Вы находитесь на странице: 1из 140

17 th NATIONAL

SAHODAYA CONFERENCE
1 9 th - 21 st DECEMBER ,
2010
Vineet Joshi
Chairman, CBSE
 Section I- OVERVIEW

 Section II- MANAGING CHANGE


FOR BETTER LEARNING

 Section III- INITIATIVES


 Section IV- ROAD AHEAD


 SECTION I –
 OVERVIEW
CBSE : National Board
41 School Boards in India
3 National Boards
• 2 formal education sector
• 1 non formal education sector
CBSE – 11 , 040 school
24 countries
▪Private ▪ Kendriya Vidyalayas
▪ State Government ▪ Navodaya Vidyalayas
▪ CTSA ▪Others

a ) Kendriya Vidalayas - 940


b ) JNV - 543
c ) Govt . School - 1857
d ) Independent Schools - 7641
e ) CTSA - 59 4
98 CBSE SCHOOLS - 11 , 040

140 173
330
665

242
853 182
1773
165 29
504 19
1299
330
49
24

198 07
615 288
168 Maharashtra 348
347
03 Andhra Pradesh 284 Manipur 50
Arunachal Pradesh 244 Meghalaya 19
181 Assam 169 Mizoram 8
Bihar 362 Nagaland 30
313
Chhattisgarh 362 Orissa 192
Goa 9 Punjab 682
09 Gujarat 209 Rajasthan 544
Haryana 912 Sikkim 183
280
Himachal Pradesh 177 Tamil Nadu 258
388
Jammu & Kashmir 100 Tripura 24
08 Jharkhand 294 Uttar Pradesh 1358
252 Karnataka 408 Uttarakhand 338
Kerala 845 West Bengal 169
842 Madhya Pradesh 646 A&N 100
Daman & Diu 5 Chandigarh 140
Delhi 1800 D&N Haveli 53
Lakshadweep 4 Puducherry 11
 SCHOOLS ABROAD
 157 SCHOOLS IN 23 COUNTRIES

•Bangladesh
01
•Bahrain
06
•Burma
01
•Ethiopia
02
•Iran
01
•Saudi Arabia
25
•Kuwait
16
•Libya
02
•Oman •West Africa
11 01
•Afghanistan •U . S . S . R .
01 01
•Nepal •Yemen
12 01
•Qatar •Indonesia 6
07 01
CHANGING PARADIGMS
– SIR KEN ROBINSON
GLOBAL CHALLENGES

Virtual Online
Classrooms
Multipolar Teachers
Distance/online
learning
Smart Learning
Inclusive
Schools Holistic Practices
e- Life
HealthSkills
learni Programme
Multiple
ng
Environmental Intelligences
Value
Concerns
Integration of s
Lifelong
CONTEXT OF LEARNERS
AND TEACHERS


Emerging Technologies and

 Inclusion Challenges
Information Highways

Changing
¦ Learner

Profile Changing Work
Force
Changing

Shifting Social

Employability Skills
Global Dynamics
Challenges
CHANGING LEARNER
PROFILE
Family Changed work
Structure Tech Savvy
Environment
Adolesce
nt
Concern
Nuclear
s Families

Accessing
Information
Knowledge Exponential
21ST CENTURY
WORKFORCE
Economically High
Disadvantaged School
Wome
Single Students
n International
Parents Veteran
Students
s l l y
Immigrant r ic a
i st o e n
s H r e s Adult
r r e p
Seni n d
College e Learners
or U e d
Citiz Students t
ens Returning
CHANGING
EMPLOYABILITY SKILLS
 Unorganized Sector –

97%
Entrepreneurship Languages –
Strength

Shifting Work places


- SOHO
CHANGING
EMPLOYABILITY SKILLS

Lifelong Learning –
Necessity
Life Skills

Dealing with 21st



Centur y shifts
V▪iolence and Ter r or
Changing skill sets
JOBS IN THIS NEW
MILLENNIUM REQUIRE A
STUDENT TO BE AN
EFFECTIVE:
 Collaborato Synthesize
 r Leverager r

