Chairman's presentation at 15th National Sahodaya ... - CBSE

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					15th   National Sahodaya
        Conference

10th   –   12th   December 2008
                                        Synergy of
                                    Virtual Classrooms
                                   with real classrooms
             Positive Assessment                            Impact of
                      for                               Multipolar Learning
                Constructivist                                   in
                    Learning                         Formal Learning Systems




Value Conflict Management                                           Integrating Life Skills
            in a                  Empowering                                  in
      dynamic society                                                 School Environment
                                Each Learner for
                                the 21st Century


        Emerging role of
                                                              Inclusivity in Learning
           Teachers as
                                                                     Processes
   Socially Conscious Leaders



                      Re-engineering learning     Health as a
                             towards             component of
                        ‘Learning to Learn’     Holistic Learning
   Empowering Each Learner
Learning Framework : Strategies
                  Learning System

 CONTEXT


  LEARNER      PERFORMANCE/OUTCOME



  ACTION
                                    Schools
                Institutions        Community
                                    Teachers/Parents

                Learning Communities
Strategies :Context
        Strategies :Context
             Global Challenges
• From delivering content to building capacity.
• From stand alone institutions to value-added
  networks.
• From setting and delivering curriculum to co-
  creating curriculum.
• From standard operating        procedures   to
  creative adaptations.
Global Challenges
        MEDIA – PRINT – ELECTRONIC
               CHALLENGES
                      Values and Violence
   PhoneChannel
    http://www.digitalopportunity.org/article/archive/1072/

   Interactive textbooks
    http://www.phschool.com/social_studies/

   Tablet PCs
    http://www.communities.hp.com/online/blogs/highered/archive/2007/09/28/HPPost4561
    .aspx

   Computerised tutor
   http://in.youtube.com/watch?v=lxUzKoIt5aM
   http://www.boloji.com/mahabharata/index.htm
   www.culturalindia.net/indian-folktales/panchatantra-tales/index.html
   http://www.harappa.com/gandhi.html
Changing Learner Profile
21st 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???                    SCHOOLS
                                         Policy / Vision
                                                                          WHO???
         •Include all stakeholders (Sts.Trs/Parents      PE + LS
         •Curriculum + Beyond     • CCE • Comp. School Health




                                                                          Who ? Leaders
                                                                   Information Leadership
                                                                   •A whole school information /
                                  Parents                           philosophy approach / vision
                                                                   •Understand the core issues of
                                                                    student learning
                   Peers                                           •Interpret educational &
                      +     Learners Principal                      administration needs into
                                                                    technological solutions
                   Friends                                         •Multiple intelligences
                                                                    integrated
                                  Teachers                         •Life-Skills
                                     as
                                                                   •Values Enhanced Framework
WHEN     AND                 WHERE???
       WOMB TO TOMB
         Life long
         Learning


                Elders

                     Nuclear

                         Parental time
          Schools
          formal               Monitoring

         dissolving
        boundaries




   Both formal and non-
   formal institutions
                  When ?
Active Learning Beyond The
         Classroom
• How students spend their time…
  – Class            15 hours (or less)
  – Work             21 hours (or more - 30%)
  – TV               7 hours (33%)
  – Leisure Reading           3-10 hours (38%)
  – Organized student activity 

                                 3-10 hours
   (47%)
  – Informal conversation with other students
              When ?
Active Learning Beyond The
        Classroom
  • Active Learning
    Strategies:

           – Study groups
        – Journals and diaries
        – Experiential learning
         – Student research
•Curriculum

•Beyond The Curriculum
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
     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) - 3 Electives
   1. Computer Science
   2. Informatics Practices
   3. Multimedia & Web Technology
 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…
New Electives at Senior Secondary
              Level
  • Heritage Crafts
    – XI - 2008-09 Readers NCERT
    – XII - 2009-10


  • Graphic Design
    – XI - 2008-09 Readers NCERT
    – XII - 2009-10
New Electives at Senior Secondary
              Level           (Contd…)




  VOCATIONAL
  • FINANCIAL
    MARKET
    MANAGEMENT
    (FMM) – 2007-08

                                  Contd…
New Electives at Senior Secondary
              Level           (Contd…)



 • 03 Vocational +
   01 Language +
   01 Elective
   (+ 01 Additional
   Elective) .

