: The NEP approach to training and development
Empowering preschool educators: The NEP approach to training and development

Hans India

time13 hours ago

  • Hans India

Empowering preschool educators: The NEP approach to training and development

The first eight years of a child's life shape everything that follows—from how they learn and communicate to how they see the world. The National Education Policy (NEP) 2020 acknowledges this truth, finally providing early childhood education the focus it has needed for a long time. Central to this change is a heightened focus on preschool educators—not just as caregivers or facilitators, but as crucial figures in a child's development. Through implementing structured training and effective capacity-building initiatives, NEP 2020 aims to equip these educators with the essential skills, resources, and respect needed to excel in this important role. NEP 2020 begins to change that. By recognising early educators as essential to a child's cognitive, emotional, and social growth, the policy ultimately grants them the recognition and support they rightfully deserve. It introduces the new Foundational Stage for children aged 3 to 8, along with a curriculum that is activity-based, play-oriented, and tailored to their developmental needs. This change is significant—because experiences from ages 3 to 6 lay the foundation for everything that follows, including language development and future educational outcomes. To support this shift in early education, NEP 2020 offers a comprehensive framework for teacher training and professional growth. It mandates a six-month certification in Early Childhood Care and Education (ECCE) for Anganwadi workers and recommends that all preschool educators undergo structured training based on the latest research on child development. The policy also emphasises ongoing education through in-service training and skill-building workshops to ensure that teachers remain informed and receive support throughout their careers. This vision is being realised through platforms like DIKSHA—India's national digital learning portal—which offers multilingual training modules on topics such as child psychology, inclusive teaching strategies, classroom management, and activity planning based on play. These resources aim to bridge existing knowledge gaps and ensure that educators, regardless of their location or background, can access relevant and practical learning tools. The goal is to equip teachers not only with qualifications but also with the confidence and understanding necessary to foster meaningful early learning opportunities. Technology plays a vital role in achieving the NEP's vision. Digital infrastructure helps to overcome geographical barriers and facilitates real-time monitoring, peer learning, and support. This promotes a culture of accountability, collaboration, and shared development among educators. However, challenges still exist. Infrastructure limitations, particularly in rural areas, may restrict access to digital resources. Additionally, the digital divide could hinder some educators from fully participating in online training programs. Content that is culturally sensitive and available in local languages is essential to cater to India's diverse educational contexts. Collaboration is beginning to take form in the field. For example, various state governments have collaborated with NGOs to provide ECCE training programs in regional languages—closing both language and access gaps for teachers in rural regions. Such partnerships are vital for realizing the NEP's vision in the classroom. In addition, numerous schools are starting to allocate resources for peer mentoring and leadership development for their early educators—programs that significantly help teachers feel supported, appreciated, and prepared to advance in their positions. Ultimately, empowering preschool educators is not a one-time effort but an ongoingcommitment. The NEP 2020 provides a robust and optimistic framework for this empowerment. By acknowledging the importance of early childhood educators and dedicating resources to their continuous growth, India is laying the foundation for a stronger and more inclusive educational system. By supporting preschool teachers now, we are investing in numerous future students who will benefit from the solid foundation these individuals establish. Strengthening preschool educators is not merely a policy objective—it's a sustainable plan to enhance India's educational framework from the foundation level. NEP 2020 outlines the strategy; it is now the responsibility of institutions, governments, and communities to implement it.

CBSE eases section expansion norms
CBSE eases section expansion norms

Hindustan Times

time20 hours ago

  • Hindustan Times

CBSE eases section expansion norms

New Delhi: In a bid to address space constraints amid rising demand for school admissions, the Central Board of Secondary Education (CBSE) has amended its affiliation norms to allow section expansion based on built-up carpet area rather than land size. According to information available on CBSE's website, the board has 30,984 affiliated schools.(Representational Photo/REUTERS) The move came after the board received feedback from schools facing functional difficulties to increase additional sections beyond the permissible limit even when there is a demand for new admissions. Due to the paucity of the available seats in the neighbourhood schools, the children may be required to travel long distances for attending schools impacting their health and overall social and psychological development and sense of belonging, CBSE said in its circular. The move is expected to ease admission pressure, reduce long student commutes, and align with the National Education Policy (NEP) 2020's goals of equitable access and neighbourhood schooling, officials and school principals said. The changes notified in a circular on Thursday will apply to all existing and newly affiliated schools, excluding foreign schools. Until now, the maximum number of sections a school could run was determined by the total land area available, often limiting expansion in densely populated urban areas. Under the revised rules, schools can now add three additional sections for every 400 square metres of built-up area beyond the base requirement. Under the old CBSE affiliation rules, the number of sections a school could run was based on its total land size, regardless of how much of that land was actually built upon. However, under the new rules, the focus has shifted to the built-up carpet area— the actual enclosed, usable academic space. Under the earlier CBSE affiliation rules, the number of sections allowed for Classes 11 and 12 combined was capped at one-third of the total number of sections running in the school. However, under the new rules, the number of sections for Classes 9, 10, 11 and 12 is capped separately, with each level allowed a maximum of one-fourth of the total number of sections running in the school from Balvatika to Class 10 or 12, respectively. This number is then rounded up to the next higher even number and distributed equally between the two classes at each level. The land area shall be utilized only for the purpose of deciding the category of the schools, that is branch school, middle school, secondary and senior secondary level school. Despite the shift in section criteria, the national board has retained the cap of 40 students per section to ensure quality education and adequate infrastructure. The new policy also mandates certification of the built-up area by local bodies or licensed architects and outlines minimum infrastructure requirements, including libraries, labs, and activity rooms, for every 48 sections. 'The number of sections and students shall be restricted as per the actual facilities in the school. The number of sections shall be restricted in accordance with above with built-up carpet area units scaled down to 400 square meters – 3 sections for every 400 square meters thereafter school shall create additional infrastructure like laboratories, library, indoor game room and other activity rooms beyond every 48 sections,' CBSE said. Sudha Acharya, the principal of ITL Public School, Dwarka in New Delhi said the new rules will benefit schools. 'We had to refuse admission to students due to cap on sections and classroom strength of 40 students. It is a welcoming change and now schools will be able to add more sections to give admission to more students,' she said The reforms were based on stakeholders feedback and recommendations from a CBSE-appointed committee, and were ratified by the board's governing body in June 2025. The move also aligns with a Supreme Court order from February 2025, which emphasized compliance with Model Building Bye-Laws (MBBL) 2016 for school infrastructure. 'We got representation from officials of more than 1500 schools across the country. We formed a committee and now have come up with new reforms for schools. Earlier there were restrictions on height [Flooring] of schools but now we have said that heights of schools will be based on local bye-laws. Now, schools can expand in line with state government laws. They can add new sections in their new floors and admit more students as per the demand,' CBSE secretary Himanshu Gupta told HT. According to information available on CBSE's website, the board has 30,984 affiliated schools. Last week, CBSE in a circular allowed the cap size to be increased to 45 students per section in exceptional situations—such as mid-session transfers, students repeating a year. In February CBSE introduced new rules allowing schools already affiliated with the board to set up 'branch schools' with classes from Balvatika to Class 5 in a bid to address the issue of shortage of space. Schools affiliated with CBSE can apply to establish branch schools, within the same city as the main school, from the 2026-27 academic session.

DOWNLOAD THE APP

Get Started Now: Download the App

Ready to dive into a world of global content with local flavor? Download Daily8 app today from your preferred app store and start exploring.
app-storeplay-store