Transcript for:
Lecture on Implementation of NEP 2020 and NCF

swag a or swag deep prash [Music] is parar for for chairman sir e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e ad sa School [Music] CB Sanjay Kumar SA schoola or sakat SAR Aban shman Singh joint secretary PR viin s additional secretary sir AB member secretary madam [Music] Mard [Music] deep pran deep pran [Music] my [Music] and know the the [Music] Earth with my [Music] [Music] deep pelan good for [Music] saiv cbsc Sai Shri vipin sir additional secretary Madame PR P joint [Music] secretary Aban or swag [Music] Rahul Singh SRI mad [Applause] secretary [Applause] AB swag CB online offline online Singh chairman [Applause] CB thank you very much a very good morning to all of you gathered here today and also to those who have joined online this is a very in a way specific but also slightly more generic interaction of secretary Department of school education and literacy with selected cbsc schools to in a way deliberate upon the road map for implementation of the NEP and operationalization of the national curriculum Frameworks the NEP 2020 envision envisions a India Centric education system providing for high quality education to all our children with the objective being to transform India into a vibrant knowledge economy and indeed a super power of course this can't happen at once it's not like the putting a pushing a switch however the government of India has initiated several measures which will improve the quality of education at all levels and the ncf fs and the ncf has been introduced which are crucial components of these Endeavors this is creating some resonance yeah for this interaction I would like to welcome respected sh sanay Kumar secretary Department of school education and literacy sir has an extensive experience of both higher education as well as Elementary education at the state levels as well as now at the central level it is at his initiative that today's interaction has been scheduled the objective is a two-way dialogue with the principles of selected cbsc schools and all of you know that we couldn't call all the schools and so but we carefully curated schools which represent almost all the states of the country the deliberations will focus on how to take forward the implementation of the NEP in the most seamless manner possible I welcome you sir to today's deliberations and I'm sure with your able hmh this will be a success the aim of the Frameworks the national curriculum Frameworks can be achieved only with good educational institutions where students feel cared for and are indeed welcomed it is in this context that the School principles are here today you represent various States and also certain government institutions I welcome all the principles and heads of cbsc Affiliated schools for today's interactions Mr be and Mr Baga Dr bhaga are not here but it's my it will my proud privilege to also drop a note of Welcome to both of them shr is the CEO of the aim prj University of foundation and Professor manul bav he is a professor of mathematics at prinston University as you are all aware these two personages have been The Architects of the two documents which will be the keyy to implementation of the NEP as we move forward you will have occasion to hear them in detail and also interact with them in a question answer session subsequently in addition to the two eminent educationists we also have other resource persons from within cbsc and ncrt to conduct a short presentation on the various issues which might also be plaguing your minds or playing on you that's Mrs sunti sanwal from sanal Department of Elementary education ncrt she will be speaking on Vidya Prav Bal vatika and jadui pitara secretary cbsc himansu gup G he will speak on the issues of affiliation in line with the objective of NEP to have a light but tight regulation examinations so Dr Sayan bhaj I think he is the person whom the principles interact with I know the best amongst all in the cbsc he will be speaking on the issue of examinations Dr bishwajit Saha cbsc director cbsc he will be speaking on skill education Dr pragya Singh she is director academics she will be talking on other anary issues related to academics and as well as well as with on assessment I also welcome all the officials of the school department of school education literacy present here Anand prit arai G as well as directors of the nvs mam from KRA vyal Society from NCT who are here to provide the valuable support and guidance in our joint Endeavor to move ahead with the implementation of the NEP and it underscores the seriousness that I'm able to see all the heads of Institutions present in today's interaction you we will also have occasion to interact with them not only during the air mark sessions but also in the Q&A as well as subsequently during the mix sessions of lunch or tea outside looking at the faces in front of me I'm very certain that the principles will actively participate in the session and I think rather they itching to participate and our interaction will enable us to come up with a definitive road map towards implementation of the any and operationalization of the Frameworks I once again welcome you all to today's session and hope for Fruitful deliberations for the day [Applause] J sir sa School Sak sanay [Applause] a warm good morning to all of you my my colleague cbsc chairperson SRI Rahul Singh additional secretary Shri viin Kumar additional secretary Shri Anand joint secretary who looks after cbsc our colleague shrimati PRI Pand member secretary NC Kang shaii Amar prit joint secretary my colleague Arjuna Sharma ATI join secretary in the ministry himansu Gupta secretary cbsc two of our very esteemed colleagues who been part of this entire Journey Jour professor manjul bgo and shra bahi they are here with us and I'm very happy to see both of you and a warm welcome to both of you uh all our colleagues at the principls who are who are here in this Hall as well as I'm told there are 5,940 of them who have joined us online you know even now after so long when I am with the principles of school somehow I always feel like a child I get into the mode of saying good morning sir good morning ma'am and though I think many of you would be younger than me today that's the feeling this morning when I woke up I discovered that today is the birthday of George ell George O's real name is arur Eric Blair and he was born in India in a place called miari in Bihar in 1903 and after having spent one year he went back to England this morning and then he studied there he did his schooling from there discovered that today is the birthday of what does he write this is in 1910 when he went to a grammar school I thought this is very instructive I shall read it for you in in 1903 over a period of 2 or three years year the scholarship boys were crammed with learning as cynically as a Goose is crammed for do he right this is in 19 at St cyprian that's School event the whole process was frankly a preparation for a sort of confidence trick over a period of two or your job was to learn exactly those things that would give an examiner the impression that you knew more than you did know and as far as possible to avoid burdening your brain frankly prepation for a sort of confidence this was written almost about job was to learn exactly those things give an examiner the impression that you knew you may like to think and discuss amongst yourself and as far as possible to avoid buring your brain with anything else we have almost a very very far reaching document amongst us amongst ourselves the National Education policy 2020 which I often say is the DNA of the Indian education system or even not even say DNA of the education system is the DNA of the Indian Society because the education forms the basis of just about everything it influences the way you think D and what you think makes you what you forms the basis of just about everything sometime back we were talking and we said that the way you let us have a conversation with all our cbsc principles because a let me say that we have a great comfort in government of India with the CBS schools and the cbsc principl and whatever we do new your schools often become the laboratory for trying out those uh Endeavors trying out those interventions and also a way of taking feedback to be able to improve in a manner which is the normative sense I would say Des things in a manner which is so I'm very happy that you are all all of you are here I think there are several issues which we would want to talk about and there are some very very important presentations to be made on ncf on ncf FS and the kind of things you been discussing amongst yourself and you may have a lot of questions but then you have the Practical experience which we don't have have the you would be able to tell us as to how a policy is going to play out in your schools and based on that we would say we would try and see as to how we can tweak the policy to make it better work in the schools of which you are a part so the NEP 2020 what are the sent features I'm just going to uh make bullet points the most important portion is foundational literacy and numeracy every child who comes to class one should do at least three years of pre- primary classes we we talking about experiential learning as compared to learning by root I often say that learning by root is not bad in itself it also serves a certain purpose that's the way our brain works but then if you do not understand what you are speaking then I think there is something wrong somewhere so we are talking about experiential learning and no hard separation between knowledge so again our system is designed in a manner that the Commerce stream Humanity stream stream and the science stream they all don't speak to each other and this is not the way knowledge has been devised or this is not the way the knowledge has developed in nature we human beings because because of our own limitation of understanding we have divided into it into so many parts can we start working at the intersection and start seeing being as to how science looks from the point of view of a person who's studying or Prim who primarily aims to study Humanities because there is scope for cross fertilization and Ne and beses this how we are going to do that I think Professor bgo is going to talk to you about it Indian knowledge systems again is extremely important our learning should be rooted in our culture and and I don't think that knowledge per se is very objective it also emanates the way we think and the way we think it emanates from the culture to which we belong so it should be culture specific look at the Japanese when they study Japanese they have introduced so many terms in management which Flows In from their experience as a society Kaizen I don't think so the Americans would have thought about Kaizen can we also start thinking about education from the perspective of our culture and of course assessment and examinations are extremely important because I often say that what you learn how you learn to a very large extent is dependent on the way you are assessed if you are assessed differently then we all have a tendency to learn differently there are four curriculums which are being made by our national steering committee uh one is National curriculum framework for foundational studies it was released on 20th of October 2022 the national curriculum framework for SE school education was out in July 2023 the teacher education I think is almost in a stage where we would be able to release it it's in the public domain and subsequent to that adult education is the last curriculum framework which the National stearing Committee shall be bringing out in pursuance to the NEP 2020 for foundational studies I think we already have come out with a learning teaching material there's a Jad pitara for pre- primary classes there's an electronic equivalent of it which we call the EAD pitara books for classes one and two are already there in the Market are they being used that is the larger question which I want to impress upon you that we need to discuss this in pursuance to the National curriculum framework for school education books are being prepared I think we are the class three books have gone to the press and we are working against time so as to be able to bring in the books for class six uh not just in time but hopefully by 15th of July these books would be made available to you but then the rest of the books would follow in and they shall be made available to you as in when the new academic session begins you know I'm just going to give you a little bit of a hand waving argument ncrt develops the curriculum with the aid of experts and it also prints the books we just looked at the number of students who are part of C cbsc a little more than 2.5 crores we worked out the number of books which would be required by just the cbsc students not not even talking about the states works out to about 15 crores and ncrt is printing about a onethird of that so this is suggesting that the curriculum framework which we have made so p painstakingly the books which we have developed and I anra G and I always have a discussion about it that making books are a labor of love and I can tell you without sounding very Preposterous that these books which are now going to come and your children are going to hold in their hands would be very different from what they've had it in the past but somehow our books are not being used I would want to hear hear from you as to what is the problem and the reason for there's I know there's a very large EOS system of private publishers there's a very large economy which exists outside the NCD books but even assuming I am the last person to say that you should only read one set of books but can we say that we would use the ncrt textbooks as the main textbook and use the the rest as supplementary textbooks because no single book perhaps can capture all the kind of knowledge which exists there even at even at a very primary or a middle level so other books can be used as a supp as supplementary books so this is one point I would want to hear from you scaling is extremely important and the NEP 2020 envisages that from class 6 onwards skill shall be introduced in all our schools so by the time a child gets out of school in the class 12th he or she is at least proficient in one skill and to be able to measure and assess I think boards are becoming awarding bodies and also the fact that National curriculum National Credit framework is there cbsc is fully seized with the matter they've been talking to you and they've been telling you as how ncf can be operationalized in our schools we would want to hear from you as to what is happening on the Skilling front how it can be make more how how it can be made better and how how we can generate an interest for it I mean when I say generate an interest for it what I am saying is that how do we create a demand for skills in our schools without we having to push many sides many of the things which we are doing often we are approaching it from the supply side and when you approaching it from the supply side lot of things don't happen in a manner initially we had thought and then later we start wondering as to why things have not been happening in that manner so that is one point assessment is extremely important and cbsc is doing workshop for you with you they have a system of measuring the way children are learning their learning outcomes we are also doing the National Achievement survey all these things should ensure that our learning outcomes should become better I must take this opportunity to congratulate cbsc for having devised I think one of the finest Vidya samika ker in the country I had gone to the cbsc office and it indeed is extremely good how do I use this Vidya samika Kendra to ensure that I am able to track the learning outcome of each and every child for as long as the child is part of our schooling system so there's a holistic progress card I think it is become a little long but then we would require your suggestion on this as to how do I make it a little more functional if at all that can be done for every child the HPC should be prepared and it should be mounted on the it should be onboarded on the Vidya samika KRA using what we are now saying is an apar ID automated permanent academic account registry I've said it so many times that I normally I don't remember these things but in this particular case I've said it so many times that I remember it so every child must have an apar ID we want that apar ID to be linked to the Adar number in a voluntary Manner and the the moment you do that you get a DG Locker to yourself your academic Bank of credit begins you make the child's HPC and you put it on the vsk the child gets a place where he or she can access his or her academic record for as long as he has access to that DG Locker for me it is important because then I'll be able to see as to how children are doing in maths at a macro level I can assess that if some correction needs to be made to make the course and the curriculum more relevant it would suggest things because when you start looking at data the data starts telling you a story and it also gives you great insight into what we are doing which we otherwise sometimes Miss so this is the second point I want to mention last couple of points what is going to be the future of cbsc as of now we have 28,000 plus schools where do we see ourselves in the next 5 years 10 years or as The Honorable prime minister always says by 20147 when India completes 100th year of its independence how many schools we will have while grappling with the fact that there are issues which are undesirable like running of dummy schools propelled and fueled by the coaching culture which has developed all around us and for the last many days when you wake up in the morning you see the way it is playing out in the public life and I would don't think that any of you would be feeling very happy about it the way it is playing out but then all of us need to put our heads together and find a collective solution that how do I get out of this coaching desire of course there are larger questions of supply and demand and Supply but within that also I think you who are some of the sharpest and the brightest Minds in the country who have experience of running schools you would be able to suggest to us as to how do we do things the we are also working on having a board of cbsc which will go into International just like IB and other International boards cbsc is working on a cbsc International and I think there's no other way better to export your soft power than to have schools in foreign countries which are affiliated to cbsc International and we would want and we much rather desire that this experiment succeeds in a manner we Indians have we are great in running schools we have such experience we can read we can reach out to the global South and help them to do things and you know one of our quality always has been that what the others do for an amount of X we do it at half at a fraction of the cost that is the Ingenuity of us as a society and as a culture the last point I want to mention is that there is the government system and there is a private system and of the two don't meet we need to work at the intersectionality where private schools which are some of the best schools which we are running in the country also become a part of the larger educational ecosystem which is being managed by the department of school education and literacy can we create an Institutional mechanism by which there is a constant learning between the two of us and also sharing of ideas so I would request request chairperson cbsc to constitute or think of constituting an Institutional mechanism by which you ncrt cbsc and Department of school education and literacy can come together and there is cross learning sharing of cross learning so these are some of the initial thoughts which come to my mind when I speak to you this morning uh Huxley wrote a book in 19 31 he called it Brave New World and uh Salman Khan of the Salman Khan Academy fil he has dropped the L from the world so he's named his book Brave New word and how AI is making inroads how technology is making roads in Road in our schooling system in our education this is what he talks about I came across a quotation in that in which he writes about Alexander the Great and he writes that uh Alexander's teacher was Aristotle and he says that uh his parents taught him to live but his teachers taught him to live well I guess all of us need to leave well thank you sir or mirud Shri anurag bear Madame Professor m bav or Professor b b abinandan b swag [Applause] kri madic board bad professor [Applause] hardic Aban sir Professor [Applause] s Professor manul bhav ham aam is anurag bear CEO azim prj Foundation s professor manul bav professor in mathematics Princeton University United States of America framework for foundational stage introductory [Applause] slides to be slides slides let's see this works can you hear me all right Namar it's a it's a real honor to be to be with all of you uh all the respected members on the Das uh and of course the respected members of the ministry