The Himachal Pradesh government’s decision to affiliate 100 government schools with the Central Board of Secondary Education (CBSE) from the next academic session has stirred a strong public debate. While the state government claims this reform will raise academic standards and modernise schooling, critics argue that it could create a social and academic divide among students. Many fear the move will undermine the state’s own education system — the Himachal Pradesh Board of School Education (HPBOSE) — which has been shaping generations of students for more than 50 years.

Chief Minister Sukhvinder Singh Sukhu, during a review meeting on Thursday, directed officials to ensure that the selected schools meet CBSE norms within a fixed timeline. These institutions will have distinct colour schemes, new uniforms, smart classrooms, and school messes serving nutritious meals, representing what the government calls a model for “modern education.”

I wanted to write about this topic because it touches a very crucial question — what defines the quality of education? Is it the board a school follows, or the system’s ability to provide equal opportunity to every student? The Himachal government’s decision to move state-run schools to CBSE reflects a growing trend among states to adopt central boards, hoping to improve academic results.

But education isn’t just about infrastructure or affiliation — it’s about inclusivity and long-term equity. This shift raises larger questions about whether reforming through replacement really helps students, or simply widens the gap between privileged and underprivileged learners.

The Decision: Aiming for Modernisation

According to the Himachal government, the decision to convert 100 state-run schools into CBSE-affiliated institutions is meant to “raise the standard of education and make students globally competitive.” These schools will reportedly have better facilities, including smart classrooms, digital tools, and enhanced teacher training.

The Chief Minister said the initiative is part of a broader plan to create “model schools” that can compete with the best private and central institutions in India. The schools will serve as examples of quality education, blending technology, nutrition, and discipline.

Each selected school will be given a distinct identity — a different uniform and colour code — to distinguish them from regular state board schools. The government argues that such features will attract students and instil pride in public schooling.

The Concern: Divide Between Boards and Students

While the government’s vision sounds ambitious, many educationists and teachers have expressed concern that this move could create a two-tier system within Himachal’s public education network.

Critics say that by shifting only 100 schools to CBSE, the government is indirectly creating a category of “elite” government schools — well-funded and nationally aligned — while leaving the remaining HPBOSE schools underfunded and less visible. This could make CBSE schools appear superior, pressuring parents and students to prefer them, even when access is limited.

Education activists argue that true reform should strengthen the entire system, not just a selected few institutions. “The government should have focused on upgrading the HP Board curriculum, improving teaching standards, and investing equally in all schools,” said one education expert.

There are also concerns about language and cultural disconnect. CBSE’s curriculum is national in nature and may not fully reflect local context, history, or environment — subjects that are integral to the HP Board syllabus. Over time, this could distance students from their own state’s educational and cultural roots.

What Is the Himachal Pradesh Board’s Legacy?

The Himachal Pradesh Board of School Education (HPBOSE) was established in 1969 and has been responsible for maintaining academic standards across thousands of schools in the state. Over five decades, it has developed a system tailored to the region’s needs — balancing local relevance with national standards.

HPBOSE conducts examinations for nearly 5 lakh students annually and plays a crucial role in ensuring access to education in remote hill districts. Teachers and administrators argue that instead of sidelining HPBOSE, the government should have invested more in modernising its content, training staff, and introducing digital education tools.

Teachers’ and Students’ Perspective

Teachers’ associations have voiced practical concerns as well. Many educators say that shifting to CBSE will require extensive retraining, new infrastructure, and revised teaching methods — which may strain resources if not properly funded.

Some teachers fear that CBSE’s demanding syllabus could disadvantage students from rural backgrounds, who may lack access to coaching or additional academic support. “The idea sounds good in cities, but what about students in tribal and rural areas?” asked a teacher from Kinnaur district. “Without extra guidance, they may find the CBSE syllabus overwhelming.”

Students, too, are divided. While some welcome the exposure to a national curriculum that can help in competitive exams, others worry about losing the local connect and continuity they’ve had under the HP Board.