cm_ranchi_presentation28dec08

8/3/2019 cm_ranchi_presentation28dec08

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Strategies forUniversalizing

Secondary Education:Role of Boards

19 th 21 st December, 2008, Ranchi


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Indias Big Challenge Country Population Urban

PopulationPopulation

below 15years (%)

India 1130 Million 30% 33%

China 1310 Million 40% 20%

Brazil 186 Million 84% 27%

US 300 Million 80% 20%Japan 128 Million 66% 13%

Country LifeExpectancy

AdultLiteracy

Enrollment

India 63.7 61% 63%

Sri Lanka 71.6 90% 62%

China 72.5 91% 69%

Brazil 71.7 89% 87%

Malaysia 73.7 88%

Mexico 75.6 92%

Large youngpopulation

Could be an asset ifeducated and employed

Potential socialtensions if not welleducated

Literacy: Long Way to Go


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Rationale for Secondary Education

Secondary Education:Develops faculties of critical thinking, abstraction,insight, skills and competence at a higher levelFoundation for higher educationRequirement for employment and labour market qualityCritical to social and economic development and growthRates of return on secondary education are highRising demand from elementary leaversInternational competitivenessGender equityRequirement for primary teachersPoverty reduction and equity


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Why Universalisation ?

19% of worlds children live in India. Comprise 42% of country s total

population. Are voiceless and vulnerable. Cannot advocate for themselves. Well being of society depends on

investment in development of children.


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National Policy on Education, 1986

(as modified in 1992)

Access to Secondary Educationwill be widened with emphasis onenrolment of girls, SCs & STsparticularly in science, commerceand vocational streams.

(Para 5.13)


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Central Advisory Board of Education (CABE),Committee on Universalisation of Secondary

Education - Report of June, 2005

The guiding principles of Universal SecondaryEducation -- Universal Access, Equality and SocialJustice

Norms for schooling to be developed for each state withcommon national parametersPressure on secondary education being felt and It willnot be wise to wait till 2010

Financial requirement for universal elementary andsecondary education is 5.1% of the GDPInvestment towards Universal Secondary Educationmust be made not later than 2006-07.


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ICT in SchoolsIntegrated Education for the DisabledChildrenSUCCESS Universalisation of Access toSecondary EducationMeans-cum-Merit ScholarshipIncentive for Girls

Girls Hostel Vocationalisation of Secondary EducationTo universalize secondary education (class

IX and X) during the 12th Five Year Plan

Current schemes of Govt. of India


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Challenges in Secondary EducationAccess

QualityEquity

Issues

Gender

Socio-Economic

Disability

Disadvantaged


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Goal

To make secondary education of good quality available,accessible and affordable to all young persons

Expansion of Secondary Education

ObjectivesTo make all secondary schools conform to prescribednormsAvailability and access to every one

Within 5 Kms for Secondary schools7 to 10 Kms for Higher Secondary schools in the

11 th Plan and within 5 Km in the 12 th Plan.Equity through removal of gender, socio-economic anddisability barriersTo ensure education of good quality for all students


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Physical TargetsAdditional enrolment by 2011-12 : 66 lakhStrengthening of schools : 44,000

Upgradation of higher primary : 17,000schoolsAdditional teachers in existing : 3.02 lakhschoolsAdditional teachers for upgraded : 3.61schoolsAdditional Kendriya Vidyalayas and : 1000 + 700Navodaya VidyalayasGirls hostels : 3500



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General StrategiesUpgrade existing schools to achieveprescribed normsExpand capacity of existing schoolsOpen new schools (mostly by upgradation) inareas with gapsEncourage good quality private schoolsExpand facilities for open and distancelearningStep up allocation to secondary educationfrom 0.9% of GDP to 2% of GDP in stages.



