The National Council of Educational Research and Training has released a revised Class 8 Social Science textbook after withdrawing the previous edition over a controversial chapter on "corruption in the judiciary." The revision follows directions from the Supreme Court of India and introduces new content highlighting the judiciary's constitutional role, Public Interest Litigation (PIL), tribunals, and alternative dispute resolution mechanisms.

Why Was the Textbook Revised?

The earlier edition, published in early 2026, contained sections discussing:

• Alleged corruption in the judiciary.
• Judicial backlog and delays.
• Challenges such as shortage of judges and inadequate infrastructure.

The content drew criticism, prompting the Supreme Court to take suo motu cognisance of the issue. The Court subsequently directed NCERT to withdraw the textbook from both print and digital circulation, following which the organisation apologised and initiated a comprehensive revision.

Major Changes in the Revised Chapter

The updated chapter, titled "The Role of the Judiciary in Society," shifts its focus from institutional challenges to the constitutional functions of the judiciary.

New Additions

The revised textbook includes expanded discussions on:

• Public Interest Litigation (PIL) under Articles 32 and 226 of the Constitution.
• The constitutional role of the Supreme Court.
• Tribunals and their functions.
• Alternative Dispute Resolution (ADR) mechanisms.
• The importance of justice in building a "just and harmonious society."

Students are also introduced to landmark PIL cases, including:

• Hussainara Khatoon v. State of Bihar, which highlighted the rights of undertrial prisoners.
• M. C. Mehta environmental litigation, which strengthened environmental jurisprudence.
• Vishaka v. State of Rajasthan, which laid down guidelines to prevent sexual harassment at workplaces.

Content Removed

Several sections from the previous edition have been omitted, including:

• The chapter titled "Corruption in the Judiciary."
• Discussion on the judicial backlog and reasons for delays.
• Explanation of how judicial independence protects fundamental rights from interference by the executive and legislature.
• Classroom discussions on two landmark Supreme Court judgments:
• Shreya Singhal v. Union of India.
• Association for Democratic Reforms v. Union of India.

Additionally, the chapter's opening "Big Questions" section has been revised. Instead of asking why an independent judiciary is necessary, students are now encouraged to consider why justice is essential for a fair and harmonious society.

Supreme Court Oversight

The revised textbook was prepared in compliance with directions issued in Suo Motu Writ Petition (Civil) No. 1 of 2026.

An expert committee constituted by the Ministry of Education oversaw the rewriting process under the leadership of former Supreme Court judge Justice Indu Malhotra.

The committee also included:

• K. K. Venugopal.
• Prakash Singh.
• The head of the National Judicial Academy.

The matter is scheduled for further hearing before the Supreme Court on July 14.

Changes to Textbook Development

The revised edition credits 48 contributors, compared to 51 in the withdrawn version. Three experts previously associated with the disputed chapter—Michel Danino, Suparna Diwakar, and Alok Prasanna Kumar—are no longer listed.

Following the controversy, NCERT also reconstituted its National Syllabus and Teaching Learning Material Committee, granting it formal authority to approve, publish, and distribute textbooks for Classes 3 to 12.

Part of the NEP 2020 Curriculum Reform

The revised textbook forms part of NCERT's broader curriculum overhaul under the National Education Policy 2020 and the National Curriculum Framework for School Education, 2023.

According to NCERT Director Dinesh Prasad Saklani, the updated textbook aims to promote constitutional values, reflect the Indian cultural context, and introduce global perspectives in an age-appropriate manner.

Significance

The revision underscores the importance of balancing constitutional education with age-appropriate content in school curricula. By focusing on the judiciary's constitutional role, public interest litigation, and access to justice, the new chapter seeks to familiarise students with the functioning of India's judicial system while aligning textbook content with the Supreme Court's directions and the broader objectives of educational reform under NEP 2020.

The recent controversy surrounding the Central Board of Secondary Education (CBSE)'s On-Screen Marking (OSM) system has sparked a wider debate on the Board's institutional role. While the immediate issues involved technical failures during the Class 12 evaluation process, education experts argue that the episode reflects deeper structural and governance challenges rather than merely a technological glitch.

What Happened During the OSM Rollout?

Following the declaration of Class 12 board examination results, several issues were reported, including:

• Blurred scans of answer scripts.
• Missing pages in evaluated copies.
• Alleged security vulnerabilities exposing examiner credentials.
• A cyberattack affecting the re-evaluation portal.

