Bringing in a major tweak to the schooling system, the Goa government has announced a shift in the academic calendar, starting the 2025-26 academic year from April 1 instead of the traditional June commencement for students in grades VI to X and XII. This decision aligns the State’s educational timeline with the Central Board of Secondary Education (CBSE), a significant step towards the comprehensive reforms envisaged in the National Education Policy (NEP).
The decision has elicited mixed responses from educators, organizations and the political class across the State. On the one hand, the Goa Headmasters’ Association (GHA) terms the move as a “progressive step,” highlighting its potential to enhance academic planning and reduce student pressure. They argue that an earlier start facilitates the timely completion of the curriculum, allowing a more structured and organised academic environment.
On the other hand, the All Goa Secondary School Teachers Association (AGSTA) has voiced strong opposition, questioning the rationale behind the sudden overhaul. The Association president argues that moving the academic year compromises essential preparatory time for teachers and risks student welfare during one of the hottest months. Their concerns underscore the urgency of ensuring the health and comfort of both teachers and students during intense academic sessions. Critics have pointed out that the proposed schedule may lead to overwhelming assessments and exams in February, contradicting claims of alleviating academic pressure.
There have been contrasting arguments ever since this newspaper, in an exclusive news report, mentioned the change. While these contrasting opinions reflect valid concerns, it is crucial to recognise that change is an inherent part of progress. As the education sector in Goa prepares for wider reforms under the NEP, including embracing a standardized academic calendar, stakeholders must adopt a forward-thinking perspective. Goa’s alignment with the CBSE calendar is not just a logistical adjustment; it is a strategic move towards creating a more cohesive educational framework. Given that the CBSE, as well as numerous other states, have adapted to this model, there is a compelling argument for the local schooling ecosystem to follow suit.
Furthermore, the government’s planned scheduling accommodations—limiting April class hours to 11:30 am and ensuring no disruption of festive holidays—are designed to mitigate some of the immediate concerns regarding the heat and students’ well-being. The assurance that classes for lighter curriculum grades will maintain the traditional June start bodes well for younger students, ensuring a smoother transition period. The only point that would need a resolution is allowing teachers time for the transition.
In instances of transformative decision-making, it is paramount for educators, parents, and stakeholders to engage in constructive discussions rather than resist change. The Goa government’s initiative to commence the academic year in April can be a game-changer if collaboratively approached. Those in the educational sphere must acknowledge that a structured academic calendar could ultimately lead to improved educational outcomes, enhanced curriculum completion rates, and better time allocation for extracurricular activities—all counted among the comprehensive objectives discussed in the NEP.
While the shift in Goa’s academic calendar may initially appear daunting, especially to those entrenched in the traditional system, it is incumbent upon stakeholders to adapt to these reforms looking at the larger picture. With the educational landscape continually evolving, embracing change will undoubtedly lead to better outcomes for students, equipping them for the demands of the future. As the adage goes, “Change is the only constant,” this change can pave the way for much-needed progress in the realm of education.
