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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.

In a development that has caused anxiety among students and parents, the Central Board of Secondary Education (CBSE) has withheld the Class 10 results of 38 students from Chinmaya Vidyalaya Kasaragod due to a subject code discrepancy.

The issue came to light after the board declared results earlier this week, but students who had opted for Sanskrit Communicative as their second language did not receive their scores.

Subject Code Mix-Up at the Core

According to parents, the confusion stems from a revision in subject codes under the National Education Policy 2020, where Sanskrit Communicative was assigned code 119, while code 122 continued for regular Sanskrit.

They allege that the school mistakenly entered the wrong subject code during student registration in Class 9, leading to the current situation.

Legal Intervention and Temporary Relief

When the error was identified, the school reportedly approached CBSE seeking permission to correct it, but the request was declined. The matter was then taken to the Kerala High Court, which allowed the students to appear for the examination while permitting action against the school administration.

The school management had also paid a fine of ₹3,500 per student as part of the corrective process.

Students Left in Limbo

The delay has left affected students distressed. “We waited till late evening on result day, only to realise that 38 of us had not received our scores,” said one of the students.

Parents, including Udayan Kadagam, expressed concern over the uncertainty, stating that the error occurred during registration and was beyond the students’ control.

School Assures Resolution

School principal Sukumaran T V termed the situation “shocking,” noting that the institution had complied with all CBSE directives and issued hall tickets to students.

“We are actively working with the board to resolve the issue, and the results are expected to be released soon,” he said.

The Central Board of Secondary Education (CBSE) declared the Class 10 board examination results on April 15, 2026, bringing relief and celebration to nearly 23 lakh students across the country. Among the many success stories, students of PM SHRI Kendriya Vidyalaya No. 1 Colaba stood out with impressive performances, underscoring the impact of consistent effort, family support, and strong academic guidance.

Three students—Priyanka Kumari, Rehan Shaikh, and Abhishek Yadav—emerged as top performers, each scoring above 90 percent and sharing insights into their preparation journeys.

Priyanka Kumari secured 90.83%, attributing her success to her parents’ unwavering support and sacrifices. Coming from a middle-class family, she described her academic journey as one driven by passion rather than pressure. Beyond studies, Priyanka balanced her time with hobbies such as reading, drawing, and singing. She emphasized the role of her teachers in simplifying concepts and credited her parents as her constant source of motivation.

Rehan Shaikh, who scored an impressive 94.20%, expressed gratitude toward both his teachers and family for creating a supportive environment. He specifically acknowledged the contribution of his teacher, Pramila Pal, in guiding him through his preparation. Rehan also highlighted the importance of a stress-free home atmosphere, noting that his mother’s efforts in maintaining a calm environment allowed him to stay focused and confident during exams.

Abhishek Yadav scored 90.67% and dedicated his achievement to his family’s values of discipline and hard work. Growing up in a middle-class household, he shared that consistent encouragement from his mother and support from the school helped him remain motivated throughout the year. Abhishek views this milestone not as a final achievement but as the beginning of a larger academic journey.

The strong performance of these students reflects a common thread—discipline, clarity of concepts, and a balanced approach to academics and personal well-being. Their stories serve as inspiration for future aspirants, highlighting that success in board examinations is built on steady preparation, guidance, and emotional support.

As the CBSE results set the stage for the next phase in students’ academic careers, these young achievers from Kendriya Vidyalaya demonstrate that determination and the right support system can turn aspirations into reality.

In a significant shift towards student-centric learning, the Uttarakhand Board of School Education (UBSE) has introduced a revised syllabus and evaluation framework for Classes 9 and 10 for the 2026 academic session. The move aligns with the vision of the National Education Policy 2020, aiming to transform how students are assessed in schools.

Under the new system, the traditional dependence on year-end examinations will be reduced. Instead, UBSE is adopting a continuous assessment model that evaluates students throughout the academic year. This includes regular unit tests, internal assessments, assignments, and classroom activities designed to track consistent progress.

The revised framework places strong emphasis on project-based learning. Students will now be required to complete subject-specific projects that promote analytical thinking, creativity, and real-world application of concepts. These projects will form a crucial part of the internal assessment, contributing directly to final scores.

Practical examinations have also been strengthened, particularly for subjects like science. The focus is on hands-on learning, ensuring students understand concepts through experimentation and application rather than memorisation. This approach is expected to improve conceptual clarity and skill development.

Education experts note that the continuous assessment model allows teachers to identify learning gaps early and provide timely support. For students, it reduces the high-pressure environment associated with a single final exam and encourages steady academic engagement throughout the year.

Overall, UBSE’s revised syllabus reflects a broader transition in Indian education—from rote learning to competency-based education. By integrating multiple evaluation methods, the board aims to create a more balanced, inclusive, and effective learning system that prepares students for higher education and future careers.