Download - India’s Big Challenge
Strategies for Universalizing
Secondary Education: Role of Boards
19th – 21st December, 2008, Ranchi
India’s Big ChallengeCountry Population Urban
PopulationPopulation below 15 years (%)
India 1130 Million 30% 33%
China 1310 Million 40% 20%
Brazil 186 Million 84% 27%
US 300 Million 80% 20%
Japan 128 Million 66% 13%
Country Life Expectancy
Adult Literacy
Enrollment
India 63.7 61% 63%
Sri Lanka 71.6 90% 62%
China 72.5 91% 69%
Brazil 71.7 89% 87%
Malaysia 73.7 88%
Mexico 75.6 92%
Large young population Could be an asset if educated and employed Potential social tensions if not well educated
Literacy: Long Way to Go
Rationale for Secondary EducationSecondary Education:
Develops faculties of critical thinking, abstraction, insight, skills and competence at a higher level
Foundation for higher education Requirement for employment and labour market quality Critical to social and economic development and growth Rates of return on secondary education are high Rising demand from elementary leavers International competitiveness Gender equity Requirement for primary teachers Poverty reduction and equity
Why Universalisation ?
• 19% of world’s children live in India. • Comprise 42% of country’s total
population.• Are voiceless and vulnerable. • Cannot advocate for themselves.• Well being of society depends on
investment in development of children.
National Policy on Education, 1986
(as modified in 1992)
“ Access to Secondary Education will be widened with emphasis on enrolment of girls, SCs & STs particularly in science, commerce and vocational streams.”
(Para 5.13)
Central Advisory Board of Education (CABE), Committee on Universalisation of
Secondary Education - Report of June, 2005
The guiding principles of Universal Secondary Education -- Universal Access, Equality and Social Justice
Norms for schooling to be developed for each state with common national parameters
Pressure on secondary education being felt and It will not be wise to wait till 2010
Financial requirement for universal elementary and secondary education is 5.1% of the GDP
Investment towards Universal Secondary Education must be made not later than 2006-07.
ICT in Schools Integrated Education for the Disabled
Children “SUCCESS” – Universalisation of Access to
Secondary Education Means-cum-Merit Scholarship Incentive for Girls Girls’ Hostel Vocationalisation of Secondary Education To universalize secondary education (class
IX and X) during the 12th Five Year Plan
Current schemes of Govt. of India
Challenges in Secondary Education
Access
QualityEquity
IssuesGender
Socio-Economic
Disability
Disadvantaged
Goal
To make secondary education of good quality available, accessible and affordable to all young persons
Expansion of Secondary Education
Objectives To make all secondary schools conform to
prescribed norms Availability and access to every one
Within 5 Kms for Secondary schools 7 to 10 Kms for Higher Secondary schools
in the 11th Plan and within 5 Km in the 12th Plan.
Equity through removal of gender, socio-economic and disability barriers
To ensure education of good quality for all students
Physical Targets Additional enrolment by 2011-12 : 66 lakh Strengthening of schools : 44,000 Upgradation of higher primary : 17,000
schools Additional teachers in existing : 3.02 lakh
schools Additional teachers for upgraded : 3.61
schools Additional Kendriya Vidyalayas and : 1000 + 700
Navodaya Vidyalayas Girls’ hostels : 3500
Expansion of Secondary Education
General Strategies Upgrade existing schools to achieve
prescribed norms Expand capacity of existing schools Open new schools (mostly by upgradation) in
areas with gaps Encourage good quality private schools Expand facilities for open and distance
learning Step up allocation to secondary education
from 0.9% of GDP to 2% of GDP in stages.
Expansion of Secondary Education
Components
1. Infrastructure Class-rooms Furniture Toilets Drinking Water Laboratory Library Electricity Phone and Internet Sports facilities Music Facilities Repair and Maintenance
