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Indian Express
3 days ago
- General
- Indian Express
‘Welcome step, practical implementation difficult': Pune school principals on CBSE's teaching in mother tongue move
The Central Board of Secondary Education (CBSE), in a circular dated May 22, has instructed schools across the country to use the mother tongue or state language as the medium of instruction in the pre-primary to Class 5 stages. While this is in line with the Centre's National Education Policy, 2020, as well as UNICEF and UNESCO's advocacy for education in the mother tongue, there are a few challenges to implementing this ambitious move. The Indian Express spoke to principals of English-medium CBSE schools in Pune to get their views on this change and the obstacles they anticipate while enforcing this mandate. What the CBSE circular says Quoting the National Curriculum Framework (NCF) 2023, the circular states that the first language of literacy (R1) in schools should be the student's mother tongue. However, if this is not possible due to classroom diversity, the state language can be used as R1, it adds, directing schools to begin implementing the change from this year onwards. According to the CBSE's SARAS portal, there are 30,859 schools affiliated with the Board in the country. All of these schools are now required to create an NCF implementation committee by the end of May. This panel will be responsible for 'mapping student mother tongue, aligning language resources, and guiding curriculum adjustments'. What schools say Aditi Mukherjee, the principal of Billabong International School, Pune, enthusiastically supported the move by CBSE. 'I think this is a very welcome step because it has been long enough that we have followed English as a medium of instruction in different international schools, and in fact, schools in general,' she said. After mapping students' mother tongues and understanding teacher competency in these languages, Mukherjee said the school will have to make a training calendar to 'capacity build teachers' in the school. 'And if we see that there is some requirement for, you know, external training or even recruitment, we have to do the same,' she added. One of the challenges, Mukherjee said, would be that not all non-educators would agree with shifting the medium of education from English, the language of the elite, to a local language. 'I would also love to call upon our stakeholders, the children and the parents in particular, and have them as the third point of the pyramid. So, teachers, the leadership team and the board committee, as well as the parents, that would be the design,' she explained. The NCERT already has textbooks in 22 languages, and teachers should be able to train themselves to teach in the required language and even create their own teaching resources, opined Mukherjee. However, Nirmal Waddan, principal of The Kalyani School, Pune, envisioned greater challenges in implementing the move. 'I appreciate the CBSE's move on the language policy, but, unfortunately, there are many practical hindrances. In our school at least, we have children coming from diverse backgrounds. They are IT professionals who keep on shifting base, and they do not belong to a single mother tongue like Marathi or Telugu…So, we cannot cater to different mother tongues at the same time,' Waddan said. Even if the medium of education is to be changed to the state language, like Marathi in Maharashtra, Waddan said it will be quite challenging for teachers. 'A teacher who is from North India, how will she know how to teach a child in Telugu or Kannada? Practically, it is not going to be possible to implement this circular to the T…Completely changing the medium is not possible. It will be bilingual in most of the schools,' she said. Even though most of her teachers know Marathi, teaching in the language is a different game altogether, she explained. 'Core subjects like science and maths would be very, very challenging. Because there are certain words which have a proper meaning. I am born and brought up in Maharashtra, but even for me, it is going to be very difficult to explain in Marathi,' Waddan said. She said that even with training workshops for teachers, the shift in medium will still be quite challenging. 'I appreciate the main objective CBSE has behind this language policy circular and the NEP also…to make the children understand and get familiar with the basics…Learning outcomes will be better, I understand that completely. But practical implementation is very difficult,' she added. Indira National School's principal, Arati Garampalli, expressed similar views. 'My personal opinion would not be completely shifting to a vernacular language. I would still prefer that they go on with English and side-by-side give an explanation in Marathi or any other local language…We have diverse people, I do not have only Maharashtrians here. I have Bengalis, North Indians, South Indians. South Indians don't even pick up Hindi easily. So imagine for Marathi, it would be more difficult,' she said. 'We have to look at our stakeholders, which are our students and also my staff. My staff should also be particularly very perfect in that vernacular language. When you are teaching in a language, you have to be perfect in that, you cannot just go on (casually),' she added. However, Milind Naik, principal of Jnana Prabodhini School and a member of the steering committee for NEP implementation in Maharashtra, offered a different perspective and explained how the move might seem challenging, but is achievable. He said that a majority of CBSE school teachers in Pune speak Marathi in their daily lives and are compelled to speak in English in schools. 'A majority of the teachers already know Marathi. So there might be a few, as less as say 10 per cent, who just do not know Marathi. So it is expected that the teachers must communicate in Marathi. That means schools do not require teachers who have mastery over Marathi but are fluent enough to talk, to communicate basic things with the students. So, all those teachers residing in Pune for the last two to three years must be able to do this. It is not so difficult,' he explained. For other languages like Sindhi or Urdu, where teachers might not be easily available, Naik said, 'They (schools) have to try to get those teachers. Otherwise, the students get affected. Many times, the children try to shift from the CBSE English-medium schools to a vernacular school. So if they do not want the students to drop out, then they must try to have multilingual teachers at their school.' A major point of focus in the NEP is to address and improve the school dropout rate in the country. Naik also explained that practical issues would not be unique to English-medium schools but also affect regional language schools. 'Marathi-medium schools from Maharashtra will also face the same problem. If the school is in the Konkan region or near Goa, then they (teachers) must know Konkani also. Or if it is around Amravati or Nagpur, they must know Ahirani, and all those local languages. So, Marathi-medium schools are also going to face the same problem…All schools have to take care of all these things,' he added.
