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The Government of Delhi has approved a significant salary hike for teachers working under vocational education programmes and the Samagra Shiksha Abhiyan, with revised pay scales aimed at improving teacher retention and strengthening support for out-of-school children.

Announcing the decision, Rekha Gupta said the Delhi Cabinet approved an increase ranging from Rs 14,000 to Rs 18,000 for teachers engaged in vocational and special training programmes across the capital.

Around 1,131 vocational teachers providing skill-based education in different disciplines will now receive a monthly salary of Rs 38,100. Earlier, their salaries ranged between Rs 20,000 and Rs 23,000 per month.

Teachers working at 784 centres under the Samagra Shiksha Abhiyan will also benefit from the revision. Their salaries have been increased from Rs 21,000 to Rs 35,420 per month, bringing them at par with primary and upper primary school teachers in Delhi.

The centres under the Samagra Shiksha initiative focus on educating out-of-school children and helping them transition back into mainstream education. The revised salary structure also covers teachers working at special training centres that support children who have either dropped out or never attended school.

According to the Delhi government, the move is part of a broader effort to improve the quality of special training centres through regular monitoring, parental counselling, and stronger inter-departmental coordination.

The government said the pay revision is intended not only to provide financial relief but also to recognise the role played by teachers working in challenging conditions to reconnect vulnerable children with formal education.

Education officials believe the revised pay scales could improve teacher motivation and reduce attrition in vocational and bridge-learning programmes, sectors that have often faced staffing instability due to comparatively lower salaries.

The decision comes amid increasing emphasis on skill-based education and inclusive schooling, particularly for students at risk of dropping out of the formal education system.

The Himachal Pradesh Board of School Education (HPBoSE) on Monday declared the Class 12 (10+2) examination results, reporting a sharp rise in overall performance with the pass percentage climbing to an impressive 92.02%.

According to official data, 81,109 students appeared for the examinations held in March, out of which 74,637 cleared the test. Meanwhile, 3,352 students failed, and 3,071 were placed in the compartment category. A total of 308 students remained absent, while 37 results have been withheld.

Board Chairman Rajesh Sharma attributed the improved performance to sustained academic reforms. “The results demonstrate improved academic performance and better outcomes across districts. The rise in pass percentage is due to consistent academic monitoring, improved teaching standards, and student-focused initiatives,” he said.

The results mark a steady upward trend over the past three years. The pass percentage stood at 79.6% in 2023, dipped to 74.5% in 2024, rose again to 83.16% in 2025, and has now crossed the 90% mark in 2026—indicating a significant academic recovery.

However, alongside this success lies a concerning trend: a steady decline in the number of students appearing for the examination. From over 1.05 lakh candidates in 2023, the figure dropped to 85,776 in 2024, slightly rose to 86,373 in 2025, and has now fallen further to 81,109 in 2026. The dip raises questions about enrolment patterns, migration, and potential dropouts in the state’s education system.

Government schools continued to dominate participation, with 64,473 students appearing from public institutions compared to 16,636 from private schools, highlighting the continued reliance on the public education system.

Among toppers, Anshit Kumar from PM Shri Government Senior Secondary School, Bhawarna in Kangra district secured the first rank with 496 marks (99.2%). The second position was jointly held by Shayla Kashyap of The New Era School of Sciences, Chhatri (Kangra), and Arushi from Government Senior Secondary School, Kanger Dharayar (Sirmaur), both scoring 495 marks (99%). Shamya Barjatya from Government Model Senior Secondary School, Dari (Kangra) secured the third position with 494 marks (98.8%).

Stream-wise, Shayla Kashyap topped the Science stream, while Yashvani Chauhan and Krishika from Una district jointly led the Commerce stream with 491 marks (98.2%). In the Arts stream, Anshit Kumar emerged as the top performer.

While the results reflect academic improvement and highlight student achievements across streams, the declining number of candidates adds a layer of complexity to the narrative. As Himachal Pradesh celebrates higher success rates, the focus may now need to shift towards understanding why fewer students are reaching the final examination stage—and ensuring that progress in performance does not come at the cost of participation.