 • Joint Certification
   by CBSE and NSE
   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

                                                                   AEP
Health Education                Life Skills
                                                               Class IX & XI
 Classes 1 – 12                 Curriculum Plus                   Revised
     Vol I                                                        Manuals
     Vol II                     Classes VI – VIII               (in process)
    Vol IIII                Revised Teachers’ Manual
    Vol IV                   for Class VI (2008-09)



                          Integrated Components
                  (Eco – Clubs – Peace & Value Education)
                                          
                        Teachers’ Manual      -         I – VIII
                              Teachers’ Manual -       IX
COMPREHENSIVE
    SCHOOL
    HEALTH
  PROGRAMME
       IN
 CBSE SCHOOLS
                 Themes
                    Knowing
                   your body



  Behaviour
 And Life Skills                Food and
                                Nutrition




Being Safe And                 Personal And
 Responsible                   Environmental
                                 Hygiene
 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)
       Detailing Manuals….

Volume 3 - Upper
 Primary Level
 (Classes VI-VIII)

Volume 4 -
 Secondary and
 Senior Secondary
 Level (Classes IX-
 XII).
        Themes Covered…
• Six different
  themes :
Knowing your
  Body
Food and
  Nutrition
Personal and
  Environmenta
  l Hygiene
       Themes Covered…
Physical
 Fitness
Being
 Responsible
 Safe
Behaviour
 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      15
Programme
Science
 Exhibition
 – Innovativeness
 – Creativity
 – Last 5 years
 – Regional Level
 – National Springdales
   School, Delhi
 – Best 20 exhibits
   -Jawahar Lal Nehru
     Children 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.
              How ?
    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-Oriented
                      Challenging
                      Collaborative
                      Constructionist
                      Conversational
                      Responsive
                      Reflective
                      Formative
             How?
        Task-Oriented
 Academic               Authentic

The tasks faculty set
for students define
the essence of the
learning environment.
If appropriate, tasks
should be authentic
rather than academic.
                        How?
                     Collaborative
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.
                      How?
              Constructivist
   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.
                    How?
             Conversational
   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.
                              How?
                         Reflective
   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.
            How ? Reflection

Continuous process of reconstruction of experience

      Anticipate           Reflection
          ↓
         Act
          ↓               Looking   Ahead
       Observe                     (Interplay)
          ↓               Looking Back
  Organise Ideas for
       the future
                  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 awareness
                             Self-concept, identity,
                             realistic self-esteem,
                            self-direction, autonomy

 3. Task awareness                  Experience               2. Process
   Understanding,                                            awareness:
 using, constructing,     Apply
                                  Experiential Reflect         learning
   communication                    learning           Monitoring, reflection,
   skills in context               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
           How ? Action Learning~
            Dr. Reg Revans (Cambridge)


•   There can be no learning without action.
•   Effort, practice and implementation needed
•   Promote local action and learning
•   Organizational implications
•   Supports creative integration of thinking    &
    doing,    theory &   practice,  academic     &
    practitioner.
•   Knowledge is transferable
•   Action learning empowers the learner
                                                  Strengths
                                              • Relevance to students
                                              • Teaches complex problem solving
                                              • Develop skilled leaders and develop teams
                                              • Produces tangible outcomes: empowering
Characteristics



                                              • Promotes “best practice”


