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Business Recorder
5 days ago
- Business
- Business Recorder
PHCIP implementation rate termed moderately satisfactory
ISLAMABAD: The World Bank (WB) has rated the implementation progress of the Punjab Human Capital Investment Project (PHCIP), worth around revised $146.31 million, as moderately unsatisfactory. The project was approved in March 2020 with the development objective of to increase the utilisation of quality health services, and economic and social inclusion programs among poor and vulnerable households in select districts in Punjab. The closing date of the project was 30 June 2025, which is revised to 30 June 2026. The original cost of the project was $200 million, which is revised to $146.31 million. Official documents revealed that $122.19 million of the revised $146.31 million were disbursed while $32.74 million remain un-disbursed so far. Govt approaches WB for $200m PHCIP restructuring The project remains on-track to achieve its development objectives, although there have been some delays in the pace of implementation. A total of 1,084,186 pregnant and lactating women have been registered under the Aaghosh program across the project districts. Under the economic inclusion component, economic inclusion assets have been transferred to 64,592 families. The sub-component of education is providing Early Childhood Care and Education (ECCE) intervention (books, furniture, learning kits) to 9,397 schools, exceeding its revised target of 8900 schools. A fully functional Grievance Redress Mechanism is also in place. Copyright Business Recorder, 2025
News18
12-05-2025
- Science
- News18
CBSE Results 2025: Fail A Subject, Still Pass Class 10 Without Compartment Exam
Last Updated: CBSE now recognises the sixth subject, typically a skill subject, as a potential substitute for a failed core subject - provided the student has passed the skill subject. In a significant shift that could alter the course of thousands of students' academic journeys, the Central Board of Secondary Education (CBSE) has introduced a policy that allows students who fail in one main subject in Class 10 to still pass the board exams, without taking a compartment exam, by replacing the failed subject with a passed skill-based subject. According to a report by Education Times, the 2025 curriculum framework from CBSE now formally recognises the sixth subject, typically a skill subject, as a potential substitute for a failed core subject – provided the student has passed the skill subject. This means that a student who fails in Mathematics, Science, or Social Science but clears, for instance, Computer Applications or Artificial Intelligence, will be deemed to have passed the Class 10 board exams. 'Earlier, it was compulsory to pass in Math, Social Science and Science. To promote skill subjects, the CBSE has said that if a student fails in a compulsory subject such as Mathematics but passes a skill subject then the student will be declared passed," an educationist reportedly said, speaking on the condition of anonymity. CBSE New Subject Framework This change is a part of CBSE's broader push to promote competency-based education and skill development among schoolchildren. Starting this academic year, Class 10 students were required to choose one skill subject from options such as Artificial Intelligence, Information Technology, or Computer Applications, in addition to five core subjects. The sixth subject, typically from the Group A2 electives, functions as a skill subject. If a student passes this skill subject and fails in one of the core subjects, CBSE will replace the failed subject with the skill subject when computing the final result. However, if a student fails both a main subject and the skill subject, they will be required to take a compartment exam as per standard protocol. What Happens if You Fail a Skill Subject? Failing in the skill subject does not affect the overall result – as long as the student clears the five main subjects. In that case, the skill subject is treated as an additional elective, and the student is still declared pass. In line with the National Curriculum Framework for School Education (NCF-SE), CBSE has also made curriculum revisions that emphasise holistic development. New skill subjects such as Early Childhood Care Education and Yoga have been introduced. Physical Education, Vocational Skills, Art Education, and Work Experience are being accorded importance previously reserved for academic subjects. 'The CBSE has already introduced competency-based education, teachers' capacity building programmes, and systemic reforms such as holistic progress report cards for implementing NCF-SE," the educationist added. CBSE Third Language Policy As per CBSE guidelines, students must have studied three languages up to Class 8 to be eligible for Class 9. If a student is promoted to Class 9 without clearing the third language in Class 8, the school is responsible for assessing them using the prescribed Class 8 syllabus by the end of Class 9. 'No student shall be eligible to appear in the secondary school examination of the Board at the end of class 10 unless she/he has passed in the third language," stated CBSE's curriculum document. Efforts are underway to bring these multilingual policies in sync with the NCF-SE, which will require updates in textbooks, teacher training, and recruitment. The NCERT is currently developing the necessary resources. CBSE Results 2025: How to Check As anticipation builds around the CBSE Class 10 and 12 results for 2025, students are encouraged to activate their DigiLocker accounts to avoid last-minute issues. According to the official DigiLocker handle (@digilocker_ind), results will be available soon via the platform. To check your result: Visit or Click on the relevant result link (Class 10 or 12). Enter your roll number, school number, date of birth, and admit card ID if needed. Click Submit. Download or print your provisional mark sheet. This new policy is being welcomed as a lifeline for students who struggle with traditional academic subjects but excel in practical, skill-based learning. Watch CNN-News18 here. Stay updated with the latest education! Get real-time updates on board exam results 2025, entrance exams such as JEE Mains, Advanced, NEET, and more. Find out top schools, colleges, courses and more. Also Download the News18 App to stay updated! tags : 12 cbse board exam CBSE CBSE 10th result CBSE board results CBSE Class 10 Results Location : New Delhi, India, India First Published: May 12, 2025, 17:10 IST
Time of India
27-04-2025
- General
- Time of India
Every child matters: How teachers can lead the way
