The Central Board of Secondary Education (CBSE) is reportedly considering substantial modifications to the academic structure for secondary and higher secondary education. These proposed changes aim to align with the National Education Policy 2020 and introduce a national credit framework in school education. Among the notable alterations is the shift from studying two languages to three in Class 10, with a requirement that at least two of these must be native Indian languages.
Reimagining Class 10: From 5 to 10 Subjects
Under the proposed creditised system, Class 10 students may face a paradigm shift in examination expectations. Currently, students are required to pass in five subjects, which include two languages and three main subjects—mathematics, science, and social science. However, the new framework suggests an increase to 10 subjects. This expanded roster comprises three languages, namely two native Indian languages and one additional language, along with seven main subjects: mathematics and computational thinking, social science, science, art education, physical education and well-being, vocational education, and environmental education.
It’s important to note that the three languages, mathematics and computational thinking, social science, science, and environmental education would undergo external assessments, while art education, physical education, and vocational education would involve a combination of internal and external examinations. However, the fundamental requirement remains that students must successfully clear all 10 subjects to progress to the next grade.
Changes in Class 12 Dynamics: Embracing Multilingualism
In Class 12, the proposed changes introduce a shift from studying one language to two, with the condition that at least one of these must be a native Indian language. This modification aims to promote multilingualism and cultural diversity among students, aligning with the broader goals of the National Education Policy 2020.
Challenges and Concerns in the Transition
While the proposed changes reflect the CBSE’s commitment to embracing the national credit framework and creating academic equivalence between vocational and general education, there are concerns about the transition to the new curriculum. The incorporation of credits for both academic and non-academic learning raises questions about the practical implementation of the creditised system. It remains uncertain whether these changes will be rolled out in the upcoming academic year or deferred to a later timeframe.
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The proposed alterations in the CBSE’s academic framework represent a significant departure from the traditional examination structure, emphasizing the integration of diverse subjects and the recognition of multilingualism. While aligned with the National Education Policy 2020, the successful implementation of the creditised system hinges on addressing the practical challenges and ensuring a smooth transition for both educators and students. The evolving landscape of secondary education in India reflects a commitment to holistic learning and adaptability in the face of changing educational paradigms.