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Components 1. Infrastructure

Class-roomsFurnitureToiletsDrinking WaterLaboratoryLibraryElectricityPhone and InternetSports facilitiesMusic Facilities

Repair and Maintenance2. TeachersRecruitmentDeploymentTraining

Expansion of Secondary Education3. Teaching aids

ICTModels

4. School budget5. School Management

Headmasters capacitybuildingManagement CommitteeInvolvement of local bodies

6. Supervision andmonitoring

School inspection

7. Incentives for girls, SC/ST,minorities and ruralstudents


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Curriculum

Beyond

Reforms inSecondary

EducationExaminationTeachers

Infrastructure

MethodologyDrop outs

Improving in

EmpowermentQuality ICT/ Technology

Quality SecondaryEducation

Transaction


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S. No. Indicators Boys Girls Total

1 Enrolment (IX-X)

1.46crore

1.01crore

2.43crore

2 GrossEnrolment Ratio

(IX-X)

57.39 45.28 51.65

3 Dropout rate(Class I-X)

60.41 63.88 61.92

Source:- Selected Educational Statistics, 2004-05

Secondary Education (IX-X):Indicators


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Source:- Selected Educational Statistics, 2004-05

1 No. of Secondary schools 1.02 lakh 8210

2 No. of Higher Secondary schools 0.50 lakh 5170

3 No. of students ( Classes IX-X) 2.43 crore 7.5 lakhs

4 Estimated No. of students in classes IX-X in2007-08

2.89 crore 5.4 lakhs

5 Population of 14-16 age group 4.71 crore 12.9 lakhs

6 No. of Teachers 10.82 lakh 0.9lakhs

Secondary Education (IX-X):Some Facts

CBSE


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10.5

45 5 5 5 5 5

6

8 8

0123456

789

A l l I n d

i a G u

j a r a t H . P

.

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States

N o

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AccessNo. of Secondary Schools ( Classes IX-X) per 100 Sq. Km . States having schools less and more than all India average

A


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10 9 98 8 7

6 5 4 43 3

10 10 1014

15 1617 18

19 19

23

0

5

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A l l I n d i a P u

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T . N .

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.

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States

N o .

o f S c h o o

l s

Access No. of Secondary Schools (Classes IX-X) per lakh Population

States having schools less than all India average


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Percentage of Schools byManagement

Management Secondary(IX-X)

HigherSecondary

(XI-XII)

HigherSeconda

ry (XI-XII)

Government 42.96 37.17 37.70Government-aided 28.52 31.04 3.02Private unaided 28.52 31.79 59.28Total 100.00 100.00 100.00

All India CBSE


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93 8986 85

81 80 79 79

70 70

61 61

0

10

20

30

40

50

60

70

80

90

100 CubaSout Africa

Sri Lanka

Egypt

Thailand

Hongkong

Mexico

Vietnam

China

Malaysia

Indonesia

Asia

Participation

Gross Enrollment Ratio (Cross Country

Comparison)

CU SA SL EG TH HG MX VT CH ML IND Asia

SOURCE: UNESCO Institute for Statistics, October, 2005


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States having GER less than all India average

ar c pa onGross Enrollment Ratio

5249 49

46 44 44 43 41

27 2622

0

10

20

30

40

50

60 All India AssamU.P.M.P.ChhattisgarhRajasthanJ & K

W.B.NagalandJharkhandBihar

ALL AS UP MP CH RJ JK WB NL JH BH

Source : Selected Educational Statistics 2004-05


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States having GER more than all India average

ar c pa onGross Enrolment Ratio (Classes IX-X)

52 535353 54 5557 59

6976 77 80

93

0

20

40

60

80

100 All India A.P.

ArunachalHarynanaOrissaGujaratTripuraKarnatakaMaharashtraGoaUttrakhandT.N.Kerala

ALL AP AR HR OR GJ TR KN MH GA UT TN KL

Source : Selected Educational Statistics 2004-05


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ar c pa onDisparity in Gross Enrolment Ratio

(Classes IX-X)