2. Teachers Recruitment Deployment Training
Expansion of Secondary Education
3. Teaching aids ICT Models
4. School budget5. School Management
Headmasters’ capacity building Management Committee Involvement of local bodies
6. Supervision and monitoring School inspection
7. Incentives for girls, SC/ST, minorities and rural students
Curriculum
Beyond
Reforms in Secondary EducationExamination
Teachers
Infrastructure
Methodology Drop outs
Improving in
Empowerment
Quality•ICT/Technology
Quality Secondary Education
Transaction
S. No.
Indicators Boys Girls Total
1 Enrolment (IX-X)
1.46 crore
1.01 crore
2.43 crore
2 Gross Enrolment Ratio (IX-X)
57.39 45.28 51.65
3 Dropout rate(Class I-X)
60.41 63.88 61.92
Source:- Selected Educational Statistics, 2004-05
Secondary Education (IX-X): Indicators
Source:- Selected Educational Statistics, 2004-05
1 No. of Secondary schools 1.02 lakh
8210
2 No. of Higher Secondary schools 0.50 lakh
5170
3 No. of students ( Classes IX-X) 2.43 crore
7.5 lakhs
4 Estimated No. of students in classes IX-X in 2007-08
2.89 crore
5.4 lakhs
5 Population of 14-16 age group 4.71 crore
12.9 lakhs
6 No. of Teachers 10.82 lakh
0.9lakhs
Secondary Education (IX-X): Some Facts
CBSE
3 3
2 2 2
10.5
4
5 5 5 5 5 5
6
8 8
0
1
2
3
4
5
6
7
8
9
States
No
. of
Sc
ho
ols
AccessNo. of Secondary Schools ( Classes IX-X) per
100 Sq. Km. States having schools less and more than all India average
10 9 98 8 7
6 5 4 43 3
10 10 10
14 15 1617 18
19 19
23
0
5
10
15
20
25
States
No.
of S
choo
ls
Access No. of Secondary Schools (Classes IX-X) per lakh
Population
States having schools less than all India average
Percentage of Schools by Management
Management
Secondary
(IX-X)
Higher Secondar
y
(XI-XII)
Higher Second
ary
(XI-XII)
Government 42.96 37.17 37.70
Government-aided
28.52 31.04 3.02
Private unaided 28.52 31.79 59.28
Total 100.00 100.00 100.00
All India CBSE
9389
86 8581 80 79 79
70 70
61 61
0
10
20
30
40
50
60
70
80
90
100 Cuba
Sout Africa
Sri Lanka
Egypt
Thailand
Hongkong
Mexico
Vietnam
China
Malaysia
Indonesia
Asia
Participation
Gross Enrollment Ratio (Cross Country Comparison)
CU SA SL EG TH HG MX VT CH ML IND Asia
SOURCE: UNESCO Institute for Statistics, October, 2005
States having GER less than all India average
ParticipationGross Enrollment Ratio
5249 49
46 44 44 43 41
27 2622
0
10
20
30
40
50
60 All IndiaAssamU.P.M.P.ChhattisgarhRajasthanJ & KW.B.NagalandJharkhandBihar
ALL AS UP MP CH RJ JK WB NL JH BH
Source : Selected Educational Statistics 2004-05
States having GER more than all India average
ParticipationGross Enrolment Ratio (Classes IX-X)
525353535455575969
767780
93
0
20
40
60
80
100 All IndiaA.P.ArunachalHarynanaOrissaGujaratTripuraKarnatakaMaharashtraGoa UttrakhandT.N.Kerala
ALL AP AR HR OR GJ TR KN MH GA UT TN KL
Source : Selected Educational Statistics 2004-05
ParticipationDisparity in Gross Enrolment Ratio
(Classes IX-X)
52
45
37
5752
43 45
38
30
0
10
20
30
40
50
60
Overall Boys Girls
All SC ST
Source: Selected Educational Statistics – 2004-05
31 32
32 33
38 39 40
38
38
38
38 4
1 43 44
24 25 26 28
33 34 35
19 2
2
31
30 31 31
34
29
38
36 37 37
10
16
22 2
4
24 24
0
5
10
15
20
25
30
35
40
45
50
90-9
1
91-9
2
92-9
3
93-9
4
94-9
5
95-9
6
96-9
7
97-9
8
98-9
9
2001-0
2
2002-0
3
2003-0
4
2004-0
5 Total
Boys
Girls
Trend of Gross Enrolment Ratio
Source : Selected Education Statistics – 2004-05
Inclusion : Issues• Number of people with disabilities- growing• The number of people with disabilities in India is
substantial and likely to grow - disability does not “go away” as countries get richer
• People with disabilities in India are subject to deprivation in many dimensions of their lives.
• Social attitudes and stigma play an important role in limiting the opportunities of disabled people for full participation in social and economic life, often even within their own families.
• India has one of the more progressive disability policy frameworks in the developing world. However, there remain huge challenges in operationalizing the policy framework
• Increasing the status and social and economic participation of people with disabilities would have positive effects on everyone, not just disabled people.
• India has a vibrant and growing disability rights movement and NGO/DPO and civil society involvement in service delivery for people with disabilities.
