New Delhi: The Central Board of Secondary Education (CBSE) has recently proposed significant changes to the Class 10 board exams, which are set to take effect from 2026. This proposal includes conducting board exams twice a year and revising examination policies. While the intention is to modernize the examination process, the announcement has raised concerns, particularly with respect to the inclusion of the Punjabi language.
The draft scheme released by CBSE outlines the division of subjects for the Class 10 examinations but has caused confusion due to the absence of Punjabi (Code 004) from the proposed list. Punjab’s Education Minister, Harjot Singh Bains, voiced strong objections, stating, "Punjabi must be designated as the main language... as it is spoken and read across multiple states. Any attack on Punjabi will not be tolerated!" This remark highlights the cultural significance of the Punjabi language and its role as a primary medium for instruction and communication in Punjab.
Following these objections, CBSE clarified through its exam controller, Sanyam Bharadwaj, who stated, "There is no change in the subjects offered today. This list is indicative. All subjects which are offered today will continue..." This assurance aims to quell fears of Punjabi being entirely removed from the curriculum, assuring students and stakeholders of continuity.
The proposed scheme introduces the concept of holding two board exams annually. If implemented, parents and students must prepare for the corresponding changes to exam fees and documentation. Students will be assessed on both examinations, with the option to use performance results from the first exam for Class 11 admissions if they choose not to participate in the second round. Importantly, pass certificates will be issued only after the results of the second exam are released, presenting new challenges for students.
Compounding these changes, the policy states there will be no passing document issued after the first examination result, which means students must effectively plan which exams to take seriously. The new system will require students to obtain marks from both exams, alongside their practical assessments, with the higher score considered for their final marksheet.
Another significant adjustment is the impact on practical assessments. While students will sit for two theory examinations, the practical exams will only occur once during the academic year. This aspect of the new scheme could pose challenges for students who may struggle with concept retention over the extended period between assessments.
For students who fail the first examination, there is the provision to enroll provisionally in Class 12. Their official admission will rely on performance from the second examination, allowing some leeway but also adding pressure to succeed on the retest.
Importantly, there are administrative changes too. Once students submit their Lists of Candidates (LOC) for the first examination, they cannot change subjects for the first exam; this restriction has raised eyebrows among students who may wish to adjust their coursework based on first-term performances. They can only switch subjects for the second examination, complicATING overall academic pathways.
If the draft scheme passes, it will also mean CBSE will not conduct any additional examination for those opting to appear only for the second exam; students planning to do only the second exam will have to accept any syllabus changes instituted before their exam year.
The CBSE board is currently soliciting feedback from all stakeholders to refine the proposed examination bye-laws. The examination policies are subject to revision based on input received, ensuring the final system reflects the needs and sentiments of students, parents, and educators alike.
Concerns remain, particularly over the exclusion of Punjabi and other regional languages from broader recognition within the national education framework. The debate continues as to whether the exclusion was intentional or accidental, but the education ministry is adamant about recognizing the importance of linguistic diversity within educational settings.
The way forward will depend on how effectively CBSE can address these concerns and adapt based on feedback. Bolstering regional language education continues to be of utmost importance for cultural integrity and educational inclusivity across the nation.
With these significant changes on the horizon, students and parents alike are encouraged to stay informed and engaged with developments as CBSE prepares to refine its educational policies to meet the needs of upcoming generations.