Latest news with #NationalCurriculumFrameworkforSchoolEducation
NDTV
5 days ago
- General
- NDTV
CBSE Allows Basic Math Students To Study Standard Math In Class 11
In a significant shift, the Central Board of Secondary Education (CBSE) has allowed students who studied Basic Mathematics (241) in Class 10 to opt for Mathematics Standard (041) in Class 11, starting from the academic year 2025-26. This initiative offers greater flexibility to students in shaping their academic path, provided they meet certain conditions. The decision, announced in an official notification dated May 27, 2025, marks a shift from the earlier rule where only students who had taken Mathematics Standard (041) in Class 10 were permitted to continue with the subject at the senior secondary level. Students with Basic Math were previously limited to choosing Applied Mathematics in Class 11. According to the circular, heads of schools must assess and ensure that students who wish to switch from Basic Math to core Mathematics in Class 11 have the necessary aptitude and academic preparedness to handle the subject's rigour. The Board has instructed schools to communicate the change to parents and students so they can make informed subject choices while filling the List of Candidates (LOC). Once subjects are finalised in LOC, no modifications will be permitted. This relaxation is a continuation of temporary exemptions introduced during the pandemic years, when students who opted for Basic Math were allowed to take Mathematics (041) in higher classes. However, the CBSE has clarified that the current decision will remain valid only until a new scheme of studies is introduced under the National Curriculum Framework for School Education (NCF-SE). Until then, other provisions of the earlier circular issued on January 10, 2019, will continue to apply. The dual-level Mathematics system was introduced by CBSE in the 2019-20 academic session to offer students options based on their interest and future academic plans. While Mathematics (Standard) caters to those wish to pursue the subject in higher studies, Mathematics (Basic) is designed for those who do not wish to continue with it beyond Class 10.
Indian Express
5 days ago
- General
- Indian Express
CBSE allows Basic Math students to study subject in Class 11
The Central Board of Secondary Education (CBSE) has allowed students with basic mathematics in Class 10 to pursue the subject in Class 11 onwards. The decision will be implemented from the 2025-2026 academic session. The notification (dated May 27) asked the school heads to ensure that the student has the ability and aptitude to handle Class 11 mathematics. Notably, in CBSE, two levels of Mathematics for the Secondary School Examination were introduced from the academic session ending March 2020 onwards. The Mathematics (Standard) is for those students who wish to opt for Mathematics (041) at Class 12 level, and the Mathematics (Basic) is for students who are not keen to pursue Mathematics at higher levels. In the previous sessions, CBSE had given an exemption to offer Mathematics (041) in classes 10th and 12th to the students who offered Mathematics (Basic) in Class 10; however, the decision was affected because of the pandemic and other issues. As per the change, the relaxation students who offered Mathematics Basic (241) are now also allowed to offer Mathematics (041) in Class 11. 'Before permitting Mathematics (041) in class XI to such students, the head of the Institution/School should satisfy that the students have the aptitude and ability to pursue Mathematics (041) in class 11th,' read the notification. It is important for parents to note that once the subject is filled in LOC, no changes will be entertained. However, the Board informed that this relaxation will not be applicable once the new scheme of studies is implemented. The new scheme of studies will be based on the recommendations of the National Curriculum Framework for School Education (NCF-SE). Meanwhile, the Central Board of Secondary Education (CBSE) will start registrations for the CBSE supplementary exams for private students today. The registration facility is for both classes 10th and 12th. Students who are interested and want to apply for the CBSE supplementary results can visit the official website. Moreover, CBSE Class 12 students are permitted to register for the improvement exams in one subject; on the other hand, Class 1o students can improve their scores in up to two subjects.
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.
Indian Express
28-05-2025
- Politics
- Indian Express
Express View: CBSE directive to introduce teaching in mother tongue in primary classes — a wrong lesson plan
Indian education urgently needs to address a range of challenges: Equipping students with future-ready skills, improving learning outcomes and critical thinking skills, integrating artificial intelligence (AI) into classrooms, and closing the gap between academic learning and employability. At this time, the Centre's push to mandate mother tongue-based instruction at the foundational level is potentially misdirected. The Central Board of Secondary Education (CBSE) has instructed schools to map students' mother tongues and design early-grade instructions around them by the end of the summer break. While this move aligns with the National Education Policy 2020 and the National Curriculum Framework for School Education's advocacy of foundational learning in the home language, mother tongue, or regional language at least until Class II, it risks diverting attention and resources from far more critical priorities. The pedagogical value of foundational literacy in a familiar language is well established, but in certain contexts. International models, from Ethiopia to the Philippines, and local experiments, such as Odisha's successful 2006 mother tongue-based multilingual education pilot programme, validate the benefits of this approach. However, these models often operate in relatively homogeneous linguistic settings or are tightly focused on marginalised groups. Applying the same logic uniformly across India's vast multilingual CBSE ecosystem introduces significant complexities. In cities and towns where classrooms host students from a wide array of linguistic backgrounds, the logistics of assigning instructions by mother tongue or home language are deeply problematic. They raise practical questions — how should a classroom with multiple languages be managed? Which language should be prioritised? Trained personnel, multilingual teaching resources and dynamic classroom strategies continue to be in short supply. The result could be inconsistent, confused, and uneven learning experiences — the opposite of what foundational education requires. The move risks sidelining an even more urgent national conversation: How to adapt the classroom to the realities of rapid technological changes and geopolitical churn. While the world races to integrate AI into pedagogy, enhance digital literacy, and prepare students for jobs that don't yet exist, India's education system is at risk of being bogged down in language politics. For better or worse, English remains the language of aspiration, global communication, and economic mobility for millions of Indian families. An inflexible emphasis on mother-tongue instruction could set back long-term prospects for students, especially those from economically weaker sections for whom an English-medium education remains key to social advancement. In West Bengal, for instance, the Left Front government's rigid implementation of Bengali-medium primary education in government schools in the 1980s left generations with poor English proficiency. This became a disadvantage in white-collar employment, forcing a policy reversal in later years. In a country of India's diversity, any pedagogical shift, especially those directed at early learners, must be well thought out. The CBSE's move, without addressing deeper systemic needs, risks derailing India's educational progress. Policymakers must focus on what matters most: Building a modern, inclusive and intuitive education system that prepares students for the world they will inherit.
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