Time of India
25-05-2025
- General
- Time of India
Mother tongue first: CBSE directs schools to implement NCF language guidelines, start mapping languages
CBSE issues guidelines for implementing NCF language policy, mandates language mapping in schools. (AI Image) In a major step towards transforming language learning in early education, the Central Board of Secondary Education (CBSE) has directed all affiliated schools to implement the language instruction provisions under the National Curriculum Framework for School Education (NCF-2023) from the academic session 2025–26. The board has specifically emphasised the use of the mother tongue or home language as the medium of instruction in the Foundational and Preparatory Stages of schooling. In a press release issued this week, CBSE instructed schools to initiate language mapping exercises for students immediately and complete the formation of a NCF Implementation Committee by the end of May 2025. The directive forms part of the broader alignment with NEP 2020, which prioritises equity, inclusion, and cognitive development through multilingual education. Emphasis on R1 as medium of instruction According to the CBSE, the first language of literacy (R1) should ideally be the student's mother tongue or a familiar regional or state language. 'R1 must serve as the medium of instruction until foundational literacy in another language is achieved,' CBSE quoted from NCF-2023 (Part C, page 239). The board acknowledged that in cases where the mother tongue is not practical due to classroom diversity or lack of written tradition, the state language may serve as R1. by Taboola by Taboola Sponsored Links Sponsored Links Promoted Links Promoted Links You May Like Buy Brass Idols - Handmade Brass Statues for Home & Gifting Luxeartisanship Buy Now Undo The CBSE clarified that at the Foundational Stage (Pre-primary to Grade 2, ages 3–8), the child's home language should be the primary medium of instruction. Schools must ensure children achieve foundational literacy in R1, including the ability to read fluently, comprehend texts, and write short sentences expressing personal experiences. In addition, students should begin acquiring a second language (R2) through oral exposure. By the end of this stage, children are expected to understand and speak both R1 and R2, though literacy is only expected in R1. Learning resources and pedagogy For pre-primary levels (Balvatika), CBSE encouraged the use of play-based resources like Jadui Pitara and E-Jadui Pitara, available in several Indian languages. For Grades 1 and 2, NCERT textbooks are recommended, with print editions available in Hindi, Urdu, and English, and digital versions in multiple other languages on the NCERT website. At the Preparatory Stage (Grades 3–5, ages 8–11), students may continue learning in R1, though schools may allow a shift to R2 if the child has acquired sufficient literacy in it. CBSE referred to Section 1.6.1(d), page 36 of NCF-2023, noting that 'since it is in R1 that literacy is first attained, it must be used as the medium of instruction for other subjects'. Students at this stage are expected to develop advanced reading and writing skills, communicate using complex sentence structures, and engage in various written formats such as posters, dialogues, poems, and short paragraphs. For R2, the focus remains on oral fluency, reading comprehension, and emerging writing abilities. Support for children with special needs CBSE reiterated the mandate under the Rights of Persons with Disabilities Act, 2016, stating that suitable curriculum and assessment modifications must be made. These include providing extra time in exams, scribe assistance, and exemption from second and third language requirements, as per Clause 17(i) of Chapter III. Implementation plan and timelines Schools must adhere to the following action plan: • By May 31, 2025: Formation of NCF Implementation Committee • By end of summer break: Completion of language mapping, curriculum realignment, and teacher training • By July 2025: Begin implementation • From July 5, 2025: Submit monthly progress reports via the link Academic observers may visit schools to offer support and guidance throughout the transition. Quoting the CBSE, 'This is not just a curricular shift—it is a pedagogical commitment to India's linguistic and cultural diversity and unity.' Schools are expected to preserve linguistic dignity while ensuring exposure to multiple languages in a structured and meaningful manner. Read the official notice here Invest in Their Tomorrow, Today: Equip your child with the essential AI skills for a future brimming with possibilities | Join Now
Time of India
24-05-2025
- Business
- Time of India
DSEU to launch flexible skill courses for working professionals, revamp engineering admissions
New Delhi: Working professionals in Delhi will soon have the chance to upgrade their skills without putting their careers on hold. Starting from the 2025–26 academic session, Delhi Skill and Entrepreneurship University (DSEU) is set to roll out a range of practical, industry-aligned courses tailored for young professionals. These programmes, aimed at bridging the gap between academia and industry, will be available across certificate, undergraduate, and postgraduate diploma levels. An official from the university said the new courses were designed to meet the evolving demands of the workforce. "We are focusing on hands-on training, real-world experience through internships and workshops, and fostering an entrepreneurial mindset among students," the official added. With flexibility at its core, the programmes will also offer multiple entry and exit options under the National Education Policy (NEP) 2020 and the National Credit Framework (NCF), allowing learners to tailor their education to their needs. A key highlight of the