Strategies for Universalizing

Secondary Education: Role of Boards

19th – 21st December, 2008, Ranchi

India’s Big ChallengeCountry Population Urban

PopulationPopulation below 15 years (%)

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 Life Expectancy

Adult Literacy

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 young population Could be an asset if educated and employed Potential social tensions if not well educated

Literacy: Long Way to Go

Rationale for Secondary EducationSecondary Education:

Develops faculties of critical thinking, abstraction, insight, skills and competence at a higher level

Foundation for higher education Requirement for employment and labour market quality Critical to social and economic development and growth Rates of return on secondary education are high Rising demand from elementary leavers International competitiveness Gender equity Requirement for primary teachers Poverty reduction and equity

Why Universalisation ?

• 19% of world’s 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.

National Policy on Education, 1986

(as modified in 1992)

“ Access to Secondary Education will be widened with emphasis on enrolment of girls, SCs & STs particularly in science, commerce and vocational streams.”

(Para 5.13)

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

Secondary Education - Report of June, 2005

The guiding principles of Universal Secondary Education -- Universal Access, Equality and Social Justice

Norms for schooling to be developed for each state with common national parameters

Pressure on secondary education being felt and It will not be wise to wait till 2010

Financial requirement for universal elementary and secondary education is 5.1% of the GDP

Investment towards Universal Secondary Education must be made not later than 2006-07.

ICT in Schools Integrated Education for the Disabled

Children “SUCCESS” – Universalisation of Access to

Secondary Education Means-cum-Merit Scholarship Incentive for Girls Girls’ Hostel Vocationalisation of Secondary Education To universalize secondary education (class

IX and X) during the 12th Five Year Plan

Current schemes of Govt. of India

Challenges in Secondary Education

Access

QualityEquity

IssuesGender

Socio-Economic

Disability

Disadvantaged

Goal

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

Expansion of Secondary Education

Objectives To make all secondary schools conform to

prescribed norms Availability and access to every one

Within 5 Kms for Secondary schools 7 to 10 Kms for Higher Secondary schools

in the 11th Plan and within 5 Km in the 12th Plan.

Equity through removal of gender, socio-economic and disability barriers

To ensure education of good quality for all students

Physical Targets Additional enrolment by 2011-12 : 66 lakh Strengthening of schools : 44,000 Upgradation of higher primary : 17,000

schools Additional teachers in existing : 3.02 lakh

schools Additional teachers for upgraded : 3.61

schools Additional Kendriya Vidyalayas and : 1000 + 700

Navodaya Vidyalayas Girls’ hostels : 3500

Expansion of Secondary Education

General Strategies Upgrade existing schools to achieve

prescribed norms Expand capacity of existing schools Open new schools (mostly by upgradation) in

areas with gaps Encourage good quality private schools Expand facilities for open and distance

learning Step up allocation to secondary education

from 0.9% of GDP to 2% of GDP in stages.

Expansion of Secondary Education

Components

1. Infrastructure Class-rooms Furniture Toilets Drinking Water Laboratory Library Electricity Phone and Internet Sports facilities Music Facilities Repair and Maintenance

2. Teachers Recruitment Deployment Training

Expansion of Secondary Education

3. Teaching aids ICT Models

4. School budget5. School Management

Headmasters’ capacity building Management Committee Involvement of local bodies

6. Supervision and monitoring School inspection

7. Incentives for girls, SC/ST, minorities and rural students

Curriculum

Beyond

Reforms in Secondary EducationExamination

Teachers

Infrastructure

Methodology Drop outs

Improving in

Empowerment

Quality•ICT/Technology

Quality Secondary Education

Transaction

S. No.

Indicators Boys Girls Total

1 Enrolment (IX-X)

1.46 crore

1.01 crore

2.43 crore

2 Gross Enrolment 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

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 in 2007-08

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

3 3

2 2 2

10.5

4

5 5 5 5 5 5

6

8 8

0

1

2

3

4

5

6

7

8

9

States

No

. of

Sc

ho

ols

AccessNo. of Secondary Schools ( Classes IX-X) per

100 Sq. Km. States having schools less and more than all India average

10 9 98 8 7

6 5 4 43 3

10 10 10

14 15 1617 18

19 19

23

0

5

10

15

20

25

States

No.

of S

choo

ls

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

Population

States having schools less than all India average

Percentage of Schools by Management

Management

Secondary

(IX-X)

Higher Secondar

y

(XI-XII)