who are here of ncrt and of course cbsc and most of all M letter how about now okay so I uh it's a real honor to be with all of you with the respected members of the Das and ncrt and cbsc and the ministry and most of all of course the respected principles of cbsc schools uh it's a it's a real pleasure and honor to be with all of you uh it's really the the cbsc School principles that we're most excited to be with today because all the policies and the curriculum Frameworks that we've been developing over the last 3 or four years years it is through the cbsc principles that these will really become a reality on the ground uh we all have a common goal here which is that we want to move India's school education system to being SEC second to none in the world that's really our common goal uh of all of us uh here today and as we often say at where the cbsc schools go the rest of the nation's schools go and and so it is in the hands of the cbsc principles cbsc is really the the leader uh in in setting the tone for the school education system and when cbsc takes the lead then the rest of the nation schools will also will also come along and so if we want to make India's school education system second to none in the world it is through the cvsc school system that that will really happen and of course it's the principles of the cvsc school tools that will really uh make this happen and so we're here to ask for your help and your leadership uh and your advice on how to make these Transformations happen and so what we wanted to do uh today is give an overview of the kinds of Transformations uh that the think tanks that we put together over the last few years have come up with that will really modernize the school education system while being rooted uh in India's knowledge and cultural heritage as as secretary San Kumari was saying we have to make sure that we have a cuttingedge education system but yet it' be rooted in the local context because that is how students best learn so so I thought I'd spend maybe 20 25 minutes describing the philosophy behind the rationale behind the Transformations that are being requested of India school education system and being requested of you to sort of take the the leader ship to move uh in this direction on the ground uh and then in the next half hour maybe anag will give some more details uh about some of these changes and how to affect them and then we'll try to open it up uh for discussion get your questions uh and feedback and suggestions on on how to take these things forward and really make uh this dream a reality of taking India school education system to an entirely new and high orbit so let's see if I can try to move this slides to I'm so a lot of what we're talking about today has its roots in the in the new National Education policy which came out in the year 2020 so the National Education policy 2020 it was an ambitious policy document that called for an overhaul of India's a total education system in a holistic way both school and higher education have to transform together to really uh achieve the Transformations we're looking for so NEP was an ambitious policy document that called for an overhaul of India's education system to make it more holistic experiential enjoyable rooted in India and of the very highest quality for all students and the national curriculum framework uh which was finalized uh just last July uh and its aim was to bring about the changes that were recommended by the NEP uh by affecting the car cor responding changes in India's School curriculum so what are the major Paradigm shifts recommended by the NEP and the ncf and and these are the Paradigm shifts that we all must keep in mind when we're um when we're carrying out these changes on the ground the first really major paradigm shift that wasn't there before is that we really want there to be access to quality Early Childhood care and education for all children this is crucial uh and I'll talk a little bit more about uh why in a moment uh we also want to move towards so that's one Paradigm Shift everybody all children should have access to Early Childhood care and education starting Age 3 4 and no later than that uh we want to move towards a more multidisciplinary and holistic education we want to move away from the kind of streaming that we've seen in in the 21st century we're going to need multi-skilled people and so we want to make sure that that students are getting a multidisciplinary and holistic education where skills from multiple domains can be applied to solve real world problems uh we want to move towards a more experiential activity based and discussion based learning where children actually use the creative side of the brain and not just the analytic side of the brain so concentration not just on rot learning but also on analys Anis and creative thinking I see where to am I supposed to put this and finally we want each of the stages of school education to be aligned with the developmental stages uh of of uh children's Growing Up So a new curricular pedagogical structure 5 plus 3 plus 3 plus 4 has been designed to ensure that the pedagogy style uh in each grade is aligned with the with the child's developmental stage so these May uh we can think about as being sort of the four main Paradigm shifts recommended by the NEP and the ncf and I'll say a little bit more on the details of this so the importance of early childhood education of course all of you know very well but but and we've we've known this in uh in India since ancient times that it's very important to have cognitive stimulation at at very young ages but now we also have very concrete scientific evidence of why it's so important not to let those early years go by without proper stimulation so now we can do pet scans uh pet scans of the brain uh of children who have had cognitive stimulation in the early years versus versus those that have not and it's remarkable to see that there's actually a difference in the brains of children who have had cognitive stimulation in the early years versus those that have not there are certain parts of uh of the brain that develop in a healthy brain that has been stimulated versus children's brains that have not and this is really remarkable that you can actually see physical differences in the brain between those sets of children who have had early childhood education and and proper emotional and cognitive stimulation in the early years versus those have do not and so this is clear scientific evidence that and and these children who had not had that stimulation have been followed in studies and and they fall behind and those that have had stimulation in the early years uh perform better throughout uh their school years and into college and so this is very well documented now and there's no better evidence than this than uh than the P scans of brains to show uh that we must not let any child not have that access to early childhood education and so the point is that students who start out behind tend to stay behind U throughout their school years and therefore throughout their lives and there is now solid scientific evidence that makes this very very clear and so early childhood education is just crucial uh if we want to take India and its education system to that that highest level and so the best way to educate children in the early years is through Play Because children naturally play at that age and so if you can cognitively uh stimulate them in those early years through play then that's the best way of uh of educating young children and so play based education system uh for early child education is is considered extremely important to build those all important lifelong skills of teamwork social interaction compassion communication cultural appreciation and creativity these must be developed in the early years and so our goal here is really to think about ways that we can make sure that all children are getting access to this early childhood education these early years are also the best period for a child to learn uh through play about alphabets languages numbers counting colors shapes indoor and outdoor play puzzles and logical thinking and arts and crafts uh and movement and so on all these if they are developed in the early years they develop uh the correct areas of the brain early on by the age of six 85% of the brain uh of a child is developed so if it's developed in the right way in those early years then it really shapes uh how a child learns throughout the rest of their lives so this is uh absolutely crucial there must be an excellent play-based curriculum and pedagogy in place for children 3 to 6 years old delivered through a significantly expanded system of early childhood education institutions and as I said cbsc Affiliated institutions if they take the lead on this then the whole country will follow and this of course was the reason for the development of the new ncf FS ncf for the foundational stage is to is to give that play based curriculum for all children uh based on the most current research in in Neuroscience so that's what the ncff fs uh was meant uh to deliver and and many initiatives by by cbsc and by ncrt like the jadara that sun will be talking about uh were developed for this very purpose and again cbsc institutions if they can take the lead on implementing the C ffs uh implementing the jadua uh that will really uh transform school education in the country we believe uh so what are other major Paradigm shifts recommended by the NEP and ncf we just mentioned early childhood education we also want to make sure we have a more multidisciplinary and holistic education we want holistic Development Across all capacities the goal so all capacities intellectual social physical ethical emotional we want a holistic Development Across all capacities uh the goal being to develop good human beings capable of independent rational thought with compassion humaness courage creativity uh ethics and a rootedness in India so that's the multidiscipline and holistic education that is really needed for uh for 21st century living uh another major paradigm shift is that we want to move towards more experiential learning rather than just wrote learning uh because we need students to develop the ability uh to think analytically and creatively participate in discussions and become Adept at speaking writing and other 21st century skills and mainly the way we've been writing in the policies is that we want to teach we want to make sure that they know that they learn how to learn so it's not just what they learn in the classroom but the ability to learn so that they become lifelong Learners that's the most important skill uh that we want to teach so learning how to learn and then as as I said a new curricular pedagogical and pedagogical structure was developed 5 plus 3 plus 3 plus 4 to make sure that curricular and pedagogical approaches uh in the classroom are in line with the developmental stages of the child and so we encourage you uh to read the ncf in detail and how the curriculum and pedagogy are designed for each stage so that they're they're lined up with the developmental stage of the child uh so the curriculum has been designed in each stage so that uh it satisfies all these major Paradigm shifts and also uh is in line uh with with the developmental stages uh physically emotionally and in terms of the brain so other key Paradigm shifts that are mentioned in the NEP and the ncf so we already mentioned Early Childhood care and uh education ensuring foundational literacy and numeracy for all children uh as as the secretary mentioned uh is is absolutely key and so having a curriculum in cbsc uh that ensures foundational literacy and numeracy will help that percolate throughout the country uh early childhood education is is one measure that will ensure foundational literacy and numeracy for all children but there many others we have to keep coming back to those literacy and numeracy elements even in the early grades uh grades 1 2 3 four and five uh we have to keep uh working at developing solid literacy and numeracy even as the curriculum advances further we still have to make sure we come back to those foundational elements in the early grades and one major way of enure of enhancing uh children's ability to achieve foundational literacy n numeracy is an emphasis on the mother tongue as the primary medium of instruction uh particularly in the early years along with high quality teaching of all languages when one really Masters the mother tongue well then one can actually learn other languages much more easily uh there is a lot of evidence for this many times in India there is this Desire by parents that you go straight to English uh but of course lots of we all know as uh educationists that if they learn to uh to speak their and write their mother tongue well then they actually learn other languages better and Concepts learning new Concepts uh are best understood if one's thinking in the mother tongue if one's learning it through the mother tongue then you can actually understand concepts with greater depth if you're learning it uh New Concepts in a new language it's actually makes it harder to absorb those Concepts because you're still struggling with the language so the language in which you originally think in if you learn Concepts there you actually learn them better uh emphasis on holistic education that includes vocational education art education physical education in all stages of Education these subjects are just as important as math and science and social science that is a message that cbsc principles can really try to deliver to parents uh we we all know that uh in the culture of the country parents are often saying we just want them to learn math and English and science but an allround education is really the best way for a child to progress and become multi-skilled and successful developing the creative side of the brain uh the physical body uh are also just as important and being vocationally trained vocational education should not be considered second tier to mainstream education it should be part of mainstream education all of these subjects should be part of mainstream education to make room for for children to develop holistically across all these subjects it's important to reduce the consent in each subject to the core Essentials that makes room for discussion and Analysis and creativity and it makes room for the holistic development that we're looking for uh rootedness in India we already talked about including the integration of indan knowledge uh children learn best when the way they are being taught is rooted in their local context and the criticality of the culture of schools in attaining all these educational goals this can't be overemphasized for example if we're trying to teach sustainability if the school itself is carrying out sustainable practices then that is the best way for which by which students will also learn to carry out sustainable practices or if we want to convince all students that all subjects are important including art and physical education and vocational education then the culture of the school has to be such that we're emphasizing how important all subjects are and how fun all subjects are equally and of course the centrality of the role of the teacher including principles in the transformation of the education system the leaders here are the ones who are going to take all these initiatives forward and finally uh equity and and inclusion as a Cornerstone to carry out all these changes we want to make sure that every student gets to participate in this new dream of Education we don't want to leave any students behind and so making policies making curricula that that include all students uh is key to bring the whole education system up so these are the philosophies and the rationale behind what we wrote uh in the ncf and the NEP uh uh these are the reasons behind why many of those initiatives uh were developed and with with this background we really urge you to read the ncf and see how how uh we have thought to design curricula and policy to to deliver on these uh these educational goals so I won't the design of the foundational Preparatory middle and secondary stages the 5 plus 3 plus 3 plus 4 that we were talking about uh they're they're outlined on these slides which we'll send to everyone I won't go through them uh in great detail but there's the foundational stage ages 3 to 8 which should be play based pedagogy and it should be uh it should be available to all children then there's the Preparatory stage which is grades 3 to 5 which is still uh play based but starts to bring in uh some interdisiplinary subjects as well as some vocational exposure uh light text books but very experiential and still with significant play in the Preparatory States this is up to grade five where children naturally learn through play and exploration the middle stage goes from grades 6 to8 and there subjects are more formally introduced subject teachers are introduced there are three languages mathematics art physical education vocational education science and social science all as equally important subjects and finally there's the secondary stage uh which are in two phases grades 9 to 10 and grades 11 to 12 in grades 9 to 10 uh for the first time we will really want all students to learn all subjects so all students will learn three languages mathematics art physical education vocational education science and social science in as interdisciplinary way as possible uh along with uh ethics and Environmental Education which are so critical for for living in the 21st century we really want to move towards board examing board exams becoming easier in each subject so that they can learn many subjects uh and so that pressure isn't there of learning so that learning is can be fun again rather than everyone having that pressure uh of board exams that one day in their life that seems to determine their whole life we don't we want to move away from that gradually this can't be done in in one shot but we want to move towards board exams being easier in each subject uh students take board exams in every subject uh and this will also help solve this coaching problem that we're uh that we're facing where if board exams are much uh are much easier and they're across many subjects and they're available more than once to take then and uh then the pressure of board exams will be less the pressure to be uh undergo coaching will be less uh so that's that's one other goal and I know that'll then generate a lot of discussion as it is and the secondary stage phase two will then be choice-based courses to enable flexibility for students and to remove hard separations between academic areas and yet it's going to be designed in a way that students have to take multiple areas still not everybody can only take Math and Science in grade 11 and 12 they have to have some Humanities they have to have some art or physical education so grades 11 and 12 will be designed in a way that they have plenty of choice yet still have good subject distribution uh across Humanities Sciences arts and physical education so this design ensures both breadth and depth uh so I uh again we urge everyone to really read the ncf and get a feel for for the rationale Behind These and to and to think about ways of how this can be delivered uh in our schools and again easier board exams with greater emphasis on conceptual understanding and competencies rather than rote learning which we have still too much of today so what are the key delibera bles of the new curriculum so through the new curriculum we want to make sure that all students develop foundational literacy en numeracy this must be given the highest priority all students should achieve foundational literacy and numeracy by grade three with a continued emphasis on those that might have fallen behind in grades four and five to make sure that everyone achieves U foundational literacy and numeracy by grade three and certainly by grade five uh constitutional and other human values must be developed such as gender equality uh a rootedness and pride in India that's another deliverable that we want to make sure we achieve um a sense of service uh SAA to others uh who are in need to one's country into the world 21st century capacities speaking writing multilingualism problem solving sustainable living uh socio emotional capacities and and as we said earlier the ability to continue to learn somehow the slides aren't going ahead sorry this button doesn't work so great yeah we'll we'll share these I'm sorry that this is uh not going ahead so well should I go back to the previous one do back have control there we go there we go so the secondary stage 2 grades 11 and 12 was designed in a way to give Choice while still giving uh breath and depth so it's choice-based but still making sure that all students are learning across different subject areas and we'll make sure to sh share these slides with with everyone of course and this is all written in detail in the ncf okay so we'll share this with everyone of course oops tricky okay so these are these are the some of the key deliverables of of the new curriculum foundational literacy numeracy constitutional values