                                              `

                  • Emphasis on learning by doing
                  • Conducted in teams
                  • Addresses social/organizational issues
                  • Participants placed into problem-solving roles
                  • Team decisions are required
                  • Formalized into presentations
                          reflect on personal empowerment
                          strategies that worked/did not work
The Action Learning Formula:
Learning (L) occurs through Programmed Knowledge (P) or
  traditional instruction, and Insightful Questioning (Q)
              How ?
        Learning To Learn
? Is teaching more      Recommendations
 than the conveying
                         – Learning is not
 knowledge?                passive.
? Can teachers teach     – Learn what the
                           problems are.
 anybody anything?
                         – Recognize that
? What is the              learning is your
 difference between        problem
                           (opportunity).
 knowledge and
 knowing?
                      How ?
          Learning To Learn
          (Article by Smith)
? Is it okay to make       Recommendations:
  mistakes?
                             – Learn      to      ask
? Is competence really         questions.     If you
  being able to solve          have a question, you
  problems          w/o        can be certain that
  hesitation?                  many others have the
? What reactions do            same question.
  you expect if you tell
  a teacher (a friend)       – True competence does
  that you do not              not mean not making
  understand                   errors. It means well
  something?                   thought out judgment
                               and decisions based on
                               available   information
                               and experience.
           Lyrics of a Popular Film Song
•paani geela geela kyon?           •sanaata sunaee nahin deta
gol kyon hai zameen?                aur hawaein dikhayee nahin
•silk mein hai narmi kyon?          deteen
aag mein garmi kyon?                socha hai… kya kabhi… hota
do aur do paanch kyun nahin?
•ped ho gaye kam kyon?              hai ye kyon?
teen hai ye mausam kyon?           •Aasman hai neela kyon?
chaand do kyon nahin?               paani geela geela kyon?
•duniya mein hai jung kyon?         gol kyon hai zameen?
behta laal rang kyon?
sarhadein hai kyon har kahin?      •silk mein hai narmi kyon?
•socha hai… ye tumne kya kabhi?     aag mein garmi kyon?
socha hai… ki hai ye kya sabhi?     do aur do paanch kyun nahin?
socha hai… socha nahin toh socho
abhi                               •ped ho gaye kam kyon?
•behti kyon hai har nadee?          teen hai ye mausam kyon?
hoti kya hai roshni?                chaand do kyon nahin?
barf girti hai kyon?
•dost kyon hai rooth te?           •duniya mein hai jung kyon?
taare kyon hai toot te?             behta laal rang kyon?
badalon mein bijli hai 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 : )
Performance / Outcome – Ref.
              Formative
Fixed Assessment          Developmental
Learning environments
can be designed to
allow students to
develop prototype
solutions over time
rather than to find one
right answer that
someone else has
defined.
     Performance / Outcome
       Formative Example
Faculty should
engage their
students in ongoing
efforts to evaluate
and refine their
work related to
authentic tasks to
encourage lifelong
learning.
                                                           Classes I & II
                                 Techniques          Tools
                                 Observation         Observatio
                                 Oral                n schedule
                                                     Oral
                                                                                                                  Classes III,IV & V
                                                     questions
     Classes XI & XII                                Diagnostic                                               Techniques Tools
Tools                                                test       FEATURES                                      Oral       Oral questions
Question paper                                                •Covers all aspects                             Written    Question paper
Assignment                                                 •Continuous – Continual                                          Assignment
Project                                           •Comprehensive                   Personal                                 project
Practical (activity / experiment)          Scholastic Curricular + Co-scholastic    Social Classes I - V                    Diagnostic test
Oral questions                                                                    LS 5-point grading
Portfolio                                                        CCE
                              Classes VI – XII                                         A* Outstanding 90-100
                                                                                            A Excellent   75-89
                                                          NPE – 1986, POA – 1992
    Techniques                 7-point grading                                              B Very Good   56-74
    Written                   A* 90 and above              Violences
                                                             NCF - 2005
                                                             PURPOSE
                                                                                            C Good
                                                                                            D Scope for
                                                                                                          35-55

    Practical                 A 80 to 89                 •Improve teaching learning         improvement   Below 35
    Viva voce                                         •Develop learning abilities through
                            B* 70 to 79                  activities rather then exams

                               B 60 to 69
              Classes IX & X C 45 to 59                                                                       Classes VI to VIII
     Techniques Tools                 D 33 to 44
     Written        Question paper
                                          E Below 33 percent                                          Tools
     Practical      Assignment                                                                        Oral questions
     Viva voce      Project                               Techniques                                  Question paper
                        Practical                                         Oral                        Assignment
                        (activity /
                        experiment)
                                                                          Written                     Project
                        Oral questions                                    Practical                   Diagnostic test
                                                                                                      Activity/experiment
                                    Social Science X
                           History 22             Geography 22
                           2 – Maps     Eco P.Sc     4 – Maps
                                              18 18
               T h e o r y - 80
                                          Science X
                                  Theory 60
                                   VSA         1x9           09
   Internal                        SA-I        2x9           18            Assignments
                                   SA-II       3x6           18
   Evaluation                      LA          5x3           15            X-4 diff. assignments
 School Based                                  XII                         1 assignment – D.M.
                                       VSA 1 x 10 10                        Mode - 5 points Rating
      20                               SAQ 4 x 12 48                         A-5
                                       LAQ 6 x 7 42                                    Avg. out of 4
 Formative &                             Mathematics
                                                                             B-4
                                                                             C-3       IX not carried
Summative 10                           LA      6x5      30                   D-2
                                       SA-II   3 x 10   30                   E-1
                                                                                       over
 Assignment                            SA-I    2x5      10                   Project W-6
                                       VSA     1 x 10   10                   1 project – DM
 CW & HW 04               02 - VIVA             X                            9-15 pages
 Project work 06          03 - Record Work           MCQ 1 x 10
                                                                             Hand written
                                                                             CIR – 18/2006
       Formative and      15 - Skills                MCQ ½ x 10                    20/2008

