Strategies for Universalizing Secondary Education: Role of Boards 19th – 21st December, 2008, Ranchi India’s Big Challenge



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

India’s Big Challenge

  • Country
  • Population
  • Urban Population
  • Population below 15 years (%)
  • India
  • 1130 Million
  • 30%
  • 33%
  • China
  • 1310 Million
  • 40%
  • 20%
  • Brazil
  • 186 Million
  • 84%
  • 27%
  • US
  • 300 Million
  • 80%
  • 20%
  • Japan
  • 128 Million
  • 66%
  • 13%
  • 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 Education

  • Secondary Education:
  • Develops faculties of critical thinking, abstraction, insight, skills and competence at a higher level
  • Foundation for higher education
  • Requirement for employment and labour market quality
  • Critical to social and economic development and growth
  • Rates of return on secondary education are high
  • Rising demand from elementary leavers
  • International competitiveness
  • Gender equity
  • Requirement for primary teachers
  • Poverty reduction and equity

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

  • 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
  • Quality
  • Equity
  • Issues
  • Gender
  • 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

  • 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

  • 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

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

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

Percentage of Schools by Management

  • Management
  • Secondary
  • (IX-X)
  • Higher Secondary
  • (XI-XII)
  • Higher Secondary
  • (XI-XII)
  • Government
  • 42.96
  • 37.17
  • 37.70
  • Government-aided
  • 28.52
  • 31.04
  • 3.02
  • Private unaided
  • 28.52
  • 31.79
  • 59.28
  • Total
  • 100.00
  • 100.00
  • 100.00
  • All India
  • CBSE
  • Participation
  • Gross Enrollment Ratio (Cross Country Comparison)
  • CU SA SL EG TH HG MX VT CH ML IND Asia
  • SOURCE: UNESCO Institute for Statistics, October, 2005

Participation Gross Enrollment Ratio

  • States having GER less than all India average
  • ALL AS UP MP CH RJ JK WB NL JH BH
  • Source : Selected Educational Statistics 2004-05

Participation Gross Enrolment Ratio (Classes IX-X)

  • States having GER more than all India average
  • ALL AP AR HR OR GJ TR KN MH GA UT TN KL
  • Source : Selected Educational Statistics 2004-05

Participation Disparity in Gross Enrolment Ratio (Classes IX-X)

  • Source: Selected Educational Statistics – 2004-05
  • Trend of Gross Enrolment Ratio
  • Source : Selected Education Statistics – 2004-05

Inclusion : Issues

  • Number of people with disabilities- growing
  • The number of people with disabilities in India is substantial and likely to grow - disability does not “go away” as countries get richer
  • People with disabilities in India are subject to deprivation in many dimensions of their lives.
  • Social attitudes and stigma play an important role in limiting the opportunities of disabled people for full participation in social and economic life, often even within their own families.
  • India has one of the more progressive disability policy frameworks in the developing world. However, there remain huge challenges in operationalizing the policy framework

Inclusion : Issues

  • Increasing the status and social and economic participation of people with disabilities would have positive effects on everyone, not just disabled people.
  • India has a vibrant and growing disability rights movement and NGO/DPO and civil society involvement in service delivery for people with disabilities.
  • While there is a long way to go, focusing on “getting the basics right” on disability policy would allow for significant progress in the foreseeable future.

Disabled People are A Heterogenous Group

  • Hearing Speech
  • Locomotor
  • Mental
  • Visual

People with Disabilities are Subject to Multiple Deprivations

  • They are much more likely to be illiterate and out of school

High Priority to Education

  • % of Government Expenditure
  • India
  • 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 methods
  • Education
  • as
  • Service

provide flexible education in terms of

  • 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: CBSE
  • Product Features
  • CBSE
  • CBSE
  • Barrier
  • of
  • Entry
  • Power
  • of
  • Consumers
  • Rivalry
  • Power
  • of
  • suppliers
  • Threat of substitutes
  • Porter’s
  • 5 Factors

Quality As Aspect of Universalisation Learning Framework : Strategies

  • LEARNER
  • CONTEXT
  • ACTION
  • PERFORMANCE/OUTCOME
  • Institutions
  • Schools
  • Community
  • Teachers/Parents
  • Learning System
  • Learning Communities
  • Strategies :Context
  • Global Challenges
  • Emerging Technologies and Challenges
  • Changing Learner Profile
  • Changing Work Force
  • Changing Employability Skills
  • Shifting Social Dynamics
  • Inclusion
  • Virtual Classrooms
  • Online Teachers
  • Multipolar learning
  • Smart Schools
  • Distance/online Learning
  • Holistic Health
  • Life Skills Programme
  • Environmental Concerns
  • Multiple Intelligences
  • Integration of Technology
  • Values
  • Global Challenges
  • e-learning
  • Inclusive Practices
  • Lifelong Learning