In a strong message to private schools, Rekha Gupta has warned against arbitrary price hikes in books, uniforms, and stationery, stating that strict action will be taken against institutions violating government norms.

“No Coercion, No Single Vendor”

The Chief Minister reiterated that schools cannot force parents to purchase books, uniforms, or stationery from specific vendors. She directed all institutions to clearly display—on notice boards, websites, and any school-run stores—that parents are free to buy these items from the open market.

“There will be no coercion, no captive buying, no single-vendor diktat,” Gupta stated, underlining the government’s zero-tolerance stance on practices that burden families financially.

Surprise Inspections to Ensure Compliance

Taking enforcement a step further, Gupta announced that she would conduct surprise inspections across schools in Delhi. “I can walk into any private school anytime,” she said, adding that these checks are driven by complaints received from parents.

She emphasised that the inspections are not symbolic but a part of active enforcement. Warning of strict consequences, she added that serious violations could even lead to takeover actions under the law.

Backed by Directorate of Education Orders

The move follows earlier directives issued by the Directorate of Education Delhi (DoE), which instructed private unaided recognised schools to avoid mandating purchases from designated vendors.

Under the DoE guidelines:

• Schools must provide transparent, class-wise lists of books and uniform specifications

• All listed items should be readily available in the open market

• Procurement must align with board guidelines, including those of Central Board of Secondary Education and other recognised boards

Focus on Reducing Financial Burden

The government has stressed that such practices can place unnecessary financial strain on parents. By ensuring transparency and choice, the administration aims to make school-related expenses more fair and accessible.

A Growing Policy Push

This development reflects a broader trend of increased regulation in private school operations, particularly around fee structures and ancillary costs. With direct intervention from the Chief Minister’s office, schools are now under heightened scrutiny.

For parents, the message is clear: they have the right to choose where to buy educational essentials, and any violation of this right can now trigger swift government action.

In a significant boost to digital education infrastructure, RailTel Corporation of India has secured a ₹13.84 crore work order from the Directorate of Education Delhi to modernise government schools with computer labs and laptops.

The contract, valued at ₹13,84,12,700 (inclusive of taxes), focuses on setting up ICT-enabled learning environments across Delhi’s public schools. The project includes the supply, installation, and commissioning of computer labs, along with the provision of laptops—marking a comprehensive push toward strengthening classroom technology.

Beyond Hardware: A Long-Term Digital Infrastructure Play

Unlike conventional procurement deals, this order extends beyond one-time delivery. RailTel will also provide five-year maintenance and support services, ensuring that the infrastructure remains functional and updated. This integrated model signals a shift toward sustainable digital transformation in schools rather than short-term upgrades.

The execution timeline runs until April 29, 2031, offering long-term operational continuity and steady engagement between RailTel and the education department.

Driving Digital Education in Delhi

The initiative aligns with the broader digital push by the Government of NCT of Delhi to enhance learning outcomes through technology. By equipping schools with modern computer labs, the project aims to bridge the digital divide and improve access to digital learning tools for students.

Education experts note that such investments are critical as classrooms increasingly integrate technology-driven teaching methods, including e-learning platforms, coding education, and digital literacy programmes.

RailTel’s Expanding Role in EdTech

This order strengthens RailTel’s footprint in the education technology sector, positioning it as a key player in government-led digital initiatives. Known primarily for its telecom and ICT services, the company is steadily expanding into education infrastructure, offering end-to-end solutions that combine hardware, connectivity, and maintenance.

The contract also reflects a transparent procurement process, with no related-party involvement, reinforcing governance standards.

The Bigger Picture

India’s public education system is undergoing a digital transition, with infrastructure reliability becoming a core priority. Projects like this not only enhance access to technology but also ensure continuity through long-term service commitments.

As RailTel executes this multi-year project, its role in shaping digital classrooms in India is set to grow—supporting a future where technology becomes an integral part of everyday learning in government schools.