Higher Second

ary

(XI-XII)

Government 42.96 37.17 37.70

Government-aided

28.52 31.04 3.02

Private unaided 28.52 31.79 59.28

Total 100.00 100.00 100.00

All India CBSE

9389

86 8581 80 79 79

70 70

61 61

0

10

20

30

40

50

60

70

80

90

100 Cuba

Sout 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

States having GER less than all India average

ParticipationGross Enrollment Ratio

5249 49

46 44 44 43 41

27 2622

0

10

20

30

40

50

60 All IndiaAssamU.P.M.P.ChhattisgarhRajasthanJ & KW.B.NagalandJharkhandBihar

ALL AS UP MP CH RJ JK WB NL JH BH

Source : Selected Educational Statistics 2004-05

States having GER more than all India average

ParticipationGross Enrolment Ratio (Classes IX-X)

525353535455575969

767780

93

0

20

40

60

80

100 All IndiaA.P.ArunachalHarynanaOrissaGujaratTripuraKarnatakaMaharashtraGoa UttrakhandT.N.Kerala

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

Source : Selected Educational Statistics 2004-05

ParticipationDisparity 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

All SC ST

Source: Selected Educational Statistics – 2004-05

31 32

32 33

38 39 40

38

38

38

38 4

1 43 44

24 25 26 28

33 34 35

19 2

2

31

30 31 31

34

29

38

36 37 37

10

16

22 2

4

24 24

0

5

10

15

20

25

30

35

40

45

50

90-9

1

91-9

2

92-9

3

93-9

4

94-9

5

95-9

6

96-9

7

97-9

8

98-9

9

2001-0

2

2002-0

3

2003-0

4

2004-0

5 Total

Boys

Girls

Trend of Gross Enrolment Ratio

Source : Selected Education Statistics – 2004-05

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 “go away” as countries get richer

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

• Social attitudes and stigma play an important role in limiting the opportunities of disabled people for full participation in social and economic life, often even within 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

• 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 basics right” on disability policy would allow for significant progress in the foreseeable future.

Inclusion : Issues

Disabled People are A Heterogenous Group

Hearing Speech

0.0

05

.01

.015

.02

Density

0 20 40 60 80 100Age at onset

0.0

05

.01

.015

.02

.025

Density

0 20 40 60 80 100Age at onset

0.0

1.0

2.0

3.0

4

Density

0 20 40 60 80 100Age at onset

0.0

05

.01

.015

.02

.025

Density

0 20 40 60 80 100Age at onset

Locomotor Mental

0.0

1.0

2.0

3

Density

0 20 40 60 80 100Age at onset

Visual

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

Hearing

SpeechLocomotor

Multiple

% of category out of school

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 spend more on quality primary & secondary education

Public

Social Private

An Interdependent Relationship…Collaborative Model

•Sustainable Schools•Every child matters Universalization

•Lack of resources •Inclusion•Global Ambitions

•Resources •Innovation•Corporate social responsibility

Product

Quality Product

Features

Product Style

& Design

Product Line

Product Mix

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 methodsEducation

as Service

• 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

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

549321

591341

748007

688729

632014561367

050000

100000150000200000250000300000350000400000450000500000550000600000650000700000750000800000

2003 2004 2005 2006 2007 2008

YEARS

NO

. O

F C

AN

DID

AT

ES

No. of Candidates(Appeared)

CBSE

INCREASE IN TOTAL NO. OF CANDIDATES CLASS 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 2008YEARS

NO

. O

F C

AN

DID

AT

ES

(AP

PE

AR

ED

)

No. of Candidates(Appeared)

CBSE

Barrier of

Entry

Power of Consumers

Rivalry

Powerof

suppliers

Threat of substitutes Porter’s

5 Factors

Quality As Aspect of Universalisation

Learning Framework : Strategies

LEARNER

CONTEXT

ACTION

PERFORMANCE/OUTCOME

InstitutionsSchools

Community

Teachers/Parents

Learning System

Learning Communities

Strategies :Context

Global Challenges

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)

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

12,000

14,000

16,000

18,000

1951 1961 1971 1981 1991 2001

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

1452 194

4,264

844

16,923

Govt. expenditure on education

($ mn)

GLOBAL DIGITAL DIVIDE

Asia top ten Internet Countries

TECH SAVVY

Changing Learner Profile

CHANGING

LEARNER

PROFILE

CHANGING

LEARNER

PROFILE

21st Century Workforce21st Century Workforce

Changing Employability SkillsChanging Employability Skills

Changing Employability Skills

▪

▪

Jobs in this new millennium require a student to be an

effective

Adapted from Tom Friedman’s book: The World Is Flat (2006)