rootedness and pride in India sense of service 21st century capacities the ability to learn uh continue to learn on one's own over lifetime uh and the end goal of course is preparedness for higher education uh and gainful employment and just keeping in mind that a true multidisiplinary and holistic education is one that would prepare students not just for their first job but for their second and third jobs jobs change over one's lifetime if if students are multi-skilled and have a multidisiplinary and holistic education they'll be able to adjust to any uh changes in the employment landscape so that's why it's so important uh to have this multidisiplinary holistic um education system uh so I think I'll I think I'll stop I'll stop there and move it over to yeah thank you so much for your attention appreciate it [Applause] huh I just make oh sure I'll just I just like to tell everyone that there won't be a separate coffee break coffees are outside so in case anybody wishes to have coffee between he can go and take a sip and come back thank you good morning good morning namaskar himansu [Music] sh [Applause] but uh it has been a great privilege for me working with manul as my friend it's been a great privilege to have a education secretary like it's just incredible and uh anyway so I've got so many stories about him so ni G is here it's so lovely to have her here you know because uh and I can't Sunni G is here PRI G is here and uh you know Sunni G was I would say one of the key architects of the foundation stage curriculum so she deserves all the Applause that uh so uh uh see uh the thing is I asked you a question I'm going to ask you another question because I'm learning from San G and the best defense in front of principles is an offense correct ncf School ucation N 357 360 I'm very impressed huh very impressed very very impressed so the thing is that what's happened is mju mul has described to you the basis the underlying philosophy what the National Education policy architected as the change that the Indian education system should go through the ncf the two ncfs are actually the operationalization of that in the school that's what they are right now in a session which the three of us have here roughly an hour and a half there is no way that we are going to be talking about everything in the ncf session in your own schools ensure that the teachers have read it because the ncfs one of the unusual things about the ncf and that was the leadership of Dr kasturi rangan you know Dr kasturi rangan who's been our guide Mentor from the NEP days it was one of the remarkable things about the uh the effort that he led without any hesitation and fully supported by the secretary and the minister that this ncf should be an ncf that speaks to the practitioner it should not merely remain a document which is philosophically robust educationally sound but it's something that the practitioner can relate to Basha the language should be such and it should have the kind of specificity that is required for it to be able to speak to a practitioner now therefore one of the most important things that we can achieve from this session is if you can encourage all your teachers to read the ncf in totto right that's that's I think is the that's the objective Mel having given the philosophical basis for the transformation I'm going to take you into a little bit of detail on what the ncf is structured like why is it structured the way is it structured why is it structured the way it structure it and like any such things you know I mean you'll say that I'm so used to asking question so I'm asking a third question now P the third question is and I won't ask a question I'll just say it to you perhaps one of the most fundamental of educational principles pedagogical principles is what that you start from where the child is correct it's it's in some senses we we sort of talk about it as a fundamental educational principle but it's also common sense right I mean whether it is the matter of mother tongue which is you'll start from what the child knows now that is not only true for children right it's not only true for children it's also true for all of us and it's also true in two different ways one it must be able to relate to where we are one two there's an underlying assumption that we know a lot the child knows a lot that's where you build from isn't it correct therefore the underlying assumption the in the ncf and in the way it's structured is that you know a lot it is not that you don't know and it's not just you it's that the teachers know a lot right which is why the National Education one of the central principles of the National Education policy 2020 is empowerment of schools empowerment of school leaders empowerment of school teachers that's a Central principle absolutely Central principles therefore as you go through the ncf the perspective of the ncf is it's building with what you know empowering you and your teachers completely right so I think that's the sort of a preamble and with which I'll perhaps spread maybe 10 15 minutes not more than that I'll be I'll rush through the presentation run through it and then after that the presentations both our presentations will be shared with you so you can you know at leisure uh look at it okay so uh ah I I'm encountering the same problem okay ah okay fine you okay so I'll do a little bit of context setting very quickly I've already done a context setting yeah it's sort of it's just not moving HH it's hard okay uh this sanay G talked about Manu talked about there is ncf FS there is ncf SE there's the ncf teacher education which is more or less ready and there's ncf uh adult education right now just remember as I talk through the presentation I'm integrating ncf FS inside ncf SE which means school education going up from grade age three to age 18 integrated so I'm not separating them out right they're put together uh three quick points very quick please pay attention to me huh you could I mean don't don't don't take photographs do not worry these presentations will be there with you just pay attention to me first what is curriculum curriculum is everything inside a school which we can design towards education objectives very important Point what does it mean it doesn't yeah I I think it you know this kind of a commitment deserves an Applause this kind of commitment does deserve an Applause right so uh School culture School practices class relationships between teachers and teachers and principles that's a part of the curriculum because that shapes our learning objectives right so I think that's a very critical Point next Point uh sorry and this is really so curriculum what is curriculum framework curriculum framework is something that guides the development of the curriculum remember the ncf is not the curriculum there is no expectation that you are implementing something which is given to you ncf is something which will guide help the development of the curriculum that's what it is right and it's very important to ensure that because eventually in a country as large as ours contextuality as much as ours the federal structure of our country as it is right therefore the curricular framework binds us together as as a country however empowers schools teachers boards uh you know all those relevant people who should be developing curriculum so that is curriculum this is curricular framework right what does the ncfs aim to achieve actual in practice on the ground I'm telling you I mean I think PR and you remember it was an absolute clear commitment in April of 2022 right in the N NC meeting if practices don't change in schools there is no point in having another NCA right so that was an absolutely explicit commitment okay now what are the principles of ncf SE design one I've said to you it's a guide for practitioners it is educationally sound you know we've been working on it for seven years actually for and when we say we it's not mju sunti g me it is a extraordinary Galaxy of experts absolutely extraordinary of Galaxy experts and deep consultation on the ground right but it's a guide for practitioners it is specific now this is an important word huh and this you must pay attention to specificity means not just articulating the principles and the abstraction but Bringing Down the abstraction and the principle to how does a teacher a textbook developer a test item developer how does she relate to it that is specificity remember specificity does not mean prescriptiveness we should be clear about that 100% clear specificity is not the same as prescriptiveness specificities you have guideline abstraction get down to the specifics it empowers the item developer the test developer the board the you know the state board and whatever to on that basis develop their own thing so specificity is important in the absence of specificity in the absence of specificity practitioners are not necessarily able to relate to it you have noticed this 20 years we have struggled with this we have a great document but practitioners find it hard to relate why because it's not specific enough right that's the issue so it's specific third it has pragmatic considerations so mul talked about the integration of vocation education from class six right we know that when we say integration of vocational education from class six what kind of limitations are there across and this is not just for cbsc schools right I mean it's across the country if you look at a rural small government school what kind of pragmatic considerations have to be there uh it pays the ncf pays equal emphasis on Art and music now can art and music teachers be there everywhere not today it might be there so in 10 15 years so if we make a hom saying that art and music should be given equal weightage but we don't take into account the absence of art teachers right and therefore don't give a give a pathway that when our teachers are not there how will you still implement it right how do use then it's a impractical exercise so therefore it has pragmatic considerations fourth and if there's a spine of this ncf a spine of this ncf that spine is this thing called the learning standards right and I'll take you through learning standards the concept of the learning standards in a slightly more detail not all the learning standards at all okay well the ncf is structured in this fashion part A has the uh the broad aims of school education the overall approach Part B has some cross cutting themes part C has the ncf fs and the school subjects a chapter for each right part D is about school culture and processes part e is about enabling the ecosystem right this is the contents page we deliberately the whole you know this whole presentation is structured deliberately to push the people who are watching it into the document right because very often what happens is having seen a presentation it appears it is an invitation to go into the document there's an invitation that's all it is right in fact if you would have read those of you who have read it there's a page like this pragmatic page how to read you know that's what this page really means right okay okay it says best from beginning to end yeah best red and I I can reassure you he must have done it the way he reads book would have done it completely so part A approach what is this approach part A of the ncf SE right uh aims and curricular uh areas of school education School stages logic and design approach to learning standard content pedagogy and assessment and time allocation these are four chapters the time allocation chapter and I'm addressing it right here is illustrative it's not saying that you got to do it like this that's not what it's saying what it's saying is that in the reality if we are wanting to give all school subject equal weightage then how might time allocation be and of course you know depending on your reality on different realities of the different country that time allocation has to be adopted we debated a lot about this you know we'll all remember will remember that should we not give it should we give it should we not give it and then there was a significant consensus that unless you convert this I think pra was a big voter of this if I recollect right right so uh uh unless we give it like this it is not conveying with specificity what is is the ncf expecting right so this is not pres not prescriptive it's actually demonstrating the specificity of what is intended right now this and the next two slides the two slides are what I would call the spine of the ncf right this is the overall frame and again you know my request to you is sometimes slides create a lot of problems because I'm wanting attention on myself and your eyes are going towards the towards the slide right so why is this the spine why is this the spine if you go back to kotari commission 1968 go back further radak Krishan commission right the aims of Education haven't these aims been very worthy aims always always right it's a issue of we've always wanted to develop good human beings good citizens values subject understanding conceptual knowledge critical thinking that has we have not lacked in that have we lacked in that we have lacked we have not lacked we have not lacked the issue is those worthy aims of Education how do they translate to the Practical reality of the everyday classroom that is the real issue isn't ITC NE education Vision that is drawn from the vision of India vision of society as articulated in our constitution right that's where NP draws from so the ncf draws the aims of Education from the NEP Vision that's where it's drawing from step down step flow ofed School ucation now how does one translate that that's the next level of flowdown to objectives and aims for the curricular areas which is subjects culture process practices how do you flow that down now this this process of flow down which is translating to those worthy aims of Education to the everyday classroom this is the most important mechanism in the ncf SE very important very very important right now if I if I take you one level lower what happens is that the aims of Education are there now I'm going to use an example here I mean the example is on language education side please remember what what this is trying to do this is trying to take those worthy aims of education and drill it down to education system education system say you know school school curricular area curricular area to you know to classroom eventually yeah this is a flowdown and the rigorousness of the flowdown is very important so what it does is it takes the school education aims right and then it converts this into curricular aims for each subject and also for school child process right curricular aims those curricular aims are for the end of schooling end of schooling right then you have curricular goals which are for each subject for each stage each subject each stage right stage the four the 5+ 3 plus 3+ 4 stages that Mel talked about these curricular goals are then Bren down into competencies right and then the competencies and the ncf stops at competencies they are illustrative learning outcomes but the learning outcomes are to be to drive from this competency so if you do all the learning outcomes of a certain set of competencies and the competencies is achieved right so this flowdown process is important and please remember as we discussed uh 10 minutes ago there's no expectation that we're going to draw from this session this what is specifically this stuff right the idea is to go back and to make sure that teachers understand the importance of this flowdown and how what they doing every day in the classroom or you as Leaders of schools are setting as cultures of the school how that is connected back into the aims right so this is perhaps the most important mechanism that is there in the ncf SE right and as I said this is chapter number three and uh it is very important that all of us read it right okay uh School stages and design I won't spend time on it I noticed that when mul slides stopped first they ended up St stopping at the secondary design which I guess has huge amount of curiosity and puzzlement right you don't have so much of curiosity and puzzlement about uh uh early early about the foundational stage or the uh the the the middle stage it is about secondary this whole business of you know making sure that children are taking subjects from across you know across those things right if you go to a schematic there is a schematic I'm forgetting the page number that schematic is very clear on the secondary right so please you just go to that schematic and I when I send the presentation I'll mark that schematic out it'll tell you that two languages have to be studied in second I mean in in 11th and 12th and then how you have to draw there are four groups of subjects and how at least from two subjects have to be drawn right right that's the essence of the issue right and it's now there are two important things here and I just wanted to park that away and please remember if you're not familiar with the schematic I'm talking about I'm going to mark that schematic in the ncfc when I when we send the document to you so it's very clear to what we talking about the important thing to here understand is that the stages of this this this curricular design the 5+ 3+ 3+ 4 is based on two fundamental things two fundamental things one is the maturation the development of the child social cognitive emotional physical ethical right that's accounting for one of those things the other thing which we should never forget it's also based on the conceptual development of Concepts themselves right so they're tied together and when I say conceptual development it's sort of oversimplification I mean from a social capacities perspective the kind of social ethical capacities let's say ethical reasoning that you can expect of a grade n child you cannot expect the same ethical reasoning from a grade four child right now therefore the stage design takes into account these two Dimensions child's development and the development of what we expecting the child to learn Concepts capacities and things like that right now I I I'm sorry I just wanted to go back for a bit oh this is really ah sorry yeah I just want to I just want you to it's still not gone okay ignore the slide look at me again please just ignore the slide look at me again the the the the educational aims of ncf are of three kinds one is knowledge right one is knowledge the other is capacities and the third is values and dispositions right so you have knowledge let's just for the your knowledge aims you have capacities capacities are like critical thinking analytical ability creativity you know social capacities so they are capacities and then their values and dispositions so all three are equally important and all three are achieved through a combination of those subjects you know the combination which is why this whole thing of giving equal importance to the subjects right so let me proceed I I I stopped because I remembered I had not emphasized the matter of the three kinds of aims right that's why I stopped oh it raised through anyway I talked about time allocation so let me just summarize here in one minute which is part A is about the approach of approach has most critically the matter of learning standards right learning standards enormous emphasis needs to be paid paid to that right uh this is very very simple there are certain kinds of cross cutting themes we know these cross cutting themes you know I mean rootedness in India and Indian knowledge system is a crosscutting theme it's relevant in science in social science in school culture School pract everywhere right values and dispositions are not learned through a subject or a practice they are cross cutting that's why you have chapters on each of these and therefore it's important for everybody irrespective physics teachers or social science teachers to be quite familiar with these right now part C School subjects the first chapter here is on foundational stage which is like a summary of the 360 page document that's what it is really right and uh uh you know I'm I'm sorry what's the time it's 11 so I'm going to I'm going to we also s we also wanted a bit of interaction so so uh so School subjects there's a chapter for each each subject and uh I will just ah so it's foundational stage yeah so what I'm doing now in the presentation is I'm just describing foundational stage to you slightly more elaborately and I'm using the example of the social science chapter to demonstrate what is relevant and useful and how it could be read right so this is a foundational stage cont page okay uh you know you familiar with this I'll just skip this I'll just skip this you know the fundamental thing that I want to convey here is that mulus talked about about it the entire FS is based on that essential notion that children of this age learn through play that's the core which is why the Jadu I mean everything else is sort of secondary now once children learn through play it has an implication on the content it is an implication on the pedagogy it is an implication on how the school and the classroom is so-called classroom is organized it's it has an implication on the behavior of the teacher right