Rashmi S Chari has been actively involved in the field of education for last 34 years. She is currently Director, Academics & Training, Bhartiya Shiksha Board (BSB). She was till recently Member, Educational Research & Innovations Committee (ERIC) of Ministry of HRD, Government of India advising the apex educational institution NCERT on ways to bring qualitative improvement in teacher education through infusion of innovative practices and action research. She has consistently supported the initiatives of the Apex educational bodies as an Advisor to the Apex educational institutions of India in NCERT and CBSE on Teacher Education, Early Childhood Care and Education and National Policy of Education (2015). She has also extensively researched Human Values in Education and has developed a curriculum for teacher-education for MHRD. LESS ... MORE In a significant step toward creating a truly inclusive education system, the Delhi government has issued a circular mandating the screening of students for 21 types of disabilities, under the Rights of Persons with Disabilities (RPwD) Act, 2016. This move marks a transformative shift—not just in policy, but in how we view, value, and nurture every learner. Screening students for disabilities is a crucial first step in ensuring that no child struggles in silence. As educators, we are at a pivotal moment. Early screening is not merely a procedural requirement; it is a call to action—a unique opportunity to transform lives by recognizing every child's potential early and providing them right support at the right time. By identifying challenges early—whether learning difficulties, developmental delays, sensory impairments, or physical needs—we can offer customised support with care and understanding. Timely intervention not only helps prevent learning gaps but also boosts emotional well-being, enabling students to engage meaningfully in their educational journey. An inclusive classroom doesn't happen by chance. It requires strong leadership, intentional action, and unwavering determination. Building such an environment is grounded in commitment—a shared vision that every student deserves the opportunity to succeed. Delhi government's initiative to implement early screening creates an essential foundation for change, offering an intentional scaffolding for success. By screening early, we don't just address challenges; we uncover talents, resilience, and hidden potential that might otherwise have gone unnoticed. How Teachers Can Lead This Initiative Early screening and timely interventions have the power to transform classrooms into truly inclusive spaces where every learner can thrive. But this transformation solely depends on the teachers ability to bring a compassionate attitude, skilled teaching practices, and a commitment to recognize and nurture the strengths in every student. Here's how teachers can lead the way: Collaborate for Individualized Support: Work closely with special educators, counsellors, and parents to develop Individualized Education Plans (IEPs) with tailored support strategies for each student. Adapt and Innovate: Adjust teaching methods, incorporate multisensory tools, be ready to give extra time, and create flexible, and supportive classroom environments. Foster Peer Inclusion: Cultivate a classroom culture where empathy, respect, and peer support are the norms, ensuring every child feels valued. Monitor Progress: Regularly track students' progress, adapt strategies as needed, and celebrate each milestone—big or small. Engage Parents as Partners: Keep parents involved and informed. Their support at home can significantly reinforce the progress made at school. Strengthen Social and Emotional Skills: Provide counselling and opportunities to build confidence, fostering their emotional growth along with academic achievement. Reflecting on My Journey as an Educator Almost 30 years ago, as a Principal, I struggled to help learners with disabilities. Students like Mohit (name changed), a young boy with dyslexia, couldn't be identified early, and apart from empathy and understanding, we lacked the skills and resources to support him effectively. The absence of proper training and awareness meant that, despite our best efforts, we couldn't provide Mohit the interventions he needed. It was a challenging period, but it also became a defining moment in my career, highlighting the urgent need for change and better preparation to truly support all learners. Fortunately, research and studies have since then equipped us with the tools to identify learning disabilities early and the knowledge to help students through timely interventions. In recent years, I have witnessed remarkable progress, thanks to the concerted efforts of principals and the dedicated support of special educators. For instance: Riya, a young student with dyslexia, benefited from an Individualized Education Plan (IEP) that incorporated multisensory teaching methods. Over time, she improved her reading skills and became more confident in class. In case of Arjun, a student with severe anxiety, challenges were recognized and met with the right combination of counselling, peer mentoring, and classroom accommodations. Arjun has now become more engaged in class, his anxiety has lessened, and his test performance improved. Diagnosed with ADHD, Meera too has made impressive strides through personalized strategies such as task breakdowns, visual schedules, and movement breaks. With the continuous support of a resource teacher and parental involvement, Meera developed better focus and greater independence in her learning, transforming into a confident and engaged student. These success stories are a testament to the power of early identification and the right interventions. They remind us of the extraordinary impact we can have when we act early, together, and with heart. Encouraging All Schools to Embrace This Vision Every school, no matter its size or resources, can take steps to become more inclusive. Screening students for disabilities should not be seen as a burden but as an opportunity to enhance teaching and foster a more joyful, supportive learning environment. Schools that embrace early screening send a powerful message: every child matters, every child belongs, and every child can achieve great things when we believe in them. This is a call to all educators and schools: Let us lead with openness, compassion, and determination. Let us create spaces where every learner is recognized, supported, and celebrated. By embracing early screening, we are not just identifying challenges—we are lighting the way for every child's success story. The earlier we act, the greater the difference we make. Every small step taken today can open a lifetime of opportunity tomorrow. Let us be the teachers who believe first, act early, and never give up on the hope of every child to shine! Facebook Twitter Linkedin Email Disclaimer Views expressed above are the author's own.