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

ACTORS

Strategies : Action

Parents

Principal

Teachers as

Peers

+

Friends

Learners

WHO

Educ

ator

s

/

Lead

ers

Who ? LeadersInformation Leadership•A whole school information / philosophy approach / vision

•Understand the core issues of student learning

•Interpret educational & administration needs into technological solutions

•Multiple intelligences integrated

•Life-Skills•Values Enhanced Framework

Role

Models

Self

Este

em

Iden

tity

Crisis

Adolescent Issues

Refusal SkillsDecision Making

Negative Peer Pressure

Positive Peer Pressure

Maximum time spent

Major Influence

WHO??? WHO???ALL

STAKEH

OLD

ERS

!

SCHOOLS Policy / Vision•Include all stakeholders (Sts.Trs/Parents PE + LS•Curriculum + Beyond • CCE • Comp. School Health

WOMB TO TOMBLife long Learning

Both formal and non-formal institutions

Schools formal

dissolving boundaries

Cante

ens

Pla

ygro

und

Corr

idors

Labs

Non-form

al in

stitu

tions

Media El

ectr

onic

•TV

•Mov

ies

•Int

erne

t

Print

•New

spap

er

•Jou

rnal

s

•Mag

azin

e

Peer Learning

•Friends

•Homes

•Siblings

•Seniors

•School

•playElders

Nuclear

Parental time

Monitoring

InteractionSocial Network sites

Virtual Classrooms Travel

Home

Annual/

Sport

s

Day

WHEN AND WHERE???

•Curriculum

•Beyond The Curriculum

WHAT..???

Languages – Communicative Language Teaching

○ English ○ Japanese – VIII – 2008-09○ Sanskrit ○ German – VI – 2008-09○ French ○ Bahasa Maleyu – X – 2008-09

Mathematics Science Social Science I.T. Enrichment activities Examination Reforms

CBSE AS A PACE SETTER

Disaster Management

Class - XClass - IXClass - VIII

• Upper Primary Level (VI-VIII) - Computer basics as part of work experience.

• Secondary Level ( IX & X) - I I T - Additional Subject

• Senior Secondary Level (XI & XII) - 3 Electives

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

Information Technology based

Subjects

New Electives at Senior Secondary Level

Academics

•Creative Writing and Translation Studies: 2007– 08.

Reader – Class XI

Reader – Class XII

FIRST BOARD EXAM- 2009

Contd…

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

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

Readers NCERTReaders NCERT

Readers NCERTReaders NCERT

New Electives at Senior Secondary Level

VOCATIONAL

• FINANCIAL MARKET MANAGEMENT (FMM) – 2007-08

Contd…Contd…

(Contd…)(Contd…)

New Electives at Senior Secondary Level

• 03 Vocational + 01 Language + 01 Elective (+ 01 Additional Elective) .

• Joint

Certification by CBSE and NSE

New Electives at Senior Secondary Level (Contd…)(Contd…)

Health Care Sciences

•Class XI 2009 – 2010

•First Board Examination 2011

Joint certification with FICCI

Promoting Innovation and Creativity in School System

• Strengthening school cluster system through ‘Sahodayas’.

• Student support activities through participation in Olympiads, Science exhibition, quizzes, etc.

• Nurturing creativity in indigenous and modern knowledge in collaboration with National Innovation Foundation.

What ??

Policy – (School Management)

Health & Wellness Clubs

Health Education Life SkillsAEP

Class IX & XIRevised

Manuals (in process)

Integrated Components(Eco – Clubs – Peace & Value Education)

Teachers’ Manual - I – VIII

Teachers’ Manual - IX

Curriculum Plus

Classes VI – VIIIRevised Teachers’ Manual

for Class VI (2008-09)

Classes 1 – 12Vol IVol II

Vol IIIIVol IV

COMPREHENSIVE SCHOOL HEALTH

PROGRAMME IN

CBSE SCHOOLS

Themes

Food and Nutrition

Personal And Environmental

Hygiene

Physical Fitness

Being Safe AndResponsible

Knowing your body

Behaviour And Life Skills

Health Manuals- An Overview

Comprehensive School Health Manuals (C.S.H.M):

Holistic health ( physical, mental, emotional and psychological health).

Formal and informal approaches in curriculum pedagogy for health promotion.