it has an implication everything right so to me that's the now once children learn to play I didn't do this on the content it has an implication on the pedagogy it has an implication on how the school and the classroom is soal classroom is organized it's it has an implication on the behavior of the teacher right it has an implication on everything so to me that's the I didn't do this okay okay so I'll we can I can leave it from here so play is the key play has an implication on pedagogy content organization of classroom timetable structuring Behavior everything right so once we keep that as the centerpiece then everything becomes sort of it gets organized around that uh is the the content is recommended to be drawn largely from the context of the child that's critical right we know this but it's reaffirming this very very strongly become of other things you're familiar with uh the content is recommended to be drawn largely from the context of the child that's critical right we know this will it work better if I if I tell you to change the page other things you're familiar with right it might work better isn't it okay so let's do it that way okay uh from an assessment perspective and again there are lots of nuances from an assessment perspective the recommendation is it should be observation based you know it should not be lots of pencil and paper testing very simple I mean these are Notions that's why I said the ncf expectation it builds on your own learning and understanding and knowledge it's not something that says I mean it acknowledges that you know a lot it's in fact in fact it's encouraging and building on your experience and it's saying look this is what you know this is what is effective we may not have done it for various reasons earlier but what you know is to be effective please go ahead and do it that's what it's essentially saying this is what you know this what is effective can you go on have reasons earlier but what you know to be effective ample opportunities for activities in all development domains right those six development domains are there right which the ncf fs addresses and therefore it's very important to be able to design activities that addresses all development domains social emotional physical cognitive all of those developmental domains must be addressed activities must be designed for that please go ahead next slide all of those development domains must be add we can go through next there are very specific very very specific connections to the Preparatory stage you know Foundation literacy is important foundational numeracy is important we must achieve that for this country however they're not the only important things country they're not the only important things they are Central but they're not the only important things and therefore the connections actually build through not only into language and math but also how a child is responding to pedagogical practices how the child is responding to the school how the child's self-discipline is developed because that's actually critical from a Learning and Development perspective subsequently right so those are very very CR the connections are not just in the emphasis here is the connection is not just on language and Mathematics right we can go go to the next slide please now I'm using Social Science Education as a very quick walk through as to how the chapters are organized and when you let's say you're having a session with the teachers how to talk about this these chapters right let's next slide please yeah U every every school uh every subject chapter will start with the aims you'll have the nature of knowledge in that subject you'll have the current challenges as the country's education system faces you'll have the learning standards no please save the learning standards then you'll have the how could the content be developed and designed for that subject and then you'll have pedagogy and assessment next slide please okay so if you like take social science right this is the ases social s Science Education in schools must aim to achieve understanding how Society functions learning social science leads to understanding how Society functions to an interplay of historical geographical social cultural economic and political and other factors then there's specific detail on that go to the next slide please capabilities now just remember what we talked about knowledge and then capabilities right so you have capabilities there right if you go down there's responsible human beings and contributing citizens so you can see the mapping the first point was about knowledge in social science the second point is about capabilities capacities related to social science the third point is about values right third point is so every subject chapter is structured in that this fashion aims first and the aims divided like this right and please remember that's why the flowdown matter good human being means what all this stuff right that we're talking about next slide please then there is nature of knowledge in the case of social science and you know this is a section that most teachers might find slightly difficult to Grapple with right but it's useful to talk about it and at least effort on our part has been to make it in a language that is relatable so for instance social science is evidence-based empirical and verifiable right or social science is often interpretive we have evidence we have data we have the facts but you still need to interpret right so every subject chapter has the nature of knowledge right go ahead please next slide then you go down to the learning standards remember in the first part we talks talked about the aims of Social Science Education those are now broken down into curricular goals and competencies every subject chapter has this kind of a chart cg1 curricular goal one of social science in the middle stage is comprehends and interpret sources related different aspects of human life and makes meaningful interpr interpretations that is broken down flown down flown down into competencies which are collects and interprets multiple sources of information primary and secondary to understand the historical cultural geographical and social political aspects of human life you can see right how it's flowing down and then this flow down will actually have to be broken down into learning objectives loos's at the class level at the grade level right that's what it we have to do and that's what is being done I mean ncrt has done it we have other other boards are doing it other other State bodies are doing it go down to the next stage please this is just uh I mean the social science entire thing is there please remember every school subject is like that which is you you'll have the first the aims broken down to the curricular goals and the for the stage and the competencies from which the learning outcomes flow out go down please next slide yeah this is a secondary stage thing same thing go down please next then and this is a critical thing a very critical thing and right now as we going through the the exercise of the textbook development which San G was talking about right this has been a very critical item how do you select the content you know that right I mean you can select content all kinds of content can be selected we can be very content heavy or we can have be content light to achieve the same kind of knowledge and capacities and values that we're talking about so the content selection in the textbooks in your other material that you study is a very important thing and for each subject therefore there are principles and specific examples and illustrations on content selection right let's go down please uh then of course 5.6 is pedagogy and assessment in the case of social science and each subject has the same and and you know again if you if you were to simplify the whole matter of pedagogy and assessment it is that we have to move towards a lot more engaged a lot more engaged pedagogy engaging of the child engaging of the environment engaging of the social context engaging of all capacities ethical social cognitive capacities so I think engagement holistic engagement of the child is at the heart of the pedagogy movement that we expecting from this ncf right and assessment again assessment we talk about this very much and in the case of cbsc I think cbsc has been a perhaps the most Progressive uh most Progressive in terms of assessment and therefore having that kind of holistic assessment and not narrowing the assessment both from a theory of the assessment perspective and the instruments perspective I think is absolutely critical let's go down please okay uh I mean these are social science pedagogical strategies and that you'll have inquiry issues based learning conversation discussion and debates role plays you're very familiar with this but remember please what is it doing what it's doing is that it's emphasizing the importance of what you know to be effective right that's the key point and it's encouraging that this is what should be done we should not have a school culture where completing syllabus is the goal that's not the idea right that's not what it's saying so that's why this this this stuff that you know is important and it's emphasizing let's go down please okay uh let's go down we I talked about it now uh many of you are school principls here yes or no this is your responsibility right I mean from a pedagogical perspective from this and that teachers are equally with you this one is your responsibility and we remember if you go back to the matter of Knowledge Learning values capacities and values and capacities values and capacities will come from here they will not come in ense from school I mean subject content knowledge go down piece and that's why I began by saying curriculum encompasses everything that happens in a school right so School culture remember School culture has two aspects very important this is school culture has two aspects one one one is the underlying beliefs underlying beliefs values you know assumptions that we hold dear one two actually the behavior and the practices the children experience now very often they're closely interrelated but School culture is what the children experience not what you believe that's very important right so if you want it's a very simple thing if we are wanting our children to develop the capacity of critical inquiry critical thinking what kind of a school culture will enable that one that encourages questioning participation curiosity one that does not eliminate or Stamp Out question doubts right so that's very critical now where will it come from it will come from the school leader right it'll come from the school leader and by the way the National Education policy says something remarkable which is that if we expecting this of school leaders we must expect the same from our highest administr status because school school leaders will also this their curiosity their critical thinking will get stamped out if the system's highest administrative leaders are not encouraging of that right so that it's very clear it's not the burden of this is not solely yours the educ and NEP fully takes into account this up and down the education system hierarchy right now how does the how does this thing actually manifest for the the child it manifests in relationships relationship between children children and teacher teacher and teacher principal and teacher school and parent so we expect children to te treat everybody with respect right and this comment may may not be about us your school but I've seen school after school after school small school big school that pays little heat to the parent when she walks in you've seen it right now how are you expecting everybody child to learn the matter of respect if we are not doing that so relationships symbols what do we celebrate what's P painted on our boards you know when there's a school assembly you know Arrangement and practices what is it that we talking about right so School culture and practices which is integral to the development of those education aims is significantly determined by you right again there's a full chapter on this next slide please and then School processes what are the curricular processes you know how do how do you hold your staff meeting how do teachers talk to each other how do you make sure that if a child is struggling not only the math teacher knows but the language teacher also understands and is able to support right how does that happen right so School processes which are curriculum Associated and non-curricular Associated both are equally important and of course the organization process as well right next slide please part e is about creating a supporting ecosystem I will not go to that that just go to the last slide just flip through it go ahead please go ahead yeah now that's my lights last slide and the last sentence is please read the ncf SE there is not a substitute for anything right so I I want to close I want to close and I want to close with this the ncf SE just one more so the ncf SE is designed such that the practitioner should be able to relate to it you know I think the most important thing will be if all of us use it I'm not talking about you I'm talking about the teachers and are inspired by it right that's what it is designed for thank you so much it has been a great pleasure absolutely great pleasure thank you please raise your hand please it was said just now that the children have their development by the age six RT brings the children to regular schools or other places at the age six whereas the preschool for the children is completely oblivious nobody knows where they are studying except where they going to good schools so why should there be this uh difference between what we expect of the child and what we do to the child thank you we'll take a we'll take a few questions maybe three questions together you know so yes the gentlemen in the back right yes uh good morning sir I uh I believe firmly believe that the quality of Education reflects in the equality and values of a individual of an individual and Society uh when we are talking about one of the principle of ncf as a specificity uh which you talked about how you uh describe this rootedness in India and integration of Indian knowledge which is one of the uh important aspect of ncf so that we can uh in the day-to-day teaching learning pedagogy and the culture of the school we can implement this so will you uh elaborate on this thank you we'll take one more question I mean sorry one minute yeah the gentlemen here see I'm going by the hands as I've seen them I'll go to the perspective should be an Indian physicist you will never see an Indian person who has learn chemistry now science is an international Endeavor no doubt but there are Indian also have done we can put up we can we can GST B so some phogs can be changed so children they go the laboratory they see that they are also there yeah I'm I'm conscious of the time so how much time should we take can only take two questions two we take three three is a good so if you can please keep your hands up we'll try and distribute it in some front benches and some back benches one from this side okay so gentlemen here and you know you you we will share our email IDs with you you are free to write to us we'll respond to you lady in the middle and the lady at the back so yeah the lady at the back so three questions uh if you can keep the questions brief we'll keep our answers also brief so it is all about this classroom that many of the teachers opinion that when experi learning and learning and learning ised is happening there in opinion that kind of learning practice in the classroom it will take a lot of time and what is the last stage what we observe that the real success of the students that is after the class 12 they are going to this coaching institutes and for one year they learning and they particularly 72 when they scoring they have real sucess and it is memory and one experience teach understand understand Namaste sir I have a question is the student strength of nearly 35 children for section of class it becomes very challenging for teachers to closely observe and assess children so will you suggest solution for it as well thank you the lady Gooding the languages are beinged about so early years we do understand that language learning is very important however intruction of languages in classes and 10 11 and 12 two languages is really uning students so what is the rational behind the second part is we still do not know the correct interpretation of what is native to India is English being considered over there or not being considered because if English is not being considered then definitely there's no scope of any foreign language being introduced as a third language thank you ask a separate question I'm coming from fore scho in West Africa and my point over here is again multilingualism that we're talking about and I just want to ask that how we going to go about it especially we have few of the teachers that are available who can teach in the orinal languages so this is something that's really um we thinking about it how to deal with it as much as we want to implement it where don't know how to thank you the middle question was about student student student St how do you do observational assessment observ specifically for when we talk about holistic progress or holistic learning and then assessment with 40 children around how is the teacher going to work let me take these two questions together right your question and question so I think at one very simple conceptual level one of the things that the ncf is trying to do is it saying look is there what is the way of making sure that content is reduced and I think we need to pay attention to that this is that if we know that if content can be reduced which means the amount of time that you're spending on you know chapter by chapter by chapter that creates a lot more space right that's the key so when it creates a lot more space it creates a lot more space for observation assessment or for that matter experiential learning and activities and engagement right so one of the key issues here is absolutely the matter of ensuring the content is right sites right the content because we know from our experience we don't need so much of content at the ages that we teaching we need actually the ability was talking about learning to learn is the ability we need it's not as we need to of you know throw down all the content there so this matter of content reduction or appropriateness of the content is a very critical item it will not it will not substitute for very uh very very difficult student teacher ises does it will not it will not I mean if you have 45 children to a class this is not address therefore the policy commits to a certain student teacher ratio policy specially commits to a certain student teacher ratio and I think in different schools you have different degrees of implementation challenges with have so neither the policy nor the national curricular framework is is fully accounting for implementation challenges while also suggesting the strategy the content reduction right and also connecting across subjects is important right if you're doing mathematics it's also doing science in a certain way if you're doing science you're also doing vocation education in a certain way you're doing vocation education you're also doing science in a certain way or social science right I think that's there the matter of you the entrance exams and uh and meet which is slightly complicated matter today uh you know that that I don't think the ncf addresses that particular matter the policy address it the policy addressing is very significant I mean the the policy addresses as to how the admission into the higher education system should happen which is what was talking about that we need a sort of a coordinated and coherent set of changes in the higher education system as well as in school education need should not press through this just add so we definely want to reduce BTR over time 40 students per teacher is still just too much we know it's still very confident in the country but there is a push to increase the number of teachers over the next several years that's very very important bring down PTR and increasing the number of teachers and increasing in particular the number of language teachers so that the new language demands and importance of Indian languages is emphasized but while the ptrr is high one way to increase experiential learning is to have lots of Youth activities and peerto peer learning so that's that's very important when when does have large classrooms break up the students into groups have them do group activities together and then the teacher can go around uh just the each group and the number of groups is way less than the number of students and so that way assessments can be done in each group and if the groupings are done differently uh each time then over time a student is involved in many different groups and so one gets individual assessment through the performances of the group that they that they were so group learning and peer learning and self assessment and peerto beer assessment these These