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
  • Illiteracy rate (%)
  • Edu. exp as
  • % of GDP
  • 14
  • 52
  • 194
  • 4,264
  • 844
  • 16,923
  • Govt. expenditure on education
  • ($ mn)
  • GLOBAL DIGITAL DIVIDE
  • Asia top ten Internet Countries
  • TECH
  • SAVVY

Changing Learner Profile

  • Changed work Environment
  • Family Structure
  • Nuclear
  • Tech Savvy
  • Accessing Information
  • Knowledge Exponential Growth
  • Adolescent
  • Concerns
  • Families
  • CHANGING
  • LEARNER
  • PROFILE
  • CHANGING
  • LEARNER
  • PROFILE

21st Century Workforce

  • Single Parents
  • Senior Citizens
  • International Students
  • Returning Professionals
  • Adult Learners
  • Immigrants
  • Economically Disadvantaged
  • Historically Underrepresented
  • Women
  • Veterans
  • College Students
  • High School Students

Changing Employability Skills

  • Unorganized Sector – 97%
  • Entrepreneurship
  • Languages – Strength
  • Shifting Work places - SOHO

Changing Employability Skills

  • Lifelong Learning – Necessity
  • Life Skills
  • Dealing with 21st Century shifts
  • Violence and Terror
  • Changing skill sets.

Jobs in this new millennium require a student to be an effective

  • Adapted from Tom Friedman’s book: The World Is Flat (2006)
  • Collaborator
  • Leverager
  • Adapter
  • Explainer
  • Synthesizer
  • Model builder
  • Localizer/Personalizer

Strategies : Action

  • 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
  • Parents
  • Educators
  • Peers
  • Teachers
  • Parents
  • Principal
  • Teachers as
  • Peers
  • +
  • Friends
  • Learners
  • WHO
  • Aggressive
  • Nuclear
  • Time
  • Working
  • Quality
  • Ambitious
  • Educators / Leaders
  • Who ? Leaders
  • Information Leadership
  • A whole school information / philosophy approach / vision
  • Understand the core issues of student learning
  • Interpret educational & administration needs into technological solutions
  • Multiple intelligences integrated
  • Life-Skills
  • Values Enhanced Framework
  • Educators
  • Facilitators
  • Co-creators
  • Lifelong Learners
  • Researchers
  • Managers
  • Collaborators
  • Role Models
  • Self Esteem
  • Identity Crisis
  • Adolescent Issues
  • Refusal Skills
  • Decision Making
  • Negative Peer Pressure
  • Positive Peer Pressure
  • Maximum time spent
  • Major Influence
  • WHO???
  • WHO???
  • ALL
  • STAKEHOLDERS!
  • SCHOOLS
  • Policy / Vision
  • Include all stakeholders (Sts.Trs/Parents PE + LS
  • Curriculum + Beyond • CCE • Comp. School Health
  • WOMB TO TOMB
  • Life long
  • Learning
  • Both formal and non-formal institutions
  • Schools
  • formal
  • dissolving boundaries
  • Canteens
  • Playground
  • Corridors
  • Labs
  • Non-formal institutions
  • Media
  • Electronic
  • TV
  • Movies
  • Internet
  • Print
  • Newspaper
  • Journals
  • Magazine
  • Peer Learning
  • Friends
  • Homes
  • Siblings
  • Seniors
  • School
  • play
  • Elders
  • Nuclear
  • Parental time
  • Monitoring
  • Interaction
  • Social Network sites
  • Virtual
  • Classrooms
  • Travel
  • Home
  • Annual/ Sports Day
  • WHEN
  • AND
  • WHERE???
  • Curriculum
  • Beyond The Curriculum
  • WHAT..???

Languages – Communicative Language Teaching

    • 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 - X
  • Class - IX
  • Class - VIII

Upper Primary Level (VI-VIII) - Computer basics as part of work experience.

  • Upper Primary Level (VI-VIII) - Computer basics as part of work experience.
  • Secondary Level ( IX & X) - I I T - Additional Subject
  • Senior Secondary Level (XI & XII) - 3 Electives
    • Computer Science
    • Informatics Practices
    • Multimedia & Web Technology
  • 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…

New Electives at Senior Secondary Level

  • Heritage Crafts
    • XI - 2008-09
    • XII - 2009-10
  • Graphic Design
    • XI - 2008-09
    • XII - 2009-10
  • Readers NCERT
  • Readers NCERT

New Electives at Senior Secondary Level

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

03 Vocational + 01 Language +

  • 03 Vocational + 01 Language +
  • 01 Elective
  • (+ 01 Additional Elective) .
  • Joint Certification by CBSE and NSE
  • New Electives at Senior Secondary Level
  • (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 Skills
  • AEP Class IX & XI Revised Manuals (in process)
  • Integrated Components (Eco – Clubs – Peace & Value Education)  Teachers’ Manual - I – VIII Teachers’ Manual - IX
  • Curriculum Plus Classes VI – VIII Revised Teachers’ Manual for Class VI (2008-09)
  • Classes 1 – 12 Vol I Vol II Vol IIII Vol IV
  • School Health & Wellness Programme

COMPREHENSIVE

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

Themes

  • Food and
  • Nutrition
  • Personal And Environmental Hygiene
  • Physical
  • Fitness
  • Being Safe And
  • Responsible
  • 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)

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 Environmental Hygiene

Themes Covered…

  • Physical Fitness
  • Being Responsible
  • Safe
  • Behaviour and Life Skills.

