17th NATIONAL SAHODAYA

CONFERENCE19th - 21st DECEMBER,

2010Vineet Joshi

Chairman, CBSE

Section I - OVERVIEW

Section II- MANAGING CHANGE FOR BETTER LEARNING

Section III- INITIATIVES

Section IV- ROAD AHEAD

SECTION I –

OVERVIEW

4

41 School Boards in India3 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

CBSE : National Board

a) Kendriya Vidalayas - 940b) JNV - 543c) Govt. School - 1857d) Independent Schools - 7641e) CTSA - 59

5

CBSE SCHOOLS-11,040

665

504

615

34703

98

173

853

330

198

1299330

181

288168

280

165

388

842

313

49

19

29

182

252

24

242

07

09

08

1773

140

Andhra Pradesh 284Arunachal Pradesh 244Assam 169Bihar 362Chhattisgarh 362Goa 9Gujarat 209Haryana 912Himachal Pradesh 177Jammu & Kashmir 100Jharkhand 294Karnataka 408Kerala 845Madhya Pradesh 646Daman & Diu 5Delhi 1800Lakshadweep 4

Maharashtra 348Manipur 50Meghalaya 19Mizoram 8Nagaland 30Orissa 192Punjab 682Rajasthan 544Sikkim 183Tamil Nadu 258Tripura 24Uttar Pradesh 1358Uttarakhand 338West Bengal 169A&N 100Chandigarh 140D&N Haveli 3Puducherry 11

6

SCHOOLS ABROAD157 SCHOOLS IN 23 COUNTRIES

• Bangladesh 01

• Bahrain 06

• Burma 01• Ethiopia 02• Iran 01• Saudi Arabia

25• Kuwait 16• Libya 02• Oman 11• Afghanistan 01• Nepal

12• Qatar

07• Tanzania 01• Nigeria

01• Uganda 01• Malaysia 02• Japan 02

• West Africa 01• U.S.S.R.

01• Yemen

01• Indonesia 01• Singapore 04• United Arab Emirates 57

CHANGING PARADIGMS – SIR KEN ROBINSON

GLOBAL CHALLENGES

CONTEXT OF LEARNERS AND TEACHERS

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)

WOMB TO TOMBLife long Learning

Both formal and non-formal institutions

SCHOOLS FORMAL

DISSOLVING BOUNDARIES Canteens

PlaygroundCorridors

Labs

Non-formal institutions

Media Electronic

• TV

• Movies

• Internet

Print• Newspaper• Journals • Magazine

Peer Learning•Frie

nds

•Homes

•Siblings

•Seniors

•School

•play

Elders

Nuclear

Parental time

Monitoring

Social Network sites

Classrooms

Travel

Home

Annual/

Sports Day

WHEN???AND

WHERE???

Virtual Interaction

1. Personal awarenessSelf-concept, identity,realistic self-esteem,

self-direction, autonomy

3. Task awarenessUnderstanding,

using, constructing, communication skills in context

2. Process awareness:

learningMonitoring, reflection,

cooperation, critical self-assessment

Experientiallearning

Teacher’s professional awareness

Professional autonomy, communicative action,commitment to learning

Culture of learning institution and society

Quality of learning environment, culture of learning community, collaboration between participants

Experience

ReflectApply

Conceptualize

How??

SECTION – II

MANAGING CHANGE FOR BETTER LEARNING

MANAGING CHANGE FOR

BETTER LEARNING

SCHOOL BASED ASSESSMENT

ADDRESSING RESISTANCE TO

CHANGE

SUPPORTING TEACHERS IN

IMPLEMENTING CCE

TEACHING EMPOWERMENT

EMBEDDING TECHNOLOGY IN

CCE ENVIRONMENTSTRENGTHENING

FORMATIVE LEARNING

DIMENSIONS OF CO-SCHOLASTIC

SKILLS

APTITUDE AND PROFICIENCY – GOING BEYOND ACHIEVEMENT

RESPONDING TO DIVERSITY

THROUGH CCE

LIFE SKILLS EDUCATION

Examination Reforms - CCEA Historical Perspective

Hunter Commission 1882

Sadler Commission 1917

Hartog Commission 1929

Sargeant Plan 1944

Mudaliar Commission 1952,53

National Policy on Education 1979

Review 1986

NCF 2000 NCF 2005

Position Paper NCERT 2006

Central Board Of Secondary Education Introduces Continuous Comprehensive Evaluation

2009 Class X Board Exam Optional 2011

Scheme - CCE-3 partsPart - I

Scholastic Assessment

1A 1B

Formative Assessment (FA) Summative Assessment (SA)

Part - 2

Co-scholastic Areas

2B2A

Work Experience, ArtEducation, Health Education

Ist Term(April-Sept) IInd Term

(Oct-March)