52

45

37

5752

43 45

38

30

0

10

20

30

40

50

60

Overall Boys Girls

AllSCST

Source: Selected Educational Statistics 2004-05


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3 1 3

2 3 2 3 3

3 8 3

9 4 0

3 8

3 8

3 8

3 8

4 1 4

3 4 4

2 4 2

5 2 6 2

8

3 3 3 4 3

5

1 9 2

2

3

1

3 0 3 1

3

1

3 4

2 9

3 8

3 6 3

7 3 7

1 0

1 6

2 2 2

4

2 4 2

4

0

5

10

15

20

25

30

35

40

45

50

9 0

- 9 1

9 1

- 9 2

9 2

- 9 3

9 3

- 9 4

9 4

- 9 5

9 5

- 9 6

9 6

- 9 7

9 7

- 9 8

9 8

- 9 9

2 0 0 1

- 0 2

2 0 0 2

- 0 3

2 0 0 3

- 0 4

2 0 0 4

- 0 5

TotalBoysGirls

Trend of Gross Enrolment Ratio

Source : Selected Education Statistics 2004-05


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Inclusion : Issues Number of people with disabilities- growing The number of people with disabilities in India is

substantial and likely to grow - disability does not goaway as countries get richer

People with disabilities in India are subject to deprivationin many dimensions of their lives .

Social attitudes and stigma play an important role inlimiting the opportunities of disabled people for full participation in social and economic life, often evenwithin their own families.

India has one of the more progressive disability policy frameworks in the developing world . However, there remain huge challenges in operationalizing the policy framework


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Increasing the status and social and economic participation of people with disabilities would have positive effects on everyone, not just disabled people.

India has a vibrant and growing disability rights movement and NGO/DPO and civil society involvement in service delivery for people with disabilities.

While there is a long way to go, focusing on getting the basicsright on disability policy would allow for significant progress in the

foreseeable future.

Inclusion : Issues


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Disabled People are A Heterogenous Group

Hearing Speech

0

.

. 0 1

.

. 0 2

0 20 40 60 80 100Age at onset

0

.

. 0 1

. 0 1 5

. 0 2

. 0 2 5

0 20 40 60 80 100Age at onset

0

. 0 1

. 0 2

. 0 3

. 0 4

0 20 40 60 80 100Age at onset

0

.

. 0 1

.

. 0 2

.

0 20 40 60 80 100Age at onset

Locomotor Mental

0

. 0 1

. 0 2

. 0 3

0 20 40 60 80 100Age at onset

Visual

l h b l b l l


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People with Disabilities are Subject to Multiple Deprivations

They are much more likely to be illiterate and out of school

Figure *.*: Share of 6-13 year olds out of school by social category, 2005

0 10 20 30 40 50 60 70

All childrenMales

FemalesSCST

OBCMuslim

All disabledMentalVisual

HearingSpeech

LocomotorMultiple

% of category out of school


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High Priority to Education % of Government

Expenditure

India 10%

China 13%

Brazil 11%

US 15%

Switzerland 13%

Denmark 15%Malaysia 25%

Given our large population below 15, we must spendmore on quality primary & secondary education


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ProductQuality

ProductFeatures

Product Style& Design

ProductLine

ProductMix

Curriculum Beyond

School Information Community Group Meetings Programmes

School Day boarding Child Care Centre

Aesthetics of schools Location

Curriculum number of hours of schooling assessment methods

EducationasService


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provide flexible education in terms of - pace- time- place

Product Quality provide education through self-learning materials:-

- Print

- Audio- Video- Internet

provide freedom in selection of courses of study .

