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KVS directs all schools to offer at least one Sanskrit section under the three-language formula, aligning with NEP 2020 and CBSE's revised language policy.

The Kendriya Vidyalaya Sangathan (KVS) has announced that all Kendriya Vidyalayas across India and abroad will be required to run at least one Sanskrit section in Classes 6 and 9 from the 2026–27 academic session. The move is aimed at ensuring a common language option for students, particularly children of transferable central government employees, while remaining aligned with the three-language framework envisaged under the National Education Policy (NEP) 2020.

Under the new arrangement, Hindi and English will continue as the first two languages, while students will choose either Sanskrit or a scheduled regional language as their third language. Although Sanskrit sections will be compulsory for schools to offer, students will retain the freedom to opt for a regional language if they prefer.

According to KVS, the decision has been taken to address the educational needs of students whose families frequently relocate due to government service. A common Sanskrit option across all Kendriya Vidyalayas is expected to provide greater academic continuity and reduce disruptions caused by varying regional language offerings.

The implementation strategy will vary according to school size and student demand. In single-section schools, separate groups may be formed if at least 15 students choose Sanskrit or another language option. Multi-section schools will organise sections based on enrolment patterns and language preferences.

The rollout, however, may pose challenges for some schools, particularly those facing shortages of qualified Sanskrit teachers. To address staffing gaps, KVS is expected to explore contractual appointments and other temporary arrangements. Schools may also use State Council of Educational Research and Training (SCERT) materials where National Council of Educational Research and Training (NCERT) textbooks are not yet available.

The initiative is closely linked to the National Curriculum Framework for School Education (NCF-SE) 2023 and recent CBSE reforms. From July 1, CBSE requires Class 9 students to study three languages, including at least two Indian languages. Foreign languages may be offered only as additional subjects.

KVS officials said data collected through the Samagam portal will guide staffing requirements, section formation and timetable planning for the 2026–27 academic year. The move marks another step in the implementation of NEP 2020's vision of promoting multilingualism and strengthening the study of Indian languages in schools.

In an age when students are often seen merely as users of education systems, three teenagers demonstrated how informed and determined individuals can hold institutions accountable. Their actions played a significant role in bringing national attention to concerns surrounding the Central Board of Secondary Education's (CBSE) Class 12 On-Screen Marking (OSM) system, raising important questions about transparency, cybersecurity, and accountability in digital examinations.

The controversy began when Vedant Shrivastava discovered what appeared to be a serious error in the answer-sheet review process. While seeking access to his evaluated answer script, he reportedly received the answer sheet of another student. The incident immediately raised concerns about data privacy and the integrity of the examination review mechanism. Rather than dismissing the issue as an isolated mistake, Vedant pursued the matter and sought answers from authorities.

Meanwhile, Sarthak Sidhant took a different approach. Curious about the technology and processes behind the OSM system, he examined the tendering and procurement details associated with the platform. His efforts focused on understanding how the system had been selected, implemented, and monitored. By studying publicly available information, he highlighted questions regarding governance, oversight, and transparency in the management of large-scale digital examination systems.

The third student, Nisarga Adhikary, turned his attention to cybersecurity. According to reports, he identified potential vulnerabilities within the marking portal and raised concerns about the security of sensitive student and examination data. His findings contributed to a broader debate on whether adequate safeguards were in place to protect information within the digital evaluation framework.

Individually, each student's discovery appeared limited in scope. Collectively, however, their findings painted a larger picture, prompting scrutiny of a system responsible for evaluating thousands of students across the country. Their efforts gained public attention and added momentum to demands for greater transparency and stronger digital safeguards.

The episode highlights the growing role of young citizens in promoting accountability in the digital era. Armed with curiosity, technical knowledge, and persistence, the three students demonstrated that meaningful oversight is no longer limited to experts, institutions, or professional investigators.

