Strategies for Universalizing Secondary Education Role of Boards

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

India’s Big Challenge Country Population Urban 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 q Could be an asset if educated and employed q Potential social tensions if not well educated Literacy: Long Way to Go

Rationale for Secondary Education: q q q q q 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 q The guiding principles of Universal Secondary Education -Universal Access, Equality and Social Justice q Norms for schooling to be developed for each state with common national parameters q Pressure on secondary education being felt and It will not be wise to wait till 2010 q Financial requirement for universal elementary and secondary education is 5. 1% of the GDP q Investment towards Universal Secondary Education must be made not later than 2006 -07.

Current schemes of Govt. of India q ICT in Schools q Integrated Education for the Disabled Children q “SUCCESS” – Universalisation of Access to Secondary Education q Means-cum-Merit Scholarship q Incentive for Girls q Girls’ Hostel q Vocationalisation of Secondary Education q To universalize secondary education (class IX and X) during the 12 th Five Year Plan

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

Expansion of Secondary Education Goal q. To make secondary education of good quality available, accessible and affordable to all young persons Objectives q To make all secondary schools conform to prescribed norms q Availability and access to every one q Within 5 Kms for Secondary schools q 7 to 10 Kms for Higher Secondary schools in the 11 th Plan and within 5 Km in the 12 th Plan. q Equity through removal of gender, socio-economic and disability barriers q To ensure education of good quality for all students

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

Expansion of Secondary Education General Strategies n Upgrade existing schools to achieve prescribed norms n Expand capacity of existing schools n Open new schools (mostly by upgradation) in areas with gaps n Encourage good quality private schools n Expand facilities for open and distance learning n Step up allocation to secondary education from 0. 9% of GDP to 2% of GDP in stages.

Expansion of Secondary Education Components 1. Infrastructure § § § 2. Class-rooms Furniture Toilets Drinking Water Laboratory Library Electricity Phone and Internet Sports facilities Music Facilities Repair and Maintenance Teachers § § § Recruitment Deployment Training 3. Teaching aids § § 4. 5. School budget School Management § § § 6. Headmasters’ capacity building Management Committee Involvement of local bodies Supervision and monitoring § 7. ICT Models School inspection Incentives for girls, SC/ST, minorities and rural students

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

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

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. 9 lakhs Source: - Selected Educational Statistics, 2004 -05

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

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

Percentage of Schools by Management All India Secondary (IX-X) CBSE Higher Secondary (XI-XII) Higher Secondar y (XI-XII) Government 42. 96 37. 17 37. 70 Government-aided 28. 52 31. 04 3. 02 Private unaided 28. 52 31. 79 59. 28 100. 00 Total

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

Participation Gross Enrollment Ratio q 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

Participation Gross Enrolment Ratio (Classes IX-X) q 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

Participation Disparity in Gross Enrolment Ratio (Classes IX-X) Source: Selected Educational Statistics – 2004 -05

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

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.

Disabled People are A Heterogenous Group Hearing Speech Locomotor Mental Visual

People with Disabilities are Subject to Multiple Deprivations They are much more likely to be illiterate and out of school

High Priority to Education % of Government Expenditure India China 10% 13% Brazil US Switzerland Denmark Malaysia 11% 15% 13% 15% 25% Given our large population below 15, we must spend more on quality primary & secondary education

An Interdependent Relationship… Collaborative Model • Sustainable Schools • Every child matters Universalization Public Social • Lack of resources • Inclusion • Global Ambitions Private • Resources • Innovation • Corporate social responsibility

Curriculum Product Quality Product Mix • School • Information • Community Group Meetings • Programmes Product Line • School • Day boarding • Child Care Centre Beyond Product Features Education as Service • Curriculum • number of hours of schooling • assessment methods Product Style & Design • Aesthetics of schools • Location

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.