Education as service: CBSEProduct Features


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INCREASE IN TOTAL NO. OF CANDIDATESCLASS X [2003-2008]

549321

591341

748007688729

632014561367

050000

100000150000200000250000300000350000400000450000

500000550000600000650000700000750000800000

2003 2004 2005 2006 2007 2008

YEARS

N O

. O F C A

N D I D A T E S

No. of Candidates(Appeared)

CBSE

CBSE


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INCREASE IN TOTAL NO. OF CANDIDATESCLASS XII [2003-2008]

352105

387774

435648

484308

530199

404856

0

50000

100000

150000

200000

250000

300000

350000

400000

450000

500000

550000

600000

2003 2004 2005 2006 2007 2008

YEARS

N O . O F C A N D I D A T E S ( A P P E A R E D )

No. of Candidates(Appeared)

CBSE


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BarrierofEntry

Powerof

Consumers

Rivalry

Powerof

suppliers

Threat ofsubstitutes

Porter s5 Factors

Q alit


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QualityAs Aspect of Universalisation

Learning Framework : Strategies

LEARNER

CONTEXT

ACTION

PERFORMANCE/OUTCOME

Institutions SchoolsCommunityTeachers/Parents

Learning System

Learning Communities


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Strategies :Context


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Global Challenges


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Modest IT Penetration

Telephone Users Cell phone Users Internet users

India 45 82 55

Brazil 230 462 195

Sri Lanka 63 171 14

US 646 680 630

Iceland 653 1024 869

(Users per 1000 population)


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India has Progressed

Source: Statistical Yearbook of Department of Education, Govt of India

81

7165

56

47

34

0

10

20

30

40

50

60

70

80

90

1951 1961 1971 1981 1991 2001

Illiteracy rate (%)

Edu. exp as% of GDP

1.48

2.11

2.98

3.844.11

0.64

0

2,000

4,000

6,000

8,000

10,000

12,00014,000

16,000

18,000

1951 1961 1971 1981 1991 2001

0

0.5

1

1.5

2

2.5

33.5

4

4.5

1452 194

4,264

844

16,923

Govt. expenditureon education

($ mn)


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GLOBAL DIGITAL DIVIDE

A i I C i


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Asia top ten Internet Countries


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TECH

SAVV

Y


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Changing Learner Profile

C P


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CHA

NGING

LE

ARNER

PROFILE


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21st Century Workforce


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Changing Employability Skills


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Changing Employability Skills

J b i thi ill i


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Jobs in this new millenniumrequire a student to be an effective

Adapted from Tom Friedmans book: The

World Is Flat (2006)

St t gi A ti


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HOW ? - Transaction Strategies- Experiential Learning- Reflective Model- Effective Technology Enhanced- Learning Environment

WHAT ? Curriculum National ?!!!

WHO ?

WHEN ? WOMB TO TOMB !Lifelong Learning

WHERE ? Changing School Buildings Virtual Classrooms Blogging

ACTORS

Strategies : Action

WHOWHO??? WHO???SCHOOLS


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Parents

Principal

Teachersas

Peers+Friends

Learners

Who ? LeadersInformation LeadershipA whole school information /philosophy approach / vision

Understand the core issues ofstudent learning

Interpret educational &administration needs intotechnological solutions

Multiple intelligencesintegrated

Life-SkillsValues Enhanced Framework

WHO??? WHO???SCHOOLS Policy / VisionInclude all stakeholders (Sts.Trs/Parents PE + LSCurriculum + Beyond CCE Comp. School Health

WHEN AND WHERE???


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WOMB TO TOMBLife longLearning

Both formal and non-formal institutions

Schools

formaldissolving

boundaries

Elders

Nuclear

Parental time

Monitoring

WHEN AND WHERE???


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Curriculum

Beyond The Curriculum

WHAT..???

CBSE AS A PACE SETTER


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Languages Communicative Language

Teaching English Japanese VIII 2008-09 Sanskrit German VI 2008-09

French Bahasa Maleyu X 2008-09MathematicsScience

Social ScienceI.T.Enrichment activities

Examination Reforms

CBSE AS A PACE SETTER


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Disaster Management

Class - Xlass - IXlass - VIII

Information Technology based


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Upper Primary Level (VI-VIII) - Computer basics aspart of workexperience.

Secondary Level ( IX & X) - I I T - AdditionalSubject

Senior Secondary Level (XI & XII) - 3 Electives

1. Computer Science2. Informatics Practices3. Multimedia & Web Technology

Information Technology basedSubjects

New Electives at Senior


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New Electives at SeniorSecondary Level

Academics

Creative Writingand TranslationStudies: 2007 08.