• While there is a long way to go, focusing on “getting the basics right” on disability policy would allow for significant progress in the foreseeable future.
Inclusion : Issues
Disabled People are A Heterogenous Group
Hearing Speech
0.0
05
.01
.015
.02
Density
0 20 40 60 80 100Age at onset
0.0
05
.01
.015
.02
.025
Density
0 20 40 60 80 100Age at onset
0.0
1.0
2.0
3.0
4
Density
0 20 40 60 80 100Age at onset
0.0
05
.01
.015
.02
.025
Density
0 20 40 60 80 100Age at onset
Locomotor Mental
0.0
1.0
2.0
3
Density
0 20 40 60 80 100Age at onset
Visual
People with Disabilities are Subject to Multiple Deprivations
They are much more likely to be illiterate and out of school
Figure *.*: Share of 6-13 year olds out of school by social category, 2005
0 10 20 30 40 50 60 70
All childrenMales
FemalesSCST
OBCMuslim
All disabledMentalVisual
Hearing
SpeechLocomotor
Multiple
% of category out of school
High Priority to Education % of Government
Expenditure
India 10%
China 13%
Brazil 11%
US 15%
Switzerland 13%
Denmark 15%
Malaysia 25%
Given our large population below 15, we must spend more on quality primary & secondary education
Public
Social Private
An Interdependent Relationship…Collaborative Model
•Sustainable Schools•Every child matters Universalization
•Lack of resources •Inclusion•Global Ambitions
•Resources •Innovation•Corporate social responsibility
Product
Quality Product
Features
Product Style
& Design
Product Line
Product Mix
Curriculum Beyond
•School•Information•Community Group Meetings•Programmes
•School•Day boarding•Child Care Centre
•Aesthetics of schools•Location
•Curriculum•number of hours of schooling•assessment methodsEducation
as Service
• provide flexible education in terms of- pace- time- place
Product Quality• provide education through self-learning materials:-
- Print- Audio- Video- Internet
• provide freedom in selection of courses of study.
Education as service: CBSEProduct Features
INCREASE IN TOTAL NO. OF CANDIDATES CLASS X [2003-2008]
549321
591341
748007
688729
632014561367
050000
100000150000200000250000300000350000400000450000500000550000600000650000700000750000800000
2003 2004 2005 2006 2007 2008
YEARS
NO
. O
F C
AN
DID
AT
ES
No. of Candidates(Appeared)
CBSE
INCREASE IN TOTAL NO. OF CANDIDATES CLASS XII [2003-2008]
352105
387774
435648
484308
530199
404856
0
50000
100000
150000
200000
250000
300000
350000
400000
450000
500000
550000
600000
2003 2004 2005 2006 2007 2008YEARS
NO
. O
F C
AN
DID
AT
ES
(AP
PE
AR
ED
)
No. of Candidates(Appeared)
CBSE
Barrier of
Entry
Power of Consumers
Rivalry
Powerof
suppliers
Threat of substitutes Porter’s
5 Factors
Quality As Aspect of Universalisation
Learning Framework : Strategies
LEARNER
CONTEXT
ACTION
PERFORMANCE/OUTCOME
InstitutionsSchools
Community
Teachers/Parents
Learning System
Learning Communities
Strategies :Context
Global Challenges
Modest IT Penetration
Telephone Users Cell phone Users Internet users
India 45 82 55
Brazil 230 462 195
Sri Lanka 63 171 14
US 646 680 630
Iceland 653 1024 869
(Users per 1000 population)
India has Progressed
Source: Statistical Yearbook of Department of Education, Govt of India
81
7165
56
47
34
0
10
20
30
40
50
60
70
80
90
1951 1961 1971 1981 1991 2001
Illiteracy rate (%)
Edu. exp as % of GDP
1.48
2.11
2.98
3.844.11
0.64
0
2,000
4,000
6,000
8,000
10,000
12,000
14,000
16,000
18,000
1951 1961 1971 1981 1991 2001
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
1452 194
4,264
844
16,923
Govt. expenditure on education
($ mn)
GLOBAL DIGITAL DIVIDE
Asia top ten Internet Countries
TECH SAVVY
Changing Learner Profile
CHANGING
LEARNER
PROFILE
CHANGING
LEARNER
PROFILE
21st Century Workforce21st Century Workforce
Changing Employability SkillsChanging Employability Skills
Changing Employability Skills
▪
▪
Jobs in this new millennium require a student to be an
effective
Adapted from Tom Friedman’s book: The World Is Flat (2006)
HOW ? - Transaction Strategies - Experiential Learning - Reflective Model - Effective Technology Enhanced - Learning Environment
WHAT ? – Curriculum National ?!!!
