About Education in India. Has more information about the various aspects of early Secondary education in India. The presentation is one that was done at Ranchi. It's more about the role of state educational boards in the proper and strategic implementation of Secondary education throughout India. This is a detailed study of the system and could be effectively used in the school education system in India. Schools, individual teachers and the teaching community as a whole.

1. Strategies for
Universalizing
Secondary Education:
Role of Boards
19th – 21st December, 2008, Ranchi

2. India’s Big Challenge
Country Population Urban
Population
Population
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

3. Rationale for Secondary Education
Secondary 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

4. 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.

5. 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)

6. 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.

7.  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

8. Challenges in Secondary Education
Access
Quality
Equity
Issues
Gender
Socio-Economic
Disability
Disadvantaged

9. 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

10. 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

11. 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

12. 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 budget
5. 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

13. Curriculum
Beyond
Reforms in
Secondary
Education
Examination
Teachers
Infrastructure
Methodology
Drop outs
Improving in
Empowerment
Quality
•ICT/Technology
Quality Secondary
Education
Transaction

14. 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

15. 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

16. 3 3
2 2 2
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No. of Secondary Schools ( Classes IX-X) per 100 Sq. Km.
States having schools less and more than all India average

17. 10 9 9
8 8 7
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States
No.
of
Schools Access
No. of Secondary Schools (Classes IX-X) per lakh Population
States having schools less than all India average

18. Percentage of Schools by
Management
Management Secondary
(IX-X)
Higher
Secondary
(XI-XII)
Higher
Seconda
ry
(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

19. 93
89
86
85
81 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

20.  States having GER less than all India average
Participation
Gross Enrollment Ratio
52
49 49
46 44 44 43 41
27 26
22
0
10
20
30
40
50
60 All India
Assam
U.P.
M.P.
Chhattisgarh
Rajasthan
J & K
W.B.
Nagaland
Jharkhand
Bihar
ALL AS UP MP CH RJ JK WB NL JH BH
Source : Selected Educational Statistics 2004-05

21.  States having GER more than all India average
Participation
Gross Enrolment Ratio (Classes IX-X)
5253535354555759
69
767780
93
0
20
40
60
80
100 All India
A.P.
Arunachal
Harynana
Orissa
Gujarat
Tripura
Karnataka
Maharashtra
Goa
Uttrakhand
T.N.
Kerala
ALL AP AR HR OR GJ TR KN MH GA UT TN KL
Source : Selected Educational Statistics 2004-05

22. Participation
Disparity in Gross Enrolment Ratio
(Classes IX-X)
52
45
37
57
52
43 45
38
30
0
10
20
30
40
50
60
Overall Boys Girls
All
SC
ST
Source: Selected Educational Statistics – 2004-05

23. 31
32
32
33
38
39
40
38
38
38
38
41
43
44
24
25
26
28
33
34
35
19
22
31
30
31
31
34
29
38
36
37
37
10
16
22
24
24
24
0
5
10
15
20
25
30
35
40
45
50
90-91
91-92
92-93
93-94
94-95
95-96
96-97
97-98
98-99
2001-02
2002-03
2003-04
2004-05
Total
Boys
Girls
Trend of Gross Enrolment Ratio
Source : Selected Education Statistics – 2004-05

24. 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

25. • 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

26. Disabled People are A Heterogenous Group
Hearing Speech
0
.005
.01
.015
.02
Density
0 20 40 60 80 100
Age at onset
0
.005
.01
.015
.02
.025
Density
0 20 40 60 80 100
Age at onset
0
.01
.02
.03
.04
Density
0 20 40 60 80 100
Age at onset
0
.005
.01
.015
.02
.025
Density
0 20 40 60 80 100
Age at onset
Locomotor Mental
0
.01
.02
.03
Density
0 20 40 60 80 100
Age at onset
Visual

27. 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 children
Males
Females
SC
ST
OBC
Muslim
All disabled
Mental
Visual
Hearing
Speech
Locomotor
Multiple
% of category out of school

28. 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

29. 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

30. 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 methods
Education
as
Service

31. • 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: CBSE
Product Features

32. INCREASE IN TOTAL NO. OF CANDIDATES
CLASS X [2003-2008]
549321
591341
748007
688729
632014
561367
0
50000
100000
150000
200000
250000
300000
350000
400000
450000
500000
550000
600000
650000
700000
750000
800000
2003 2004 2005 2006 2007 2008
YEARS
NO.
OF
CANDIDATES
No. of Candidates(Appeared)
CBSE

33. 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 2008
YEARS
NO.
OF
CANDIDATES(APPEARED)
No. of Candidates(Appeared)
CBSE

34. Barrier
of
Entry
Power
of
Consumers
Rivalry
Power
of
suppliers
Threat of
substitutes Porter’s
5 Factors

35. Quality
As Aspect of Universalisation
Learning Framework : Strategies
LEARNER
CONTEXT
ACTION
PERFORMANCE/OUTCOME
Institutions
Schools
Community
Teachers/Parents
Learning System
Learning Communities