As education systems increasingly rely on technology, the questions raised by Vedant Shrivastava, Sarthak Sidhant, and Nisarga Adhikary serve as a reminder that trust in digital platforms depends not only on innovation but also on transparency, security, and public confidence.

The Central Board of Secondary Education (CBSE) delayed the launch of its Post-Result Activities (PRA) portal after an IIT-led cybersecurity audit uncovered several critical vulnerabilities in the Board’s digital systems.

The portal, which enables students to access post-examination services such as verification and re-evaluation of answer scripts, was scheduled to go live on June 1. However, following the discovery of security concerns, it was launched only in the early hours of June 2 after extensive testing and corrective measures.

According to officials associated with the review, expert teams from IIT Madras and IIT Kanpur identified at least four vulnerabilities classified as critical or high severity, along with several medium- and low-risk issues. One of the most serious flaws reportedly involved an access-control weakness that could have allowed a user to gain unauthorized access to other students’ answer scripts.

The cybersecurity audit was initiated after Education Minister Dharmendra Pradhan directed the IITs to assist CBSE amid growing concerns about technical glitches and complaints related to this year’s Class 12 evaluation process.

The review followed a “red team-blue team” testing model. While the blue team, comprising CBSE developers, IIT Madras experts, and the Digital India Corporation, worked to fix vulnerabilities, the red team from IIT Kanpur attempted to identify weaknesses by testing the system’s defenses.

Officials said that after a second round of testing on June 1, it appeared that major issues had been resolved. However, a subsequent red team exercise later that day uncovered fresh vulnerabilities, prompting an immediate response from developers. Following overnight repairs and a fourth round of successful testing, the portal was finally cleared for launch at around 4 a.m. on June 2.

Meanwhile, the re-evaluation process has not yet commenced. Sources indicate that CBSE has decided not to use the Coempt Edu Teck platform, which powered the On-Screen Marking system during Class 12 evaluations. Instead, all student and examination data have been migrated to infrastructure directly controlled by CBSE, and future re-evaluation activities will be conducted through the Board’s own portal.

The development underscores the growing importance of cybersecurity in managing large-scale educational data and examination systems.

The controversy surrounding the Central Board of Secondary Education’s (CBSE) On-Screen Marking (OSM) system reached Parliament on Tuesday as Class 12 student and whistleblower Sarthak Sidhant appeared before the Parliamentary Standing Committee on Education, Women, Children, Youth and Sports to present his concerns regarding the digital evaluation process and alleged irregularities in the tendering procedure.

Following the meeting, committee chairman Digvijaya Singh told the media that the panel would examine the issues raised by students and consider the concerns presented during the discussion. Sidhant has been actively questioning the implementation of the OSM system since the declaration of CBSE Class 12 results, alleging that technical glitches and procedural shortcomings may have affected students.

During his presentation, Sidhant outlined findings from his analysis of multiple CBSE tender documents related to the OSM project. He alleged that several changes in tender conditions appeared to favour a particular vendor involved in the implementation of the digital evaluation mechanism. Among the issues highlighted were modifications to provisions concerning poor performance, blacklisting criteria, financial eligibility requirements, Capability Maturity Model Integration (CMMI) standards, and project qualification norms.

The meeting was attended by senior education officials, including Rahul Singh, Chairman of the Central Board of Secondary Education, and Sanjay Kumar, Secretary in the Department of School Education and Literacy. Officials from the Ministry of Education and CBSE were also present during the proceedings.

In response to the concerns raised, CBSE submitted a report to the parliamentary panel explaining its position on the difficulties experienced by students. The board informed committee members that technical issues reported on its portal had been addressed and rectified. It also assured the panel that students would continue to have time until June 6 to apply for re-evaluation and verification of their answer sheets.

The development marks a rare instance of a school student directly presenting concerns before a parliamentary committee on a national education issue. The committee is expected to review the submissions made by both the student and CBSE before deciding on any further recommendations. The episode has intensified scrutiny of the board’s transition to digital evaluation systems and renewed discussions on transparency, accountability, and fairness in examination assessment processes.