WHO ? –
WHEN ? – WOMB – TO TOMB ! Lifelong Learning
WHERE ? – Changing School Buildings Virtual Classrooms Blogging
ACTORS
ACTORS
Strategies : Action
Parents
Principal
Teachers as
Peers
+
Friends
Learners
WHO
Educ
ator
s
/
Lead
ers
Who ? LeadersInformation Leadership•A whole school information / philosophy approach / vision
•Understand the core issues of student learning
•Interpret educational & administration needs into technological solutions
•Multiple intelligences integrated
•Life-Skills•Values Enhanced Framework
Role
Models
Self
Este
em
Iden
tity
Crisis
Adolescent Issues
Refusal SkillsDecision Making
Negative Peer Pressure
Positive Peer Pressure
Maximum time spent
Major Influence
WHO??? WHO???ALL
STAKEH
OLD
ERS
!
SCHOOLS Policy / Vision•Include all stakeholders (Sts.Trs/Parents PE + LS•Curriculum + Beyond • CCE • Comp. School Health
WOMB TO TOMBLife long Learning
Both formal and non-formal institutions
Schools formal
dissolving boundaries
Cante
ens
Pla
ygro
und
Corr
idors
Labs
Non-form
al in
stitu
tions
Media El
ectr
onic
•TV
•Mov
ies
•Int
erne
t
•New
spap
er
•Jou
rnal
s
•Mag
azin
e
Peer Learning
•Friends
•Homes
•Siblings
•Seniors
•School
•playElders
Nuclear
Parental time
Monitoring
InteractionSocial Network sites
Virtual Classrooms Travel
Home
Annual/
Sport
s
Day
WHEN AND WHERE???
•Curriculum
•Beyond The Curriculum
WHAT..???
Languages – Communicative Language Teaching
○ English ○ Japanese – VIII – 2008-09○ Sanskrit ○ German – VI – 2008-09○ French ○ Bahasa Maleyu – X – 2008-09
Mathematics Science Social Science I.T. Enrichment activities Examination Reforms
CBSE AS A PACE SETTER
Disaster Management
Class - XClass - IXClass - VIII
• Upper Primary Level (VI-VIII) - Computer basics as part of work experience.
• Secondary Level ( IX & X) - I I T - Additional Subject
• Senior Secondary Level (XI & XII) - 3 Electives
1. Computer Science2. Informatics Practices3. Multimedia & Web Technology
Information Technology based
Subjects
New Electives at Senior Secondary Level
Academics
•Creative Writing and Translation Studies: 2007– 08.
Reader – Class XI
Reader – Class XII
FIRST BOARD EXAM- 2009
Contd…
•Heritage Crafts– XI - 2008-09– XII - 2009-10
•Graphic Design– XI - 2008-09– XII - 2009-10
Readers NCERTReaders NCERT
Readers NCERTReaders NCERT
New Electives at Senior Secondary Level
VOCATIONAL
• FINANCIAL MARKET MANAGEMENT (FMM) – 2007-08
Contd…Contd…
(Contd…)(Contd…)
New Electives at Senior Secondary Level
• 03 Vocational + 01 Language + 01 Elective (+ 01 Additional Elective) .
• Joint
Certification by CBSE and NSE
New Electives at Senior Secondary Level (Contd…)(Contd…)
Health Care Sciences
•Class XI 2009 – 2010
•First Board Examination 2011
Joint certification with FICCI
Promoting Innovation and Creativity in School System
• Strengthening school cluster system through ‘Sahodayas’.
• Student support activities through participation in Olympiads, Science exhibition, quizzes, etc.
• Nurturing creativity in indigenous and modern knowledge in collaboration with National Innovation Foundation.
What ??
Policy – (School Management)
Health & Wellness Clubs
Health Education Life SkillsAEP
Class IX & XIRevised
Manuals (in process)
Integrated Components(Eco – Clubs – Peace & Value Education)
Teachers’ Manual - I – VIII
Teachers’ Manual - IX
Curriculum Plus
Classes VI – VIIIRevised Teachers’ Manual
for Class VI (2008-09)
Classes 1 – 12Vol IVol II
Vol IIIIVol IV
COMPREHENSIVE SCHOOL HEALTH
PROGRAMME IN
CBSE SCHOOLS
Themes
Food and Nutrition
Personal And Environmental
Hygiene
Physical Fitness
Being Safe AndResponsible
Knowing your body
Behaviour And Life Skills
Health Manuals- An Overview
Comprehensive School Health Manuals (C.S.H.M):
Holistic health ( physical, mental, emotional and psychological health).
