The Central Board of Secondary Education (CBSE) is implementing significant changes in its examination and teaching methodologies, moving away from rote learning and towards competency-based assessments. These changes, set to fully take effect by the 2025-2026 academic year, aim to evaluate students' understanding, analytical skills, and real-world application of knowledge. While students may adapt to these changes, a crucial question arises: Are teachers adequately prepared for this shift?.

Key Changes in the CBSE Exam Pattern

Several key changes are being introduced in the CBSE exam pattern:

• Reduced Emphasis on Lengthy Responses: The number of short and long-answer questions is being reduced for Classes 10 and 12.
• Focus on Competency-Based Questions: Competency-based questions, designed to test students' ability to apply theoretical knowledge to real-world scenarios, will form a larger portion of the Class 12 board exams. In some instances, competency-based questions will account for 50% of the exam.
• Increased Internal Assessment Weightage: Internal assessments will now carry 40% of the total marks, with the remaining 60% based on the final board exams. This includes projects, periodic tests, and assignments.
• Emphasis on Practical Application: Science education will focus more on hands-on learning and applying theory to practice, while social sciences will use simulations and case studies to analyze societal problems.
• Mandatory Attendance: To be eligible for the board exams, students must maintain a minimum attendance of 75% throughout the academic year.
• STEM Education: CBSE has designated STEM Education (Science, Technology, Engineering, and Mathematics) as its annual training theme for 2025.

Teacher Preparedness: A Matter of Concern

While these reforms are intended to enhance the quality of education, concerns have been raised about the readiness of teachers to implement these changes effectively. A nationwide study by the Centre for Teacher Accreditation (CENTA) revealed that average subject knowledge scores were at 62%, general pedagogy at 50%, and Pedagogical Content Knowledge at 53%. These figures are below the 75% benchmark under the National Professional Standards for Teachers. This data indicates that many teachers may need more conceptual clarity and struggle with applying pedagogical knowledge in the classroom. Further, government data suggests that only 26.7% of teachers have been trained in computer-based instruction.

CBSE Initiatives for Teacher Training

To address these gaps, CBSE has implemented several initiatives aimed at enhancing teacher preparedness:

• Mandatory Professional Development: CBSE has mandated a minimum of 50 hours of annual training for every teacher. This training includes 25 hours by CBSE or Government Regional Training Institutes and 25 hours by the school itself.
• Continuous Professional Development (CPD) Guidelines: CBSE has outlined updated CPD guidelines, emphasizing continuous teacher learning. The CPD program focuses on core values and ethics, knowledge and practice, and professional growth and development.
• Online Training Programs: CBSE offers free online teacher training programs through its Centres of Excellence (CoEs). These programs cover various themes, including experiential learning, competency-based education, ICT integration, and inclusive education.
• STEM Education Focus: CBSE is encouraging schools to host District Level Deliberations (DLDs) on STEM Education, providing forums for educators to exchange best practices and inspire innovation.

Challenges and the Way Forward

Despite these efforts, challenges remain in ensuring that all teachers are adequately prepared for the shift in the CBSE exam pattern. Some teachers may struggle with conceptual clarity and the application of new pedagogical techniques. It is crucial for schools and educational institutions to support teachers in adapting to these changes through targeted training and resources.

The success of the CBSE's reforms hinges on the ability of teachers to frame and evaluate learning-based questions, a skill that many currently lack. To facilitate this transition, teachers need to embrace new teaching methodologies, such as case studies, group discussions, problem-solving and practical learning. Moreover, integrating technology into teaching and learning is essential to prepare students for a digital world.

By providing teachers with the necessary training, resources, and support, the CBSE can ensure that educators are well-equipped to guide students towards a deeper understanding of concepts and real-world application of knowledge, ultimately enhancing the quality of education.