36. Strategies :Context

37. Global Challenges

38. 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)

39. India has Progressed
Source: Statistical Yearbook of Department of Education, Govt of India
81
71
65
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
3.84
4.11
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
14
52 194
4,264
844
16,923
Govt. expenditure
on education
($ mn)

40. GLOBAL DIGITAL DIVIDE

41. Asia top ten Internet Countries

42. T
E
C
H
S
A
V
V
Y

43. Changing Learner Profile

44. C
H
A
N
G
I
N
G
L
E
A
R
N
E
R
P
R
O
F
I
L
E

45. C
H
A
N
G
I
N
G
L
E
A
R
N
E
R
P
R
O
F
I
L
E

46. 21st Century Workforce

47. Changing Employability Skills

48. Changing Employability Skills
▪
▪

49. Jobs in this new millennium
require a student to be an effective
Adapted from Tom Friedman’s book: The
World Is Flat (2006)

50. 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
ACTOR
S
Strategies : Action

51. Parents
Principal
Teachers
as
Peers
+
Friends
Learners
WHO
Who ? Leaders
Information 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
WHO??? WHO???
SCHOOLS
Policy / Vision
•Include all stakeholders (Sts.Trs/Parents PE + LS
•Curriculum + Beyond • CCE • Comp. School Health

52. WOMB TO TOMB
Life long
Learning
Both formal and non-
formal institutions
Schools
formal
dissolving
boundaries
Elders
Nuclear
Parental time
Monitoring
WHEN AND WHERE??
?

53. •Curriculum
•Beyond The Curriculum
WHAT..???

54. 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

55. Disaster Management
Class - X
Class - IX
Class - VIII

56. • 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 Science
2. Informatics Practices
3. Multimedia & Web Technology
Information Technology based
Subjects

57. New Electives at Senior
Secondary Level
Academics
• Creative Writing
and Translation
Studies: 2007– 08.
Reader – Class XI
Reader – Class XII
FIRST BOARD
EXAM Contd…

58. • Heritage Crafts
– XI - 2008-09
– XII - 2009-10
• Graphic Design
– XI - 2008-09
– XII - 2009-10
Readers NCERT
Readers NCERT
New Electives at Senior
Secondary Level

59. VOCATIONAL
• FINANCIAL
MARKET
MANAGEMENT
(FMM) – 2007-08
Contd…
(Contd…)
New Electives at Senior
Secondary Level

60. • 03 Vocational +
01 Language +
01 Elective
(+ 01 Additional
Elective) .
• Joint
Certification by
New Electives at Senior
Secondary Level (Contd…)

61. Health Care Sciences
• Class XI 2009 – 2010
• First Board
Examination 2011
Joint certification with FICCI

62. 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 ??

63. Policy – (School Management)
Health & Wellness Clubs

Health Education Life Skills
AEP
Class IX & XI
Revised
Manuals
(in process)
Integrated Components
(Eco – Clubs – Peace & Value Education)

Teachers’ Manual - I – VIII
Teachers’ Manual - IX
Curriculum Plus
Classes VI – VIII
Revised Teachers’ Manual
for Class VI (2008-09)
Classes 1 – 12
Vol I
Vol II
Vol IIII
Vol IV


64. COMPREHENSIVE
SCHOOL
HEALTH
PROGRAMME
IN
CBSE SCHOOLS

65. Themes
Food and
Nutrition
Personal And
Environmental
Hygiene
Being Safe And
Responsible
Knowing
your body
Behaviour
And Life Skills

66. 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.

67. Detailing Manuals….
Four Manuals:
Volume 1 – all
stakeholders
Volume 2 -
Primary Level
(Classes I-V)

68. Volume 3 - Upper
Primary Level
(Classes VI-VIII)
Volume 4 -
Secondary and
Senior Secondary
Level (Classes IX-
XII).
Detailing Manuals….

69. Themes Covered…
• Six different
themes :
Knowing your
Body
Food and
Nutrition
Personal and
Environmenta
l Hygiene

70. Physical
Fitness
Being
Responsible
Safe
Behaviour
and Life
Skills.
Themes Covered…

71. • 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?

72. 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 - AEP
What ?

73. 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 ?

74. 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 ?

75. 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 ?

76. Status of AEP - 2008
Programmes held under AEP in Sep-Nov
2008
NTT
Programme
15
Advocacy
Programme
15

77. – Innovativeness
– Creativity
– Last 5 years
– Regional Level
– National Springdales
School, Delhi
– Best 20 exhibits
-Jawahar Lal Nehru
Children Science
Exhibition
Science Exhibition

78. Enrichment Activities
 Heritage India Quiz
 National Informatics
Olympiad
 Group Mathematics
Olympiad
 National Innovation
Programme
(with IIM, Ahmedabad)

79. Sahodaya - Concept
• School Clusters
• Spirit of ‘Caring and
Sharing’
– Information and
resources
• Encourages Community
of Practices
• 250 Sahodayas
networking 4500 schools

80. 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.

81. 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.

82. 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 ?