Reader Class XI

Reader Class XII

FIRST BOARD EXAM- 2009 Contd



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Heritage Crafts XI - 2008-09 XII - 2009-10

Graphic Design XI - 2008-09 XII - 2009-10

Readers NCERT

Readers NCERT




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VOCATIONAL

FINANCIALMARKET

MANAGEMENT(FMM) 2007-08

Contd

(Contd)




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03 Vocational +01 Language +

01 Elective(+ 01 AdditionalElective) .

Joint Certificationby CBSE and NSE

New Electives at SeniorSecondary Level (Contd )

H l h C S i


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Health Care Sciences

Class XI 2009 2010

First BoardExamination 2011

Joint certification with FICCI


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Policy (School Management)

Health & Wellness Clubs

Health Education Life SkillsAEP

Class IX & XIRevisedManuals

(in process)

Integrated Components(Eco Clubs Peace & Value Education)

Teachers Manual - I VIIITeachers Manual - IX

Curriculum Plus

Classes VI VIIIRevised Teachers Manual

for Class VI (2008-09)

Classes 1 12Vol IVol II

Vol IIIIVol IV

COMPREHENSIVE


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COMPREHENSIVESCHOOL

HEALTHPROGRAMMEIN

CBSE SCHOOLS

Th


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Themes

Food andNutrition

Personal AndEnvironmentalHygiene

Being Safe AndResponsible

Knowingyour body

Behaviour And Life Skills

H l h M l A O i


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Health Manuals- An Overview

Comprehensive SchoolHealth Manuals(C.S.H.M) :

Holistic health ( physical,mental, emotional andpsychological health).

Formal and informal approachesin curriculum pedagogy forhealth promotion.

Emphasis on providing a safeschool environment.

l l


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Detailing Manuals. Four Manuals:

Volume 1 all

stakeholders

Volume 2 -Primary Level(Classes I-V)


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Volume 3 - UpperPrimary Level

(Classes VI-VIII)

Volume 4 -

Secondary andSenior SecondaryLevel (Classes IX-XII).

Detailing Manuals.


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Themes Covered

Six differentthemes :Knowing your

BodyFood andNutrition

Personal andEnvironmental Hygiene


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PhysicalFitnessBeingResponsibleSafeBehaviour

and LifeSkills.

Themes Covered

What ? Beyond


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Work with others Learn from others

Ask questions Be open to other points of view Learn to defend your point of view

Dont automatically accept factunless you know it to be true Challenge assumptions

W ? y

WHY Life Skills?

What ?


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Students Feedback AEP 2007 Information on AdolescentEducation is very useful tounderstand the adolescent issues.

Mr. Nupur Jha ( DAV Public School,Sikkam)

Adolescent Education is veryuseful and we don t have previousknowledge on these issues, and wewould like to attend this type ofprogramme in future.

Mr. Pankaj Kr Giri ( DAV Public School,Sikkam)

CBSE - AEP

T h F db k O AEP

What ?


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Teachers Feedback On AEP

Adolescence Education Programme is important as ithelps students in understanding in a better wayMrs. Alpana Sharma Ms. Ruchi Bhargava (NodelTeachers) Jaipuria Vidyalaya, Jawahar Lal Marg,Jaipur-302018

During psychological and physical changes, thechilds energy should be properly channelised.Mrs. Meenakshi Sharma

Effective communication and working towardsones goal help to cope up with stress andemotions. Mr. Suresh Chand

What ?


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Principals Feedback On AEP

We are satisfied with this seminar and it isbetter to give knowledge on AEP Issues.

Ms. Suchita (Principal)

Such type of programme are really useful. Thesemay help in overall development and help to cope up problemsoflife. Such type of programme should be conductedregularly.

What ?


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Parents Feedback On AEP This programme should not be implementedthrough schools rather teacher should

trained the parent and parents will trainedtheir adolescence.