The controversy surrounding the Central Board of Secondary Education's (CBSE) on-screen marking (OSM) system gained fresh political attention after Leader of Opposition Rahul Gandhi met Class 12 student Vedant Shrivastava, whose complaint about receiving an incorrect Physics answer sheet sparked a nationwide debate over examination evaluation processes.

In a video shared on social media, Gandhi interacted with Vedant, his brother Siddhant Shrivastava, and other students, discussing the online backlash they faced after raising concerns about the CBSE evaluation system. During the conversation, the students recounted being labelled "anti-national," "deep state agents," and even "terrorists" by some social media users. Gandhi responded with sarcasm, questioning the allegations and expressing support for the students.

The issue first came to light when Vedant posted on social media that the Physics answer sheet provided to him by CBSE under its newly introduced on-screen marking system did not match his handwriting. According to the student, the document differed significantly from his other answer sheets and personal notes. His post quickly went viral, attracting millions of views and triggering widespread discussion about the reliability of the digital evaluation process.

Following the public outcry, CBSE reviewed the complaint and informed Vedant that the correct answer sheet had been identified and shared with him. The board later updated his results accordingly.

The episode also drew attention to broader concerns regarding the implementation of the OSM system. Questions were raised about the awarding of the evaluation contract and reports of alleged answer-sheet mix-ups. Another student, Sarthak Sidhant from Jharkhand, published an independent blog examining the tender process, prompting opposition leaders to demand an independent inquiry. CBSE and the OSM contractor, Coempt Edutech, have rejected allegations of irregularities.

The controversy has emerged at a sensitive time for India's examination system. It follows the cancellation of the NEET-UG examination over a paper leak controversy and recent technical disruptions affecting CUET-UG examinations. Education experts say the incidents highlight the growing need for transparency, accountability and robust safeguards in high-stakes examinations that affect millions of students across the country.

The Gujarat State Primary Education Selection Committee has announced a large-scale recruitment drive to fill 3,966 vacancies in government primary schools across district and municipal education committees in the state. The recruitment includes positions for Vidyasahayaks, special educators, and head teachers under a dedicated initiative for persons with disabilities.

According to the official notification issued by the Directorate of Primary Education, the online application process will begin at noon on June 1 and continue until 5 pm on June 10 through the committee’s official recruitment portal.

The vacancies have been distributed across multiple categories. A total of 987 posts have been announced for Vidyasahayaks, or primary teachers, for Classes I to V in mediums other than Gujarati. The recruitment drive also includes a major push for inclusive education through the appointment of special educators. Around 1,841 vacancies are available for Gujarati-medium special educators for Classes I to V, while 1,067 posts have been earmarked for Classes VI to VIII.

Additionally, 71 head teacher positions have been reserved under a special recruitment initiative for persons with disabilities, reflecting a growing emphasis on inclusive educational administration within government schools.

Officials stated that recruitment for Vidyasahayak posts will be conducted strictly based on merit and in accordance with existing education department resolutions and recruitment norms. Detailed district-wise and municipal committee-wise vacancy lists are expected to be uploaded after the completion of the primary teacher district transfer process.

The notification also outlines eligibility conditions relating to educational qualifications, age limits, reservation policies, salary structure, and relaxation criteria. Candidates have been advised to carefully review the official guidelines and help centre details before submitting applications.

The state government clarified that if eligible candidates from reserved categories are unavailable for specific posts, recruitment may proceed with suitable candidates from the general category as per prescribed rules.

The recruitment drive comes at a time when several Indian states are attempting to strengthen public school systems through expanded teacher appointments, inclusive education initiatives, and improved student-teacher ratios. Education experts note that the large number of special educator posts also signals increasing policy attention toward supporting children with diverse learning needs in mainstream schools.

The initiative is expected to generate significant interest among teacher aspirants across Gujarat, particularly amid growing demand for stable government sector employment and expanding opportunities within the public education system.