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Strategies for Universalizing Secondary Education: Role of Boards 19th

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Title: Strategies for Universalizing Secondary Education: Role of Boards 19th


1
Strategies for Universalizing Secondary
Education Role of Boards19th 21st December,
2008, Ranchi
2
Indias 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
  • Large young population
  • Could be an asset if educated and employed
  • Potential social tensions if not well educated

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
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 worlds children live in India.
  • Comprise 42 of countrys 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
Current schemes of Govt. of India
  • 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

8
Challenges in Secondary Education
Access
Issues
Gender
Socio-Economic
Disability
Quality
Equity
Disadvantaged
9
Expansion of Secondary Education
  • Goal
  • To make secondary education of good quality
    available, accessible and affordable to all young
    persons
  • 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
Expansion of Secondary Education
  • 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

11
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.

12
Expansion of Secondary Education
  • Components
  • 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
  • 3. Teaching aids
  • ICT
  • Models
  • School budget
  • School Management
  • Headmasters capacity building
  • Management Committee
  • Involvement of local bodies
  • Supervision and monitoring
  • School inspection
  • Incentives for girls, SC/ST, minorities and rural
    students

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

Empowerment
14
Secondary Education (IX-X) Indicators
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
15
Secondary Education (IX-X) Some Facts
CBSE
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
  • Source- Selected Educational Statistics, 2004-05

16
AccessNo. of Secondary Schools ( Classes IX-X)
per 100 Sq. Km.
States having schools less and more than all
India average
17
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
CBSE
All India
Management Secondary (IX-X) Higher Secondary (XI-XII) Higher Secondary (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
19
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
ParticipationGross Enrollment Ratio
  • States having GER less than all India average

ALL AS UP MP CH RJ JK WB
NL JH BH Source Selected Educational
Statistics 2004-05
21
ParticipationGross Enrolment Ratio (Classes IX-X)
  • States having GER more than all India average

ALL AP AR HR OR GJ TR KN MH GA
UT TN KL Source Selected Educational
Statistics 2004-05
22
ParticipationDisparity in Gross Enrolment Ratio
(Classes IX-X)
Source Selected Educational Statistics 2004-05
23
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
Inclusion Issues
  • 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.

26
Disabled People are A Heterogenous Group
  • Hearing Speech

Locomotor
Mental
Visual
27
People with Disabilities are Subject to Multiple
Deprivations
  • They are much more likely to be illiterate and
    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
An Interdependent Relationship
Collaborative Model
  • Sustainable Schools
  • Every child matters

Universalization
  • Lack of resources
  • Inclusion
  • Global Ambitions
  • Resources
  • Innovation
  • Corporate social responsibility

30
Curriculum
Beyond
Product Quality
Product Mix
Product Features
  • School
  • Information
  • Community Group Meetings
  • Programmes
  • Curriculum
  • number of hours of schooling
  • assessment methods

Education as Service
Product Line
Product Style Design
  • School
  • Day boarding
  • Child Care Centre
  • Aesthetics of schools
  • Location

31
Education as service CBSE
Product Features
  • 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.

32
CBSE
33
CBSE
34
Power of Consumers
Power of suppliers
Threat of substitutes
Porters 5 Factors
Barrier of Entry
Rivalry
35
Quality As Aspect of Universalisation Learning
Framework Strategies
Learning System
CONTEXT
PERFORMANCE/OUTCOME
LEARNER
ACTION
Institutions
Schools
Community
Teachers/Parents
Learning Communities
36
Strategies Context
Global Challenges
Emerging Technologies and Challenges
Information Highways
Changing Learner Profile
Changing Work Force
Changing Employability Skills
Shifting Social Dynamics
Inclusion
37
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
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
Edu. exp as of GDP
Govt. expenditure on education ( mn)
Illiteracy rate ()
16,923
4,264
844
194
52
14
Source Statistical Yearbook of Department of
Education, Govt of India
40
GLOBAL DIGITAL DIVIDE
41
Asia top ten Internet Countries
42
TECH SAVVY
43
Changing Learner Profile
Family Structure
Changed work Environment
Tech Savvy
Adolescent
Nuclear
Concerns
Families
Accessing Information
Knowledge Exponential Growth
44
CHANGING
PROFILE
LEARNER
45
CHANGING
PROFILE
LEARNER
46
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
47
Changing Employability Skills
Unorganized Sector 97
Languages Strength
Entrepreneurship
Shifting Work places - SOHO
48
Changing Employability Skills
Lifelong Learning Necessity
Life Skills
Dealing with 21st Century shifts Violence and
Terror Changing skill sets.
?
?
49
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
50
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
51
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
52
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
Annual/ Sports Day
  • Friends
  • Homes
  • Siblings

Labs
Corridors
Playground
Canteens
Travel
  • Seniors
  • School
  • play

Classrooms
Peer Learning
Virtual
Social Network sites
Interaction
Both formal and non-formal institutions
53
WHAT..???
  • Curriculum
  • Beyond The Curriculum

54
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

55
Disaster Management
Class - X
Class - IX
Class - VIII
56
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

57
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
58
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
59
New Electives at Senior Secondary Level
(Contd)
  • VOCATIONAL
  • FINANCIAL MARKET MANAGEMENT (FMM) 2007-08

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

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

62
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.

63
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
64
  • COMPREHENSIVE
  • SCHOOL
  • HEALTH
  • PROGRAMME
  • IN
  • CBSE SCHOOLS

65
Themes
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
Detailing Manuals.
  • Volume 3 - Upper Primary Level (Classes VI-VIII)
  • Volume 4 - Secondary and Senior Secondary Level
    (Classes IX-XII).

69
Themes Covered
  • Six different themes
  • Knowing your Body
  • Food and Nutrition
  • Personal and Environmental Hygiene

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

71
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

72
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)

73
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

74
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.

75
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)

76
Status of AEP - 2008
  • Programmes held under AEP in Sep-Nov 2008

NTT Programme 15
Advocacy Programme 15
77
Science Exhibition
  • Innovativeness
  • Creativity
  • Last 5 years
  • Regional Level
  • National Springdales School, Delhi
  • Best 20 exhibits
  • -Jawahar Lal Nehru Children 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 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.

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
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.

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

84
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.

85
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.

86
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.

87
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.

88
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.

89
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.

90
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
91
The Action Learning FormulaLearning (L) occurs
through Programmed Knowledge (P) or traditional
instruction, and Insightful Questioning (Q)
92
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 ?

93
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 www.cbse_at_nic.in)

94
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
95
Proposed Grading System for Classes IX and X
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
12/4/2008
95
96
Proposed Grading System For Classes IX and X
  • Candidates are divided into 4 major Groups

Group Marks Class Distribution of Candidates
Grade A 75and Above Distinction 3 Grades in the ratio 321
Grade B 60 74 I Division 1 Grade for all candidates
Grade C 33-59 II/III Division 3 Grades in the ratio 123
Grade F 32 and Below Failure 2 Grades in 0-19 and 20-32 range of marks
12/4/2008
96
97
Based on 5 Years average (2004-2008) Grades and
of Marks
Grade Grade Value Qualitative Value Languages Languages Other than Languages Other than Languages
Grade Grade Value Qualitative Value 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
97
98
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
99
  • CHANGED HOTS SLIDES

100
(No Transcript)
101
  • 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

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
Empowerment 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

104
Explore CBSE Website
105
Explore CBSE Website
  • Interaction with CM
  • SQP
  • Support Material
  • Olympiads
  • Subject Pages
  • Higher Order Thinking Skills

106
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)

113
Thank You
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