The central government has raised serious concerns about the existing dual-board examination systems in several states, warning that fragmented governance is undermining academic quality and nationwide standardization.
Education officials have urged Andhra Pradesh, Assam, Kerala, Manipur, Odisha, Telangana, and West Bengal to consider shifting to a unified examination board model for Classes X and XII examinations. The rationale is that consolidation could enhance uniformity in curriculum delivery, improve academic performance, and simplify administrative oversight
States like Andhra Pradesh, Assam, Kerala, Manipur, Odisha, Telangana, and West Bengal currently maintain both state-level and national boards—resulting in inconsistent curricula, evaluation methods, and examination schedules. The central advisory calls for merging Classes X and XII assessments under a single board model to bolster uniformity and reduce administrative duplication.
According to central education authorities, the current bifurcated system hinders comparability between states and impedes streamlined policymaking. The vision behind consolidation is to create an equitable educational environment that enhances academic performance and eases oversight .
The advisory underscores Delhi’s recent policy shift, where the state government halted new admissions to its Delhi Board of School Education (DBSE) and began transitioning existing schools and students to the CBSE framework. Education Minister Ashish Sood described the dual-board setup as “illogical and confusing,” moving 56 Specialized Excellence schools under CBSE’s purview
The decision, effective from the 2025–26 session, will dissolve DBSE’s role in curriculum and examination oversight. Approximately 1,800 students in Classes IX–XI can either remain temporarily under the existing DBSE regime or opt into CBSE
While the central push emphasizes clarity and cohesion, regional voices and the AAP (in Delhi’s case) argue that multiple board systems already exist across India—up to five in some states—and have not damaged educational integrity. Critics also contend that phasing out locally-rooted boards may sideline region-specific pedagogies