CBSE

CBSE

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

Quality As Aspect of Universalisation Learning Framework : Strategies Learning System CONTEXT LEARNER PERFORMANCE/OUTCOME ACTION Institutions Schools Community Teachers/Parents 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 Edu. exp as % of GDP Govt. expenditure on education ($ mn) Illiteracy rate (%) 16, 923 4, 264 844 52 194 14 Source: Statistical Yearbook of Department of Education, Govt of India

GLOBAL DIGITAL DIVIDE

Asia top ten Internet Countries

T E C H S A V V Y

Changing Learner Profile

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

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

21 st Century Workforce

Changing 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)

Strategies : Action WHO ? – ACTOR S 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

WHO WHO? ? ? rs ad e en ce / tim es pe ive P Le fl u s um In or or xim Negative P eer Pressu re king ion Ma is is te Es ls Mode Role em tit y Cr o + es en Ad ent c s le Peers u Iss lf al us f e R lls Ski Parents Learners Principal Friends Se Decis at nt eer P ress ure Id ST Ma uc aj Ed AK A EH LL O LD E RS ! Policy / Vision • Include all stakeholders (Sts. Trs/Parents PE + LS • Curriculum + Beyond • CCE • Comp. School Health M Posit WHO? ? ? SCHOOLS Teachers as 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

a di M e er ap p s P ews rnal ine N • ou gaz • J a • M t rin V ies t • T ov rne • M nte • I s en d e t n n Ca grou y rs Pla rido r Co abs L l/ ua Day n An orts Sp No r t ec l E Ho m Nuclear e Parental time Schools formal Monitoring dissolving boundaries g n -fo rm Elders c i on in n i al ns s rn ea enior ol r. L • S cho • S lay • p t sti Life long Learning WHERE? ? ? e Pe io ut WOMB TO TOMB s nd rie es • F om ngs • H ibli • S WHEN AND Inter a S o c i a l Net ction w Virt ork sites ual Cl a s s r oom s Trav el Both formal and nonformal institutions

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

CBSE AS A PACE SETTER ØLanguages – Communicative Language Teaching ○ English ○ Japanese – VIII – 2008 -09 ○ Sanskrit ○ German – VI – 2008 -09 ○ French ○ Bahasa Maleyu – X – 2008 -09 ØMathematics ØScience ØSocial Science ØI. T. ØEnrichment activities ØExamination Reforms

Disaster Management Class - VIII Class - IX Class - X

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) 1. Computer Science 2. Informatics Practices 3. Multimedia & Web Technology - 3 Electives

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

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

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

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

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

What ? ? 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.

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

COMPREHENSIVE SCHOOL HEALTH PROGRAMME IN CBSE SCHOOLS

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

Health Manuals- An Overview Comprehensive School Health Manuals (C. S. H. M): ØHolistic health ( physical, mental, emotional and psychological health). ØFormal and informal approaches in curriculum pedagogy for health promotion. ØEmphasis on providing a safe school environment.

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

Detailing Manuals…. ØVolume 3 - Upper Primary Level (Classes VI-VIII) ØVolume 4 Secondary and Senior Secondary Level (Classes IXXII).

Themes Covered… • Six different themes : ØKnowing your Body ØFood and Nutrition ØPersonal and Environmenta l Hygiene

Themes Covered… ØPhysical Fitness ØBeing Responsible Safe ØBehaviour and Life Skills.

What ? Beyond WHY Life Skills? • 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 ? CBSE - AEP 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)

What ? 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)

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

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

Enrichment Activities Ø Heritage India Quiz Ø National Informatics Olympiad Ø Group Mathematics Olympiad Ø 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.

How ? Training And Empowerment • In-service Teacher through Sahodayas. Training programme • 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: l Task-Oriented l Challenging l Collaborative l Constructionist l Conversational l Responsive l Reflective l Formative

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

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

How? Constructivist Replication 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. Origination

How? Conversational One-way 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 elearning forums. Multi-faceted

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

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

Lyrics of a Popular Film Song • paani 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 ? • sanaata sunaee nahin deta aur hawaein dikhayee nahin deteen socha hai… kya kabhi… hota hai ye kyon? • Aasman hai neela kyon? paani 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?