 Model
Adapter builder

Localizer/Personalize

Explaine r
r

Adapted from Tom Friedman’s book: The World Is



AND
WHEN??? Life WHERE???
WOMB TO TOMB
long
Learning

Elder
t ro s
l ec c Ho
m a i oan s l
E ni Nucle me
r
- f o t uetd i TV
• ies t ar
n M o v ne
Parenta
N o s t i Print •M t e r
n
in •Newspaper
•I l time
•Journals SCHOOLS Monitor
•Magazine
FORMAL ing
d s
An por

n
Co ygr ns

DISSOLVING
Pl ntee

e s
S

i gs
nu ts
rr ou

r
La rs
a

BOUNDARIES e
Ca

F n
Da s

s• Hom li
al
id nd

g
b

r
o l • ib n
y

i
o

Trav i
n oo S n
Vir Clas el S e •
a r
Soc
tua
l
sro
o • Sch y L e
ial Int ms • pla
Net era • e r
wor cti P e
k s on
ite
s
Both formal and
non - formal
awareness
How?? Self - concept ,
identity ,
realistic self -
3 . Task esteem ,
awareness self - direction ,
Understanding , Experien
autonomy 2 . Process
ce awareness :
using , Appl
Experient Refl
learning
constructing , y ial ect
Monitoring ,
reflection ,
communication learning
Conceptua cooperation ,
skills in lize critical
context self - assessment
Teacher ’ s
professional
awareness
Professional autonomy ,
communicative action ,
commitment
Culture of tolearning
learning
institution
and society
Quality of learning
environment , culture of
learning
community , collaboration
between participants
SECTION – II

MANAGING CHANGE FOR


BETTER LEARNING
Examination Reforms - CCE
A Historical Perspective
Scheme - CCE - 3 parts
Part -
I
Scholastic
Assessment

1A 1B
Work Experience , Art
Education , Health Educati
Formative Assessment Summative Assessment
( FA ) ( SA )
Ist Term At the end of Ist Term At the end of IInd Term
( April - Sept ) IInd Term
( Oct - March )
20 % marks 40 % marks
10 % marks 10 % marks
10 % marks 10 % marks

Part - 2 Part - 3

Co - scholastic Co - scholastic
Areas Activities

2A 2B 3A 3B
Literary andHealth and Physical Educati
Attitudes and Values
Life Skills Creative Activities
Classes I & II
Technique Tools
s Observa
Observati tion
on schedul
Oral e Classes III , IV
Oral & V
Classes XI & questio Technique Tools
XII
Tools ns s Oral questions
FEATURES Question paper
Question paper DiagnosCovers all aspects
Oral
Written Assignment
Assignment tic Continuous – Continual project
Project test
Comprehensive Diagnostic
Practical ( activity / Personal
test
experiment
experiment)) Classes I -
Oral questions Scholastic Curricular + Co - scholasticV
Portfolio
Social
CCE 5 - point grading
A * Outstanding 90 -
LS 100

Techniques Classes VI – NPE


XII– 1986 , POA – 1992 A Excellent
75 - 89
NCF - 2005
Written 5 - point grading B Very Good
74
56 -
Practical PURPOSE
C Good
Improve teaching learning
Viva voce 35 - 55
Develop learning abilities D Scope for
through activities rather
improvement
then exams Below 35 Classes VI to VIII
Co - scholastic Areas Tools
Class es IX & Life Skills Questions
Questions
X Work Education
Visual & Performing Tools
Observation
Observation
Techniqu Tools Schedule
es Question Arts Oral questions Interview schedule
Written paper Attitudes & Values Question paper Checklist
Checklist
Practica Assignment TechniqueAssignment Rating scale
l Project Anecdotal records
Practical s Project Document analysis
Viva ( activity / Oral Diagnostic Tests and
voce experiment
experiment))
Oral
Written test Inventories
Portfolio analysis
questions PracticalActivity / exper
iment
GRADING SCALE
FOR SCHOOL ASSESSMENT
Assessment areas : GRADING SCALE
( Point )
Part 1 A : Scholastic 9
Part 1 B : Scholastic 5