are methods by which you can actually assess many students even if you're not individually visiting each one and you're having peers students actually helpess themselves and each so that those are ways in you can handle classes and then as far as languages langu definely need more language teach around uh language is the medium through which we learn all subjects so we don't have to think of language as just being teaching language so for example a lot of language in the early grades where Even though three languages are being taught in each language they're actually learning about different concepts so in that way you're actually so there's there's a mathematics article in the in the Hindi textbook there science articles the uh we're doing sunkit textbooks in English textbooks we're going across all subjects well so you're learning many different subjects including literature and poetry but also uh because language is a medium of learning when we learning languages we want to be able to be able to talk about different subjects in those and learn so in that way language does not langage TT are designedly so just to clarify profor just to clarify the question urging to language is when do you expect us to start implementing three languages in grade n and 10 and two languages in grade 11 and 12 is a specific question because you emphasized on a practitioner's question and that's exactly where to be yeah so this is something which the ncf won't be able to sort of satisfy this is something which you have to look at keeping in view the Practical aspects when how subjects at which level Which languages all of it that is something that cbsc and ncrt will together in discuss and come up thank you mentioned about uh two uh words in the slide slide in the slide you mentioned about two things one is about ethics and second is about uh Environmental Education uh can we can we get to know a little more about those points I'm really sorry we been told that this is absolute [Music] so I'm very aware of the desperate coffee break that you all want I finish 15 minutes time so that respected sanj Kumar secretary school education all the senior officials of the ministry cbsc and and all te principl here to all of you so 15 minutes four topics as you see with PR Bala so trouble for me Andi so uh yeah so next uh next slide please next slide yeah so this is what uh the ncf emphasized and this is what we just heard mul G and anuragi talk that why Early Childhood care and education is being given so much of emphasis and research tells us that the brain development is fastest uh children who are better uh who have quality ear childhood education are better prepared for school they have better learning outcomes better employability and in general better lives so the foundational stage is divided into two parts 3 to six as the uh preschool or anganwadi or the balaa that we know and the 6 to8 years for the grade 1 and two next please so Vidya pravesh next please uh next so before this so with PR is a 3month play based module to be introduced in grade one and this is basically aligned to the balvatika 3 and this is basically for giving a Level Playing Field to those children who have not had a quality early childhood education and this has to continue till the time we achieve universalization of Early Childhood care and education next please so this is what has been designed by ncrt it is a available and it it has it is to be there on the for the first 3 months in grade one and this this has uh play activities worksheets so all of those material are there next please next yeah so um this this helps in smooth transition and whatever is the cognitive and linguistic competencies that were the children were to achieve through the early childhood education and that they have missed this is a chance that every child gets to achieve that so this is what we Endeavor to do with Vidya pravish and it is to be introduced in the first three months of grade one next slide please next so this is balvatika the NEP and so I'm also trying to address your questions that you keep asking me time and again from we get queries from KV from KVs from cbsc principles that the NEP and the ncf talk that balaa is for one year that is a preparatory class before class one so practically it is for one year so are we calling all three years as balaa or are we calling just the third year of preschool which is for 5 to six year old as balvatika so yes the NEP and ncf say that balvatika is going to be one year but just because we have preschool nurser kg anganwadis lot of nomenclatures going on and therefore in order to ensure the continuity of the experiences in order to emphasize the Continuum it has been decided that we are going to call balvatika 1 balvatika 2 and balvatika 3 to all the three years of the preschool education so we are calling it balvatika now these are the four important documents that you should need that you should learn your practitioners your teacher should learn about the pedagogy the learning outcomes first is the ncf fs the curriculum framework for foundational stage detailed uh guidance to the teachers then we have the nipun Bharat document then we have the preschool curriculum and uh the guidelines for preschool education these are little older documents 2019 uh 20 the nipun bhat and the latest one in 2022 is ncfs so these are the four guidance uh guiding documents for the balbaa next please so this is what uh the ncf says that during the foundational stage and anuragi just mentioned children learn through conversation storytelling toys songs Rhymes music art and craft indoor games outdoor games and connecting with the nature next So based on these recommendations this Jadu parara has been created it is a collection of 53 learning and teaching material now cbsc is holding 50 workshops for balvatika teachers across the country and we are giving one our detailed session on Jadu parara Jadu parara next please so this is as it is based on the recommendations of NE pncf and now we're trying to translate whatever is there into 22 languages next please so there are two kinds of material one is the toys and the manipulatives puppets dolls kitchen sets Etc and one is the printed material next please so here in this we have kept uh unuk that is a trainer's handbook for balaa which is a bank of activities it has Bank of activities for the entire Continuum map to the curricular goals and the competencies then there is an activity book for children uh called Anand it is an integrated worksheet and children can use it for practice as well as for assessment and then we also bring out a children's magazine for early years called P Bachi for grades 1 and two so this is also kept in the Jadu pitara next please so we also have a graded reading series called Barka this is a set of 40 books uh the first red colored book are these are 10 books which have one sentence per page the blue Series have the next 10 books have two sentences per page then three sentences and then four sentences so as per the reading levels of children they can read these books next please then we have kept some posters and charts these are for picture reading as well as for creating printr environment and this also has some kind of signs facts or some kind of numbers integrated into these poetries next please so we have these picture reading posters nine such posters where a lot of conversation observation talking about the environment when environment can happen and then uh next please at the back of it there is a entire guidance of to as to how to use it gives you the keywords it gives you the questions which are based on the picture and then some questions which are beyond the picture for example what do you see how many sacks Etc and uh that is based on the picture and then what do you think will happen if a farmer doesn't grow wheat one day that is a question which is of a critical thinking beyond the picture next please so like that we have nine picture reading posters kept in the Jadu petara next please then we have these multiple classification cards and as children mature they take more Dimensions into account so this the these are set of nine cards children can uh classify it as as per the color or as per the shape or as per the expression or as per all the three dimensions so these are multiple di multiple classification cards next please then we have these four sets of sequential thinking cards these cards are randomly given to children and they are supposed to arrange it into a sequence and helps in the sequential in the in the development of sequential thinking abilities which are actually important for problem solving and develops analytical skills next piece then we have these seriation cards or the preum concept cards where we give these cards to to children to arrange in an ascending or a descending order and lot of you know games and activities and conversation can also happen around these cards next please then these are memory cards we show the first card then remove the first card and ask and say what is missing uh so this helps in observation skills as well as in uh memory next please so the these are uh color Domino cards these are to teach the matching to Children this can be used in an given to an individual or for a small group activity or for a large group activity and how to use the guidance is given for each of these cards each of these posters it is given in English and Hindi next please now this is uh the number dot Domino card again matching and uh the number recognition and one to one corresponding children learn to count every Dot and it is a very important skills skill to be learned during the foundational stage next please then these are story cards a typical story B orah you tell a story and the children are just supposed to be listening and then you give these cards so it helps in development of comprehension uh listening ability and also thinking uh abilities next please and these are wamala cards these are for tracing cards you can uh you can trace uh the sequences given you can't I think the arrows are there the numbers are there and the correct sequence of uh correct sequence of writing this these alphabets are written and these can be used in multip multiple ways you know like just I just take for example take this card kma need your attention here please so so all you know all these kind of permutation uh combinations can be done to develop new vocabulary to teach these uh word recognition uh to to Children next please so similarly we have developed for Capital and small alphabet and for numbers next please next so then we have lot of toys and manipulatives for gross motor we have this climbing rope we have blocks we have bowling set football I mean this soft ball Etc next please for fine motor we have all of these uh shape sorters again one to one correspondent shape Aus um stacking board Etc next please then we have this for social emotional development puppets toys kitchen set etc for dramatic play next please then we have kept three musical instruments out of which uh this Damu and dafi but you can add many more to your jadua next please so this is digital jadua how to use this material we are translating into 22 languages we've already transl translated up uploaded in Thea some of the things are still in 13 languages we are doing it in 22 languages we have made 40 videos and now upload uploaded in YouTube for each of this material how to use it in the classroom which children has been demonstrated and given in these uh videos and some complimentary pitaras have been given to KVs to uh cbsc to SCS next please and this is about the eadu parara because we wanted to make it more accessible to the teachers and the parents so this is eadu parara and this is an app based uh thing you can from the from U the Play Store you can download the eadu parara and uh next please and it is is also available through the mobile app the number is given here and also through ivrs and it has AI Bots this is one is uh Theo story about katas saki where you just give some uh keywords to this and ask them to create a story for you and I'm I've been really using it it really creates wonderful stories um this um iara then we have a parent bot you ask any question related to ncfs or related to uh at the foundational Stage IT fetches you the answer from our uh either ncfs or viya Prav or our earlier documents it gives you an authentic and it also gives you a source for it and similarly parent Tara where parents can also ask questions ask them to create a story or a rhyme so this is all AI based in your hands you can use this Jadu parara and also available through uh WhatsApp as well as through ivrs so uh next please yeah thank you so just my last uh message to the principles is that uh we are often called to talk about ncfs and also about Jadu pitara and at the end of it after we have told that you know the focus is on teaching the classification matching sorting seriation sequential thinking etc etc and about this play based pedagogy and then I'm asked Madam when do you think should should we start cursive writing from kg or from grade a typical question of cbsc School principles so so you know we really need to understand that we just trying to change the entire pedagogy of foundational years that it really has to be play based activity activity based we have to do away with homework and asking children to write Pages after pages of alphabets numbers Etc so that is the message that you know it's not just a pitara to be kept aside and then we go ahead with giving the homeworks and the activity books where they have to write pages of a after a after a after it gets very boring for children and not good for the brain development so we really have to bring the jadui parara at the center of the classroom and start using it thank you so much or Madam Dr Sayad controller examination cbsc Shaha director skill education cbsc Dr PR M Singh director academics cbsc experts AB or mhic board B for [Music] [Music] you spe [Music] [Music] spe [Music] me [Music] laptop e [Music] [Music] l e for e e hello hello check mic check mic check hello hello hello check check mik check hello hello mik check hello check mic check mic check hello hello spe mic check mic check hello mic check mic check spe for [Music] hello spe e e e e e e e SA 200 100 V fore hardic Swagat YouTube Aban or up sub or online J Dr say bharadwaj controller examination [Applause] board examination twice in a year or Dr B sh director skill education CBC htic progress card subjects at two levels rationalizations of syllabus and books Dr PR M Singh director academics [Laughter] so now it is good afternoon so good afternoon everyone yeah uh I am meeting to all the people after first time after the conduct of examination therefore uh in the presence of secretary education sir I would like to communicate my sincere thanks to each and every one of you for holding the examination as per the expectation of the country believe me believe me these examination cannot be conducted without the support of you people and I I have stated many times that you are the most powerful people on the in the on the earth I would say who can who can control the minds of anyone and uh I am the current example that the way you have supported in the conduct of examination uh I am thrilled and uh really wish to communicate you my sincere thanks and S thanks on behalf of the cbsc now the very very important point is that uh to examination hopefully everyone is well aware of uh which is the most important recommendation of the National Education policy 2020 and how it has to be uh made reality that need to be uh ensured uh today or we will be getting the views from you people but the presentation which will take 15 minutes time to take you to the journey of the conduct of examination is actually completed in 15 months time starting from first of July and it goes up to the end of next year September when we are completing the activity of the uh verification providing photocopy and the revaluation of the answer books so I'll come to the presentation now the board examination is the biggest exercise probably done by any board across the the word and I you I I am saying from past few uh months that it is the second biggest exercise which is done in this uh country after the Lo Lok SAA [Applause] election now the main recommendation of the NEP on examinations are two board examination current status I would just like to let you know now Main examination which we are conducting we have fixed the date of the examination 15th of February is the starting date for the class 10th and 12th and for the main examination these examinations are going generally up to 7th of April and May and we are declaring the result though the actual date of Declaration is little early but we are fixing that by end of the may we have to declare the result and in this examination three category of students are repairing fresh students who have taken the admission in class well for the first time appearing in the board second is the second chance compartment because first chance compartment is in the month of July and uh then second is the uh is in the month of uh uh February and April and thereafter the Improvement category students all five subjects could be improved by appearing in this examination by the students now thereafter we are holding the supplementary examination in the month of July end and it uh goes up to July August that jally we are conducting this year we have decided to hold the examination in the month of July and August we are declaring the result and this in this examination the first chance compartment students are appearing the third chance compartment students are appearing then compartment uh the students who have passed by replacing the subject uh from the six subject they are appearing and the Improvement uh in the one subject in class 12th and two subject in class 12th uh 10th are appearing in this examination so this uh uh fourth point was taken when the N NEP was out so it was decided that we can hold the examination of the Improvement category also along with the compartment examination and therefore the name of this examination was changed from the compartment examination to the supplementary examination so students are not allowed to wait for a year immediately for Class 12 they can appear in one examination and uh two examination in class 10th they can appear and improve their performance now this is the uh schedule of the different category of examination this should be in mind when we are deciding something uh first session of the jwe has started this year 24th January and it goes up to the 1st February then session two from 1st April to 15th April and what has been done when we developed our day she sheet looking into the jwe session two we decided to complete the examination of the students offering mathematics and will be appearing in the jwe in such a manner that they are getting nearly 15 20 days time to prepare for the jwe 2 examination then neat ug certainly 5ifth of uh uh May then CU 15th uh May to uh 31st May and clar uh this is conducted in the month of December so 23rd uh 2020 23 it was conducted in the month of December and this year again uh probably it will be conducted in the month of December so it will not clash with the examination conducted by the cbsc for classes 10th and 12th now this is the condition as on Today class 10th examinations are conducted for about 35 days in the main examination class 10th examinations are conducted for 7 to 8 days in the supplementary examination class 12th examinations are conducted for 55 days approximately for 12th uh main examination and for supplementary only one day examination is conducted now total subject which are offered by the cbsc uh these are 83 61 uh and plus 22 uh with the skills F and total subject with cbsc is offering for Class 12 these are 121 78 + 43 now the issue of the date of competition holidays gaps between examination Etc has also take taken care of when the time of the preparation of at the time of the preparation of the DAT sheet now examination cannot be conducted in two shift in our country because uh again I am saying we are um we are similar to The Aira of the English people where uh when there was no sunset in their resim the same is with us also because Japan to Ghana we are having all the schools in many countries and every time we are having the sun on the uh High Sky only so uh the time which is matching the time is very very different I had put a me having the experience of 24 years in conduct of examination I tried my best that no if I can conduct the examination in two shift but with the current policy it is not possible now uh looking into the sports students also what has been decided by the cbsc that we will if their examination and the event is coinciding so we will conduct their examination uh after some time after the examinations are over and accordingly this year when 2nd of April it was decided uh mean examination were over from 3rd to 78 April we have conducted the examination and immediately along with the main students we have declared their result also then lot of facilities are extended to the cwsn candidate the main uh facilities