At the Upper Primary Level Paradigm 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@nic. in)

Classes I & II Techniques Observation Oral Classes XI & XII Tools Observatio n schedule Oral questions Diagnostic test FEATURES Classes III, IV & V Techniques Oral Written • Covers all aspects Question paper • Continuous – Continual Assignment • Comprehensive Personal Project Scholastic Curricular + Co-scholastic Social Classes I - V Practical (activity / experiment) Oral questions LS 5 -point grading CCE Portfolio A* Outstanding 90 -100 Classes VI – XII Techniques Written Practical Viva voce 7 -point grading A* 90 and above A 80 to 89 NPE – 1986, POA – 1992 NCF - 2005 Violences PURPOSE • Improve teaching learning • Develop learning abilities through A Excellent B Very Good C Good Oral Written Practical Oral questions Question paper Assignment project Diagnostic test 75 -89 56 -74 35 -55 D Scope for improvement activities rather then exams B* 70 to 79 B 60 to 69 C 45 to 59 Classes IX & X D 33 to 44 Techniques Tools E Below 33 percent Written Question paper Assignment Practical Techniques Project Viva voce Practical (activity / experiment) Oral questions Tools Below 35 Classes VI to VIII Tools Oral questions Question paper Assignment Project Diagnostic test Activity/experiment

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

Proposed Grading System For Classes IX and X • Candidates are divided into 4 major Groups Group % Marks Class Distribution of Candidates Grade A 75 and 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 12/4/2008 32 and Below Failure 2 Grades in 0 -19 and 2032 range of marks 96

Based on 5 Years average (2004 -2008) – Grades and % of Marks Grad Qualitative e e Value Languages Other than Languages % Marks % of Cand A 1 9 Outstanding 90 – 100 4. 70 94 – 100 5. 04 A 2 8 Excellent 82 – 89 9. 39 86 – 93 10. 08 A 3 7 Exceptional 75 – 81 14. 09 75 – 85 15. 12 B 4 6 Very Good 60 – 74 26. 54 60 – 74 21. 27 C 5 5 Good 47 – 59 19. 39 46 – 59 19. 79 C 6 4 Marginal 36 – 46 12. 93 36 – 45 13. 19 C 7 3 Average 33 – 35 6. 46 33 – 35 6. 60 F 1 2 Poor 20 – 32 3. 95 20 – 32 4. 85 F 2 1 Unsatisfactory 00 – 19 2. 54 00 – 19 4. 08 97

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

CHANGED HOTS SLIDES

Support Services Tele-counseling Support material • SQP’s (Print website) • Marking Schemes • Performance Analysis Concessions – Visually Challenged • Seating Arrangement • Amanuensis • Enlarged print in Math & Sc. & Tech • Can offer Music, Home Sc. even if not available in school Examination Reforms De-stressing • Based on NCF 2005 • Restructured Qs Papers • Moving Content – Application • Higher Order Thinking Questions • Integrated School based Internal Assessment X - • Math • Science • Social Science • No school bag • No Home Work (upto class II) • Focus on Soft Skills - Art, Music, Dance & Craft • Alternative of HW • ( I-V) Amendment after GB, June • 15 min. Reading time • 9 point scale Concessions – ‘Differently Abled’ • Spot Evaluation • 0. 1% merit • Studying 3 rd lang. upto • CCE class–VIII–exemption • Addition time -3 hrs-60 mins • Can use an amanuensis -2 ½ hrs -50 mins - 2 hrs -40 mins • Ground floor seating -1 ½ -30 mins • Alternative as visuals • 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%

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.

Empowerment Programmes Training Programme for Principals will be conducted by IIM, Bangalore at its campus. – – Programme 1 Programme 2 Programme 3 Programme 4 : : Dec. 15 - Dec. 19. 2008 Jan. 12 - Jan. 16 - 2009 Jan. 27 - Jan. 31 – 2009 Feb. 16 - Feb. 20 - 2009 On-line Registration Form – www. cbse. nic. in – NUEPA : Jan. 05 - Jan. 09 - 2009

Explore CBSE Website

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

Status of ‘Interact with Chairman’ Total questions received so far (last two weeks)

Future Projection • Frequently Asked Questions (FAQs) related to: Social Studies(DM, Projects) Academic Secondary Maths 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 11 th 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 time starting now. Dana Meadows (Environmentalist)