Part 2 : Co - Scholastic
Part 2 A : Life Skills 5
Part 2 B : Attitudes & Values 3

Part 3 : Co - Scholastic
Part 3 A : Co - curricular Activities 3
Part 3 B : Health & Physical Education 3
ADDRESSING
RESISTANCE
TO CHANGE
RESISTANCE TO CHANGE
TYPES OF RESISTANCE

• Emotional
• Cognitive
• Intentional
• Imagined
• Healthy resistance
• Insidious resistance – placid and
acceptable on the surface but
instigate others behind the
back
CAUSES OF RESISTANCE

• Habit
• Inertia
• Fear of the unknown
• Absence of the skills required to
tackle the change, diligence
and hard work

ADDRESSING
RESISTANCE
• Addressing the concerns- firmly
and quickly
• Open communication channels
• Active listening
• Evidences, facts and research
support
• Using media-both print and
electronic
• Positive and reinforcing
messages
TEACHER
EMPOWERMENT
Let’s talk about
Empowerment
The definition of Empower Empowerment has to start with someone
is: and that is usually a Leader. But TOP
DOWN management is not what we’re
To Enable or Permit looking for. A Leader must have a Vision
To Authorize or Allow but must be able to Give that Vision to
To Sanction those who can make it happen – the staff!

Disseminate
Vision
Articulate
Goal
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.
INDUCTION PROGRAMMES FOR
THE PRINCIPALS OF NEWLY
AFFILIATED SCHOOLS -2010
S. No. Dates Venue No. of Participants

1. 14.9.10 Delhi Public School, Ghaziabad, 27


Vasundhara
2. 22.9.10 Kothari International School, Noida 37
3. 28.9.10 Centre Point School, Nagpur 60
4. 12.10.10 Delhi Public School, Bhilai, 31
Chhatisgarh
5. 21.10.10 Scholars Home Senior Secondary School, 30
Dehradun
6. 25.10.10 B. B. U. L. Jain Vidyalaya, Bangalore 67
7. 08.11.10 Cambridge International School, 42
Jalandhar
8. 15.11.10 Delhi Public School, Guwahati 17
9. 22.11.10 Indore Public School, Indore 29
10. 29.11.10 Delhi Public School, Patna 18

TOTAL 358
CAPACITY BUILDING
PROGRAMMES FOR THE
PRINCIPALS
• Indian Institute of Management, Ahmedabad –
10 years
• National University of Educational Planning and
Administration, New Delhi – 10 years
• Indian Institute of Management, Bangalore – 9
years
• Indian Institute of Management, Lucknow – 5
years
• Indian Institute of Management, Kolkata – 3
years

First time this year


• Indian Institute of Management, Kozhikode


• Indian Institute of Foreign Trade
• Educational Technology and Management
Academy, Gurgaon
BENEFITS OF TEACHER
EMPOWERMENT
vEnhanced participation in school
decision making
vEnhance teachers' commitment

vEnhanced expertise

vEnhanced student achievement

vEnhanced student performance

vImprovement in instruction and


pedagogical quality
K n o w le d g e B a se d S e co n d a ry S ch o o l

School Competencies

1 2 . o p e re r m e t h e t e a

in and
the
Wor ati mbe
oth

e n caine s
sib all
ped

kin ng

co ndi in i o n s e o f

in
11 t wi th al

ago

pon hic
g i wit

ly

t
of cal
. he th t a

e
lo si p e and ed
Co

p
g

i oumn c t m a n c

of
res ng et
n c h t

m
lv
i
-o sc par e v en

o
pe ho en a ts

C
ti a l vo

Pr o f e s s i o n a t
wi oci

c
rs

o- he
ra ol ts ri

e c du in

l
s

en a l je
r
rfo
ti s , ou

pm on ro
cti

ll vi g

v
ng ta an s
h g
s a,

2. pe
m

t
1.A
wi ff,
a

f
l
llyiona

c
t

Be
10.