Mrs. Jaya Srivastava (Varanasi)

In my opinion information parents should begiven full information from schools, so, thatparents can guide at home properly.

Mr. Ram Chand Narayan Pandey(Varanasi)

Sex education is not necessary in ourculture and tradition, parent should teachadolescence.

Dr. O. P. Chaudhary (Varanasi )

This programme is beneficial for parents ifparents gets proper knowledge, they canguide their children at home.

Dr. D. N. Ojha (Varanasi)

f


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Status of AEP - 2008

Programmes held under AEP in Sep-Nov2008

NTTProgramme

15

AdvocacyProgramme

15

Science Exhibition


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Innovativeness Creativity Last 5 years Regional Level National Springdales

School, Delhi Best 20 exhibits

-Jawahar Lal NehruChildren Science

Exhibition
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Enrichment ActivitiesHeritage India QuizNational Informatics

OlympiadGroup MathematicsOlympiad

National InnovationProgramme(with IIM, Ahmedabad)

S h d C t


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Sahodaya - Concept

School Clusters

Spirit of Caring andSharing Information andresources

Encourages Communityof Practices

250 Sahodayasnetworking 4500 schools

Losing an edge, Japanese envy


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g g , p yIndian Schools

JAPAN Growing Craze for Indian Education

think of India as world s ascendant education superpower

Bookstores are filled with titles like Extreme Indian Arithmetic Drills and

The Unknown Secrets of the Indians.

Newspapers carry reports of Indianchildren memorizing multiplication tablesfar beyond nine times nine, the standardfor young elementary students in Japan.


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The New York Times .

Japanese praise Indian Education.Envy Indian Learners:

learning more at an earlier age. an emphasis on memorization. focus on the basics, particularly in math

and science.

How ?


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Training And Empowerment In-service Teacher Training programme

through Sahodayas.

Empowerment of Heads of Institutions incollaboration with top business schools andalso with NUEPA.

Theme based regional and national levelSahodaya conferences.

How ?


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Dimensions of effective technology

enhanced learning environments :Task-OrientedChallenging

CollaborativeConstructionistConversationalResponsiveReflective

Formative

How?


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Task-Oriented

The tasks faculty set

for students definethe essence of thelearning environment.If appropriate, tasksshould be authentic rather than academic .

Academic Authentic

How?


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Collaborative

Web-based tools for group work andcollaboration can prepare studentsfor team work in

21st Centurywork environments .

Art, dance, and music students arecollaborating to produce online showswith digital versions of their worksand performances for critique byinternational experts.

Unsupported Integral

How?


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Constructivist

Faculty should engagestudents in creating original knowledge representations

that can be shared, critiqued,and revised .

Students in fields rangingfrom Creative Writing to Heritage Craft are producingportfolios.

Replication Origination

How?


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Conversational

Students must haveample time and securespaces for in-depthdiscussions, debates,arguments, and otherforms of conversation.

New knowledge andinsight are beingconstructed inconversation spacessuch as GDs and e-learning forums.

One-way Multi-faceted

How?


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Reflective

Both faculty and learners mustengage in deep reflection andmetacognition. These are notinstinctive activities, but they canbe learned.

Teacher preparation : Teachersare keeping electronic journals toreflect upon the children theyteach, and their roles asadvocates for children.

Shallow Deep


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1. Personal awareness Self-concept identityHow ?


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Self concept, identity,realistic self-esteem,

self-direction, autonomy

3. Task awareness Understanding,

using, constructing,communicationskills in context

2. Processawareness:

learning Monitoring, reflection,cooperation, critical

self-assessment

Experientiallearning

Teacher s professionalawareness

Professional autonomy, communicative action,commitment to learning

Culture of learning institutionand society

Quality of learning environment, culture of learningcommunity, collaboration between

participants

Experience

ReflectApply

Conceptualize

Th A ti L i g F l


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The Action Learning Formula:Learning (L) occurs through Programmed Knowledge (P) or

traditional instruction, and Insightful Questioning (Q)