10% marks10% marks10% marks10% marks

At the end of Ist Term

20% marks

At the end of IInd Term

40% marks

Life SkillsAttitudes and Values

Part - 3

Co-scholastic Activities

3B3A

Literary and Creative Activities

Health and Physical Education

ViolencesNPE – 1986, POA – 1992

NCF - 2005PURPOSE

Improve teaching learningDevelop learning abilities through

activities rather then exams

CCE

FEATURESCovers all aspects

Continuous – Continual Comprehensive Personal

Scholastic Curricular + Co-scholastic Social LS

TechniquesObservationOral

ToolsObservation scheduleOral questionsDiagnostic test

TechniquesOralWritten

ToolsOral questionsQuestion paperAssignmentprojectDiagnostic test

TechniquesOralWrittenPractical

ToolsOral questionsQuestion paperAssignmentProjectDiagnostic testActivity/experiment

TechniquesWrittenPracticalViva voce

ToolsQuestion paperAssignmentProjectPractical (activity / experiment)Oral questions

TechniquesWrittenPracticalViva voce

ToolsQuestion paperAssignmentProjectPractical (activity / experiment)Oral questionsPortfolio

Classes I & II

Classes III,IV & V

Classes VI to VIII

Classes IX & X

Classes XI & XII

5-point gradingA* Outstanding 90-100A Excellent 75-89B Very Good 56-74C Good 35-55D Scope for improvement Below 35

Classes I - V

Classes VI – XII

5-point grading

Tools•Questions•ObservationSchedule•Interview schedule•Checklist•Rating scale•Anecdotal records•Document analysis•Tests andInventories•Portfolio analysis

Co-scholastic AreasLife SkillsWork EducationVisual & Performing ArtsAttitudes & Values

GRADING SCALE FOR SCHOOL ASSESSMENT

Assessment areas:

Part 1 A : Scholastic 9Part 1 B : Scholastic 5

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

Part 3 : Co-Scholastic Part 3 A: Co-curricular Activities 3Part 3 B :Health & Physical Education 3

GRADING SCALE (Point)

ADDRESSING

RESISTANCE

TO CHANGE

RESISTANCE TO CHANGE

• Emotional• Cognitive• Intentional• Imagined• Healthy resistance• Insidious resistance – placid and acceptable

on the surface but instigate others behind the back

TYPES OF RESISTANCE

• Habit

• Inertia

• Fear of the unknown

• Absence of the skills required to tackle the

change, diligence and hard work

CAUSES OF RESISTANCE

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 is:

To Enable or PermitTo Authorize or AllowTo Sanction

Empowerment has to start with someone and that is usually a Leader. But TOP DOWN management is not what we’relooking for. A Leader must have a Visionbut must be able to Give that Vision tothose who can make it happen – the staff!

Vision Articulate

Disseminate

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, Vasundhara 27

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, Chhatisgarh 31

5. 21.10.10Scholars Home Senior Secondary School, Dehradun 30

6. 25.10.10 B. B. U. L. Jain Vidyalaya, Bangalore 67

7. 08.11.10 Cambridge International School, Jalandhar 42

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• Management Development Institute, Gurgaon• International Confederation of Principals, Victoria, Australia

BENEFITS OF TEACHER EMPOWERMENT

Enhanced participation in school decision making

Enhance teachers' commitment

Enhanced expertise

Enhanced student achievement

Enhanced student performance

Improvement in instruction and pedagogical quality

Road map of Teacher competences for a

Knowledge Based Secondary School

1.Ac

ting

ethi

cally

and

resp

onsi

bly

in th

e pe

rfor

man

ce o

f fun

ction

s

2.Bec

oming i

nvolve

d in an

individual

and co

llecti

ve

projec

t of p

rofes

sional

develo

pmen

t

3. Acting critically as a

professional, interpreting the

objects of knowledge or

culture in performing

one’s functions

4. Designing teaching-learning situations for the subject matter to be learned5. Directing teaching-learning

situations for the content to be

learned

6. Evaluating the progress of learning

7. P

lann

ing,

org

anizi

ng a

nd

supe

rvisi

ng th

e w

ay th

e

grou

p-cla

ss w

orks

8. Adapting te

aching to th

e

students d

iversity

9. Integrating new technologies

into the preparation and

development of teaching-learning

10. Communicating clearly and

correctly in the teaching language

11. Co-operating with the school

staff, with parents, and with

the various social agents

12. Working in co-operating

with the other m

embers

of the pedagogical team

Level - III

Level-II

LEVEL - I

LEVEL l : INITIAL TEACHER EDUCATIONLEVEL II: TEACHER INDUCTIONLEVEL 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.”And so, on every occasion, the Master Showed the Student what discipleship really meant, by demonstration.