ve es
h
Com c a s
i s or
and municat r i t r o f et h e d g e

de of
d
c

pr
teac correct ing cle ng p g wl e
hing ly ar cti tin kno min
g
lang in the ly 3 . A p r e f o r
uage er s o f
p e re ’ s
i n tj e c t n
i on
encies

LEVEL - I ob e
4. Desig ltur
new un i n
t e g r a t i n ge s l e a rcn i n g ti oenasc h i n g -
Te a c h i n g C o m pe t

9 I n ogi t h e s u bu gn c ts i t u a t i o n s
. n
technol he preparatio
int o t
t of l e a r n efd j e c t m a t t e r t of o r
elopmen be
and dev g-learning to 5.
i n Di

encies
t e a c h n g
hi 6. le re c
a c s f ar ti
te nt le or t nin ng
Eva lea
e

Te a c h i n g C o m pe t
ud ar he g te
rk oup- he

of

g
s e g rn g t d

in st
cl y th isi g an

ne s a
d con itu chi
lua rni

t
ap y te ati ng-
Ad he it Level
tin ng
su gan ng,
w a p e r vi z i n

nt on
s

8 . t r s
ve -II to s
or anni

g t

i
wo

d be
ies

he
Pl

as
Teaching Compet7enc

pro
.

gre

Level -
III
ss

LEVEL l : INITIAL TEACHER EDUCATION


LEVEL II : TEACHER INDUCTION
LEVEL III : PROFESSIONAL DEVELOPMENT
THE MASTER
 

It is related by a sufi master that, when he was a youth, he wanted to attach
himself to a teaching master. He sought the sage, and asked to become his
disciple.
The teacher said: “You are not yet ready.” Since the young man was insistent,

the sage said:” Very well, I will teach you something. I am going on a
pilgrimage to Mecca. Come with me.” The disciple was overjoyed. “Since we
are traveling companions,” said the teacher,” one must lead, and the other
obey. Choose your role.”
“I will follow, you lead,” said the disciple. “If you know how to follow,” said the

master.
The journey started and it started to rain. The master got up and held a

covering over the disciple, protecting him. “But this is what I should be doing
for you,” said the disciple.
“I command you to allow me to protect you thus.” Said the sage.

When it was day the young man said:” Now it is a new day. Let me be the

leader, and you follow me.” The master agreed. “I Shall now collect
brushwood, to make a fire,” said the youth.
“You may do no such thing; I shall collect it,” said the sage.

“I command you to sit there while I collect the brushwood!” said the young

man.
“You may do no such thing, “said the teacher,” for it is not in accordance with

the requirements of discipleship for the follower to allow himself to be served


by the leader.”
SUPPORTING TEACHERS IN
IMPLEMENTING CCE
C C E : S y ste m o f sch o o l- b a se d
e v a lu a tio n o f stu d e n ts th a t
co v e rs a ll a sp e cts o f

Students ’
Development
Continuous Comprehensive

Learning Assessment Scholastic aspects Co - scholastic


periodic Scholastic aspects aspects
include curricular Co - scholastic
areas or subject aspects
specific areas include life
as skills ,
Co - curricular ,
attitudes and
values
Website for disseminating
Information
CCE- SUPPORT
MATERIAL
S U P P O R T M A T E R IA L
O N L IN E
D IS A S T E R
M A N A G EM EN T
Class - Class - X
VIII
Class -
IX
C B S E – S u p p o rt –
C E N B O S E C - Q u a rte rly
Jo u rn a ls

51
Report Book for Class
IX
CCE - CERTIFICATE OF SCHOOL -
BASED ASSESSMENT
EMBEDDING TECHNOLOGY IN
CCE ENVIRONMENT
ICT IN SCHOOLS
 Introduction

• ICT - crucial resource in education .


• Children use computers from an early


age and continue to university
level .