The Chhattisgarh Board of Secondary Education has announced the Class 10 and Class 12 results for 2026, recording a slight but steady improvement in overall pass percentages compared to last year. The results were released online after a brief delay, with students able to access their scores through multiple digital platforms.

According to official data, the Class 12 pass percentage rose to 83.04% in 2026, up from 81.87% in 2025. Similarly, Class 10 results saw a marginal increase, with the pass rate reaching 77.15%, compared to 76.53% in the previous year. The incremental rise suggests a gradual improvement in academic outcomes across the state.

A significant trend in this year’s results is the continued outperformance of girls over boys. In Class 10, girls recorded a pass percentage of 81.03%, substantially higher than the 72.27% achieved by boys. The pattern was mirrored in Class 12, where girls secured an 84.67% pass rate, compared to 78.07% for boys. The gap highlights a consistent gender-based difference in performance.

To ensure smooth access amid high traffic, the board made results available through its official websites, including cgbse.nic.in and results.cg.nic.in, along with platforms like DigiLocker and UMANG. Students could also receive their results via SMS services. Physical mark sheets will be distributed through respective schools in the coming days.

The board has also outlined provisions for students seeking improvement. Those who failed in one or two subjects can appear for supplementary or compartment exams, while students failing in more than two subjects will need to repeat the academic year. Additionally, the re-evaluation process is expected to begin shortly, offering students an opportunity to request a review of their answer scripts.

The introduction of a dual-board exam system by the Central Board of Secondary Education was meant to reduce stress and democratise performance. But the numbers emerging from its first full implementation in 2026 tell a more layered story. Over 6.78 lakh students—more than 27% of the Class 10 cohort—have opted to retake the exam.

At one level, this is exactly what the reform intended: a second chance. At another, it raises a more uncomfortable question—has the system reduced pressure, or simply redistributed it?

A Safety Net That’s Being Widely Used

Out of nearly 24.7 lakh students, more than a quarter choosing to reappear is not a marginal statistic. It signals that the second attempt is no longer an exception; it is fast becoming part of the mainstream strategy.

Students are not just retaking exams to pass. Many are optimising scores, attempting to push their percentages higher in a system where marks still dictate streams, schools, and in many cases, self-worth.

The Usual Suspects: Core Subjects

The subjects with the highest re-registration—Mathematics, Science, Social Science, and English—are predictable. These have always been high-stakes papers, often determining overall performance.

What changes now is the behaviour around them. Instead of a single decisive attempt, students are increasingly treating the first exam as a benchmark and the second as a correction mechanism.

Reform Meets Reality

The dual-exam system, aligned with the broader vision of the National Education Policy 2020, was designed to ease the burden of one-shot evaluation. By allowing students to retain the best score from two attempts, it introduces flexibility rarely seen in Indian school boards.

But flexibility has a paradox.

When improvement becomes an option, it can quickly turn into an expectation. Students who might have been satisfied earlier now feel compelled to attempt again—not out of necessity, but out of competitive pressure.

Exam Calendar and the New Academic Cycle

The second phase of exams is scheduled from May 15 to May 21, 2026, with final results expected by end of June. This extended evaluation cycle effectively stretches the academic year, delaying closure for students and complicating timelines for admissions and stream selection.

In trying to reduce stress, the system may be prolonging it.

The Bigger Shift: From Performance to Optimisation

What we are witnessing is a subtle but important shift—from performance-based evaluation to performance optimisation.

Students are learning to game the system in rational ways:

• Attempt once to assess difficulty

• Retake to improve weak areas

• Maximise final scores through dual attempts

This is not misuse—it is adaptation.

The Question Ahead

The success of any reform lies not just in its design, but in its behavioural impact. CBSE’s dual-exam model is undeniably progressive. But its long-term effectiveness will depend on whether it truly reduces anxiety—or simply normalises repeated evaluation.

Because if every student begins to see two attempts as the default, the system risks recreating the very pressure it sought to dismantle.

Final Word

For now, the data tells us one thing clearly: students are embracing the second chance.

The real test is whether that second chance empowers them—or quietly raises the bar even higher.