       summative                    20                  20        Assessment of PW
          Class – IX                  Practical - 40              ▪Content – 2
           Final scores reduce 10%          Q     DM Project      ▪Presentation – 1
                                           MAP Assignments        ▪Process – 1
              Class – X
                                         6 Items Circulars Nos    ▪Viva - 2
                 Average UTs any 2-10% 2-History 15-2008
                                          4-Geography 20-2008
                                          Total 29 Qs. 31-2008
CHANGED HOTS SLIDES
                                                                     Support material
                      Support Services
                      Tele-counseling                                •SQP’s (Print
                                                                     website)
                                                                     •Marking Schemes
                                                                     •Performance
                                                                     Analysis
  Concessions – Visually
        Challenged                Examination Reforms                                           De-stressing
                                                                                                •No school bag
•Seating Arrangement                    •Based on NCF 2005                              •No Home Work (upto class II)
•Amanuensis                                                                                  •Focus on Soft Skills
•Enlarged print in Math &             •Restructured Qs Papers
                                                                                         - Art, Music, Dance & Craft
Sc. & Tech                         •Moving Content – Application                                   •Alternative of
•Can offer Music, Home                                                                                   HW
Sc. even if not available in     •Higher Order Thinking Questions
school                                                                                                   •( I-V)
                           •Integrated School based Internal Assessment
                                X - •Math •Science •Social Science
                                                                           Amendment after GB, June
                                          •15 min. Reading time
                                               •9 point scale
                                                                  •Persons with Disabilities – New nomenclature
       Concessions – ‘Differently Abled’ •Spot Evaluation         •Use of computer/typewriter (outside Delhi also )
                                                •0.1% merit
                • Studying 3rd lang. upto           •CCE
                                                                  •Fee to amanuensis
                   class–VIII–exemption       •Addition time      •PD – visit to centre allow a week in advance
                                              -3hrs-60mins
              •Can use an amanuensis -2 ½ hrs -50mins             •Helper/scribe from host school for practical
                •Ground floor seating        - 2hrs -40mins       Sports attendance for CBSE/SGFI – 60% instead
                                              -1 ½ -30mins        of 75%
                   •Alternative as visuals
             Future Initiatives
             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
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)
                             1600
                                                                1372
 No. of Questions received




                             1400
                             1200

                             1000
                              800
                                     583
                              600
                              400                      329
                                             175
                              200                                      48
                                0
                                    Acad.   Admin.     Aff.     Exam   RO
                                                     Category
              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.
       New Initiatives
• Formulation of Policy for optimum
  Enrollment of Students in Affiliated
  Schools.
• Policy for restricting enrollment in
  Schools Violating rules.
• Outsourcing work of Affiliation
  Branch.
• Creation of a Committee for further
  International Presence of CBSE
                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 – 30th Jan, 2009
 • 100% sanitation during 11th Five Year
   Plan
 • Awareness – Behavioural change
 • Green School – Reduce, Reuse, Recycle
                 – Rain water harvesting
 • Pilot Project – 100 Schools
  (25 KVs + 25 Govt. sch + 50 PVT Sch)
       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                                                                          82
      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
                                  3:2:1
  Grade B 60 – 74        I Division   1 Grade for all candidates

  Grade C 33-59          II/III       3 Grades in the ratio
                         Division     1:2:3
  Grade F   32 and Below Failure      2 Grades in 0-19 and 20-
                                      32 range of marks

12/4/2008                                                     83
     Based on 5 Years average (2004-2008) – Grades and % of
                             Marks
Grade Grade Qualitative        Languages              Other than Languages
      Value 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
                                                                         84
     Ideas for the
        Future
 „Schooling in India has
 been a struggle, both
 before and since
 Independence But
 what has now changed
 is the growing
 awareness about
 education and a
 demand for it that
 cuts across income
 groups‟.

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

             Nandan Nilekani
            ‘Imagining India’
         Ideas for the Future
Solar electric system
  powered
  – Computer lab
  – Internet      connected
    satellite disk in South
    Africa

  Thomas L. Friedman
  HOT, FLAT and CROWDED
    Ideas for the Future
Localization and
  Globalization
        
    balance
  Humanization
  One natural
 resource we still
   have human
     ingenuity
We have exactly enough time –
        starting now.


 Dana Meadows (Environmentalist)

				
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