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15th National Sahodaya Conference 10th 12th December 2008

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Title: 15th National Sahodaya Conference 10th 12th December 2008


1
15th National Sahodaya Conference10th 12th
December 2008
2
(No Transcript)
3
Empowering Each Learner Learning Framework
Strategies
Learning System
CONTEXT
PERFORMANCE/OUTCOME
LEARNER
ACTION
Institutions
Schools
Community
Teachers/Parents
Learning Communities
4
Strategies Context
Global Challenges
Emerging Technologies and Challenges
Information Highways
Changing Learner Profile
Changing Work Force
Changing Employability Skills
Shifting Social Dynamics
Inclusion
5
Global Challenges
Strategies Context
  • From delivering content to building capacity.
  • From stand alone institutions to value-added
    networks.
  • From setting and delivering curriculum to
    co-creating curriculum.
  • From standard operating procedures to creative
    adaptations.

6
Global Challenges
Virtual Classrooms
Online Teachers
Multipolar learning
Distance/online Learning
Smart Schools
Inclusive Practices
Holistic Health
Life Skills Programme
e-learning
Multiple Intelligences
Environmental Concerns
Values
Integration of Technology
Lifelong Learning
7
MEDIA PRINT ELECTRONIC CHALLENGESValues and
Violence
  • PhoneChannel
  • http//www.digitalopportunity.org/article/archive
    /1072/
  • Interactive textbooks
  • http//www.phschool.com/social_studies/
  • Tablet PCs
  • http//www.communities.hp.com/online/blogs/higher
    ed/archive/2007/09/28/HPPost4561.aspx
  • Computerised tutor
  • http//in.youtube.com/watch?vlxUzKoIt5aM
  • http//www.boloji.com/mahabharata/index.htm
  • www.culturalindia.net/indian-folktales/panchatant
    ra-tales/index.html
  • http//www.harappa.com/gandhi.html

8
Changing Learner Profile
Family Structure
Changed work Environment
Tech Savvy
Adolescent
Nuclear
Concerns
Families
Accessing Information
Knowledge Exponential Growth
9
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10
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11
21st Century Workforce
High School Students
Economically Disadvantaged
Women
Single Parents
International Students
Veterans
Immigrants
Historically Underrepresented
Adult Learners
College Students
Senior Citizens
Returning Professionals
12
Changing Employability Skills
Unorganized Sector 97
Languages Strength
Entrepreneurship
Shifting Work places - SOHO
13
Changing Employability Skills
Lifelong Learning Necessity
Life Skills
Dealing with 21st Century shifts Violence and
Terror Changing skill sets.
?
?
14
Jobs in this new millennium require a student to
be an effective
Synthesizer
Collaborator
  • Adapted from Tom Friedmans book The World Is
    Flat (2006)

Leverager
Model builder
Adapter
Localizer/Personalizer
Explainer
15
Strategies Action
WHO ?
Parents
Educators
Peers
Teachers
ACTORS
WHEN ? WOMB TO TOMB ! Lifelong
Learning
WHERE ? Changing School ? Buildings ?
Virtual Classrooms ? Blogging
WHAT ? Curriculum ?
National ?!!!
HOW ? - Transaction Strategies -
Experiential Learning - Reflective Model
- Effective Technology Enhanced -
Learning Environment
16
WHO
WHO???
WHO???
SCHOOLS
  • Policy / Vision
  • Include all stakeholders (Sts.Trs/Parents
    PE LS
  • Curriculum Beyond CCE Comp. School
    Health

ALL STAKEHOLDERS!
Nuclear
Aggressive
Working
Ambitious
Educators / Leaders
Time
  • 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

Quality
Major Influence
Maximum time spent
Positive Peer Pressure
Parents
Negative Peer Pressure
Peers Friends
Principal
Learners
Decision Making
Teachers as
Refusal Skills
Collaborators
Adolescent Issues
Facilitators
Managers
Identity Crisis
Role Models
Self Esteem
Co-creators
Researchers
Educators
Lifelong Learners
17
AND
WHERE???
WHEN
WOMB TO TOMB
Life long Learning
Elders
  • Electronic
  • TV
  • Movies
  • Internet

Non-formal institutions
Home
Nuclear
Media
  • Print
  • Newspaper
  • Journals
  • Magazine

Parental time
Schools formal dissolving boundaries
Monitoring
  • Friends
  • Homes
  • Siblings

