**Executive Summary**
This document is an answer provided on December 15, 2025, by the Minister of State in the Ministry of Education to the Lok Sabha regarding the CBSE Global Curriculum, which will be introduced in April 2026. The document outlines the objectives, impact, and implementation strategies for the new curriculum, especially for overseas CBSE schools. It details consultations with GCC education regulators and support to be provided.
**Key Points / Main Content**
* **CBSE Global Curriculum Overview:**
* Conceptualized to provide a globally benchmarked, but Indian-rooted curriculum.
* Aims to promote competency-based and future-ready learning, aligned with NEP 2020.
* Designed to facilitate smooth mobility of students across countries and school systems.
* **Expected Impact:**
* Improved learning outcomes and stronger foundational and 21st-century skills.
* Enhanced global recognition of CBSE qualifications.
* Better alignment of overseas CBSE schools with international expectations.
* **Curriculum Development & Alignment:**
* Curriculum aligning with national policy and frameworks.
* Mapping learning standards with international reference frameworks.
* Embedding competency-based, inquiry-oriented pedagogy and robust assessment practices.
* **Consultations & Support:**
* CBSE, in consultation with the Ministry of Education, engaging with GCC education regulators.
* Addressing curriculum contextualization, teacher qualifications, and recognition/equivalence of CBSE certificates.
* Overseas CBSE schools to receive academic and capacity-building support, including training programs and access to curricular resources.
**Impact Analysis**
**Overseas CBSE Schools**
*Impact:* Overseas CBSE schools are impacted by the new curriculum, as they are the initial focus of the program.
*Action Required:* Schools need to align with the curriculum. They should also engage with the training programs and leverage the provided resources to meet international benchmarks and host-country regulatory requirements.
**Teachers and School Leaders in Overseas CBSE Schools**
*Impact:* The document mentions support to improve teaching quality.
*Action Required:* Participate in the online and face-to-face training programs and make use of the curricular resources, lesson plans, and assessment tools provided.
**GCC Education Regulators**
*Impact:* GCC Education Regulators are critical to facilitating a curriculum that is internationally benchmarked.
*Action Required:* Continued engagement in consultations with CBSE, particularly regarding curriculum contextualisation, teacher qualifications, and the recognition/equivalence of CBSE certificates.
Key Entities Referenced
CBSE Global Curriculum: A new curriculum by the Central Board of Secondary Education (CBSE) to be introduced in April 2026, particularly for CBSE-affiliated schools in the UAE and other countries.
Central Board of Secondary Education (CBSE): The board responsible for developing and implementing the CBSE Global Curriculum.
Ministry of Education: The ministry overseeing the CBSE and its Global Curriculum initiative.
NEP 2020: National Education Policy 2020, the policy framework that envisages competency-based and future-ready learning.
Gulf Cooperation Council (GCC): Education regulators of Gulf Cooperation Council (GCC) countries are being consulted regarding curriculum contextualisation and teacher qualifications.
GOVERNMENT OF INDIA
MINISTRY OF EDUCATION
DEPARTMENT OF SCHOOL EDUCATION & LITERACY
LOK SABHA
UNSTARRED QUESTION NO. 2361
ANSWERED ON 15.12.2025
CBSE Global Curriculum
2361. Shri Tejasvi Surya:
Will the Minister of EDUCATION be pleased to state:
(a) whether the Government has assessed the objectives and expected impact of the new
Central Board of Secondary Education (CBSE) Global Curriculum to be introduced in
April 2026, particularly for CBSE-affiliated schools in the UAE and other countries,
if so, the details thereof;
(b) the steps taken/being taken by the Government to ensure that the new curriculum
meets international benchmarks while retaining core Indian educational values;
(c) the details of consultations held with GCC education regulators regarding curriculum
contextualisation, teacher qualifications, global recognition of CBSE certificates
along with the support being extended to schools for meeting new compliance
requirements; and
(d) whether overseas CBSE schools and Indian schools opting for the Global Curriculum
are likely to receive additional support for teacher training, infrastructure upgrades
and alignment with international standards and if so, the details or the nature of such
support?
ANSWER
MINISTER OF STATE IN THE MINISTRY OF EDUCATION
(SHRI JAYANT CHAUDHARY)
(a) to (d): The Central Board of Secondary Education (CBSE) Global Curriculum has
been conceptualised to provide a globally benchmarked but Indian-rooted curriculum for
children of the Indian diaspora and other learners abroad, to promote competency-based and
future-ready learning as envisaged in NEP 2020, and to facilitate smooth mobility of students
across countries and school systems.
Its expected impact includes improved learning outcomes, stronger foundational and
21st-century skills, enhanced global recognition of CBSE qualifications, and better alignment
of overseas CBSE schools with international expectations.
To ensure that the new curriculum meets international benchmarks while retaining core
Indian educational values, CBSE is
(i) aligning the curriculum with national policy and frameworks.
(ii) mapping learning standards with international reference frameworks used by leading
school systems;(iii) embedding competency-based, inquiry-oriented pedagogy and robust assessment
practices;
Academic experts, including those with experience in international curricula, are being
associated with the design and review process.
CBSE, in consultation with the Ministry of Education, is engaging with education
regulators of Gulf Cooperation Council (GCC) countries on issues relating to curriculum
contextualisation, teacher qualifications, and recognition/equivalence of CBSE certificates.
The programme is initially for the overseas CBSE schools and they are proposed to
receive academic and capacity-building support. This will include online and face-to-face
training programmes for teachers and school leaders, access to curricular resources, exemplar
lesson plans and assessment tools and documentation required by host-country regulators.
****