The controversy eventually led to the removal of the CBSE Chairman and Secretary. Subsequently, the Central Information Commission recommended that CBSE establish a clear, time-bound Standard Operating Procedure (SOP) for providing students access to marks and evaluated answer sheets.

Digital Evaluation Is Not the Problem

Experts note that On-Screen Marking (OSM) remains an important reform with several advantages:

• Faster evaluation and result declaration.
• Reduced human errors in totaling marks.
• Digital audit trails for greater accountability.
• Improved transparency compared to manual paper handling.

However, the implementation reportedly suffered due to shortcomings in:

• Vendor selection.
• System stress testing.
• Training of evaluators.
• Grievance redressal mechanisms.
• Cybersecurity safeguards.

The episode underscores that successful digital transformation depends as much on institutional capacity as on technology.

How CBSE's Role Has Expanded

Established in its present form in 1962, CBSE originally functioned primarily as an examination board responsible for conducting school examinations and issuing nationally recognized certificates. At the time, it served only 309 schools.

Today, the Board is affiliated with more than 30,000 schools, the majority of which are private institutions.

Over the decades, CBSE has also taken on additional responsibilities, including:

• School affiliation and renewal.
• Teacher training.
• Curriculum development.
• Conducting competitive examinations.
• Publishing textbooks and academic resources.

Critics argue that this expansion has transformed CBSE from a specialized examination body into a regulator, creating potential conflicts of interest.

Concerns Over Regulatory Functions

Education policy analysts contend that combining regulatory and examination responsibilities may create governance challenges.

Since CBSE both:

• Sets affiliation standards, and
• Conducts board examinations,

questions have been raised about whether the same institution should simultaneously regulate schools while also certifying their students.

The article argues that this concentration of functions may increase administrative complexity and reduce operational efficiency.

Alignment with NEP 2020

The National Education Policy 2020 recommends separating policy-making, regulation, service delivery, and assessment to avoid conflicts of interest in school governance.

It proposes establishing independent State School Standards Authorities (SSSAs) to oversee regulation, allowing examination boards to focus exclusively on assessment and certification.

Supporters of this approach believe that limiting CBSE's role to examinations could improve specialization, efficiency, and institutional accountability.

Improving Access to Board Certification

Another reform suggested is allowing students outside CBSE-affiliated schools to directly appear for CBSE board examinations.

Proponents argue that:

• Strict affiliation requirements increase the cost of CBSE schooling.
• Many capable students from economically weaker backgrounds remain unable to access CBSE certification.
• Greater flexibility could expand educational opportunities while maintaining common academic standards.

Such a model would broaden access without necessarily requiring all students to study in affiliated schools.

The Way Forward

The OSM controversy highlights the need for both technological and institutional reforms. Key recommendations include:

• Strengthening digital infrastructure and cybersecurity.
• Establishing transparent SOPs for evaluation and re-evaluation.
• Improving vendor selection and quality assurance.
• Enhancing accountability in digital examination systems.
• Reassessing CBSE's expanding regulatory responsibilities in line with NEP 2020.
• Ensuring broader and more equitable access to nationally recognized board certification.

Conclusion

The challenges faced during the On-Screen Marking rollout extend beyond technology and point toward broader questions about governance, institutional design, and accountability. While digital evaluation remains a valuable reform, its success depends on robust implementation, transparent processes, and clearly defined institutional responsibilities. The episode provides an opportunity for CBSE to strengthen its core function of conducting credible examinations while pursuing reforms that enhance efficiency, fairness, and public trust in India's school education system.

The Government of Delhi has launched Mission Kayakalp, a large-scale initiative to upgrade infrastructure in government schools, with the aim of creating cleaner, safer and more student-friendly learning environments.

Announcing the programme, Rekha Gupta said the initiative goes beyond repairing buildings, seeking to transform schools into spaces that inspire learning, improve student well-being and support quality education.

What is Mission Kayakalp?

Mission Kayakalp is a comprehensive school modernisation programme focused on repairing, renovating and upgrading government school infrastructure across Delhi.

The initiative combines physical improvements with community participation, bringing together government departments, corporate social responsibility (CSR) initiatives, local organisations and residents to improve public schools.

