By Dr. Muhammed Rafi P
If CBSE were truly academically inferior, would it still be producing some of the country’s most competitive learners or is the problem not the curriculum, but how we choose to read it?
There is a persistent belief among parents and educators that the CBSE curriculum is academically inferior to international boards such as IB and IGCSE. This assumption often drives school choices, not on the basis of evidence, but on inherited perceptions. The more relevant question, however, is not whether CBSE is inferior, but how educational policy and institutional practice have shaped this narrative.
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India’s education system has always evolved within a complex social context. Post-independence education policies were largely focused on access, equity, and national integration. The National Policy on Education of 1968, shaped by the Kothari Commission, emphasized universal schooling, language policy, and structural expansion. The 1986 policy further strengthened social inclusion by prioritizing marginalized communities, adult education, and institutional growth. While both policies were progressive for their time, they largely treated education as a mass system, with limited attention to learner individuality or classroom-level pedagogy.
Even the constitutional guarantee of free and compulsory education for children aged 6–14, though discussed for decades, became a reality only with the RTE Act in 2009. This slow policy evolution explains why quality and pedagogy often lagged behind access.
The National Education Policy 2020 marks a decisive break from this trajectory. It is India’s first truly 21st-century education policy, shifting the focus from expansion to transformation. With its emphasis on holistic development, competency-based learning, multidisciplinary education, and a developmentally aligned school structure, NEP 2020 places the child at the center of the education system. In its educational philosophy, it aligns closely with international curricula that are often perceived as superior.
This alignment reframes the CBSE versus IB/IGCSE and other curriculum debates. After NEP 2020, the distinction is no longer about curricular intent but about institutional execution. The policy mandates experiential, inquiry-driven, and project-based learning approaches that international boards institutionalized earlier but are now formally embedded in Indian school education.
With the implementation of the New Education Policy (NEP) 2020, all schools are mandated to standardize academic and institutional practices for students, schools, and teachers. The NEP is fundamentally child-centric, both in its academic framework and in shaping school culture. In this respect, it aligns closely with international curricula such as the IB and IGCSE. Therefore, in essence, after the introduction of NEP 2020, the distinction is no longer about comparison but about alignment in educational philosophy and learner-centered outcomes.
The real question, therefore, is not about curriculum choice, but about school readiness. NEP 2020 shifts responsibility to schools to unlearn legacy practices and translate policy into classroom reality. Child-centric education cannot remain a slogan; it must be visible in pedagogy, assessment, teacher preparation, and school culture.
If schools genuinely align practice with policy, CBSE can outperform other curricula in both depth and impact. The future of Indian education depends less on comparing curricula and more on how courageously institutions choose to implement a learner-centered vision in everyday practice.
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