Formal and informal approaches in curriculum pedagogy for health promotion.
Emphasis on providing a safe school environment.
Detailing Manuals….
Four Manuals:
Volume 1 – all stakeholders
Volume 2 - Primary Level (Classes I-V)
Volume 3 - Upper Primary Level (Classes VI-VIII)
Volume 4 - Secondary and Senior Secondary Level (Classes IX-XII).
Detailing Manuals….
Themes Covered…• Six different
themes : Knowing your
BodyFood and
NutritionPersonal and
Environmental Hygiene
Physical Fitness
Being Responsible
SafeBehaviour and Life Skills.
Themes Covered…
• Work with others• Learn from others• Ask questions• Be open to other points of view• Learn to defend your point of
view• Don’t automatically accept fact
unless you know it to be true• Challenge assumptions
What ? Beyond
WHY Life Skills?
Students Feedback AEP 2007 • Information on Adolescent
Education is very useful to understand the adolescent issues.
Mr. Nupur Jha ( DAV Public School, Sikkam)
• Adolescent Education is very useful and we don’t have previous knowledge on these issues, and we would like to attend this type of programme in future.
Mr. Pankaj Kr Giri ( DAV Public School, Sikkam)
CBSE - AEPWhat ?
Teachers Feedback On AEP
• Adolescence Education Programme is important as it helps students in understanding in a better way Mrs. Alpana Sharma Ms. Ruchi Bhargava (Nodel Teachers) Jaipuria Vidyalaya, Jawahar Lal Marg, Jaipur-302018
•
• During psychological and physical changes, the child’s energy should be properly channelised. Mrs. Meenakshi Sharma
• Effective communication and working towards one’s goal help to cope up with stress and emotions.
• Mr. Suresh Chand
What ?
Principals Feedback On AEP
• We are satisfied with this seminar and it is better to give knowledge on AEP Issues.
• Ms. Suchita (Principal)
• Such type of programme are really useful. These
may help in overall development and help to cope up problemsof
life. Such type of programme should be conductedregularly.
What ?
Parents Feedback On AEP This programme should not be implemented
through schools rather teacher should trained the parent and parents will trained their adolescence.
Mrs. Jaya Srivastava (Varanasi)
• In my opinion information parents should be given full information from schools, so, that parents can guide at home properly.
Mr. Ram Chand Narayan Pandey(Varanasi)
• Sex education is not necessary in our culture and tradition, parent should teach adolescence.
Dr. O. P. Chaudhary (Varanasi )
• This programme is beneficial for parents if parents gets proper knowledge, they can guide their children at home.
Dr. D. N. Ojha (Varanasi)
What ?
Status of AEP - 2008
Programmes held under AEP in Sep-Nov 2008
NTT Programme
15
Advocacy Programme
15
– Innovativeness
– Creativity
– Last 5 years
– Regional Level
– National Springdales School, Delhi
– Best 20 exhibits
-Jawahar Lal Nehru Children Science Exhibition
Science Exhibition
Enrichment Activities
Heritage India Quiz National Informatics
Olympiad Group Mathematics
Olympiad National Innovation
Programme
(with IIM, Ahmedabad)
Sahodaya - Concept
• School Clusters
• Spirit of ‘Caring and Sharing’– Information and
resources
• Encourages Community of Practices
• 250 Sahodayas networking 4500 schools
Losing an edge, Japanese envy Indian Schools
• JAPAN – Growing Craze for Indian Education
– think of India as world’s ascendant education superpower
• Bookstores are filled with titles like “Extreme Indian Arithmetic Drills” and “The Unknown Secrets of the Indians.” Newspapers carry reports of Indian children memorizing multiplication tables far beyond nine times nine, the standard for young elementary students in Japan.
The New York Times….
• Japanese praise Indian Education. Envy Indian Learners:
– learning more at an earlier age.– an emphasis on memorization.– focus on the basics, particularly in
math and science.
Training And Empowerment
• In-service Teacher Training programme through Sahodayas.
• Empowerment of Heads of Institutions in collaboration with top business schools and also with NUEPA.
• Theme based regional and national level Sahodaya conferences.
How ?