Key infrastructure upgrades

The programme includes a wide range of improvements designed to enhance both safety and the learning experience, including:

• Repair of damaged school buildings
• Painting and whitewashing of campuses
• Roof waterproofing and drainage improvements
• Renovation of classrooms
• Modernisation of science laboratories
• Installation of RO drinking water plants and water coolers
• Upgraded toilets and sanitation facilities
• Campus beautification and plantation drives
• Improved accessibility for Children with Special Needs (CWSN)
• Strengthening of electrical infrastructure
• Rainwater harvesting systems in selected schools

Progress across Delhi

Implementation has already begun in several districts:

• North Delhi: Renovated sensory parks for children with special needs, upgraded physics laboratories, and installation of RO plants and water coolers.
• South Delhi: Schools in Mehrauli and Qutub Mehrauli have undergone roof repairs, classroom renovations, improved sanitation, repainting and plantation drives.
• West Delhi: Schools in Mohan Garden and Janakpuri are receiving roof waterproofing, rainwater harvesting systems, sewer line upgrades and electrical improvements.
• North-East and Outer North Delhi: Schools in Gokalpur, Shahdara and Sawda Ghevra have benefited from building repairs, renovated libraries, green campus development, water coolers and, in selected schools, space laboratories.

Community participation

A notable feature of Mission Kayakalp is its collaborative implementation model.

The initiative is being supported by:

• Delhi Education Department
• District administrations
• CSR partners
• Social organisations
• Market associations
• Local communities

The government believes this shared approach can accelerate school development while fostering greater community ownership of public education.

Focus on inclusive education

Mission Kayakalp also aims to make schools more inclusive by improving accessibility and essential facilities.

Special emphasis has been placed on:

• Accessible infrastructure for children with special needs
• Clean and hygienic campuses
• Safe drinking water
• Better sanitation
• Modern laboratories for hands-on learning
• Green, aesthetically appealing school environments

Why infrastructure matters

Educational research has consistently shown that well-maintained school infrastructure contributes to improved learning outcomes. Better facilities can help increase attendance, improve classroom engagement, strengthen practical learning in subjects like science, and enhance both student and teacher satisfaction.

By investing in these areas, Mission Kayakalp seeks to support holistic educational development rather than focusing solely on academic performance.

Looking ahead

Mission Kayakalp represents another effort to strengthen Delhi's public education system through infrastructure-led reforms. Its long-term impact will depend on consistent implementation, maintenance of upgraded facilities and effective integration with teaching and learning practices.

If sustained, the initiative could help reduce infrastructure gaps across government schools while providing students with learning environments that are safer, more inclusive and better equipped for 21st-century education.

Two students from Greenwood High International School have achieved the maximum possible score of 45 points in the International Baccalaureate Diploma Programme (IBDP) 2026 examinations, placing them among the world's highest scorers and underscoring the growing global competitiveness of Indian school students.

The results highlight not only individual academic excellence but also the increasing success of Indian international schools in preparing students for admission to some of the world's leading universities.

Perfect scores place students among global toppers

The two students who secured a perfect 45/45 are:

• Amisha Sharma, the outgoing school captain, who will pursue Public Policy and Data Science at the University of North Carolina at Chapel Hill.
• Varun Vasudevan Iyer, the outgoing vice captain, who is set to study Mathematics at University of California, Berkeley.

Under the IBDP evaluation system, 45 points is the highest attainable score, making it one of the most demanding achievements in international school education.

Strong overall performance

Beyond the two perfect scorers, the school reported several other outstanding performances:

• Three students scored 44 points:
• Anvita Reddy Guddeti
• Nidhi Mittal
• Sanay Sridhar
• Seven students secured 43 points:
• Aahana Jain
• Aryan Dhir
• Inesh Dora Kanati
• Nakshatra Ganesh
• Sahana Arun Kuttuva
• Sritanvi Karthik
• Vipran Vasan

According to the school, 36% of the IBDP Class of 2026 scored 40 points or higher, a benchmark regarded internationally as an exceptional academic performance.

Admissions to leading global universities

Members of the graduating class have received admission offers from several prestigious institutions, including:

• Dartmouth College
• Brown University
• Carnegie Mellon University
• Johns Hopkins University
• University of Southern California
• University of California, Los Angeles
• London School of Economics and Political Science
• Imperial College London
• Bocconi University
• Royal College of Surgeons in Ireland
• University of Hong Kong
• LaSalle College
• National Institute of Design

The school also stated that its students have collectively secured scholarships worth more than USD 8 million, awarded for academic excellence, leadership, creativity and community service.

