The Central Board of Secondary Education (CBSE) has voiced its opposition to a Public Interest Litigation (PIL) in the Delhi High Court seeking the implementation of a uniform school syllabus and education board across India, known as 'One Nation, One Education Board.'
In its response, the CBSE emphasized the desirability of maintaining a multiplicity of curricula and educational resources in the country. The board argued that a uniform syllabus and education board would not account for the local context, culture, and language diversity present across India. The CBSE stated that a national framework should allow flexibility to emphasize local resources, culture, and ethos, enabling students to better relate to their curriculum in the context of their lives outside school.
The affidavit filed by the CBSE came in response to a PIL filed by Delhi BJP leader Ashwini Kumar Upadhyay, who advocated for a uniform education system. Upadhyay alleged that various interest groups, including school operators, coaching centres, and book publishers, were preventing the implementation of a uniform education system up to the 12th standard.
However, the CBSE clarified that education falls under the Concurrent List of the Indian Constitution, meaning that both the central government and state governments have authority over educational matters. As a result, the CBSE argued that it is the responsibility of the respective State/Union Territory Governments to frame syllabi, and curricula, and conduct examinations for schools within their jurisdiction.
The CBSE further highlighted that the National Curriculum Framework (NCF) developed by the National Council of Educational Research and Training (NCERT) sets the guidelines and direction for the development of syllabi and textbooks at all school stages. Additionally, the State Council of Educational Research and Training (SCERTs) and State Education Boards have the flexibility to adopt, adapt, or develop their syllabi and textbooks based on the NCF.
The issue raised in the PIL reflects the complexities of education governance in India, where a balance between a common educational standard and acknowledging regional diversity is a perpetual challenge.
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