SUPPORTING TEACHERS IN

IMPLEMENTING CCE

CCE : System of school-based evaluation of students that

covers all aspects of

Continuous Comprehensive

Learning Assessment periodic

Scholastic aspectsScholastic aspects include curricular areas or subject specific areasas

Co-scholastic aspectsCo-scholastic aspects include life skills,Co-curricular, attitudes and values

Students’ Development

Website for disseminating Information

CCE- SUPPORT MATERIAL

SUPPORT MATERIAL ONLINE

DISASTER MANAGEMENT

Class - X

Class - IX

Class - VIII

CBSE – Support – CENBOSEC - Quarterly Journals

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 their learning and teaching skills by using ICT tools.

EMERGING TECHNOLOGIES& CHALLENGES

rewriting the rules of engagement

PhoneChannel http://www.digitalopportunity.org/article/archive/1072/

Interactive textbookshttp://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

MEDIA – PRINT – ELECTRONIC CHALLENGES

Values and Violence

EVOLUTION OF ICT IN EDUCATION

Master Plans

MP 1 : ICT literacy MP 2: Promotion and stabilization of ICT use in Education

PM 3: Advances ICT use in Education

MP 4: Utilization based ICT

Goal Establish ICT infrastructure

Promotion of use of ICT in Education

Advances in Education and research

Creative ICT based Education/Learning

ICT Develop-ment

•Infrastructure building•ICT literacy education•Internet portal service through CBSE website

•Development and distribution of content•National system for sharing educational contents•Digital Library System•Improving teaching methods•Teaching / Learning center•Cyber Home Learning System

•Customized learning•Develop digital textbooks•U-Learning pilot projects•National Teacher Training Information Service

•Create digital ecosystem for learning and research•Intensify ICT use•Focused on side effects of ICT•Data and evidence based on policy making•Encourage state holder’s participation and communication•Promote internal ICT use in educationFocus on ICT literacy ICT use ICT Leadership Creative HRD

using ICTTraining Directio

n

DIGITAL CONTENT

Interactionactivities

Multi-media

Hyperlinkyou tube

Teacher TV

Data Searching

Learning Modules/LessonPlans

Connection ofcontents ownedby social/cultural

Institutions

Assessmenttools

LearningManagement

System

Connectionto national/

Internationalknowledge

Textbook

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

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

WIKI

Twitter

Facebook

Open Education Resource

Cloudcomputing

Digital Textbook,

e-Book

Leveraging Resources to make Education/Learning

Creative

Semantic Web

Simulation Technologies

CloudService

3D : Second Life, AR, VR

OCW

CloudApp.

ICT: OPEN SOURCES

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

• Informs teacher where the

need/problem lies. • Focus on problem area.

• Helps teacher give specific feedback

• Provide relevant support • Plan the next step

For the Teacher

For the Student Helps student identify

the problem areas Provides feedback and

support.

Helps to improve performance

Provides opportunity to improve performance

Remedial

Diagnostic

METHODS OF ASSESSMENT

1. Observation2. Assignment

3. Projects

4. Portfolio

5. Checklist

6. Rating scale

7. 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 CCETHE MASTER

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 Schools

Inclusive, Learning-Friendly

Environmentbased on shared vision and values

Culturally sensitive, celebrates differences and

attempts learning opportunities

to create for ALL children

Promotes participation, cooperation, and

collaboration

Promotes healthy lifestyles and Life Skills

Learning is relevant to children’s daily lives;

children take responsibility for their learning

Promotes opportunities for

teachers to learn and benefit from that learning

Safe; protects ALL children from harm, violence and abuse

Includes ALL children: girls and boys: those from

different cultural or linguistic backgrounds;

those with special abilities or

learning needs

Families, teachers and communities are

involved in children’s learning

Gender fair and

Non-discriminatory

Inclusive, Learning-Friendly Classroom

Traditional classroom Inclusive,learning-friendly classroom

Relationships

Distant (the teacher addresses students with her back towards them)

Friendly and warm. The teacher sits next to and smiles at the child with a hearing impairment. The parent-helper praises this child and assists other children.

Who is in theclassroom?

The teacher as well as students with quite similar abilities

The teacher, students with a wide range of backgrounds and abilities, and others such the parent-helper

Seatingarrangement

Identical seating arrangements in every classroom (all children seated at desks in rows; girls on one side of the room, boys on the other)

Different seating arrangements, such as girls and boys sitting together on the floor in two circles or sitting together at tables

Learningmaterials

Textbook, exercise book, chalkboard for teacher

Variety of materials for all subjects such as math materials made from newspapers, or posters and puppets for language class

Resources The teacher is interacting with children without using any additional teaching materials.

The teacher plans a day in advance for the class. She involves the 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

Poor School Performance

CBSE Manual on InclusionUnder Revision

CBSE – QuarterlyCENBOSEC

Inclusive Practices

ACCESSIBLE RAMPS

ACCESSIBLE RESOURCESACCESSIBLE PLAYGROUNDS

Inclusive Education Schools have: ACCESSIBLE FURNITURE

Gender Sensitivity

Future Plan of ActionRoad 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. -end of std X .