• Children taught practical ICT skills


that are transferable into the work
place .
Objectives of the ICT in
schools

• Establish an enabling environment to


promote the usage of ICT in schools.
• Enhance the learning levels of students
in Mathematics, Pure Sciences, Social
Sciences, Language and numerous
Extra- Curricular activities
• Promote critical thinking and analytical
skills by developing self –learning
• Enable students to acquire skills
needed for the digital world for
higher studies and gainful
employment.
• Build capacity in teachers to upgrade
EMERGING TECHNOLOGIES
& CHALLENGES
rewriting the rules of engagement
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/20

§ 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
E V O LU T IO N O F IC T IN
E D U C A T IO N
M a ste r MP 1 : ICT literacy MP 2: Promotion and PM 3: Advances ICT use inMP 4: Utilization based
stabilization of ICT use Education ICT
P la n s in Education

Goal Establish ICT Promotion of use of ICT Advances in Education Creative ICT based
infrastructure in Education and research Education / Learning

ICT Infrastructure building Development and Customized learning Create digital


ICT literacy education distribution of content Develop digital ecosystem for learning
Develop -
 

Internet portal service National system for textbooks and research


ment through CBSE website sharing educational U-Learning pilot Intensify ICT use

 contents projects Focused on side effects

 Digital Library System National Teacher of ICT


Improving teaching methods Training Information Data and evidence based

Teaching / Learning center Service on policy making


Cyber Home Learning System  Encourage state

holder’s participation
and communication
Promote internal ICT

use in education

Training Focus on ICT literacy ICT use ICT Leadership Creative HRD using
Directio ICT
n
DIGITAL CONTENT

Interaction
Learning
Modules/
activities
Connection Connection of
to national/ Lesson
contents owned
Plans
International Textbook by social/cultural
knowledge Institutions
Multi-
Data media
Searching
Hyperlink
you tube
Teacher TV

Learning Assessment
Management tools
System
ICT: OPEN SOURCES

Encourage students and teachers to improve their ability to develop and apply
new teaching/learning models and methods that are appropriate for the changing
educational environment
Social
Networking Software
Digital Twitter
Textbook,
e-Book
Facebook

Cloud
Service Leveraging WIKI
Resources to make
Cloud Education/Learning
App. Open Education Resource
Creative
OCW
Cloud
computing

Simulation Technologies
Semantic
Web
3D : Second Life, AR, VR
STRENGTHENING FORMATIVE
LEARNING
• Formative assessment is thus carried
out during a course of instruction for
providing continuous feedback to both the
teachers and the learners for taking
decisions regarding appropriate
modifications in the transactional
procedures and learning activities .

• Summative assessment is carried
out at the end of a course of
learning . It measures or 'sums -
up' how much a student has
learned from the course . It is
usually a graded test , i . e ., it
is marked according to a scale
or set of grades
FORMATIVE ASSESSMENT
Diagnosti
For the c For the Student
Teacher
• Informs teacher where nHelps student identify
the the problem areas
 need / problem lies . nProvides feedback and
• Focus on problem area . support.

Remedial

nHelps to improve


performance
• Helps teacher give nProvides opportunity to
specific improve performance
 feedback
• Provide relevant support
• Plan the next step
METHODS OF ASSESSMENT

1 . Observation
2.

3 . Assignment
4.

5 . Projects
6.

7 . Portfolio
8.

9 . Checklist
10.

1 1 . Rating scale
12 .