Annual/ Sports Day
Labs
Corridors
Playground
  • Seniors
  • School
  • play

Canteens
Travel
Classrooms
Peer Learning
Virtual
Social Network sites
Interaction
Both formal and non-formal institutions
18
Active Learning Beyond The Classroom
When ?
  • How students spend their time
  • Class ? 15 hours (or less)
  • Work ? 21 hours (or more - 30)
  • TV ? 7 hours (33)
  • Leisure Reading ? 3-10 hours (38)
  • Organized student activity ?
  • 3-10 hours (47)
  • Informal conversation with other students 10
    hours (31)

19
Active Learning Beyond The Classroom
When ?
  • Active Learning Strategies
  • Study groups
  • Journals and diaries
  • Experiential learning
  • Student research

20
WHAT..???
  • Curriculum
  • Beyond The Curriculum

21
CBSE AS A PACE SETTER
  • 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

22
Disaster Management
Class - X
Class - IX
Class - VIII
23
Information Technology based Subjects
  • 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
  • Computer Science
  • Informatics Practices
  • Multimedia Web Technology

24
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
25
New Electives at Senior Secondary Level
  • Heritage Crafts
  • XI - 2008-09
  • XII - 2009-10
  • Graphic Design
  • XI - 2008-09
  • XII - 2009-10

Readers NCERT
Readers NCERT
26
New Electives at Senior Secondary Level
(Contd)
  • VOCATIONAL
  • FINANCIAL MARKET MANAGEMENT (FMM) 2007-08

Contd
27
New Electives at Senior Secondary Level
(Contd)
  • 03 Vocational 01 Language
  • 01 Elective
  • ( 01 Additional Elective) .
  • Joint Certification by CBSE and NSE

28
Health Care Sciences
  • Class XI 2009 2010
  • First Board
  • Examination 2011
  • Joint certification with FICCI

29
Promoting Innovation and Creativity in School
System
What ??
  • 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.

30
Policy (School Management)
School Health Wellness Programme
?
?
Health Wellness Clubs
Health Education
Life Skills
AEPClass IX XIRevised Manuals (in process)
Curriculum PlusClasses VI VIIIRevised
Teachers Manual for Class VI (2008-09)
Classes 1 12Vol IVol IIVol IIIIVol IV
Integrated Components(Eco Clubs Peace
Value Education) ? Teachers Manual - I VIII
Teachers Manual - IX
31
  • COMPREHENSIVE
  • SCHOOL
  • HEALTH
  • PROGRAMME
  • IN
  • CBSE SCHOOLS

32
Themes
33
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.

34
Detailing Manuals.
  • Four Manuals
  • Volume 1 all stakeholders
  • Volume 2 - Primary Level (Classes I-V)

35
Detailing Manuals.
  • Volume 3 - Upper Primary Level (Classes VI-VIII)
  • Volume 4 - Secondary and Senior Secondary Level
    (Classes IX-XII).

36
Themes Covered
  • Six different themes
  • Knowing your Body
  • Food and Nutrition
  • Personal and Environmental Hygiene

37
Themes Covered
  • Physical Fitness
  • Being Responsible
  • Safe
  • Behaviour and Life Skills.

38
WHY Life Skills?
What ? Beyond
  • 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 fact unless you know
    it to be true
  • Challenge assumptions

39
Students Feedback AEP 2007
What ?
CBSE - AEP
  • 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 dont
    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)

40
Teachers Feedback On AEP
What ?
  • 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
    childs energy should be properly channelised.
    Mrs. Meenakshi Sharma
  • Effective communication and working towards ones
    goal help to cope up with stress and emotions.

  • Mr. Suresh Chand

41
Principals Feedback On AEP
What ?
  • 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.

42
Parents Feedback On AEP
What ?
  • 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)

43
Status of AEP - 2008
  • Programmes held under AEP in Sep-Nov 2008

44
  • Science Exhibition
  • Innovativeness
  • Creativity
  • Last 5 years
  • Regional Level
  • National Springdales School, Delhi
  • Best 20 exhibits
  • -Jawahar Lal Nehru Children Science Exhibition

45
Enrichment Activities
  • Heritage India Quiz
  • National Informatics Olympiad
  • Group Mathematics Olympiad
  • National Innovation Programme
  • (with IIM, Ahmedabad)

46
Sahodaya - Concept
  • School Clusters
  • Spirit of Caring and Sharing
  • Information and resources
  • Encourages Community of Practices
  • 250 Sahodayas networking 4500 schools

47
Losing an edge, Japanese envy Indian Schools
  • JAPAN Growing Craze for Indian Education
  • think of India as worlds 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.