that we are giving 20 minutes time to them per hour for additional time for completing the question paper then after the result declaration facility of verification photocopy revaluation is provided in both the examination main as well as in the supplementary examination then the board examination is uh holding the main uh the board is holding the main and supplementary examination this I already communicated to you now in class 12th students can improve their performance in one subject why this is very very important question I thought that this will be the question which anurag G basically have conducted the examination which was not his responsibility that is my responsibility asking the question to you so the issue is that why because compartment is given only in one subject in class 12 and two subject in class 10th so accordingly we are making the combination so all the subject examination is conducted only on one day and in uh class 10 when we are making the combination it goes up to 8 days so uh only two subjects are given then the students are given the opportunity to improve in all the five subjects next year only but this number as far as current scenario is concerned not very big only in few subjects the students are appearing now answer book for both the examinations are sent uh together only because we want to save the time means both examination the main and the supplementary examination and these uh answer books are kept very safely and secured securely with uh certain schools only then admit card of both the examinations are issued separately it has to be then practical internal assessment Project work is uh done before the conduct of examination private students can also appear in both the examination private student doesn't mean that they will come and appear in our examination private students who have already studed or completed the course of a study but unable to qualify or unable to appear in the examination they will appear in the examination as a private candidate now approximately 4,000 question papers and 2 lakh questions are prepared to prepare the means for the purpose of assessment now approximately 2.5 CR answer books are evaluated by the board to declare the result based on the subject offered by the students now teachers remain involved in the board examination uh work for about 55 days when we are holding the examination 15 to 20 days in the evaluation and thereafter their services are also used uh during the verification photocopy Revolution Etc also and sometime when we are in the rush of declaring the result for the comparison work for the other work also we are requesting the schools to depute the teacher so that the work could be completed uh putting 24 by7 efforts now how we are developing the DAT sheet dat sheet is developed only when the list of candidate is over means this is this we are trying from past few years that it should be over by August but it is going up to September October which is quite late but this time we will ensure that uh from July it is starting and August it is completed so that we will be having the clear picture that how many combination are uh offered by the students and how many question papers are required because we have to make the preparation looking into the current scenario of the country for the board examination also now holidays Sundays Etc are noted classwise blank dat sheet is prepared marking the holidays date uh uh and other dates also then we are making the combinations of these subjects which are not offered and I will request each and every one of you to see the day sheet also sometime that there are many subjects uh by going through the name there doesn't seems to be very uh important but only single examination is conducted on that particular date meaning thereby that subject is offered by all the combinations of the subject so we have to conduct the we have to provide the separate date to this uh uh subject like the legal studies yoga so even the legal studies and yoga cannot be conducted together because uh the student has offered both the subjects now we we are looking into the gaps rearranging each and everything and uh lot of things are being taken care and even the scheme of evalation is also Incorporated in the day sheet so that uh to save the time of the schools we are uh just completing the The evalution Works side by side soon the examinations are uh conducted after 10 days of the conduct of first examination we are starting our Evolution also now uh this is the minimum time required for completing each and every activity this is mentioned over there filling up the loc and other activities takes nearly 60 days time Center notification final uh it takes nearly 30 days time uh release of role number after the center notification days 15 days of time because we are going through individual uh uh Center so that there should not be any uh problem at the later stage then conduct of practical Examination for the winter boundary school one month it starts in the November and November we are trying that the winter boundary schools are holding their practical examination and uploading their marks then the Practical for the uh SU Bound school these are conducted for 45 days starting from 1st January to 15th of February but even after that we are giving the time to the schools to complete the Practical examinations because many schools are over there unable to hold the practicals during this period Then conduct of examination 55 days result declaration 45 days are required because soon the examinations are over nearly for 10 uh first days we are completing the evaluation and thereafter we are going and checking the data asking lot of things to the school and then we are completing and then we are holding our result committee meeting and thereafter we are declaring our our result and thereafter verification photocopy and Revolution facility is provided to the schools and the students now this is the thing which anra s has already uh informed everyone over here that what would be the combination how the language will be offered how the uh subjects will be offered from which group how many subjects will be offered so this is the main thing looking into which we have to decide we have to think that what would be the scenario of holding the examination means how we can reduce the time of the conduct of examination so that the teaching learning time is available with the schools and uh teachers remain in the schools for a longer period because uh the basic problem of our country as of now is the present dayses that sometime because of the winter sometime because of the summer sometime because of the rain sometime because of the pollution in schools are closed and a lot of other issues are also involved so this is for the class 10th and class 12th is also over here which is you you people are very well aware about this this is for the class 12 that eight compos subjects are to be offered the only thing is that in the ncf though it is mentioned that the skill subject examination will be conducted internally but we are of the opinion that No it should be done by the cbsc only to give the importance to these subject because we can't give the responsibility for holding of the examination of the subject also so that is very very important looking into that we have to see that how we can hold the examination successfully now so uh the main issue is that how to implement the recommendation of the NEP to hold the two examination of classes 10th and 12th to provide a conducive environment to our students so that they can improve their performance if need be and uh uh the though there are n number of problems related to providing two facilities which have been observed by us when we conducted the examination in 2022 we are done and so questions will be taken at the end after the three presentations are over then obviously there will be questions we'll come to the questions at the end thank you everyone thank you everyone [Applause] please Bish sah director skill education cbsc SK education presentation Dr good afternoon everyone I will request DJ uh so that we can save some time honorable uh secretary school education and chairman cbsc and other eminent dignitaries from Ministry and other Institutes of uh Ministry of Education my colleague from cbsc and all esteem principal uh promoting skill education in school the agenda evolved if you look into as both anurag G as well as Professor bab has rightly mentioned uh how integrating Skilling and vocational education was duly conceptualized in new education policy and as we are already in study mode that is the ncfc document there is a correct inter rations how integrated way we can really offer skill subject right from grade six onwards and there if we look into the present scenario the largely based on the NEP recommendation cbsc has started offering 34 skill module each of 15 hour and this module of course we have tag to offer for 6 to 8 but based on the demand of the school leader we have open this module for any class so that the ray of vocationalization or Skilling reach to each and every student next please so reimaging vocational educations categorically uh if we look into our perspective in schooling and especially in cbsc school earlier our major concern was to integrate Skilling only at grade 11 and 12 and if you look into the uh policy again as I have mentioned the integration was the major Focus the second Focus which uh how 50% of the learner we can bring under the MTP Skilling and how it was also ensured through ncfc that how every child in school can get exposed to at least one skills subject which is a huge recommendation and I think through ncfc the policy formulation and especially my humble request to school leader how you can introspect these things with the presence ongoing infrastructure how you can offer at least one skill subjects right from grade six now that Readiness need to be introspect and gradually School need to come up with its own plan of course there are certain logical uh issues Logistics issues that my request to you you come up with the solution prescription is one agenda but how we can really aim to offer this from our side from the board perspective we are definitely going to give some action plan but before that we want to listen so that it becomes nothing is prescriptive some things you yourselves are owning and ultimately the country can place itself more than a developed Nation because in any skill presentation anywhere we are discussing whether it is CI l or fil everywhere one slide at least I can visualize that is Korea 96% China more than 80% German 75% these are all formal skill enrollment but whenever the India's figure comes it is still struggling to move from single single digit to double digit I think without your active participation this reimagination is not really possible so here the primarily we need a skill lab or so-called vocational lab or finding a way out how easily we can utilize existing infrastructure in school offering Skilling from grade 6 to 8 what would be the solution the number one all Affiliated schools of cbsc is having good ICT lab number one number two many of our both government run as well as independent schools are having utal Innovation lab third in the neighborhood good number of schools are having associated with any professional College it could be hotel management it could be engineering and time and again cbsc issues circular to the school to associate with some kind of local industry from the side of the ministry of skill development entrepreneurship the nomen leur of Skilling in terms of associating with ITI from AIC associating with with Pol local poly Technic these are very much there but my question is how many of us actually taking the support of those Institute and infrastructure lying nearby can you respond kitn because all Elite schools principls are here because a a process of selection CB board results and other parameter locally available infrastructure so out of 100 50 or so a good number of hands are coming it's definitely we are moving in a positive direction next please Genesis bka 1979 say and then unlike PCM PCB or uh accountancy business studies math cbsc vocational stream and Vocational course was very much popular in cbsc school selective government school or selective private schools but G Institute employment economic issues there are certain crisis certain opportunities are also evolving as a standalone again based on the feedback of cbsc school principal we introduce a standalone vocational subject and gradually under NB qf and followed by nsqf and followed by NEP AG last 2024 34 skill module 22 skill subject at secondary level and 43 skill subject at senior secondary level off next I I'm skipping thisuh a skill module just field starting from to satellite or you have ai to mass media SK module early years potentially preparing for all kind of competitive exams Trad all competitive skills all rather I should take up 21st century skill next we have aend Port SCH schooled assment ncf internal assment completely internal assessment or C certificate next secondary level definitely CB Affiliated schools and that's why 200 School secondary level it is close to 19,000 School maximum School more than uh 70% schools are offering it and it Allied subjects subjects School based on the geography location and infrastructure available next next similarly at grade 11 and 12 secondary because of competitive exams 11 recognition many a Time School principal discouraged to offer the subjects in the usual combination or Jo competive exam there is a some sort of Discord but at the same time there is a urgent need to address the issue Jo initi bucketing of subject as per ncf although it is a illustrative in nature but uh there is a possibility that group one or group two 3 possibility School principal subject offer then any recommendation on touching every individual student towards vocationalization we need to relook but cbsc scheme of studies we are trying to developed in a manner so that every child every school somewhere infrastructure teacher definitely schooli secondary subjects thinking Automotive Financial Market management fashion studies even early childhood care education CBC a single subject but there is a demand from the schools AB May uh in from Kolkata and rachi there was a demand can these subjects be recognized for our early year teachers unlike the diploma and all to we may like to work with u it to to get due recognitions of this kind of skill subject also next joint certificate with many Institute CBC agreement sign IND or Ministry of skill development and Entrepreneurship cbsc ncbt cbsc assessment and awarding body recognize to cbsc can create the course also take up the job roles as recommended by Ministry of Education r or at the same time cbsc specific job they can take the due due approval from the ncbt oress next next PM KB 4 3.0 and 4 0a both our government schools commissioner jnb and commissioner KB is very much present good number of schools of cbsc both government systems as well as from the private systems private Independent Schools fixed jle share that more than 281 private Independent Schools got training fees from Ministry of skill development and another two two more minutes sir next so these are all good achievement jointly carried out with the with the support of Ministry of Education uh yeah a this is very important for all the school leader a compedium because parents so cbsc website compendium of career and education pathway 39 skill subject so that more information we can give it to you next next uh May just two more minutes I'll take uh credit framework a uh important topic or Implement Ministry of Education cbsc specially and under this National Credit framework pilot implementations more than 2,000 schols 6 grade n and grade 11 me with the sop available we are going to implement and gradually we'll understand your other NEP recommendation have especially the Bagless day and special effort taken by the child by participating any kind of national or international student enrichment program or sports event how this can be crediti so one is basic framework understanding other is from the field experts from the practitioner we take to understand and we those accumulated information by end of this year we are going to share with the ministry and so that a comprehensive decisions we can uh take so National Credit framework can be implemented across the schools for all the classes with this uh uh let me uh stop here uh because this slide uh is important but maybe during The Question Answer time we we can we can discuss thank you very [Applause] muchad sir Dr Singh director CB namaskar respected secretary education sir chairman sir dignitaries from the Ministry of Education my colleagues at cbsc above all the principles who have joined us from different parts of the country as well as abroad uh online as well as in person my presentation actually lies in between we began with the uh this session began with the examinations which is actually the end product of the entire education and the next session is affiliation which is actually the beginning of the process of of being Affiliated to cbsc my uh present ation lies mainly on the focus is mainly on the assessments which we do uh while taking the teaching learning processes into account during the school times and uh this actually aligns with what are the initiatives which has been T which have been taken by the board and what are our views on that next slide now uh NEP recommends moving towards the Competency Based education and we have initiated this process right from the foundational stage when we have implemented assessment as often for learning wherein the competencies have been built in the in the into the holistic progress card so uh this para 4.35 of NP states that there has to be a 360 degree assessment of a child covering all domains of the of the child's progress and it should be tracked right from the uh beginning and also it should have the elements of self as well as Feer assessments so all these processes have been taken into account with the holistic progress card we have released the card for the foundational stage which is on the website under the handbook tabs you can go through that uh this card covers all the six domains that have been outlined in the National curriculum framework for foundational stage along with the curricular goals and competencies how to assess it everything has been given into detail in detail in the implementation guide which is also uh uploaded on the websites so I request all the principles to kindly go through those implementation guides it's not tedious it's not very cumbersome but it is very easy to do it if you have the will to do it so you have to design your assessment accordingly wherein you can uh actually assess the competencies together through one activity so one activity actually can have assessment of two or three or four competences in total examples are also given in our implementation guide and this slide tells us about what efforts we have taken to make our schools aware about the HPC for the foundational stage the contextualization for the middle and the Preparatory and the middle stage is under process and we want we plan to implement it from the next coming session before that we will be doing uh various levels of orientations and trainings for our schools so that this implementation can be done in true Spirit next slide now this is an important initiative which is again a competency based diagnostic assessment it is uh as per the recommendation of PA 4.40 and this is done for the key stages that is 35 and 8 but the board has implemented it for classes 5 and8 and most of you who are here have been a part of the pilot as well as uh uh some of you have registered for the for this 2024 25 cycle for which we are going to start very soon in July and approximately 11,974 schools have registered for this particular assessment I would like to inform you that this is a diagnostic assessment low stake but of high importance because this is this assessment would tell us about which are the competencies where our uh where more efforts are required and more remal measures are required for our for our children next so you can see the journey class foundational stage we have HPC competency Focus assessment then we have at the key stages again we have the competency Focus assessment so this uh uh slide tells us about the key features of suffle which is structured assessment for analyzing learning uh the name itself signifies a lot of things suffle means success and SAA and you all know that that we want our children to be successful in all aspects in our so that they can be responsible citizens for our country now this assessment test core competencies and it is a compet Focus assessment only there is a framework which has been developed and also available on the website the three uh areas in which it is being conducted is languages uh EVS Science and Mathematics and the handbooks for that are also uploaded on the website you can refer to the framework therein and uh the results uh would be a report which will we are doing it digitally on the basis of through