Dimensions of effective technology enhanced learning environments:
Task-OrientedTask-Oriented
ChallengingChallenging
CollaborativeCollaborative
ConstructionisConstructionistt
ConversationaConversationall
ResponsiveResponsive
ReflectiveReflective
FormativeFormative
How ?
Task-Oriented
The tasks faculty set for students define the essence of the learning environment. If appropriate, tasks should be authentic rather than academic.
AcademiAcademicc
AuthenticAuthentic
How?
Collaborative
Web-based tools for group work and collaboration can prepare students for team work in21st Century
work environments.
Art, dance, and music students are collaborating to produce online shows with digital versions of their works and performances for critique by international experts.
Unsupported
Integral
How?
Constructivist
Faculty should engage students in creating original knowledge original knowledge representations representations that can be shared, critiqued, and revised.
Students in fields ranging from Creative Writing to Heritage CraftCraft are producing portfolios.
Replication
Origination
How?
Conversational
Students must have ample time and secure spaces for in-depth discussions, debates, arguments, and other forms of conversation.
New knowledge and insight are being constructed in conversation spaces such as GDs and e-e-learning forums.learning forums.
One-way Multi-faceted
How?
Reflective
Both faculty and learners must engage in deep reflection and metacognition. These are not instinctive activities, but they can be learned.
Teacher preparation : Teachers are keeping electronic journalselectronic journals to reflect upon the children they teach, and their roles as advocates for children.
Shallow Deep
How?
Learning To Learn? How can you calculate the return on
your education investment in schooling? What will you be doing five years after
you leave school
RECOMMENDATIONS:– Learn to learn and learn to like it.– Study whatever subject you like, but
recognize that you can broaden your skill base considerable by choosing elective courses wisely.
– Develop life skills that will enable you to provide value to a variety of organizations.
How ?
1. Personal awarenessSelf-concept, identity,realistic self-esteem,
self-direction, autonomy
3. Task awarenessUnderstanding,
using, constructing, communication skills in context
2. Process awareness:
learningMonitoring, reflection,cooperation, critical
self-assessment
Experientiallearning
Teacher’s professional awareness
Professional autonomy, communicative action,commitment to learning
Culture of learning institution and society
Quality of learning environment, culture of learning community, collaboration between
participants
Experience
ReflectApply
Conceptualize
How ?
The Action Learning Formula:
Learning (L) occurs through Programmed Knowledge (P) or traditional instruction, and
Insightful Questioning (Q)
•paani geela geela kyon?gol kyon hai zameen?•silk mein hai narmi kyon?aag mein garmi kyon?do aur do paanch kyun nahin?•ped ho gaye kam kyon?teen hai ye mausam kyon?chaand do kyon nahin?•duniya mein hai jung kyon?behta laal rang kyon?sarhadein hai kyon har kahin?•socha hai… ye tumne kya kabhi?socha hai… ki hai ye kya sabhi?socha hai… socha nahin toh socho abhi•behti kyon hai har nadee?hoti kya hai roshni?barf girti hai kyon?•dost kyon hai rooth te?taare kyon hai toot te?badalon mein bijli hai kyon ?
Lyrics of a Popular Film Song•sanaata sunaee nahin deta
aur hawaein dikhayee nahin deteensocha hai… kya kabhi… hota hai ye kyon?•Aasman hai neela kyon?paani geela geela kyon?gol kyon hai zameen?•silk mein hai narmi kyon?aag mein garmi kyon?do aur do paanch kyun nahin?•ped ho gaye kam kyon?teen hai ye mausam kyon?chaand do kyon nahin?•duniya mein hai jung kyon?behta laal rang kyon?sarhadein hai kyon har kahin?
