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India’s education system is set to undergo a major change with the introduction of dual board exams for Class 10 students starting in the 2025–26 academic year. Announced by the Ministry of Education, this move is part of the National Education Policy (NEP) 2020, aiming to ease the high-pressure environment of board examinations by allowing students two chances each year.
Beginning in February 2026, students will be able to take the board exams twice—once in February and again in April/May —with the option to keep their best score. While this change is designed to offer students more flexibility and reduce stress, it also brings up important questions about its effects on students, teachers, and the wider education framework.
No supplementary examinations: A shift in the approach to academic recovery
Under the new dual board exam system, students will not have the option of supplementary examinations, which have traditionally been offered to those who fail in one or more subjects. Instead, students will be able to retake the exam in the same academic year—either in February or April/May—providing them with a second opportunity to improve their scores. This approach aims to reduce the stigma associated with supplementary exams while maintaining a focus on continuous learning and performance improvement.
Exam structure and financial considerations: New challenges to navigate
An important feature of the dual board exam system is that both examinations will cover the full syllabus, ensuring that students are tested comprehensively in both sessions. Additionally, students will be assigned the same examination centres for both the February and April/May attempts, promoting consistency and reducing logistical challenges. However, the introduction of separate exam fees for each attempt could pose financial strain for some families. Furthermore, the revised registration and subject selection timelines may put pressure on students to make quick decisions, adding a layer of stress to the process.
Why this reform?
The introduction of two exam sessions aligns with NEP 2020’s focus on making assessments more student-friendly. By giving students a second chance within the same year, the reform reduces the pressure of having just one crucial exam. It allows learners to improve their scores without waiting a full academic year. This system is similar to international models, such as modular exams in the United Kingdom, and is aimed at helping India’s education system match global practices.
Another goal of the policy is to encourage deeper understanding rather than rote learning. From 2026 onwards, exam papers are expected to include more competency-based questions, helping students develop skills like analysis and problem-solving.
Boards preparing for the shift
Several education boards across India are preparing to roll out the dual-exam format in 2026. The Central Board of Secondary Education (CBSE), which oversees millions of students both in India and abroad, has confirmed it will adopt the new system, starting with a pilot programme in the 2025–26 session. The Council for the Indian School Certificate Examinations (CISCE), which conducts the ICSE exams, has also committed to the change.
State boards such as the Maharashtra State Board of Secondary and Higher Secondary Education (MSBSHSE), Tamil Nadu’s Directorate of Government Examinations (TNDGE), and the Karnataka Secondary Education Examination Board (KSEEB) are moving ahead with preparations. The Jharkhand Academic Council (JAC) and the Punjab School Education Board (PSEB) are reviewing the proposal and may implement it soon. Other state boards are also actively considering adopting this reform, signalling broader regional support for the dual board exam system.
What are the benefits and concerns?
The new system offers several clear benefits. Students get a second opportunity to improve their results, which can help ease exam stress and support mental well-being. Schools are also expected to adopt digital tools to support the change. For example, CBSE has announced plans to introduce AI-based evaluation methods by 2026.
However, there are also some concerns. Students might feel pressured to appear for both exams, leading to additional stress instead of reducing it. In rural areas, schools could face challenges with exam planning, resource availability, and fair evaluation. There’s also a risk that private coaching centres may take advantage of the new format, potentially increasing inequality among students from different backgrounds.
Looking ahead
The success of this reform will depend on how well it is implemented. Authorities must ensure that schools are properly equipped, teachers are trained, and students across all regions have equal access to resources. With proper support and planning, the dual exam system could lead to a more inclusive and flexible education structure in India.
As national and state education boards prepare for the February 2026 rollout, this policy could mark an important step towards transforming how academic success is measured in the country.
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