83. Dimensions of effective technology
enhanced learning environments:
 Task-Oriented
 Challenging
 Collaborative
 Constructionist
 Conversational
 Responsive
 Reflective
 Formative
How ?

84. Task-Oriented
The tasks faculty set
for students define
the essence of the
learning environment.
If appropriate, tasks
should be authentic
rather than academic.
Academic Authentic
How?

85. Collaborative
Web-based tools for group work and
collaboration can prepare students
for team work in
21st 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?

86. Constructivist
Faculty should engage
students in creating original
knowledge representations
that can be shared, critiqued,
and revised.
Students in fields ranging
from Creative Writing to Heritage
Craft are producing
portfolios.
Replication Origination
How?

87. 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-
learning forums.
One-way Multi-faceted
How?

88. 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 journals to
reflect upon the children they
teach, and their roles as
advocates for children.
Shallow Deep
How?

89. 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 ?

90. 1. Personal awareness
Self-concept, identity,
realistic self-esteem,
self-direction, autonomy
3. Task awareness
Understanding,
using, constructing,
communication
skills in context
2. Process
awareness:
learning
Monitoring, reflection,
cooperation, critical
self-assessment
Experiential
learning
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
Reflect
Apply
Conceptualize
How ?

91. The Action Learning Formula:
Learning (L) occurs through Programmed Knowledge (P) or
traditional instruction, and Insightful Questioning (Q)

92. •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
deteen
socha 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?

93. • 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 Level
Paradigm shift in Science Teaching

94. Violences
NPE – 1986, POA – 1992
NCF - 2005
PURPOSE
•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
Techniques
Observation
Oral
Tools
Observatio
n schedule
Oral
questions
Diagnostic
test
Techniques
Oral
Written
Tools
Oral questions
Question paper
Assignment
project
Diagnostic test
Techniques
Oral
Written
Practical
Tools
Oral questions
Question paper
Assignment
Project
Diagnostic test
Activity/experiment
Techniques
Written
Practical
Viva voce
Tools
Question paper
Assignment
Project
Practical
(activity /
experiment)
Oral questions
Techniques
Written
Practical
Viva voce
Tools
Question paper
Assignment
Project
Practical (activity / experiment)
Oral questions
Portfolio
Classes I & II
Classes III,IV & V
Classes VI to VIII
Classes IX & X
Classes XI & XII
5-point grading
A* 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 above
A 80 to 89
B* 70 to 79
B 60 to 69
C 45 to 59
D 33 to 44
E Below 33 percent

95. Proposed Grading System for
Classes IX and X
12/4/2008 95
Rational & Efficacy of Proposed system
Absolute 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

96. Proposed Grading System For Classes IX and X
12/4/2008 96
• Candidates are divided into 4 major Groups
Group % 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

97. Based on 5 Years average (2004-2008) –
Grades and % of Marks
97
Grad
e
Grad
e
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

98. Social Science X
Geography 22
History 22
EcoP.Sc
Internal
Evaluation
Project work 06
School
Based 20
Formative &
Summative 10
Assignment
CW & HW 04
Assignments
X-4 diff. assignments
1 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-6
1 project – DM
9-15 pages
Hand written
CIR – 18/2006
20/2008
Assessment of PW
▪Content – 2
▪Presentation – 1
▪Process – 1
▪Viva - 2
Science X
Theory 60
VSA 1 x 9 09
SA-I 2 x 9 18
SA-II 3 x 6 18
LA 5 x 3 15
XII
VSA 1 x 10 10
LAQ 6 x 7 42
SAQ 4 x 12 48
X
SA-II 3 x 10 30
VSA 1 x 10 10
SA-I 2 x 5 10
LA 6 x 5 30
02 - VIVA
03 - Record Work
15 - Skills
20 20
MCQ ½ x 10
MCQ 1 x 10
Practical - 40
Q
MAP
6 Items
2-History
4-Geography
Total 29 Qs.
Formative and
summative
Class – IX
Final scores reduce 10%
Class – X
Average UTs any 2-10%
4 – Maps
2 – Maps
18 18
T h e o r y - 80
Mathematics
DM Project
Assignments
Circulars Nos
15-2008
20-2008
31-2008

99. CHANGED HOTS SLIDES

101. Examination Reforms
•Based on NCF 2005
•Restructured Qs Papers
•Moving Content – Application
•Higher Order Thinking Questions
•Integrated School based Internal Assessment
X - •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 Services
Tele-counseling

102. 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.

103. 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
Empowerment Programmes

104. Explore CBSE Website

105. Explore CBSE Website
• Interaction with CM
• SQP
• Support Material
– Olympiads
• Subject Pages
• Higher Order Thinking
Skills

106. 583
175
329
1372
48
0
200
400
600
800
1000
1200
1400
1600
Acad. Admin. Aff. Exam RO
Category
No.
of
Questions
received
Status of ‘Interact with Chairman’
Total questions received so far (last two weeks)

107. 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

108. 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.

109. 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.

110. 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)

111. 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.

112. We have exactly enough time
starting now.
Dana Meadows (Environmentalist)