Two board examinations: CBSE clarifies on language subjects including Odia 

The Central Board of Secondary Education (CBSE) on Wednesday clarified that the Odia language will continue to be part of the Class 10 board examinations, scheduled for the academic year 2025-26. 

This announcement follows recent updates on CBSE's official website regarding draft guidelines on the conduct of two board examinations for class 10 students.

It is clarified that the list of other subjects and languages contained in the draft date sheet is only indicative and that all the subjects and languages as offered presently shall continue to be offered for 2025-2026 as well, said CBSE in its latest notice.

“Thus, in addition to the languages mentioned under the list of languages in point 8 of the draft policy under the heading "Regional and Foreign languages group", Punjabi(004), Russian(021), Nepali(024), Limboo(025), Lepcha (026), Sindhi(008), Malayalam(012), Odia(013), Assamese(014), Kannada(015), Kokborok (091), Telugu (007), Arabic(016) and Persian(023) shall continue to be offered,” the notice read.

Also Read: Two Board exams for Class 10 in 2026; details on CBSE proposals on exam process

Detailed Assurance 

In its latest notice, CBSE clarified that Odia, along with other regional languages, remains an integral part of the syllabus. The Board's reassurance comes in light of concerns raised over the eighth point in the draft policy concerning the dual-board exam system for Class 10 students.

CBSE's statement now lays to rest any uncertainties about language options in light of the broader exam policy discussions. The education body reiterated its commitment to supporting linguistic diversity by ensuring regional languages are preserved and presented as choices for students throughout India. 

Policy Framework 

The draft policy, which has been a subject of public discourse, aims to introduce a two-board exam system. However, CBSE assures that this would not affect the availability of languages from different states.
Stakeholders, including educators and parents, have welcomed this clarification, recognizing the significance of linguistic representation in national curricula.