Lyrics of a Popular Film Song


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paani geela geela kyon?gol kyon hai zameen?silk mein hai narmi kyon?aag mein garmi kyon?do aur do paanch kyun nahin?ped ho gaye kam kyon?teen hai ye mausam kyon?chaand do kyon nahin?duniya mein hai jung kyon?behta laal rang kyon?sarhadein hai kyon har kahin?socha hai ye tumne kya kabhi?socha hai ki hai ye kya sabhi?socha hai socha nahin toh sochoabhibehti kyon hai har nadee?hoti kya hai roshni?barf girti hai kyon?dost kyon hai rooth te?taare kyon hai toot te?badalon mein bijli hai kyon ?

y p gsanaata sunaee nahin detaaur hawaein dikhayee nahindeteensocha hai kya kabhi hotahai ye kyon?Aasman hai neela kyon?paani geela geela kyon?gol kyon hai zameen?silk mein hai narmi kyon?aag mein garmi kyon?do aur do paanch kyun nahin?

ped ho gaye kam kyon?teen hai ye mausam kyon?chaand do kyon nahin?duniya mein hai jung kyon? behta laal rang kyon?sarhadein hai k on har kahin?

At the Upper Primary Level


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Focus on Inquiry Skills Power of Demonstration

Learning by Doing- Class VI

Science is Doing

- Class VII

(available on CBSE website :[email protected] )

Paradigm shift in Science Teaching
http://[email protected]/http://[email protected]/


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Proposed Grading System forCl IX d X


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Classes IX and X

12/4/2008 95

Rational & Efficacy of Proposed systemAbsolute Grade System and applicable for all Subjects

Easy to Understand as the broad cut-off marks are pre-determined

Based on historic concept of Class and DivisionComparability between Schools and Boards

Comparability among different kinds of Schools

Easily Implementable in large as well as small population

Graphical Representation in major Subjects is nearer to Bell Shape(Normal Curve)

In line with the Grading System adopted by the Board in Classes upto V and VI-VIII

Proposed Grading System For Classes IX and X


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12/4/2008 96

Candidates are divided into 4 major GroupsGroup % Marks Class Distribution of

Candidates

Grade A 75and Above Distinction 3 Grades in the ratio3:2:1

Grade B 60 74 I Division 1 Grade for all candidates

Grade C 33-59 II/IIIDivision

3 Grades in the ratio1:2:3

Grade F 32 and Below Failure 2 Grades in 0-19 and 20-32 range of marks


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Social Science XGeography 22istory 22

Eco P.Sc 4 MapsMaps


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Eco P.Sc

InternalEvaluation

Project work 06

School Based20

Formative &Summative 10

AssignmentCW & HW 04

AssignmentsX-4 diff. assignments1 assignment D.M.Mode - 5 points Rating

A-5B-4

C-3D-2E-1

Avg. out of 4

IX not carriedover

Project W-61 project DM9-15 pagesHand writtenCIR 18/2006

20/2008

Assessment of PW Content 2 Presentation 1 Process 1 Viva - 2

Science XTheory 60

VSA 1 x 9 09SA-I 2 x 9 18SA-II 3 x 6 18LA 5 x 3 15

XIIVSA 1 x 10 10

LAQ 6 x 7 42SAQ 4 x 12 48

X

SA-II 3 x 10 30

VSA 1 x 10 10SA-I 2 x 5 10

LA 6 x 5 30

02 - VIVA

03 - Record Work15 - Skills

20 20MCQ x 10MCQ 1 x 10

Practical - 40Q

MAP6 Items

2-History4-Geography

Total 29 Qs.