• Focus on Inquiry Skills• Power of Demonstration• ‘Learning by Doing’
- Class VI• ‘Science is Doing’
- Class VII
(available on CBSE website : [email protected])
At the Upper Primary LevelParadigm shift in Science Teaching
ViolencesNPE – 1986, POA – 1992
NCF - 2005PURPOSE
•Improve teaching learning
•Develop learning abilities through activities rather then exams
CCE
FEATURES
•Covers all aspects
•Continuous – Continual
•Comprehensive Personal
Scholastic Curricular + Co-scholastic Social
LS
TechniquesTechniquesObservationObservationOralOral
ToolsToolsObservatioObservation schedulen scheduleOral Oral questionsquestionsDiagnostic Diagnostic testtest
TechniquesTechniquesOralOralWrittenWritten
ToolsToolsOral questionsOral questionsQuestion paperQuestion paperAssignmentAssignmentprojectprojectDiagnostic testDiagnostic test
TechniquesTechniquesOralOralWrittenWrittenPracticalPractical
ToolsToolsOral questionsOral questionsQuestion paperQuestion paperAssignmentAssignmentProjectProjectDiagnostic testDiagnostic testActivity/experimentActivity/experiment
TechniquesTechniquesWrittenWrittenPracticalPracticalViva voceViva voce
ToolsToolsQuestion paperQuestion paperAssignmentAssignmentProjectProjectPractical Practical (activity / (activity / experiment)experiment)Oral questionsOral questions
TechniquesTechniquesWrittenWrittenPracticalPracticalViva voceViva voce
ToolsToolsQuestion paperQuestion paperAssignmentAssignmentProjectProjectPractical (activity / experiment)Practical (activity / experiment)Oral questionsOral questionsPortfolioPortfolio
Classes I & IIClasses I & II
Classes III,IV & VClasses III,IV & V
Classes VI to VIIIClasses VI to VIIIClasses IX & XClasses IX & X
Classes XI & XIIClasses XI & XII
5-point gradingA* Outstanding 90-100
A Excellent 75-89
B Very Good 56-74
C Good 35-55
D Scope for
improvement Below 35
Classes I - V
Classes VI – XII
7-point grading
A* 90 and aboveA* 90 and above A 80 to 89A 80 to 89
B* 70 to 79B* 70 to 79 B 60 to 69 B 60 to 69 C 45 to 59C 45 to 59 D 33 to 44D 33 to 44 E Below 33 percentE Below 33 percent
Proposed Grading System for Classes IX and X
12/4/2008 95
Rational & Efficacy of Proposed systemAbsolute Grade System and applicable for all Subjects
Easy to Understand as the broad cut-off marks are pre-determined
Based on historic concept of Class and Division
Comparability between Schools and Boards
Comparability among different kinds of Schools
Easily Implementable in large as well as small population
Graphical Representation in major Subjects is nearer to Bell Shape (Normal Curve)
In line with the Grading System adopted by the Board in Classes upto V and VI-VIII
Proposed Grading System For Classes IX and X
12/4/2008 96
• Candidates are divided into 4 major GroupsGroup % Marks Class Distribution of
Candidates
Grade A 75and Above Distinction 3 Grades in the ratio 3:2:1
Grade B 60 – 74 I Division 1 Grade for all candidates
Grade C 33-59 II/III Division
3 Grades in the ratio 1:2:3
Grade F 32 and Below Failure 2 Grades in 0-19 and 20-32 range of marks
Based on 5 Years average (2004-2008) – Grades and % of Marks
97
Grade
Grade Value
Qualitative Value
Languages Other than Languages
% Marks % of Cand % Marks % of Cand
A1 9 Outstanding 90 – 100 4.70 94 – 100 5.04
A2 8 Excellent 82 – 89 9.39 86 – 93 10.08
A3 7 Exceptional 75 – 81 14.09 75 – 85 15.12
B4 6 Very Good 60 – 74 26.54 60 – 74 21.27
C5 5 Good 47 – 59 19.39 46 – 59 19.79
C6 4 Marginal 36 – 46 12.93 36 – 45 13.19
C7 3 Average 33 – 35 6.46 33 – 35 6.60
F1 2 Poor 20 – 32 3.95 20 – 32 4.85
F2 1 Unsatisfactory 00 – 19 2.54 00 – 19 4.08
Social Science XGeography 22History 22
Eco
P.Sc
Internal Evaluation
Project work 06
School Based 20
Formative & Summative
10Assignment CW & HW 04
AssignmentsX-4 diff. assignments1 assignment – D.M.
Mode - 5 points Rating A-5 B-4 C-3 D-2 E-1
Avg. out of 4
IX not carried over
Project W-61 project – DM9-15 pagesHand writtenCIR – 18/2006 20/2008
Assessment of PW▪Content – 2 ▪Presentation – 1▪Process – 1 ▪Viva - 2
Science XTheory 60VSA 1 x 9 09SA-I 2 x 9 18SA-II 3 x 6 18LA 5 x 3 15
XIIVSA 1 x 10 10
LAQ 6 x 7 42SAQ 4 x 12 48
X
SA-II 3 x 10 30
VSA 1 x 10 10SA-I 2 x 5 10
LA 6 x 5 30
02 - VIVA
03 - Record Work15 - Skills
20 20MCQ ½ x 10MCQ 1 x 10
Practical - 40Q
MAP6 Items
2-History4-GeographyTotal 29 Qs.