a digital platform so right from the registration till the uh showing till the Declaration of result in the form of a competency wise report will be taken from the that digital portal only this uh result will be done in an eniz manner the students won't be shown their uh card their reports as such because ultimately it would if we do it it would make this assessment high stake as a as of now we have received different queries class so I would like to inform all those who are watching this program as well uh this is a diagnostic assessment it is neither a certifying examination nor a CL qualifying examination it is a diagnostic assessment which would tell us in which competency which we need to work harder and this is actually an eye opener as well as enabler for schools as well as the principles who are a part of this cycle or this Supple assessment now you can see this this we want to use this assessment for continuous diagnosis as well as development next slide now there are certain things which uh I would like to inform you as well here in the all those who are present here the Supple report is anonymized report it would be done for only the classes or the sections section wise report would be given or not section rather classwise report would be given so that it is it remains low stake but of high importance next thing is that uh during the conduct of this assessment technical Footprints will be on record and the data analysis will be done and scr scrutiny will be done before we finalize the report I would like to inform you that during the field test which is an important part of of of entire assessment which is the last scale assessment here so uh during the field test what we realized there were certain schools which had uh actually taken very less time to do uh to complete the test or they continued doing the test till late night so this was an outlier and all those things we could notice to the data analysis so at every level while finalizing the report the data analysis would be done and I request all the principles who are going to be a part of this assessment that it is to be done it it has to be reliable and this would be used for your own benefit for your own teaching learning processes so whatever there's no need to have any sort of preparation whatever you are doing on the basis of the learning outcomes of ncrt that much teaching learning is sufficient there's no need to have any extra classes so need there's no guide book there's no sample paper for this so only the teaching learning processes which are competency focused uh which are doing which you are being we you are doing in the classroom is sufficient next now uh this slide tells us about what all we have run done to reach to this particular U uh time now now that we have 11,974 schools a lot many things have been done uh the software has been developed and this software has gone has taken multiple rounds of mock test and trials and then improvements it it is a continuous process which we have been doing till two from 2021 onwards next now uh next uh slide sir back Target a census of all schools and what this this year's exercise also revealing that most schools have many schools have deficient ICT structures in their schools so 12,000 schools have volunteered but sh say 3 to 4,000 probably don't even have 40 computer systems to be able to conduct this particular assessment but from next year that is the target we want to carry out a census of all schools in all the sections for all the children so that won't be sample that won't be voluntary that would be compulsory and every school would get the reports and everything so the schools no the the part is that the schools will actually SP up spu up their it infrastructure so that has that is a compulsory essential part of it thank you sir next slide um yes coming back to the presentation we have a circular related to the cbsc affiliation which it refers to the digital INF implementation of digital infrastructure schools that was released in March 2023 kindly refer to that as well along with that we have uh the digital requirements for suffle which is again a part of a circular you can refer to those circulars for any kind of query regarding digital infrastructure required for suffle so offering subjects at two level is another recommendation of National Education policy and we are doing it for the few subjects next slides we are doing it for few subjects in in English Sanskrit mathematics Udu and uh we plan we are in contact with and consultation with the ncrt how to scale it up further and to make it more available for different subjects we are we are in we have initiated this these talks with ncrt next now rationalization of syllabus is again one of the important uh recommendations of NEP and our speakers in the first session also told told us about how to reduce the stress and the content so that as per as one of the principles had asked about the query how to implement experiential learning and play based learning and toy based pedagogy ET SE all Innovative pedagogies in the schools so the only option is that to reduce the content and ncrt has done it and the rational which ncrt has given next slide it's on the website that it has been done to give more space to the different Innovative pedagogies which actually are competency focused in the uh and uh so that everything every all the important initiatives that we have taken through the nap are actually implemented in the schools so we have come to notice that during even during September October also we get calls we receive mails that you have to refer to the syllabus which are actually which is actually uploaded on the website on CBS academic. nic.in so syllabus for 20242 was uploaded in March 24 only so refer to that only so those who are uh listening to me uh in the online mode also please refer to the ACT to the correct curriculum document which is uploaded on the website along with the sample papers which we'll be releasing very soon in in the times in the months to come should be proper uh uh assessment of how much the school can handle how much a class can handle especially in early years so that uh the children the justice is given uh to the education needs of the students next slide digital infrastructure is very very important as our chairperson sir has said that minimum 40 computers must be there in one class in school along with this is the residential one yeah so detailed guidelines for residential schools were also issued next slide and then yeah this is squa uh so basically every school whenever it goes for as you know that uh cbsc gives 5 years of uh provisional affiliation and you have to come to our portal every year to uh uh go for extension similarly you have to fill every details of OES so before filling any detail online we asked for prior self assessment against School quality assurance uh and assessment framework this is very very important because we are finding that schools are not filling or assessing themselves properly this is a self assessment tool we request all the schools to please go through it and fill it properly because it should we actually mapped all the data the squa data that was filled with the board results of the schools the average of averages and we found huge variance so schools need to correct this and please fill your squad data properly next slide so this is regarding the digital infrastructure it is very very important that you must have computers at least 40 computers along with servers internet connectivity data backups if you really want to you know this is the need of the r now and also next year we want all schools to participate in sa this is a mandatory requirement given by board next this is uh regarding the ncfs board has already mandated we have adopted the ncf fs and we expect all the schools to have classes from Bal vatika to class 2 now we are aail aware of the challenges that schools are facing next slide next these are for you know class one six then you can have three sections so uh three balaa sections in your schools but ultimately what is expected is that every you know your every school of the board must have three balaa sections then contiguity of PLS we are realizing that in many cities the issue is regarding uh availability of more classrooms especially if a say if in class one a school is having four sections so again in Bal vatika each class it will require four so that will become 12 more sections so we are aware of the issues that are there uh that schools are facing so a committee has been formed to uh analyze how uh this can be worked out then some of the schools also face issues I mean we are uh getting to know that in many of the schools there is an issue of multiple boards that state board or cbsc board is running together or cbsc board or inter national boards are running together so we are aware of this also and we are working on this again we are uh bringing out a circular uh our chairperson sir has uh taken a review meeting with all the uh stakeholders to find out solution for this issue of dummy schools is also known to us we are using lot of data to find out how is the increase happening in class 11th and 12th in few schools Visa V in class 1 to 10th and then streamlining nooc requirements from States since we get no's in different different formats so uh we are trying to streamline that requirement also so that schools uh uh are uh there's there's a common format or the or common U uh stand taken by the board so uh all these issues are in cogn I mean we know about all these issues and board is working uh to uh find out solution of these issues uh in uh support with Min Min of Education thank you so muchad sir yes sir answer s me S Rahul Singh chairman cbsc seiran Ro mad secretary CB Dr controller of exam cbsc or Dr bishwajit Saha Jo director skill education pass you will raise your [Music] hand uh I'm Dr sudha aara here principal Li Public School uh my question is that CB c is now offering two label of every subject like we have now English and math and they're trying to extend it to other subjects so my question is who will provide the books for that uh because in math now we have only one book one syllabus same teaching but in board exam we have to level up question paper so when we are extending to other subjects who will provide the books can cdsc provide us the books and similarly for the skill subject also why we give the flexibility in 11 12 that the child can offer any any five subject can opt for any five subject why should we streamate that PCM or something like that why there is not a complete flexibility that skill subject and main subject together and the books be available because now it is only in PDF form uh teachers really need for thank you so I will give a very brief answer to this so as you understand at the government level it was decided that largely we would be following ncrt book so we have requested ncrt already to create textbooks however there are still subjects including applied math in plus two where ncrt books are not there so there we have PDF there's also issue as secretary sir was briefing in the morning I think there was a issue about how or so about the private publishers to be to be using private books as reference books only but ncrt as a main resource so the first effort or the first Endeavor would be to get ncrt to publish books for all subjects at we are offering failing that we will create a mechanism alternative mechanism in consultation with the ministry the ministry is aware of it and uh so we will have some clarity soon talk hopefully before the next academic session begins we will have this much of clarity as to what is to be done regarding the skill subjects I think the scheme of studies is already very clear flexibility ultimately lies with the school as per the scheme of studies so school has to decide what combinations they are offering I cbsc as far as cbsc goes we are open to lots of combinations please up ma'am G good afternoon sir uh thank you for this opportunity I would like to mention that uh if you look at the new proposals that are there for classes 9th and 10th there is an option that later on six vocations will be coming up and we will have internships also with the different institutions so some somehow we are at a loss right now to understand how that will be carried forward with the given stipulated curriculum the time frame of the school and the working hours of the school actually if you deeply look into the ncfc recommendation when especially ncfc document uh the structure notional hour as illustrated by the committee was very robust and there uh especially on the language is R1 R2 R3 there is a lot of rationalization of notional hour so by 210 hour all three language can be offered for science social science and math it is something around 110 to 120 hours or rather maximum 135 hours and then comes your uh interdisciplinary area or for 9 onwards but 6 to 8 for vocational it is roughly 110 hours and also followed by physical education and uh physical and health education and art education again it is roughly within 100 to 120 hours so in total it comes something around 955 hours at present School transaction uh hours is roughly 1, to 1200 hours if you calculate recalculate whatever we based on your notional time table so absolutely the recommendations if you are supposed to implement there are no additional bearing for the school transaction hour even if you include internship both online and physical thank you sir good afternoon to all see one concern is there students who are registered for cbsc S and S are also getting registered and given admit cards to appear for for nios examination now and because of that they are not even bothered to write the supplementary examination or this is also seen in uh like dummy children for are I I'll have to look look into it so I have noted down your point and we'll come back to you on this but I think you've raised a very valid point thank you sir so I'm from the foreign School sir can I just ask this question I'm coming from West Africa and my question is Sir that the school is offering a lot of flexibility in the terms of the combination of subjects but the apprehension that parents come up with and have is whether the higher institutions will give admissions uh to the students with that combination most of the times parents do not agree to have a flexibility of one science subject something from the humanities and even from the Commerce or a skill subject so some kind of a document or some kind of a reassurance or some kind of information if it is available I I think that would go a long way in giving a reassurance to the parents that yes it would translate into higher education that is something I would want to bring forth thank you so much so may I ask the connected question so ultimately it is also to be taken up with the Department of higher education and they are also working on it so but our limitations are in the board and in the department B that ultimately it is the University system which has to decide the intake there also equivalences let me assure you of that thank you sir yeah thank you and can I have some 8 second sir I would just like to add second sir uh I would just like to add that what uh the point that you made that the parents it is a more a matter of awareness rather than uh some issues which are there because we are also working with ugc uh when we are looking at these subjects and similarly you know the subjects are being increase and say uh entrance exams like the suet Etc so that uh all children get the same kind of opportunity regardless of the subjects that they do so the point is very well taken that perhaps we can prepare some material which would go a long way towards easing the fears thank youl when will we start taking board exams twice a [Music] year so as the current scheme so there are three or four factors which we'll ultimately have to bear in mind first of all syllabus cover only whether the syllabus will be covered before we hold the first board exam or not the scheme of studies so I think this a common concern so there are certain limitations subsequently before the admission season for the institutions of Higher Learning closes selection processes coincide either the first or the second board exams so there are certain set of limited choices within which we have to work and there are Logistics challenges also so the ultimately it is a it will be the ministry's decision which we will Implement to the H while taking care that we are actually be able to do something which is doable and which not inconvenience students as well as teachers unduly so we're try to come up with something with is [Applause] tactic thank you sir is that a clap for yes or is a clap for noall for [Music] the requirement of teachers also teachers are required for checking the papers sir yes so they taking the papers what happen to the other classes yeah so so that's what I say Logistics includes requirement of teaches for imination requirement of school premises for conduct of examination requirement of teaches for connection of copies and everything so Logistics includes all of that the same time the number of subjects in each examination is been recomended as a mo in any ncf the number of subjects in grade 10 has been recommended as a seven external examination and three internal with the help of the external examiner that has been given and at the same time whereas in grade 12th it has been recommended as a 4 + 2 two is this language and four in that one that six whereas now we are running with the five subjects so that's why the number of examination are also increasing so it will take more time for evaluation as well as for conducting the examination definitely the stress levels of the teachers will go up and if you have to hire more sta it's going to be a financial just one small thing what we are getting from students is we are getting EMS but probably stress will actually go up but we are getting certain IM saying that from students we say that their stress levels will go down if there are multiple board exams in a year sir we also want to understand whether it will be semester system if you apply two boards or will it be annual system because the coverage of syllabus will depend on that I think so I have a question that sir why can't we start classes in on March 1st why is it may to April 1st classes of 11th and and woman class 12th and class 10th can I have a question which you know regarding this board examination we have taken note of your concern I think the larger question which the ncf is addressing is to reduce the tension of examination whether the second examination whether having an OP option for a second examination is actually going to reduce the tension of the student or not that is the larger question the scheduling has already been shown by is and also the scheduling has to be matched with that of the higher education system see like for instance if you take colleges start on a particular day you must have the results of the second examination also released before that otherwise the SE the beginning of the higher education session will also get delayed so there many large questions we have taken note of your concern and I think we'll take a very appropriate decision on this I can assure you thank youas sir please clear that three language formula is to be adopted in class 9th 10th 11th and 12th from this session well this session has already started this session has already started and there we are also under obligation because the ncf SE has been accepted by the government and based on that ncf se textbooks are are being created so I think we should mentally prepare ourselves [Music] please Northeast and from Guan I can see there are a few more principles from the Northeast we have a general issue with the with with the native subject we being from the Northeast there are more than 200 tribes sub tribes Clans so want a clear definition of the subject that has been more my second question is that in case of transfer when a child gets transferred from state to another St so when a child get transferred to from one state to another state having done a sub substantial portion of Having learned a substantial P portion of a language what does he or she do when he or she is transferred to another state see these are very uh important questions and uh these are in our mind also when each and everything will be decided we will come out with the solution of these problems uh we are aware of that say Maharashtra student is sing marati and he will come to Kerala then what will happen so because it is all transition is safe we are working on it but we will ensure that no student is having [Music] thank you sir question YouTube is there any rubrics for open book examination is it mandatory to have open book exams in Grade 9 and 11 thank you sir question is it to have open book exams in Grade 9 and 11 yeah I would like to inform that this open book assessment is just the pilot study we are doing and it is not mandatory it's neither mandatory not compulsory so we are just doing a study right now to assess the feasibility of this kind of assessment which is one of the recommendations of ncfs and or