Formative andsummative

Class IXFinal scores reduce 10%

Class XAverage UTs any 2-10%

4 Maps Maps 18 18T h e o r y - 80

Mathematics

DM ProjectAssignmentsCirculars Nos

15-200820-2008

31-2008


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CHANGED HOTS SLIDES


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Support materialSupport Services


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Examination ReformsBased on NCF 2005

Restructured Qs Papers

Moving Content ApplicationHigher Order Thinking Questions

Integrated School based Internal AssessmentX - Math Science Social Science

SQPs (Printwebsite)

Marking Schemes

PerformanceAnalysis

De-stressingNo school bag

No Home Work (upto class II)Focus on Soft Skills

- Art, Music, Dance & Craft

Alternative of HW( I-V)

Concessions VisuallyChallenged

Seating ArrangementAmanuensisEnlarged print in Math & Sc. & TechCan offer Music, HomeSc. even if not available inschool

Concessions Differently Abled

Studying 3 rd lang. upto

class VIII exemption

Can use an amanuensis

Ground floor seating

Alternative as visuals

15 min. Reading time

9 point scaleSpot Evaluation

0.1% meritCCE

Addition time-3hrs-60mins

-2 hrs -50mins- 2hrs -40mins-1 -30mins

Amendment after GB, JunePersons with Disabilities New nomenclature

Use of computer/typewriter (outside Delhi also )

Fee to amanuensis

PD visit to centre allow a week in advance

Helper/scribe from host school for practical

Sports attendance for CBSE/SGFI 60% insteadof 75%

ppTele-counseling

Students Enrolled with CBSE


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Gets five chances to take in publicexamination.

Has the choice to appear in one subject or a combination of upto seven subjects.

To be successful must qualify at least five

subjects No upper age limit has been prescribed.

Empowerment Programmes


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Training Programme for Principals will be conducted byIIM, Bangalore at its campus.

Programme 1 : Dec. 15 - Dec. 19. 2008 Programme 2 : Jan. 12 - Jan. 16 - 2009 Programme 3 : Jan. 27 - Jan. 31 2009 Programme 4 : Feb. 16 - Feb. 20 - 2009

On-line Registration Form

www.cbse.nic.in NUEPA : Jan. 05 - Jan. 09 - 2009

Explore CBSE Website
http://www.cbse.nic.in/http://www.cbse.nic.in/


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Interaction with CM SQP Support Material

Olympiads Subject Pages Higher Order Thinking

Skills

Status of Interact with Chairman


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583

175

329

1372

48

0

200

400

600

800

1000

1200

1400

1600

Acad. Admin. Aff. Exam RO

Category

N o .

o f Q u e s

t i o n s r e c e

i v e

d

Total questions received so far (last two weeks)

Future Projection


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Frequently Asked Questions (FAQs) related to:

Social Studies(DM,Projects)

Secondary Maths

Academic Sr. Secondary Economics(text book)Biology

Bio-technologySecondary

Examination Sr. Secondary

Status

Affiliation Online Mode

Vision


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Strengthening Position of CBSE inOverseas.

Developing Curricula InternationallyCompetitive.

Bring Global Dynamics in SchoolEducation.

Provide leadership in School Educationfor other Countries. Offer affordable Cost effective

International Curriculum worldwide Academics


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Pilot Project with Australian Counsel for EducationalResearch (ACER) for Data analysis alongwith TrainingWorkshops for Evaluators. Class XII , English & Economics

Pilot Project on School Mapping locating CBSE Affiliated School on Public Mapping System development of an in-house GSM Gateway Solution to

provide alert based on-line facility to all stakeholders. In-house Training Centre at Academic Unit for

Capacity Building and dissemination of knowledge.

Launch of National Urban Eco-Sanitation


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and Green School Initiatives

100% sanitation during 11 th Five YearPlan

Awareness Behavioural change

Green School Reduce, Reuse, Recycle Rain water harvesting

Pilot Project 100 Schools(25 KVs + 25 Govt. sch + 50 PVT Sch)

Forging Ahead


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Need to embrace sustainabledevelopment across the education system

so that best practice and become thenorm as common practice.

CBSE schools provide examples of goodpractices which can be replicated.


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We have exactly enough timestarting now.

Dana Meadows (Environmentalist)


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cm_ranchi_presentation28dec08

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