1 3 . Anecdotal
records
TECHNIQUES FOR
EFFECTIVE ASSESSMENT
• Conversational skills
• Assignments
• Verbal skills
• Subject wise academic quiz
• Project / research
• Intellectual activity ( on the spot
activities )
• Presentations .
• Group discussions
• Computer skills .
• Activities for better understanding of
the concept .
• Observation and evaluation through
practice .
RESPONDING TO DIVERSITY
THROUGH
THE MASTER
CCE
 Inclusive education is an
evolving practice . It is a
means , not an end ; a journey ,
not a destination ; a process ,
not a product . It may start
without waiting for discourses
to close and policy to change ,
for children of today cannot
wait , and their education
cannot stop .
 Madan Mohan Jha
 ( School Without Walls )
Inclusive, Learning-
Friendly Environment in
Includes ALL
children : girls Schools
Safe ; protects ALL
Culturally sensitive ,
celebrates
and children from harm ,
boys : those from differences and
violence and abuse attempts
different cultural
or learning
linguistic opportunities
backgrounds ; to create for
those with ALL children
special abilities Promotes
or Inclusive ,
Learning - participation ,
learning needs cooperation , and
Friendly
Environment collaboration
based on shared
Families , teachers vision and
and communities values Promotes healthy
are lifestyles
involved in and Life Skills
children ’ s learning
Learning is relevant
Promotes to
Gender fair opportunities for children ’ s daily
and teachers to learn lives ;
Non - discriminatory and children take
benefit from that responsibility
learning for their learning
Inclusive, Learning-
Friendly Classroom
Traditional classroom Inclusive ,
learning - friendly classroom

Relationships Distant (the teacher addresses students Friendly and warm . The teacher sits
with her back towards them) next to and smiles at the child with
a hearing impairment . The parent -
helper praises this child and
assists other children .
Who is in the The teacher as well as students with The teacher , students with a wide
classroom? quite similar abilities range of backgrounds and abilities ,
and others such the parent - helper
Seating Identical seating arrangements in every Different seating arrangements , such
arrangement classroom (all children seated at desks in as girls and boys sitting together
rows; girls on one side of the room, boys on the floor in two circles or
on the other) sitting together at tables

Learning Textbook, exercise book, chalkboard for Variety of materials for all
materials teacher subjects such as math materials made
from newspapers , or posters and
puppets for language class

Resources The teacher is interacting with children The teacher plans a day in advance
without using any additional teaching for the class . She involves the
materials. children in bringing learning aids
to the class , and these aids do not
cost anything .
Evaluation Standard written examinations Authentic assessment ; Observations ;
Samples of children ’ s work over time
such as portfolios ( see Booklet 5 )
CBSE Manuals - PSP

Poor School Performance


PSP – Extracts

Poor School Performance


PSP – Extracts

CBSE Manual on Inclusion


Under Revision
Poor School Performance
CBSE –
Quarterly
CENBOSEC
Inclusive
Practices
Inclusive Education Schools
ACCESSIBLE RAMPS have : ACCESSIBLE FURNITURE

ACCESSIBLE PLAYGROUNDS ACCESSIBLE RESOURCES


Gender Sensitivity
Future Plan of Action
Road Ahead

• Revise PSP as ‘ Inclusion ”


• Teacher Empowerment
• Introduction of Human Rights as
an Elective
• Further Reforms for Differently
Abled
• In Examinations
• Credit for Schools Mainstreaming
APTITUDE AND PROFICIENCY
- GOING BEYOND ACHIEVEMENT
Aptitude Test:
Student Global Aptitude
Index (SGAI)
• Online Aptitude test
• Optional
• May also be used as a tool along with
the grades obtained in the CCE to
help students decide the choice of
subjects in Std XI .
• Proposed to be available twice
 - end of std IX . Humanities
 - end of std X .

Science Commerce
Aptitude Test:
Student Global Aptitude
Index (SGAI)
• battery of Aptitude Tests which
also combines Interest profile of
a student .

• customized to suit the Indian
context and variety of student
population in Private , Government
and Aided Schools affiliated to
CBSE .