Emphasis on providing a safe school environment.

Detailing Manuals….

Four Manuals:

Volume 1 – all stakeholders

Volume 2 - Primary Level (Classes I-V)

Volume 3 - Upper Primary Level (Classes VI-VIII)

Volume 4 - Secondary and Senior Secondary Level (Classes IX-XII).

Detailing Manuals….

Themes Covered…• Six different

themes : Knowing your

BodyFood and

NutritionPersonal and

Environmental Hygiene

Physical Fitness

Being Responsible

SafeBehaviour and Life Skills.

Themes Covered…

• Work with others• Learn from others• Ask questions• Be open to other points of view• Learn to defend your point of

view• Don’t automatically accept fact

unless you know it to be true• Challenge assumptions

What ? Beyond

WHY Life Skills?

Students Feedback AEP 2007 • Information on Adolescent

Education is very useful to understand the adolescent issues.

Mr. Nupur Jha ( DAV Public School, Sikkam)

• Adolescent Education is very useful and we don’t have previous knowledge on these issues, and we would like to attend this type of programme in future.

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

CBSE - AEPWhat ?

Teachers Feedback On AEP

• Adolescence Education Programme is important as it helps students in understanding in a better way Mrs. Alpana Sharma Ms. Ruchi Bhargava (Nodel Teachers) Jaipuria Vidyalaya, Jawahar Lal Marg, Jaipur-302018

•

• During psychological and physical changes, the child’s energy should be properly channelised. Mrs. Meenakshi Sharma

• Effective communication and working towards one’s goal help to cope up with stress and emotions.

• Mr. Suresh Chand

What ?

Principals Feedback On AEP

• We are satisfied with this seminar and it is better to give knowledge on AEP Issues.

• Ms. Suchita (Principal)

• Such type of programme are really useful. These

may help in overall development and help to cope up problemsof

life. Such type of programme should be conductedregularly.

What ?

Parents Feedback On AEP This programme should not be implemented

through schools rather teacher should trained the parent and parents will trained their adolescence.

Mrs. Jaya Srivastava (Varanasi)

• In my opinion information parents should be given full information from schools, so, that parents can guide at home properly.

Mr. Ram Chand Narayan Pandey(Varanasi)

• Sex education is not necessary in our culture and tradition, parent should teach adolescence.

Dr. O. P. Chaudhary (Varanasi )

• This programme is beneficial for parents if parents gets proper knowledge, they can guide their children at home.

Dr. D. N. Ojha (Varanasi)

What ?

Status of AEP - 2008

Programmes held under AEP in Sep-Nov 2008

NTT Programme

15

Advocacy Programme

15

– Innovativeness

– Creativity

– Last 5 years

– Regional Level

– National Springdales School, Delhi

– Best 20 exhibits

-Jawahar Lal Nehru Children Science Exhibition

Science Exhibition

Enrichment Activities

Heritage India Quiz National Informatics

Olympiad Group Mathematics

Olympiad National Innovation

Programme

(with IIM, Ahmedabad)

Sahodaya - Concept

• School Clusters

• Spirit of ‘Caring and Sharing’– Information and

resources

• Encourages Community of Practices

• 250 Sahodayas networking 4500 schools

Losing an edge, Japanese envy Indian 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 Indian children memorizing multiplication tables far beyond nine times nine, the standard for young elementary students in Japan.

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.

Training And Empowerment

• In-service Teacher Training programme through Sahodayas.

• Empowerment of Heads of Institutions in collaboration with top business schools and also with NUEPA.

• Theme based regional and national level Sahodaya conferences.

How ?

Dimensions of effective technology enhanced learning environments:

Task-OrientedTask-Oriented

ChallengingChallenging

CollaborativeCollaborative

ConstructionisConstructionistt

ConversationaConversationall

ResponsiveResponsive

ReflectiveReflective

FormativeFormative

How ?

Task-Oriented

The tasks faculty set for students define the essence of the learning environment. If appropriate, tasks should be authentic rather than academic.

AcademiAcademicc

AuthenticAuthentic

How?

Collaborative

Web-based tools for group work and collaboration can prepare students for team work in21st Century

work environments.

Art, dance, and music students are collaborating to produce online shows with digital versions of their works and performances for critique by international experts.

Unsupported

Integral

How?

Constructivist

Faculty should engage students in creating original knowledge original knowledge representations representations that can be shared, critiqued, and revised.