initiative is the industry's involvement in curriculum development, ensuring students gain skills that are not just theoretical but directly applicable in today's job market. by Taboola by Taboola Sponsored Links Sponsored Links Promoted Links Promoted Links You May Like Tukarkan Bitcoin dan Ethereum - Tanpa Dompet Diperlukan! IC Markets MULAI SEKARANG Undo These programmes are part of DSEU's broader mission to create a career-oriented education ecosystem that supports upward mobility for working individuals. In another significant move, the university decided to conduct its own admissions for engineering courses from this year onward. DSEU opted out of the Joint Admission Committee (JAC) counselling process, which it previously shared with four other Delhi-based technical institutions. "This change was necessary," said the official, citing previous trends where students showed a preference for traditional engineering colleges, often leaving DSEU with unfilled seats. "By taking control of its admission process, DSEU aims to provide a more targeted and skill-based education experience aligned with its philosophy," added the official. Previously, five universities participated in JAC, including Delhi Technological University (DTU), Indira Gandhi Delhi Technical University for Women (IGDTUW), Indraprastha Institute of Information Technology (IIIT-D), Netaji Subhas University of Technology (NSUT), and DSEU. However, this year, only four engineering institutions will be part of JAC, as DSEU has opted out. Admissions for the new academic session will be based on JEE Main scores for BTech programmes, while other courses will consider Class XII merit. The decision was approved by the university's board of management and academic council. In addition to launching new programmes and revamping admissions, the university is also planning to expand its collaboration with industry partners and startups. These partnerships will not only shape curriculum development but also offer mentorship, real-world problem-solving opportunities, and job placements, ensuring graduates are workplace-ready from day one. Get the latest lifestyle updates on Times of India, along with Brother's Day wishes , messages and quotes !
Hindustan Times
24-05-2025
- General
- Hindustan Times
CBSE mandates change in primary language at foundational level
MUMBAI: The Central Board of Secondary Education (CBSE) has issued a directive that will reshape language instruction at the foundational level in affiliated schools across the country. CBSE schools will now use the 'mother tongue' or state language as the primary language, or medium of instruction, from kindergarten up to Class 2. This is in line with the new guidelines of the National Curriculum Framework (NCF) 2023. According to a circular dated May 22, 2025, the primary language of learning should be the one that is most familiar to the child, preferably the 'mother tongue'. Where that isn't possible, the state language must be used. This language will serve as the medium of instruction for all subjects at the foundational stage, until the child gains basic literacy in another language. In Maharashtra, until now, most CBSE schools had adopted English as the medium of instruction, and were teaching Hindi as the second language. From the 2025-26 academic year, however, the state language, or Marathi, would be the primary language, with either English or Hindi as the second language offering. This change brings CBSE institutions in line with the National Education Policy (NEP) 2020, which emphasises learning in the home language for better cognitive and emotional development in early childhood. The May 22 circular also stated that to implement this transition, schools must set up a dedicated committee by the end of May 2025. This committee will assess the linguistic background of students, make necessary curriculum adjustments, and guide the selection of appropriate learning materials. Teachers must also complete special training in multilingual education by the end of July. The circular also clarified that at the foundational level (children aged between 3 and 8), the goal is to develop basic literacy and fluency in their home language. Students should be able to read and write simple sentences, express their experiences, and understand what they read. Alongside this, a second familiar spoken language will be introduced gradually. Explaining the circular, Rajiv Kumar Garg, city coordinator of CBSE, said, 'In a city like Mumbai, a cosmopolitan city, we have to take liberty of the Hindi language along with the state language.' He said that currently from Class 1, schools have three language teachings, which will now be from the pre-primary section. 'Now till Class 2, schools will teach the state language and English, and from Class 3 onwards, students will have to choose a third language,' Garg added. Kalpana Dwivedi, principal of Bal Bharati Public School, Kharghar, Navi Mumbai, said, 'We began introducing the mother tongue as a medium of instruction from the 2024–25 academic year, soon after the NCF 2023 was announced. In a diverse city like Mumbai, we remain flexible, offering Hindi or Marathi, based on what suits the students and their families best. As per the new CBSE guidelines, we will continue to train our teachers regularly to ensure smooth implementation.' The CBSE also stated that schools are encouraged to use resources like the NCERT's 'Jadui Pitara' (a box of fun, story-based teaching materials) and digital textbooks in multiple languages. The learning approach will be play-based and activity-oriented, especially at the pre-primary level. According to the circular, implementation will begin in July 2025. Monthly progress reports will be required starting July, and schools may be visited by academic observers to ensure smooth implementation.