Humanities

Science Commerce

• 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

Aptitude Test:Student Global Aptitude Index (SGAI)

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

• 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 - Objectives

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 conducted by the Board at the end of Class-X

DIMENSIONS OF CO-

SCHOLASTIC LEARNING

School Programmes

School Property Co-Scholastic

AreasEnvironment

Students/Peers

Towards Teachers

Attitudes and Values(5 POINT SCALE)

Emotional Skills

Social Skills

Co-Scholastic Areas(5 POINT SCALE)

Life Skills

(5 POINT SCALE)

Thinking Skills

1.Literary & Creative Skills2.Scientific & ICT Skills3.Visual & Performing Arts4.Organisational & Leadership

Skills

Health & Physical Education

(5 POINT SCALE)1. Sports/Indigenous Sports2. NCC/NSS 3. Scouting & Guiding4. Swimming 5. Gymnastics 6. Yoga 7. First Aid 8. Gardening/Shramdaan9.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

Policy – (School Management)Policy – (School Management)

Health & Wellness Clubs

School Health & Wellness Programme

Health Education Life Skills

AEPClass IX & XIRevised Manuals (in process)

Integrated Components(Eco – Clubs – Peace & Value Education)

Teachers’ Manual - I – VIII

Teachers’ Manual - IX

Curriculum PlusClasses VI – VIIIRevised Teachers’ Manual for Class VI (2008-09)

Class 1 – 12Vol IVol IIVol IIIIVol IV

Health Manuals

Comprehensive School Health Manuals (C.S.H.M) (under revision):

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.

CSHP: COMPREHENSIVE SCHOOL HEALTH PROGRAMME

Food and Nutrition

Personal And Environmental

Hygiene

Physical Fitness

Being Safe AndResponsible

Knowing your body

Behaviour And Life Skills

Teachers Manual on

Life Skills Class – IX - X

Under Revision

Graded Activities / Teachers Manuals

Adolescence Education

Programme

→Addresses Inclusion

→Through Activities

Panchkula -120 schools,378 Participants

Ajmer-167 schools,296 participants

Allahabad-133 Schools, 448 participants

Guwahati-30 schools,85 participants

Patna-96 schools,282 participants

Bhubaneshwar-52 schools 182 participants

Chennai-141 schools360 participants

AEP

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

Ajmer-14 Rajasthan-7Madhya Pradesh-7

ChennaiMaharashtra-7

PatnaBihar-5

BhubaneswarOrissa-6

AEP States -

2010

SECTION – III INITIATIVES

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

FOREIGN LANGUAGES

• Arabic • Bhasha

Maleyu • English• French• German• Japanes

e• Nepali

• Portugese

• Persian • Russian• Spanish• Tibetan• Chinese

• Upper Primary Level (VI-VIII) - Computer basics as

part of work experience.

• Secondary Level ( IX & X) - I I T - Additional

Subject

• Senior Secondary Level (XI & XII) - 3 Electives

1. Computer Science2. Informatics Practices3. Multimedia & Web Technology

INFORMATION TECHNOLOGY BASED SUBJECTS

NEW ELECTIVES AT SENIOR SECONDARY LEVEL

Academics

• Creative Writing and Translation Studies: 2007– 08.

Reader – Class XI

Reader – Class XII

FIRST BOARD EXAM- 2009

Contd…

• Heritage Crafts–XI - 2008-09–XII - 2009-10

• Graphic Design–XI - 2008-09–XII - 2009-10

Readers NCERT

Readers NCERT

NEW ELECTIVES AT SENIOR SECONDARY LEVEL

VOCATIONAL

• FINANCIAL MARKET MANAGEMENT (FMM) – 2007-08

Contd…

(Contd…)

NEW ELECTIVES AT SENIOR SECONDARY LEVEL

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

Evaluate/Learn/Decide

Plan

Implement

Monitor

Reflect/Learn/

Decide/Adjust

Implement

Monitor

Reflect/Learn/

Decide/Adjust

Implement

SCOPE OF WORK

Identification of Mentoring Schools according to criteria’s laid down.

Capacity Building- setting expectations, implementation.

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)

133

• STATES COVERED

• STATES YET TO BE

COVERED

• STATES PARTIALLY COVERED

STATUS OF M & M

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

centersInvest in your key resource: teachers as facilitators.

Change the assessment

system / pattern – follow

formative assessment

Use tomorrow’s technology.

Use your entire

community as a resource.

Give everyone the right to

choose.

Ask your students and

parents.

Guarantee success and satisfaction for parents

Cater to all intelligence traits and all

learning styles.

Use the world’s best

teaching, study and learning methods

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.