Students in fields ranging from Creative Writing to Heritage CraftCraft are producing portfolios.

Replication

Origination

How?

Conversational

Students must have ample time and secure spaces for in-depth discussions, debates, arguments, and other forms of conversation.

New knowledge and insight are being constructed in conversation spaces such as GDs and e-e-learning forums.learning forums.

One-way Multi-faceted

How?

Reflective

Both faculty and learners must engage in deep reflection and metacognition. These are not instinctive activities, but they can be learned.

Teacher preparation : Teachers are keeping electronic journalselectronic journals to reflect upon the children they teach, and their roles as advocates for children.

Shallow Deep

How?

Learning To Learn? How can you calculate the return on

your education investment in schooling? What will you be doing five years after

you leave school

RECOMMENDATIONS:– Learn to learn and learn to like it.– Study whatever subject you like, but

recognize that you can broaden your skill base considerable by choosing elective courses wisely.

– Develop life skills that will enable you to provide value to a variety of organizations.

How ?

1. Personal awarenessSelf-concept, identity,realistic self-esteem,

self-direction, autonomy

3. Task awarenessUnderstanding,

using, constructing, communication skills in context

2. Process awareness:

learningMonitoring, reflection,cooperation, critical

self-assessment

Experientiallearning

Teacher’s professional awareness

Professional autonomy, communicative action,commitment to learning

Culture of learning institution and society

Quality of learning environment, culture of learning community, collaboration between

participants

Experience

ReflectApply

Conceptualize

How ?

The Action Learning Formula:

Learning (L) occurs through Programmed Knowledge (P) or traditional instruction, and

Insightful Questioning (Q)

•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 socho abhi•behti 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 ?

Lyrics of a Popular Film Song•sanaata sunaee nahin deta

aur hawaein dikhayee nahin deteensocha hai… kya kabhi… hota hai 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 kyon har kahin?

• Focus on Inquiry Skills• Power of Demonstration• ‘Learning by Doing’

- Class VI• ‘Science is Doing’

- Class VII

(available on CBSE website : www.cbse@nic.in)

At the Upper Primary LevelParadigm shift in Science Teaching

ViolencesNPE – 1986, POA – 1992

NCF - 2005PURPOSE

•Improve teaching learning

•Develop learning abilities through activities rather then exams

CCE

FEATURES

•Covers all aspects

•Continuous – Continual

•Comprehensive Personal

Scholastic Curricular + Co-scholastic Social

LS

TechniquesTechniquesObservationObservationOralOral

ToolsToolsObservatioObservation schedulen scheduleOral Oral questionsquestionsDiagnostic Diagnostic testtest

TechniquesTechniquesOralOralWrittenWritten

ToolsToolsOral questionsOral questionsQuestion paperQuestion paperAssignmentAssignmentprojectprojectDiagnostic testDiagnostic test

TechniquesTechniquesOralOralWrittenWrittenPracticalPractical

ToolsToolsOral questionsOral questionsQuestion paperQuestion paperAssignmentAssignmentProjectProjectDiagnostic testDiagnostic testActivity/experimentActivity/experiment

TechniquesTechniquesWrittenWrittenPracticalPracticalViva voceViva voce

ToolsToolsQuestion paperQuestion paperAssignmentAssignmentProjectProjectPractical Practical (activity / (activity / experiment)experiment)Oral questionsOral questions

TechniquesTechniquesWrittenWrittenPracticalPracticalViva voceViva voce

ToolsToolsQuestion paperQuestion paperAssignmentAssignmentProjectProjectPractical (activity / experiment)Practical (activity / experiment)Oral questionsOral questionsPortfolioPortfolio

Classes I & IIClasses I & II

Classes III,IV & VClasses III,IV & V

Classes VI to VIIIClasses VI to VIIIClasses IX & XClasses IX & X

Classes XI & XIIClasses XI & XII

5-point gradingA* Outstanding 90-100

A Excellent 75-89

B Very Good 56-74

C Good 35-55

D Scope for

improvement Below 35

Classes I - V

Classes VI – XII

7-point grading

A* 90 and aboveA* 90 and above A 80 to 89A 80 to 89

B* 70 to 79B* 70 to 79 B 60 to 69 B 60 to 69 C 45 to 59C 45 to 59 D 33 to 44D 33 to 44 E Below 33 percentE Below 33 percent

Proposed Grading System for 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 Division

