Why in the News?

Recently, CBSE plans to let Class 10 students take their board exams twice a year (in February/March and May) from 2026. This change is meant to help students and follows the National Education Policy (NEP) 2020.

What are the key objectives of the CBSE’s proposed two-examination policy for Class 10 students starting from 2026?

• Provide a Second Chance: Students can take board exams twice in an academic year (February/March & May) to improve their scores. Example: A student who performs poorly in the first attempt due to illness can appear again without waiting a full year.
• Promote Competency-Based Learning: Shift from rote memorization to testing conceptual understanding and problem-solving skills. Example: Instead of asking students to memorize historical dates, the exam may include analytical questions on historical events’ impact.
• Align with National Education Policy (NEP) 2020: Encourage a flexible, student-friendly assessment model focused on continuous learning. Example: Like international systems (e.g., SAT in the U.S.), students get multiple opportunities to improve scores without excessive pressure.

Why does the policy raise concerns about increased student stress instead of reducing examination pressure?

• Short Remediation Window: The gap between the first (Feb/March) and second (May) exams is too short for meaningful improvement in weak areas. Example: A student struggling with math concepts in February may not get enough time to improve before the second attempt in May.
• Double the Exam Preparation Pressure: Instead of easing stress, students may feel pressured to prepare for two board exams in a short span. Example: Students may end up studying rigorously for both exams, fearing they might need a second attempt.
• Coaching-Centric Approach: The risk of coaching institutes exploiting the two-exam format may increase, leading to more emphasis on exam-focused learning rather than conceptual understanding. Example: Coaching centers may start specialized crash courses for the second attempt, pushing students into additional preparation cycles.

How could the proposed policy impact students from economically weaker sections?

• Higher Examination Fees: Students must pay a non-refundable fee covering both attempts, even if they only take one exam. Example: A student from a low-income family who performs well in the first attempt still pays for the second, increasing financial burden.
• Increased Dependence on Coaching: Private coaching centers may exploit the two-exam system, making it harder for students without financial resources to compete. Example: Wealthier students might afford special coaching for the second attempt, while economically weaker students struggle with self-study.
• Limited Access to Remedial Support: Schools may not provide structured support between the two exams, leaving underprivileged students without proper guidance. Example: A government school student scoring low in February may not have access to extra tutoring before the May exam.
• Delayed Class 11 Admissions: If second-attempt results are declared late, students from poor backgrounds may struggle with securing admissions or scholarships in time. Example: A student awaiting May results might miss out on early admissions in better schools with financial aid opportunities.
• Increased Psychological Pressure: Financial struggles combined with the pressure of performing well in two exams may cause additional stress and anxiety. Example: A student from a single-income household may feel forced to clear the first attempt to avoid extra financial strain on their family.

What changes are needed to make sure the policy follows the NEP 2020 and supports skill-based learning? (Way forward)

• Shift from Rote Learning to Competency-Based Assessment: Redesign question papers to focus on conceptual understanding, application, and problem-solving rather than memorization. Example: Instead of asking students to recall historical dates, exams should test their ability to analyze historical events and their impact.
• Structured Remedial Support Between Exams: Schools should provide focused remedial classes for students who perform poorly in the first attempt, helping them improve their conceptual understanding. Example: If a student struggles with algebra in February, they should receive targeted math coaching before the May exam.
• Flexible Examination Fee Structure: Allow students to pay for only one attempt if they do not wish to appear for both, ensuring financial equity. Example: A student confident in their preparation should not be forced to pay for a second exam they do not intend to take.
• Staggered Implementation with Pilot Studies: Conduct phased trials in diverse school settings to identify logistical and pedagogical challenges before nationwide implementation. Example: A pilot program in rural and urban schools can reveal differences in access to resources and necessary adjustments.
• Integration of Continuous and Holistic Assessment: Move towards year-round assessments that evaluate practical skills, creativity, and critical thinking, reducing reliance on a single high-stakes test. Example: Schools can introduce project-based assessments in science subjects, testing real-world application rather than just theoretical knowledge.

Mains PYQ:

Question: “National Education Policy 2020 is in conformity with the Sustainable Development Goal-4 (2030). It intends to restructure and reorient education system in India. Critically examine the statement.” (UPSC 2020) 

Reason: This question is directly linked with NEP 2020, the same policy framework that the CBSE’s ‘two-exam scheme’ claims to align with.

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