48
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.

49
Training And Empowerment
How ?
  • 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.

50
Dimensions of effective technology enhanced
learning environments
How ?
  • Task-Oriented
  • Challenging
  • Collaborative
  • Constructionist
  • Conversational
  • Responsive
  • Reflective
  • Formative

51
Task-Oriented
How?
Academic
Authentic
  • The tasks faculty set for students define the
    essence of the learning environment. If
    appropriate, tasks should be authentic rather
    than academic.

52
Collaborative
How?
Unsupported
Integral
  • 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.

53
Constructivist
How?
Replication
Origination
  • 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.

54
Conversational
How?
One-way
Multi-faceted
  • 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.

55
Reflective
How?
Shallow
Deep
  • 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.

56
How ? Reflection
Continuous process of reconstruction of experience
  • Anticipate
  • ?
  • Act
  • ?
  • Observe
  • ?
  • Organise Ideas for the future

Reflection Looking Ahead
? (Interplay) Looking Back
57
Learning To Learn
How ?
  • 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.

58
How ?
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
Experience
Experientiallearning
Reflect
Apply
Conceptualize
Teachers 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
59
How ? Action LearningDr. Reg Revans (Cambridge)
  • There can be no learning without action.
  • Effort, practice and implementation needed
  • Promote local action and learning
  • Organizational implications
  • Supports creative integration of thinking
    doing, theory practice, academic
    practitioner.
  • Knowledge is transferable
  • Action learning empowers the learner

60

Strengths
Relevance to students
Teaches complex problem solving
Develop skilled leaders and develop teams
Produces tangible outcomes empowering
Promotes best practice
Action Learning
Characteristics
Emphasis on learning by doing Conducted in
teams Addresses social/organizational
issues Participants placed into
problem-solving roles Team decisions are
required Formalized into presentations
reflect on personal empowerment strategies
that worked/did not work
61
The Action Learning FormulaLearning (L) occurs
through Programmed Knowledge (P) or traditional
instruction, and Insightful Questioning (Q)
62
Learning To Learn
How ?
  • Is teaching more than the conveying knowledge?
  • Can teachers teach anybody anything?
  • What is the difference between knowledge and
    knowing?
  • Recommendations
  • Learning is not passive.
  • Learn what the problems are.
  • Recognize that learning is your problem
    (opportunity).

63
Learning To Learn(Article by Smith)
How ?
  • Is it okay to make mistakes?
  • Is competence really being able to solve problems
    w/o hesitation?
  • What reactions do you expect if you tell a
    teacher (a friend) that you do not understand
    something?
  • Recommendations
  • Learn to ask questions. If you have a question,
    you can be certain that many others have the same
    question.
  • True competence does not mean not making errors.
    It means well thought out judgment and decisions
    based on available information and experience.

64
Lyrics of a Popular Film Song
  • sanaata sunaee nahin detaaur 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?
  • 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 ?

65
At the Upper Primary LevelParadigm shift in
Science Teaching
  • Focus on Inquiry Skills
  • Power of Demonstration
  • Learning by Doing
  • - Class VI
  • Science is Doing
  • - Class VII
  • (available on CBSE website )

66
Formative
Performance / Outcome Ref.
Developmental
Fixed Assessment
  • Learning environments can be designed to allow
    students to develop prototype solutions over time
    rather than to find one right answer that someone
    else has defined.

67
Formative Example
Performance / Outcome
  • Faculty should engage their students in ongoing
    efforts to evaluate and refine their work related
    to authentic tasks to encourage lifelong learning.