Comparability 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

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 ratio 3:2:1

Grade B 60 – 74 I Division 1 Grade for all candidates

Grade C 33-59 II/III Division

3 Grades in the ratio 1:2:3

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

Based on 5 Years average (2004-2008) – Grades and % of Marks

97

Grade

Grade Value

Qualitative Value

Languages Other than Languages

% Marks % of Cand % Marks % of Cand

A1 9 Outstanding 90 – 100 4.70 94 – 100 5.04

A2 8 Excellent 82 – 89 9.39 86 – 93 10.08

A3 7 Exceptional 75 – 81 14.09 75 – 85 15.12

B4 6 Very Good 60 – 74 26.54 60 – 74 21.27

C5 5 Good 47 – 59 19.39 46 – 59 19.79

C6 4 Marginal 36 – 46 12.93 36 – 45 13.19

C7 3 Average 33 – 35 6.46 33 – 35 6.60

F1 2 Poor 20 – 32 3.95 20 – 32 4.85

F2 1 Unsatisfactory 00 – 19 2.54 00 – 19 4.08

Social Science XGeography 22History 22

Eco

P.Sc

Internal Evaluation

Project work 06

School Based 20

Formative & Summative

10Assignment CW & HW 04

AssignmentsX-4 diff. assignments1 assignment – D.M.

Mode - 5 points Rating A-5 B-4 C-3 D-2 E-1

Avg. out of 4

IX not carried over

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 60VSA 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 ½ x 10MCQ 1 x 10

Practical - 40Q

MAP6 Items

2-History4-GeographyTotal 29 Qs.

Formative and summative Class – IX Final scores reduce 10% Class – X Average UTs any 2-10%

4 – Maps2 – Maps 18 18T h e o r y - 80

Mathematics

DM ProjectAssignmentsCirculars Nos

15-200820-2008

31-2008

CHANGED HOTS SLIDES

Examination Reforms•Based on NCF 2005

•Restructured Qs Papers•Moving Content – Application

•Higher Order Thinking Questions•Integrated School based Internal

AssessmentX - •Math •Science •Social Science

Support material

•SQP’s (Print website)

•Marking Schemes

•Performance Analysis

De-stressing •No school bag

•No Home Work (upto class II)

•Focus on Soft Skills - Art, Music, Dance & Craft

•Alternative of HW

•( I-V)

Concessions – Visually Challenged•Seating Arrangement•Amanuensis•Enlarged print in Math & Sc. & Tech•Can offer Music, Home Sc. even if not available in school

Concessions – ‘Differently Abled’

• Studying 3rd lang. upto

class–VIII–exemption

•Can use an amanuensis•Ground floor seating•Alternative as visuals

•15 min. Reading time

•9 point scale•Spot Evaluation

•0.1% merit•CCE

•Addition time-3hrs-60mins

-2 ½ hrs -50mins- 2hrs -40mins-1 ½ -30mins

Amendment after GB, June•Persons 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% instead of 75%

Support ServicesTele-counseling

Students Enrolled with CBSE

• Gets five chances to take in public examination.

• 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.

Training Programme for Principals will be conducted by IIM, 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

Contd…

Empowerment Programmes

Explore CBSE Website

Explore CBSE Website

• Interaction with CM• SQP• Support Material

– Olympiads

• Subject Pages• Higher Order Thinking

Skills

583

175

329

1372

48

0

200

400

600

800

1000

1200

1400

1600

Acad. Admin. Aff. Exam RO

Category

No

. of Q

ues

tion

s re

ceiv

edStatus of ‘Interact with Chairman’Total questions received so far (last

two weeks)

Future Projection• Frequently Asked Questions (FAQs) related to:

Social

Studies(DM,Projects)

Secondary Maths

Academic Sr. Secondary Economics(text book)

Biology

Bio-technology

Secondary

Examination Sr. Secondary

Status

Affiliation Online Mode

Vision• Strengthening Position of CBSE in Overseas.

• Developing Curricula Internationally Competitive.

• Bring Global Dynamics in School Education.

• Provide leadership in School Education for other Countries.

• Offer affordable Cost effective International Curriculum worldwide.

Academics

• Pilot Project with Australian Counsel for Educational Research (ACER) for Data analysis alongwith Training Workshops 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 and Green School Initiatives

• 100% sanitation during 11th Five Year Plan

• 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

• Need to embrace sustainable development across the education system so that best practice and become the norm as common practice.

• CBSE schools provide examples of ‘good practices’ which can be replicated.

We have exactly enough timestarting now.

Dana Meadows (Environmentalist)