Yahoo
14-05-2025
- Business
- Yahoo
New Study Uncovers Next Gen Giving Perspectives as $124 Trillion is Projected to Pass Down During the Great Wealth Transfer
The National Christian Foundation releases first of its kind data on Christian Millennials ALPHARETTA, Ga., May 14, 2025 /PRNewswire/ -- The National Christian Foundation (NCF), released a first of its kind report this month on next generation giving ahead of what has been dubbed the "Great Wealth Transfer" of $124 trillion in coming years. The Next Gen Stewardship study covers Christian Millennials' perception of wealth, stewardship, and their faith. The study also examines the phenomenal surge of Millennial wealth quadrupling in just five years (2019-2024). "The greatest transfer of wealth in history is happening now," said Kendra VanderMeulen, CEO of National Christian Foundation. "The next generation of stewards is embracing generosity like never before, getting personally engaged in it, putting not just their money where their hearts are, but also giving time, influence, and skills. It's critical that we're prepared for this historic wealth shift, not only with tools and solutions, but with Christ-centered wisdom and innovative strategies. As a mother and grandmother, I've seen firsthand how biblical generosity can make relationships, lives, and communities better, as we come to an understanding of God's ownership of everything." Key research findings These next-generation "stewards" — someone who has either created, inherited, or been entrusted with wealth — believe similarly to the current generation of stewards (those 45 years or older) that their wealth belongs to God, but only 60% of Millennials feel called to give in the same way as their parents. Over 86% of the next generation of Christian stewards reported they want to support groups and charities that make an impact for the better on the communities they live in. More than three-quarters, or 72%, prefer to work directly with charities to use their talents for greater impact. More than one-third of next-gen stewards who have not created wealth but stand to inherit it reported feeling "uninformed." This demographic reported feeling more burdened and overwhelmed by the prospect of wealth management than those who had contributed to wealth creation. Overwhelmingly, 96% of Next Gen Women feel a great sense of responsibility related to wealth, and 74% feel a deep burden to steward it wisely. Yet 39% of Next Gen Women feel they have no voice in decision-making about family wealth and often feel left out of financial conversations. "There are some important differences between the Christian philanthropic culture of today and the one that might form as the Great Wealth Transfer continues, but faith— as the foundation for giving — remains emphatically and joyfully the same," said Christin Fejevary, VP of Brand and Customer Experience at National Christian Foundation. "Our research also revealed that there are some uneasy feelings about the current transfer of stewardship, particularly for women and heirs with no history of managing wealth or giving. It's important to ensure that everyone who stands to be or become a steward of their family's wealth feels they have a voice, and that they feel prepared and empowered to answer God's call." Learn more about the study by visiting National Christian Foundation (NCF) is a public 501(c)3 charity headquartered in Alpharetta, GA with local generous communities in approximately 180 locations nationwide. As a trusted ministry and grantmaking organization, NCF walks with generous givers to help them make the most of all God has entrusted to them. Since 1982, on behalf of the more than 30,000 givers we serve, we have granted $21 billion to 90,000+ churches, ministries, and other charities. We are passionate about building generous local communities and seek to generate personal and collective transformation through giving. For more information about National Christian Foundation, visit View original content: SOURCE National Christian Foundation Error in retrieving data Sign in to access your portfolio Error in retrieving data Error in retrieving data Error in retrieving data Error in retrieving data