everything whether how much resources we require what kind of preparation is required by the teachers as well as the students in the schools will be done as part of study only a request sir may I share my request second second please ma'am my first request is that please ma'am please when student moves from one region to another and the first school is offering a skill subject the second school does not can we have a region wise uh uh list of schools and the skill subjects that they offer seen on the cpsc website helping parents to choose schools accordingly and therefore continue with the skill subject the second uh request to cbsc is since um the year 2425 has been declared as a higher focus on Art integration similarly many schools and teachers are looking out for guidance for uh understanding Theory to practice can there be blogs on different guidelines of uh any initiated by cbsc where every single school can upload exemplars or AC plans anything that they are doing on on the lines of experiential learning art integration Pro Project based learning and other things so that that becomes a repository and everyone can go through that thank you very much are two parts to your intervention one is about the information availability on skills and also other things should be relevant so that is a very fair ask I think that should be done but B the second part is about creating sort of a community on us on a shared Community with and curated in sub subhead so that people can actually share what they are doing in their respective schools I think that's a very good idea we'll try to implement it I think we had a foreign school from there can you comment please good afternoon sir I'm Dr V karia principal DPS Ajman UAE so out of around 250 schools abroad uh 100 plus schools are in UA and though the schools are very keen to implement uh uh the recommendations from NE and ncf uh ncrf this but there are some difficulties in implementation because we have to comply with governing authorities local governing authorities for example three languages in Grade 9 and two languages in grade 11 Arabic being a compulsory language for UA schools and the curriculum in Arabic is not the cbsc curriculum we have to follow the curriculum which is given by Ministry of UC a UA so um I would like to request if uh foreign schools can be Exempted or there can be some special consideration for foreign schools for example in this language three languages and two languages in uh grade 9th and 11th we'll take whatever we take be appropriate and we consider the forign schools as well hello question so in the same continuation can I post a question to the panel I am representing uh GIS Tokyo and um we do run u a school where we have more Japanese students than Indian in a cbsc school so talking about the three language policy uh of course it is wonderful to have three languages being learned but the challenges which foreign schools normally come you know uh to face with is finding a resource of a teacher teaching Indian language second is that if our students have to do another language in grade N9 and above they would prefer learning Japanese rather than learning another Indian language so U so these are just some challenges we are posing it's not that uh we are uh in fact very happy to have this uh implement ation of the language policy with with a school with diverse you know multinational students thank you online YouTube concern students as well as parents are afraid of suffle exam how can we motivate them or can we register for suffle now hello sir I'll take the second question first can we register for supple now no the cycle for supple this year is closed registration is already closed the entire data has to be whatever activities we are doing it has to be planned according to the data submitted due till uh the registration window was closed and on the demand of schools we had extended the date for one week also but still if you have not done it you have to wait for the next next session and and second thing is that how to uh because uh I would like to address to the principles here who are also listening and joined online do not be afraid of SLE it is for your benefit only it is for the benefit of entire education ecosystem as I said it is neither cinne there is no need to put pressure on the students so it has to be taken into the true Spirit of being a diagnostic assessments only which is low state but of high importance thank you B ma'am hello sir G ma'am sir just another concern regarding the three language formula I miss principal of Vivi General School H this is a concern on behalf of residential schools because we get students from all across the country and Al from all over the country as well as abroad so how will a school like our other residential schools if you could guide us about how we decide which Regional language is the one that we will have to adopt the location hello sir hello sir thank sir I have a question to make sir please please wait please wait please wait please wait yeah so normally regarding the residential schools language thing normally it would be the regional language of the state where the school is situated and the school can also offers so it's up to the school ultimately and it can also offer languages which is spoken by most of the uh intake which is coming to that school so it is up to the school ultimately yes may I G ma'am uh good afternoon sir please question please I'm Academy kolata very quick question like parents are intimidated by sa some are also scared of the credit system because it means constant attendance so when will the credit system be implemented for after the piloting is over thank you so much so after understanding the pilot implementation especially in grade 6 9 and 11 we'll look into these things comprehensively and as per the government desires we are going to implement and maybe my request to the August Gathering let has be mentally ready from 2025 thank you very much sir for cl sir my question is Sir can I can I I really I think the basic idea is that children in school should not be scared of being tested now if you are scared of test suffer you are scared of the board exam you are scared of being assessed and being given credit because it requires constant attendance I think somewhere we are failing and I think this issue will have to be addressed by you I think sir very little was said about the parents I think we need to have some mandatory training for parents so that they don't put so much pressure the amount of time we take in counseling the parents in choice of subjects is uh is mindboggling actually they all want science and math and they feel there's no life without that so I think cbsc should help us in that so that somehow we can work together and a complete you talk about 360° feedback and I think parents really need to change their mindset and if if we can take your help from that to help them change their mindset mandates of training cyber training for example there hardly any parents who come we have a all full ready for them but they don't end up attending and then there are problems that happen so I think some mandated training from parents is also very important it's only I know it's a wish a wish we all have but whether it can be fulfilled or not lies in our Collective effort thank you it's a major concern and it start with the foundation just we requested the gentleman sitting next year yes sir thank you sir and actually in his in presentation of Dr Saha he has told that requirement is uh this skill La in every school and uh maybe I I'll be asked to this questions okay maybe to himansu Sir that uh in our new affiliation schools okay in our module of whatever the SAS 5.0 whether we have integrated that requirement or else okay like uh for what what would be the new schools as what would be the old school in making this skill lab this was brought in the uh this has been passed by the skill uh committee and we are drafting rules how to implement it and we will take care of the issues of the old schools also and for obviously for new schools it will be compuls please pleas please proceed you know we are sensitizing parents and we are sensitizing students as well so we are working on that no silos kind of thing and incorporating a lot of skills subjects now the problem or the issue that comes with schools is that so the teacher resource becomes a kind of a liability but in case five or six schools can join jointly put in and pull the resources and have one teacher so we can offer endless number of combinations to our students but when the affiliation process is there can that one teacher be reflected in three to four or five schools because this way we can actually have pooling of resources there's always a balance between let's say desity of a certain thing and also governance issues cropping up if a certain amount of relaxation is given you are very very well aware of the governance issues which can arise but in any event not only in this also in counseling so IMU is working on a qualification requirement for counselors which will actually be sufficiently available so that all schools have a counsel rather than have a utopian I'm sorry idealistic set of guidel of qualifications required for counselors so that most of the schools actually don't have counselors today so we'll have to come up with something practical but also we have to keep the interest of governance in mind so that they don't give rise to governance issues s very related question for the skill education also here from because as sahaj was showing so many sub titles for the skill education the same thing happens because we have limited teachers so of course uh because of the limited teachers we are not able to impart this skill education in so many uh titles of so many areas so this question also lies with this skill part also that if are we going to recruit teachers for these particular skills different kind of teachers because most of the schools are running the skill education they present teacher only and that's why there is a limitation that we are running it is a common skill subject with was saying that in the many schools so this is also a limitation for the skill education also because then the schools have to recruit different teachers parttime teachers for different kind of skills think rural so we have to so the issue is understood how to respond to it whether we resale exting teachers what is the qualifications that we would the formal qualifications that are that we will sort of prescribe all of we have to look into it so the concerns are noted sir I have a question this is for M sir can a school have two shifts of balas just to illustrate my point say a school has got four sections in class first so can they have four sections in two ships for balas because the time is mean the time given for bvas is generally less given the constraint if the school's infrastructure is not enough to support four sections so if we can have it in two shifts and clma four sections that way so is that possible sir in continuation to that if we can make a request that because schools are very heavy starting from to can we [Music] have schools so we I we have noted this point and in fact we have the slide Also regarding the continuous plots policy and we are working on it and you will soon I mean get information from the court on this issue so can I go sir can I go ahead with my question sir my question is regarding mother tongue as a medium of instruction uh most of the CBC schools just now I also came to know that 75% of them private schools most of them being English medium schools and especially in South India like Chennai we have cbsc schools for especially catering to uh people who are on transferable jobs so how do you think we will be able to bring in mother tongue as a medium of instruction because my concern is because in squa there are many questions related to how much we are able to promote mother Tong but the very basic existence of CBC schools and cities in South is for catering to the uh diverse uh linguistic groups so how do you think we can Implement mother as a medium of instruction thank you sir that ised as said we discussing it outside as well so I think the concerns around the language what we finally be the scheme of studies we will bear in mind also whether it be offered at multiple levels which subjects which schools which kind of schools International Indian so we will keep in mind all these concerns finally cover with thee of examinations and study finally s second ma'am this is Rel to language is a very ticklish issue within the country we speak several languages there are colleagues from foreign countries who are running schools they are bound by the language formula of that particular country but but then when NEP says that children NEP say that children learn best in their mother and school there is a service area approach in schools which many of the cbsc schools were not fitted now in Chennai if you have 100 students in a in 40 students in a class God knows their parents might be speaking very very many different languages at home absolutely there are issues but then I also must say that if you look at the service area approach out of the 14.6 L schools which are there in the country cbsc is 28,000 yes what about a rural school which is there in Tamil Nadu what language should you use there so one jacket may not fit all but the essence of NEP is that children learn best in their mother absolutely absolutely but then also another concern to this is um many parents are not willing to put their children through the mother tongue education again we need to create awareness everybody wants to go for English medium education principal s we have taken note of your concern I know we all understand that English is an aspirational language and there are issues if the answers were easier then our head would have been would have been resting a little lighter on our shoulders YouTube concern sir formats ma'am ma'am so actually um you know of course we are all very cognizant of the fact that especially in urban areas today where uh there's a much more Cosmopolitan society that is there but mother Tong based learning is also uh linked to learning outcomes at a younger age so children are and children's minds are also very flexible we have to appreciate that we do not want to burden their learning so this is just a platform to equalize their learning opportunities it is not to the exclusion of any one method of learning so this is just encouraging that and I think uh we have to look at it with an open mind rather than just thinking that uh it will you know there are various models also which are possible only in the initial years when the children are just trying to grasp certain learning or certain Concepts they move on to another language so it should not always be confused with the main medium of instruction I would just give a very simple example that for instance in Delhi in the schools which are uh there there uh obviously there are children from the entire country who are there but in the lower classes certainly Hindi and even Punjabi is being used because the teacher feels that it is easier to communicate with the children in that language that is not because it is being mandated by anybody it is because they are willing to reach out to the children's needs and that is how we have to look at this issue no as Educators we realize the importance of teaching through the mother but how do we convince the that's Gad ma'am a last ma'am from so my concern is we are already running a school from class 1 to 12 having a strength of 2500 and we are interested in opening the balaa now your circular dated 24th March 23 states that there is no requirement of additional land so in the existing land which we have been permitted and Affiliated for 2,500 can we have additional sections sir uh you must have got additional sections for Bala and also we are revising the norms for the school so that if they want uh more they want to go for vertical mobility they can go or we are revising our contiguity plots policy also okay sir so for that we have to wait for this thank you thank you sir good afteron everybody I'm Kumar from D Public School bu sir my question is relating to Ral syllabus uh the quy is whether J Advance will follow the Ral syllabus I BSC or the department of school education They Don't Really deal with this particular set but we will communicate this particular concern or query to the Department of high education [Applause] [Applause] Dr I think we've had a very fascinating session and uh a good conversation and we also could sense that uh there's a fair amount of apprehension regarding the kind of transition that is taking place yes the NEP 2020 has come it suggests a little different way of looking at the school education per se here because we discussing school education it is gesting changes and we are getting apprehensive I think there is absolutely no need to get apprehensive it is a good education which we have received it will make us transition it will make us transition over this all kind of changes which are being suggested and it is not that we have not done it in the past in the past also we keep doing it all the time look at the way technology is impacting Our Lives and now with artificial intelligence I think the way school education is going to be conducted in our classrooms many of us don't even quite realize as to what may be the changes yet we are not apprehensive about that but other things like board examinations other things about languages all these things they are uh spending they are affecting us a little more than the other other changes it should not happen the change is a change and I think change is a part of life and we've done it so well in the past imagine if you look back 30 years back in your life you'll realize how many changes you have transitioned over and I think most of the changes have been for the better this is also going to be for the better I can assure you and anag be in his presentation he said that we should sit down and read the ncf SE in spite of the fact that it is about a 600 page document but 600 page document is not too much I think you can organize joint reading sessions with your all your uh School teachers and you can have it in the stra room or if there's a teacher who's very bright and he's good at fast reading give him or her the job and spend an hour or two in every week with them so as to cover the nuances of the ncf SE nuances are very important because education teaches us to deal with the nuances of life and to a very large extent these nuances make all the difference I think in the first session somebody asked a question you know you would know it better than me education is not only in the books and it is not only there in the seven and 8 hours a child spends in the classroom or in the school it is all throughout and there will be so many questions that you may have in your mind which many of us will not be able to answer to your satisfaction but we have to find a way and I will end up with a small story because I met father kristo here where is father kristo so he's a principal of St Michaels Patna and one of my very senior colleague whose elder brother was studying in that school he narrated the story to me his elder brother used to stammer and that actually took away his confidence so the principal noted that this boy is stammering so one day he was called by the principal and he said the principal said that look I see that you stammer can you come on every Sunday to to me and I'm willing to work with you on you but you'll have to come and spend at least 2 hours with me on Sundays the boy agreed on every Sunday he would bike down to the school and the principal would spend 2 hours with him every Sunday until the boy lost his staring he has a very successful career somewhere in the United States this was not part of the curriculum this was not part of anything which we may otherwise Enis but you all are principles you have the Midas touch you have that stick in your hand which can Convert base Metals into gold you can do that this change is very I would say m but we are all there to make difference in the lives of the children with whom we are spending 220 to 240 days a year and if you spend 220 to 240 days a year with a child you would be able to notice the slightest change in the behavior of that child you are actually the real parents of the children he goes back home I don't know to what extent his parents actually are trained to notice the kind of feelings the boy is under or the girl is under goinging so on this very happy note I would say read the mcf SE once again and if there is a demand then we can have a session like this on a regular basis and I'm sure that next time you come you will be exhibiting far less apprehension as I see in this Hall today thank you sir [Applause] will sh Dr Ram Shanker director training V of thanks C additional secretary SRI anandra patil G additional secretary srimati prachi Pand g s SA uh AR sha Dr Amar Professor P cherson NCT or member commissioner controller of examination or director academic Dr Sing k m [Applause] pH [Applause] principls NX building lunch