Students reflect on success

Amisha Sharma attributed her achievement to the consistent support of her family, teachers and the wider school community throughout the two-year diploma programme.

Varun Vasudevan Iyer said his preparation focused on building strong conceptual understanding, improving internal assessments and analysing every performance to identify and address weaknesses.

Why the IBDP matters

The International Baccalaureate Diploma Programme (IBDP) is a rigorous two-year pre-university curriculum designed for students aged 16–19. Recognised by universities worldwide, it assesses students through coursework, internal assessments, extended essays, and final examinations, with a maximum score of 45 points.

Looking ahead

The results reflect the growing prominence of India's international schools in global education. As increasing numbers of Indian students pursue overseas higher education, strong IBDP performances continue to strengthen applications to top universities while showcasing the country's expanding academic footprint on the international stage.

In a move to strengthen digital education and future-ready skills among school students, the Central Board of Secondary Education has launched 19 free online technology courses for students of Classes 8 to 12. The courses are being offered through the National Institute of Electronics and Information Technology Digital University platform and are aimed at equipping learners with in-demand technical skills for higher education and emerging careers.

The initiative provides students with access to advanced technology courses at no cost, enabling them to study online at their own pace from any location. CBSE has also directed its affiliated schools to promote the programme and encourage maximum student participation.

The courses cover a wide range of high-demand subjects, including Artificial Intelligence (AI), Python programming, Internet of Things (IoT), Cyber Security, Generative AI, AWS DevSecOps, Additive Manufacturing, and VLSI Design. Several programmes are available in both English and Hindi, making the learning resources accessible to a wider student base.

According to the Board, the duration of the courses varies significantly. While some introductory modules can be completed in approximately 90 minutes, advanced programmes extend beyond 100 hours, allowing students to choose courses based on their interests, learning goals and available time.

Students can register directly through the NIELIT Digital University portal without paying any registration or course fee. The flexible online format enables learners to complete the courses alongside their regular school curriculum.

The initiative reflects CBSE's growing focus on integrating digital literacy, coding and emerging technologies into school education. By introducing students to fields such as AI, programming and cybersecurity at an early stage, the Board aims to prepare them for rapidly evolving academic and employment opportunities in the technology sector.

Education experts believe early exposure to industry-relevant technologies can help students develop practical problem-solving abilities, computational thinking and innovation skills, while also strengthening their readiness for higher education and careers in engineering, computer science, data analytics and other digital domains.

With the introduction of these free online courses, CBSE has taken another step towards aligning school education with the skill requirements of the digital economy and India's expanding technology ecosystem.

Delhi government, free bicycles for girl students, Class 9 girls, Delhi school safety, Delhi Police, and child protection in schools are in focus as the Delhi government has unveiled two major initiatives aimed at improving girls' access to education and enhancing child safety in schools. The measures include a ₹90-crore bicycle distribution scheme for eligible Class 9 girls and a specialised teacher training programme on child protection and school safety.

Chief Minister Rekha Gupta announced that approximately 1.30 lakh eligible Class 9 girl students will receive free bicycles to make commuting to school easier and reduce the impact of distance on school attendance. The government has allocated ₹90 crore for the scheme, which seeks to encourage regular attendance and support girls in continuing their education.

Sharing the announcement on its official social media platform, the Delhi government stated that the initiative aims to ensure that "the distance to school does not become a barrier between their studies and dreams," while promoting easier access to education and a brighter future for young girls.

Alongside the education initiative, Delhi Police has launched a two-day Training of Trainers (ToT) programme for school teachers as part of the Child Safety Month campaign. Conducted in a hybrid mode at the Aadarsh Auditorium at Police Headquarters, the programme is designed to strengthen child protection mechanisms across schools in the national capital.

The training initiative is being implemented jointly by the Delhi Police, the Directorate of Education, and the State Council of Educational Research and Training (SCERT) in line with the vision of Lieutenant Governor V. K. Saxena to promote safer learning environments.

According to officials, the programme is being organised in four batches, with each batch attending a half-day session focused on child safety awareness and institutional preparedness. Teachers are receiving training on National Commission for Protection of Child Rights (NCPCR) guidelines, school safety protocols, cyber safety, and legal provisions under the Protection of Children from Sexual Offences (POCSO) Act, 2012.

The twin initiatives reflect the Delhi government's broader focus on improving educational access for girls while strengthening safety systems in schools through better awareness, preparedness and collaboration among educators, law enforcement agencies and education authorities.