Formative and summative Class – IX Final scores reduce 10% Class – X Average UTs any 2-10%
4 – Maps2 – Maps 18 18T h e o r y - 80
Mathematics
DM ProjectAssignmentsCirculars Nos
15-200820-2008
31-2008
CHANGED HOTS SLIDES
Examination Reforms•Based on NCF 2005
•Restructured Qs Papers•Moving Content – Application
•Higher Order Thinking Questions•Integrated School based Internal
AssessmentX - •Math •Science •Social Science
Support material
•SQP’s (Print website)
•Marking Schemes
•Performance Analysis
De-stressing •No school bag
•No Home Work (upto class II)
•Focus on Soft Skills - Art, Music, Dance & Craft
•Alternative of HW
•( I-V)
Concessions – Visually Challenged•Seating Arrangement•Amanuensis•Enlarged print in Math & Sc. & Tech•Can offer Music, Home Sc. even if not available in school
Concessions – ‘Differently Abled’
• Studying 3rd lang. upto
class–VIII–exemption
•Can use an amanuensis•Ground floor seating•Alternative as visuals
•15 min. Reading time
•9 point scale•Spot Evaluation
•0.1% merit•CCE
•Addition time-3hrs-60mins
-2 ½ hrs -50mins- 2hrs -40mins-1 ½ -30mins
Amendment after GB, June•Persons with Disabilities – New nomenclature
•Use of computer/typewriter (outside Delhi also )
•Fee to amanuensis
•PD – visit to centre allow a week in advance
•Helper/scribe from host school for practical
Sports attendance for CBSE/SGFI – 60% instead of 75%
Support ServicesTele-counseling
Students Enrolled with CBSE
• Gets five chances to take in public examination.
• Has the choice to appear in one subject or a combination of upto seven subjects.
• To be successful must qualify at least five subjects
• No upper age limit has been prescribed.
Training Programme for Principals will be conducted by IIM, Bangalore at its campus.
– Programme 1 : Dec. 15 - Dec. 19. 2008– Programme 2 : Jan. 12 - Jan. 16 - 2009 – Programme 3 : Jan. 27 - Jan. 31 – 2009– Programme 4 : Feb. 16 - Feb. 20 - 2009
On-line Registration Form – www.cbse.nic.in
– NUEPA : Jan. 05 - Jan. 09 - 2009
Contd…
Empowerment Programmes
Explore CBSE Website
Explore CBSE Website
• Interaction with CM• SQP• Support Material
– Olympiads
• Subject Pages• Higher Order Thinking
Skills
583
175
329
1372
48
0
200
400
600
800
1000
1200
1400
1600
Acad. Admin. Aff. Exam RO
Category
No
. of Q
ues
tion
s re
ceiv
edStatus of ‘Interact with Chairman’Total questions received so far (last
two weeks)
Future Projection• Frequently Asked Questions (FAQs) related to:
Social
Studies(DM,Projects)
Secondary Maths
Academic Sr. Secondary Economics(text book)
Biology
Bio-technology
Secondary
Examination Sr. Secondary
Status
Affiliation Online Mode
Vision• Strengthening Position of CBSE in Overseas.
• Developing Curricula Internationally Competitive.
• Bring Global Dynamics in School Education.
• Provide leadership in School Education for other Countries.
• Offer affordable Cost effective International Curriculum worldwide.
Academics
• Pilot Project with Australian Counsel for Educational Research (ACER) for Data analysis alongwith Training Workshops for Evaluators.– Class XII , English & Economics
• Pilot Project on School Mapping – locating CBSE Affiliated School on Public Mapping System – development of an in-house GSM Gateway Solution to
provide alert based on-line facility to all stakeholders.
• In-house Training Centre at Academic Unit for Capacity Building and dissemination of knowledge.
Launch of National Urban Eco-Sanitation and Green School Initiatives
• 100% sanitation during 11th Five Year Plan
• Awareness – Behavioural change
• Green School – Reduce, Reuse, Recycle – Rain water harvesting
• Pilot Project – 100 Schools
(25 KVs + 25 Govt. sch + 50 PVT Sch)
Forging Ahead
• Need to embrace sustainable development across the education system so that best practice and become the norm as common practice.
• CBSE schools provide examples of ‘good practices’ which can be replicated.
We have exactly enough timestarting now.
Dana Meadows (Environmentalist)