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 ? Beyond

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 - AEP
  • 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)
  • 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-Oriented
  • Challenging
  • Collaborative
  • Constructionist
  • Conversational
  • Responsive
  • Reflective
  • Formative
  • 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.
  • Academic
  • Authentic
  • How?

Collaborative

  • 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.
  • Unsupported
  • Integral
  • How?

Constructivist

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

  • 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 deteen socha 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 : www.cbse@nic.in)
  • At the Upper Primary Level Paradigm shift in Science Teaching
  • Violences
  • NPE – 1986, POA – 1992
  • NCF - 2005
  • PURPOSE
  • 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
  • Techniques
  • Observation
  • Oral
  • Tools
  • Observation schedule
  • Oral questions
  • Diagnostic test
  • Techniques
  • Oral
  • Written
  • Tools
  • Oral questions
  • Question paper
  • Assignment
  • project
  • Diagnostic test
  • Techniques
  • Oral
  • Written
  • Practical
  • Tools
  • Oral questions
  • Question paper
  • Assignment
  • Project
  • Diagnostic test
  • Activity/experiment
  • Techniques
  • Written
  • Practical
  • Viva voce
  • Tools
  • Question paper
  • Assignment
  • Project
  • Practical (activity / experiment)
  • Oral questions
  • Techniques
  • Written
  • Practical
  • Viva voce
  • Tools
  • Question paper
  • Assignment
  • Project
  • Practical (activity / experiment)
  • Oral questions
  • Portfolio
  • Classes I & II
  • Classes III,IV & V
  • Classes VI to VIII
  • Classes IX & X
  • Classes XI & XII
  • 5-point grading
  • A* Outstanding 90-100
  • A Excellent 75-89
  • B Very Good 56-74
  • C Good 35-55
  • D Scope for
  • improvement Below 35
  • Classes I - V
  • Classes VI – XII
  • 7-point grading
  • A* 90 and above
  • A 80 to 89
  • B* 70 to 79
  • B 60 to 69
  • C 45 to 59
  • D 33 to 44
  • E Below 33 percent

Proposed Grading System for Classes IX and X

  • 12/4/2008
  • 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

Proposed Grading System For Classes IX and X

  • 12/4/2008
  • 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 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

  • 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 X
  • Geography 22
  • History 22
  • Eco
  • P.Sc
  • Internal Evaluation
  • Project work 06
  • School Based 20
  • Formative & Summative 10
  • Assignment CW & HW 04
  • Assignments
  • X-4 diff. assignments
  • 1 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-6
  • 1 project – DM
  • 9-15 pages
  • Hand written
  • CIR – 18/2006
  • 20/2008
  • Assessment of PW
  • ▪Content – 2
  • ▪Presentation – 1
  • ▪Process – 1
  • ▪Viva - 2
  • Science X
  • Theory 60
  • VSA 1 x 9 09
  • SA-I 2 x 9 18
  • SA-II 3 x 6 18
  • LA 5 x 3 15
  • XII
  • VSA 1 x 10 10
  • LAQ 6 x 7 42
  • SAQ 4 x 12 48
  • X
  • SA-II 3 x 10 30
  • VSA 1 x 10 10
  • SA-I 2 x 5 10
  • LA 6 x 5 30
  • 02 - VIVA
  • 03 - Record Work
  • 15 - Skills
  • 20
  • 20
  • MCQ ½ x 10
  • MCQ 1 x 10
  • Practical - 40
  • Q
  • MAP
  • 6 Items
  • 2-History
  • 4-Geography
  • Total 29 Qs.
  • Formative and
  • summative
  • Class – IX
  • Final scores reduce 10%
  • Class – X
  • Average UTs any 2-10%
  • 4 – Maps
  • 2 – Maps
  • 18
  • 18
  • T h e o r y - 80
  • Mathematics
  • DM Project
  • Assignments
  • Circulars Nos
  • 15-2008
  • 20-2008
  • 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 Assessment
  • X - •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 Services
  • Tele-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.

Empowerment Programmes

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

Explore CBSE Website

Explore CBSE Website

  • Interaction with CM
  • SQP
  • Support Material
    • Olympiads
  • Subject Pages
  • Higher Order Thinking Skills

Status of ‘Interact with Chairman’

  • Total questions received so far (last two weeks)

Future Projection

  • Frequently Asked Questions (FAQs) related to:
  • Social Studies(DM,Projects)
  • 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 time

  • We have exactly enough time
  • starting now.
  • Dana Meadows (Environmentalist)
  • Thank You

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