68
Violences
Classes I II
Techniques Observation Oral
Tools Observation schedule Oral
questions Diagnostic test
  • Classes III,IV V
  • Classes XI XII

Techniques Oral Written
Tools Oral questions Question paper Assignment pro
ject Diagnostic test
Tools Question paper Assignment Project Practical
(activity / experiment) Oral questions Portfolio
  • FEATURES
  • Covers all aspects
  • Continuous Continual
  • Comprehensive Personal
  • Scholastic Curricular Co-scholastic
    Social

  • LS

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
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
CCE
NPE 1986, POA 1992 NCF - 2005
Techniques Written Practical Viva voce
  • PURPOSE
  • Improve teaching learning
  • Develop learning abilities through activities
    rather then exams

Classes VI to VIII
  • Classes IX X

Techniques Written Practical Viva voce
Tools Question paper Assignment Project Practical
(activity / experiment) Oral questions
Tools Oral questions Question paper Assignment Pro
ject Diagnostic test Activity/experiment
Techniques Oral Written Practical
69
Social Science X
Geography 22
History 22
Eco
P.Sc
4 Maps
2 Maps
18
18
T h e o r y - 80
Science X Theory 60
VSA 1 x 9 09
Internal Evaluation
SA-I 2 x 9 18
Assignments X-4 diff. assignments 1 assignment
D.M.
SA-II 3 x 6 18
LA 5 x 3 15
XII
School Based 20
Mode - 5 points Rating A-5 B-4 C-3
D-2 E-1
VSA 1 x 10 10
SAQ 4 x 12 48
Avg. out of 4 IX not carried over
LAQ 6 x 7 42
Formative Summative 10
Mathematics
LA 6 x 5 30
SA-II 3 x 10 30
Assignment CW HW 04
SA-I 2 x 5 10
Project W-6 1 project DM 9-15 pages Hand
written CIR 18/2006 20/2008
VSA 1 x 10 10
X
02 - VIVA
Project work 06
03 - Record Work
MCQ 1 x 10
MCQ ½ x 10
15 - Skills
Formative and summative Class IX
Final scores reduce 10 Class X
Average UTs any 2-10
Assessment of PW ?Content 2 ?Presentation
1 ?Process 1 ?Viva - 2
20
20
Practical - 40
DM Project
Q MAP
Assignments
6 Items
Circulars Nos
2-History
15-2008
4-Geography
20-2008
Total 29 Qs.
31-2008
70
  • CHANGED HOTS SLIDES

71
(No Transcript)
72
  • Support material
  • SQPs (Print website)
  • Marking Schemes
  • Performance Analysis

Support Services
Tele-counseling
  • 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
  • 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
  • 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
  • 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
  • Concessions Differently Abled
  • Studying 3rd lang. upto
  • classVIIIexemption
  • Can use an amanuensis
  • Ground floor seating
  • Alternative as visuals

73
Future InitiativesEmpowerment Programmes
  • 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

74
Explore CBSE Website
75
Explore CBSE Website
  • Interaction with CM
  • SQP
  • Support Material
  • Olympiads
  • Subject Pages
  • Higher Order Thinking Skills

76
Status of Interact with Chairman
Total questions received so far (last two weeks)
77
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

78
-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.

79
New Initiatives
  • Formulation of Policy for optimum Enrollment of
    Students in Affiliated Schools.
  • Policy for restricting enrollment in Schools
    Violating rules.
  • Outsourcing work of Affiliation Branch.
  • Creation of a Committee for further International
    Presence of CBSE

80
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.

81
Launch of National Urban Eco-Sanitation and Green
School Initiatives 30th Jan, 2009
  • 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)

82
Proposed Grading System for Classes IX and X
12/4/2008
82
83
Proposed Grading System For Classes IX and X
  • Candidates are divided into 4 major Groups

12/4/2008
83
84
Based on 5 Years average (2004-2008) Grades and
of Marks
84
85
Ideas for the Future
  • Schooling in India has been a struggle, both
    before and since Independence But what has now
    changed is the growing awareness about education
    and a demand for it that cuts across income
    groups.
  • Nandan Nilekani
  • Imagining India

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Ideas for the Future
  • Indias involvement with good education
    practices will move conclusively than any other
    reform, determine Indias economic future Our
    response will made all the difference between the
    worlds largest Illiterates .. or a country
    with a large pool of talented human capital that
    can fire up the country to new levels of growth.
    Our opportunity to choose between the two is her,
    now and, transient.
  • Nandan Nilekani
  • Imagining India

87
Ideas for the Future
  • Solar electric system powered
  • Computer lab
  • Internet connected satellite disk in South Africa
  • Thomas L. Friedman
  • HOT, FLAT and CROWDED

88
Ideas for the Future
  • Localization and Globalization
  • ?
  • balance
  • Humanization
  • One natural resource we still have human
    ingenuity

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90
  • We have exactly enough time
  • starting now.
  • Dana Meadows (Environmentalist)
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