Latest news with #NCF-2023
Time of India
28-05-2025
- General
- Time of India
CBSE and its ‘Mother Tongue First' move: Bridging learning gaps or widening India's academic divide?
The Central Board of Secondary Education (CBSE) has recently mandated all affiliated schools to implement the language instruction guidelines outlined in the National Curriculum Framework for School Education (NCF-2023), effective from the academic session 2025–26. Central to the guidelines is the 'mother-tongue first' approach, a directive that has garnered both admiration and apprehension. In a nation as culturally and linguistically diverse as India, the policy embodies the potential to either foster holistic growth or exacerbate the already-existing academic disparities. Framed within the contours of the National Education Policy (NEP) 2020, the recommendation urges schools to adopt the child's home language or regional tongue as the primary medium of instruction until foundational literacy in a secondary language is secured, as explicitly stated in NCF-2023 (Part C, p. 239). Schools have until May 31, 2025, to form NCF Implementation Committees, map students' home languages, and begin curriculum and teacher training alignments over the summer break. By July 2025, schools must begin implementing the new model, with monthly progress reports to be submitted starting July 5. This move, as CBSE notes, is 'not just a curricular shift—it is a pedagogical commitment to India's linguistic and cultural diversity and unity.' The pedagogical promise : Early gains in familiar tongues Empirical research from both international and domestic grounds reaffirms that students learn best when they are taught in a language they speak at home. UNESCO has long advocated for mother tongue-based multilingual education, associating it with Sustainable Development Goal 4 — inclusive and quality education for all. Reams of research suggest that instructions aligning with mother-language contours help students delve into conceptual understanding and strengthen memory retention. When students are able to imbibe the concepts better, it leads to a surge in their confidence levels. Furthermore, it hones students' ability to think and process in their native language, further bolstering their cognitive scaffolding. Local success stories back this up. In Rajasthan's Kalyanpur, a multilingual education initiative saw a dramatic shift in classroom engagement. 'Now, it's a miracle there is not a single child who is not able to respond,' said Jashoda Khokariya in an interaction with AFP. She is a teacher who transitioned from Hindi to the local dialect. UNICEF's data adds weight to the stance by reflecting improvement in attendance, parental involvement, and structured teaching practices. Moreover, India's trough in learning further demands the urgency to implement this policy. As per the National Achievement Survey 2021 and the Foundational Learning Study 2022, only 39% of students aged 8 met basic reading standards. This dropped to 10% by age 15. The gap is even wider among tribal and marginalised communities. Mother tongue instruction, experts argue, could arrest this early educational failure. The fault line: A linguistically fragmented reality Yet, the move is not ecstatically welcomed by all the educational planners, especially the ones hailing from India's urban grounds. In metropolises like Delhi, Mumbai, and Bengaluru, home to students from a wide array of linguistic backgrounds, the implementation of the policy presents significant challenges. A single CBSE classroom may encompass speakers of more than 10 different languages, rendering the policy's execution increasingly ambiguous. This gives rise to a pressing question: How can a uniform framework accommodate such profound linguistic diversity? Critics contend that CBSE's mandate trivializes a complex terrain. The cities that host students from multiple linguistic backgrounds, this policy can be a recipe for disaster. The history of West Bengal stands as a testimony to the stance, when the imposition of Bengali as the primary language of instruction in 1980 led to a decline in English proficiency among students. Later, the policy was reversed with a lesson etched in black and white on how language policy can unintentionally throttle social mobility. This tension is particularly pronounced in low-income families who see English as a ticket to upward mobility. As the 2020 Annual Status of Education Report (ASER) revealed, English-medium private school enrolment in rural India has steadily increased, now exceeding 25% in several states, a clear reflection of aspirational trends. Between equity and employability: Walking a tightrope The CBSE clarifies that the move is neither anti-English nor aggressive. The new policy ensures that a second language (R2), potentially English, is introduced through oral exposure from the earliest stages. But literacy in R2 is deferred until the child becomes fluent in R1 (regional or state language). However, critics question whether the delay in acquiring literacy in English may disadvantage students later in life. As the world sprints toward AI integration and digital literacy, the risk of sidelining English can be a deja vu. Rather than bridging gaps, it can further deepen the very divide the policy seeks to bridge. What must follow: Precision , not prescription The policy's success, many argue, will hinge not on ideology but on execution. This includes high-quality multilingual teaching resources, better-trained educators, and flexibility in implementation. The NCERT's efforts to publish textbooks in multiple Indian languages and the rollout of play-based learning tools like Jadui Pitara in Balvatikas are steps in this direction. But scale and quality remain critical concerns. CBSE's guidance does allow for flexibility, where a written tradition is absent or diversity is too high, the regional or state language may serve as R1. However, it remains unclear how schools will navigate multilingual classes without trained personnel or standardised strategies. A fork in the road India's education system now stands at a pivotal juncture. The mother-tongue-first policy, while philosophically robust and ethically sound, needs to be met with nuance, infrastructure, and empathy. If rolled out with precision, it can democratise learning for millions and elevate cognitive outcomes. Mishandled, it risks creating a new class divide — one between those schooled in the language of global opportunity and those caught in a well-intentioned policy trap. As Nelson Mandela, Activist and former President of South Africa, said, 'If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart.' But, good intentions primarily cannot shatter the systemic inequalities. In the absence of rigorous planning and real-world pragmatism, this policy may become yet another barrier. The future of India's youth pivots not on sentimental idealism, but on a hard-nosed commitment to inclusive, effective education reform. Ready to empower your child for the AI era? Join our program now! Hurry, only a few seats left.