• should be taken only as an
indicator or a facilitator
SGAI DESCRIPTION

• simple paper and pencil test


• 2 – 2½ hours duration
• MCQ , Negative marking
• Broadly indicates :
– Scientific Aptitude
– Numerical Aptitude
– Social Aptitude
– Behavioral Science Aptitude
– Art Aptitude , and
– Interest areas
Proficiency Test -
Objectives
• act as a benchmark in testing of skills and
higher mental abilities of students

• provide motivation to students for academic



excellence in the respective subject
• provide feedback to students and parents

• Assess students on
– abilities and skills to apply concepts and
principles of the subject to everyday life
situations .
– skills to create and devise methods for solving
subject related problems .
– abilities to analyse , synthesise and evaluate a given
situation on the basis of learning in the subject .
 (Circular No.56/ 01.09.2010)
Proficiency Test
• Optional
• Student may appear in one or all -
English , Hindi , Social Science ,
Mathematics and Science
• One test will be held on a single day .
• Paper - pen test
• May / June next year ( 2011 ) - the exact
schedule will be notified later .
• Pay separate examination fee ( 500 /- to
Rs . 1000 /-)
• Joint certificate by CBSE and the
collaborating agency indicating
percentile rank .

 (Circular No.56/ 01.09.2010)
Design of the Question
Paper

• 2½ hours, 100 marks


• No. of questions may vary one subject
to another.
• All MCQ’s with only single correct
answer.
• Negative marks will be awarded for
wrong answers
• The test will be based on classes IX-X
syllabus in the subject prescribed by
CBSE
• typology of questions - different from
the type of questions asked in
conventional final examination
DIMENSIONS OF CO - SCHOLASTIC
LEARNING
Attitudes and Life Skills
Values ( 5 POINT SCALE )
( 5 POINT SCALE )
Towards Teachers Emotional Skills
Students / Peers Thinking
Skills
School Property Social Skills
Co - Scholastic
School Programmes
Areas
Environment Health &
Physical Education
Co - Scholastic ( 5 POINT SCALE )
Areas 1 . Sports / Indigenous Sports
( 5 POINT SCALE ) 2 . NCC / NSS
1 . Literary & Creative Skills
2 . Scientific & ICT Skills 3 . Scouting & Guiding
3 . Visual & Performing Arts 4 . Swimming 5 . Gymnastics 6 .
4 . Organisational & Leadership Yoga 7 . First Aid 8 .
Skills Gardening / Shramdaan
9 . Work Experience
How to calculate Grades
in Co -
Scholastic Areas
1 . Each student will be graded on each of the 03 Life
Skills , Work Education , Visual and Performaing Arts ,
03 Attitudes , Values , 02 Co - curricular Activities
and 02 Health and Physical Education ( HPE )
activities .
2 . Maximum score for each Life Skill , Work Education
and Visual and Performing Arts and Attitudes is 50 ,
for Values is 200 and for Co - curricular Activities
and HPE is 50 .
3 . Before assigning the Grades on each component using
the conversion table , please calculate the average
or grade points by dividing the total score
obtained by a student by number of items in that
component . For example , for a student who has a
score of 35 in Thinking Skills ; you need to divide
it by the number of descriptors , i . e . 10 ; the average
or grade point is 3 . 5 ; hence grade is B .
4 . A Sample Sheet to calculate grades in Co - Scholastic
Areas is given after the indicators .
4B . Value Systems
LIFE SKILLS EDUCATION
School Health & Wellness
Programme 
Policy – ( School Management )

¦
Health & Wellness Clubs

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

Integrated Components
( Eco – Clubs – Peace & Value Education )
¦
Teachers ’ Manual - I – VIII
Teachers ’ Manual - IX
Health Manuals
Comprehensive
 School
Health Manuals ( C . S . H . M )
( under revision ) :

Ø Holistic health
( physical , mental ,
emotional and
psychological
health ).

Ø Formal and informal


approaches in
curriculum pedagogy
for health
promotion .