Time of India
25-05-2025
- General
- Time of India
CBSE's new language rule: Board asks schools to use mother tongue as medium of instruction for these stages; Check what it means
In a significant move to enhance language learning in early education, the Central Board of Secondary Education (CBSE) has instructed all affiliated schools to adopt the language instruction guidelines outlined in the National Curriculum Framework for School Education (NCF-2023), starting from the 2025–26 academic session. The board has placed particular emphasis on using the mother tongue or home language as the medium of instruction during the Foundational and Preparatory Stages of schooling. 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. In a press release, the CBSE has directed schools to begin language mapping exercises for students without delay and to complete the formation of an NCF Implementation Committee by the end of May 2025. This directive is part of a larger effort to align with the National Education Policy (NEP) 2020, which emphasises equity, inclusion, and cognitive growth through multilingual education. by Taboola by Taboola Sponsored Links Sponsored Links Promoted Links Promoted Links You May Like Farmer Finds Diamond Ring. When He Shows It To His Wife, She Says, 'I Want A Divorce' Plays Star Undo 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. Schools must ensure children achieve foundational literacy in R1, including the ability to read fluently, comprehend texts, and write short sentences expressing personal experiences. Live Events 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. What are CBSE's suggestions? 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. Implementation plan and timelines • 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
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
Mint
23-05-2025
- General
- Mint
CBSE issues new guidelines for language instruction in schools: All you need to know
The Central Board of Secondary Education, on Thursday, issued guidelines, placing a "renewed emphasis" that all its affiliated schools adopt the mother tongue or a familiar regional language as the primary medium of instruction for early grades starting this academic session (2025–26), under the new National Curriculum Framework for School Education (NCF-2023). The latest directive, NCF-2023 — issued as part of the implementation of the National Education Policy (NEP) 2020 — places strong emphasis on the use of 'home languages' or mother tongue during the Foundational Stage (Pre-primary to Grade 2, ages 3–8), as per the official statement. What does CBSE's directive say? The Education Board's latest directive has emphasised the following: 1. Mother tongue — R1 The directive has emphasised that the language most familiar to the child—preferably the mother tongue—ideally must be used as both the language of literacy and the medium of instruction (MoI) for all subjects. This aims to build strong foundational literacy and comprehension skills by leveraging children's existing linguistic and cultural knowledge. If implementing the mother tongue is not feasible due to factors like classroom diversity or lack of written tradition, the policy allows for R1 to be the State Language, provided it is familiar to the child. 2. Bilingual approach – R2 In addition to R1, children will also be introduced to R2, a second spoken language, gradually familiarising them with multilingual learning. However, formal literacy goals—such as reading fluency, sentence construction, and expression—will focus exclusively on R1 during the foundational years. At the end of Grade 2, students are expected to read fluently and comprehend texts in R1, and begin writing simple sentences to describe their experiences and surroundings. Options for Medium of Instruction in Preparatory Stage For the Preparatory Stage (Grades 3-5), the directive stated that at least one language native to India will be offered as an option for the medium of instruction(MoI) to all students up to Grade 12. Schools are, accordingly, required to provide this option in all classes starting with the Preparatory Stage, if the primary MoI is not a language that is native to India. Here's the circular issued to all Heads of Schools Affiliated to CBSE:
News18
21-05-2025
- Politics
- News18
Rajasthan Board Syllabus Revised For All Classes, To Be Implemented In Three Phases
Last Updated: According to the Rajasthan board, 100 per cent change will be made in the syllabus of class 1 to 5 and 20 per cent in the syllabus of class 6 to 12. The Board of Secondary Education Rajasthan, Ajmer or RBSE has made several changes in the school syllabus which will be implemented in three phases. In the first phase, the syllabus of classes 1st to 5th will change from the 2025-26 session. In the second phase, the syllabus of classes 6th to 9th and 11th will change from the 2026-27 session. In the third phase, the syllabus of class 10th and 12th will change from the 2027-28 session. The government has approved the change in the syllabus up to class 5, and now preparations are being made to incorporate the same in the textbooks. The new syllabus will be in line with NEP 2020, NCF-2023 and the changes being made by NCERT, reported News18 Hindi. Preparations were going on to change the syllabus of school children for the last one year. For this, the government had formed a curriculum revision committee, which started working on changing the syllabus of the children. Now after the session of 2024-25 is over, it will be implemented in the new session 2025-26. According to the board, 100 per cent change will be made in the syllabus of class 1 to 5 and 20 per cent in the syllabus of class 6 to 12. Hence, children of class 1 to 5 will get new books. In the new changes, chapters promoting Indian civilisation, culture and Sanatan Dharma will be added in the books. Along with this, lessons will also be included to connect school students with new technology. Students will also be taught subjects like Artificial Intelligence, IT and Entrepreneurship. Indian food will also be introduced in the new syllabus. Such chapters will be added in the syllabus, which can awaken the feeling of patriotism in the students. Meanwhile, Rajasthan Board 10th and 12th examination result 2025 is expected to be announced very soon. As per reports, the class 12 results could be released between May 25 to 28. After 12th, it is estimated that the results of class 10th will also be declared by the end of May. Once the results are declared, the candidates can check their results on the official website of RBSE at and by entering their roll number and date of birth. First Published: May 21, 2025, 18:38 IST