Ø Emphasis on providing
a safe school
environment .
CSHP : COMPREHENSIVE SCHOOL
HEALTH PROGRAMME
Knowing
your body

Behaviour
And Life Skills Food and
Nutrition

Personal And
Being Safe And Environmental
Responsible Hygiene

Ph ys ic al
Fi tn es s
Graded Activities /
Teachers Manuals

Teachers Manual
on
Life Skills
Class – IX - X
Under Revision
Adolescence Education
Programme

→Addresses Inclusion

→Through Activities
AEP

Panchkula - 120
schools ,
378 Participants
Allahabad - 133
Schools ,
448 participants
Guwahati - 30
schools ,
85 participants
Patna - 96 schools ,
282 participants

Ajmer - 167 schools ,


296 participants

Bhubaneshwar - 52 schools
182 participants

Chennai - 141 schools


360 participants
AEP - 2010

• Master Trainers ’ Workshops - 5 , one


in each State
• Nodal Teachers ’ Training
Workshops - 32
• Principal ’ s Advocacy Workshops - 32
• Peer Educators ’ Workshops - 5 , one
in each State
• Monitoring and Mentoring of AEP
through AEP Sahodaya system
AEP
States
-2010
Ajmer - 14
Rajasthan - 7
Madhya Pradesh -
7

Chennai
Maharashtra -
7

Patna
Bihar -
5

Bhubaneswar
Orissa - 6
 SECTION – III
 INITIATIVES
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
FOREIGN LANGUAGES

• Arabic
• Bhasha Maleyu
• English
• French
• German
• Japanese
• Nepali
• Portugese
• Persian
• Russian
• Spanish
INFORMATION TECHNOLOGY
BASED SUBJECTS

• Upper Primary Level ( VI - VIII ) - Computer


basics as part of
work experience .

• Secondary Level ( IX & X ) - I IT -


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
– XII - 2009 - 10
Readers NCERT
NEW ELECTIVES AT SENIOR
SECONDARY LEVEL
(Contd…)

 VOCATIONAL

• FINANCIAL
MARKET
MANAGEMENT
( FMM ) –
2007 - 08

Contd…
Health Care
Sciences
• Class XI 2009 – 2010

• First Board
 Examination 2011

Joint certification with FICCI



126
127
128
129
M & M : - CBSE Initiative
• Empowering Training and Goal
Setting
• Project Approach to Problem
Solving
• Institute leadership
• Collaborate quality teams .
• DO IT ALL OVER AGAIN
SCOPE OF WORK

Mentoring Schools according to criteria’s laid down.

uilding- setting expectations, implementation.
Building

Evaluation.

Timelines for Implementation.


MAJOR OBJECTIVES of
M & M
• Implementation of CCE has
to be in letter and
spirit , not just a
procedure fulfilled on
paper .

• It involves working very


closely with the actual
resource base that can
make CCE a worthwhile
initiative – i . e ., the
teachers and school
leaders , and that
involves understanding
them , their views and
their constraints ( and
find ways to overcome
them )
S TATUS OF M & M

133
CCE AWARDS - 2010 - 11

One
 award for every 100
schools and each award shall
consist of Rs . 25 , 000 /- and a
certificate
MENTOR AWARDS
2010 - 11

One
 award on every 100
schools i . e . one award on every
10 to 15 mentors and each
award shall consist of Rs .
10 , 000 /- and a certificate
VISION FOR THE FUTURE

THE ROAD AHEAD


Plan schools as life - long , year -
round community resource centers
VISION FOR THE FUTURE

• Lifelong continual learning will be a fact


of life for everyone .

• Inside the context , everyone should be


encouraged to plan his or her own
curriculum for life .

• While there is no one right way to teach


or learn , there are many techniques to
enable anyone to learn faster , better ,
smarter . And an open - minded search for
nee ideas is central to tomorrow ’ s world
and central to tomorrow ’ s schools .
History ’ s newest
revolution : the power
to change your life -
Beliefs
• World – hurtling – fundamental turning point in
history .
• We are living through a revolution – that is
changing the way we live , communicate , think
and prosper .
• Probably not more than one person in five knows
how to benefit fully from the hurricane of
change – even in developed countries .
• Unless we find answers , an elite 20 percent
could end up with 60 percent of each nation ’ s
income , the poorest fifth with only 2 percent .
That is a formula for guaranteed poverty ,
school failure , crime , drugs , despair ,
violence and social eruption .
• Need for a parallel revolution in lifelong
learning to match the information revolution
and for all to share the fruits of an age of
potential plenty .