1. 15th National Sahodaya Conference 10th – 12th December 2008

3. Empowering Each Learner Learning Framework : Strategies
Learning System
CONTEXT
PERFORMANCE/OUTCOME
LEARNER
ACTION
Institutions
Schools
Community
Teachers/Parents
Learning Communities

4. Strategies :Context Global Challenges
Emerging Technologies and Challenges
Information Highways
Changing Learner Profile
Changing Work Force
Changing Employability Skills
Shifting Social Dynamics
Inclusion

5. Strategies :Context Global Challenges
From delivering content to building capacity.
From stand alone institutions to value-added networks.
From setting and delivering curriculum to co-creating curriculum.
From standard operating procedures to creative adaptations.

6. Global Challenges Virtual Classrooms Online Teachers
Multipolar learning
Distance/online Learning
Smart Schools
Inclusive Practices
Holistic Health
Life Skills Programme
e-learning
Multiple Intelligences
Environmental Concerns
Values
Integration of Technology
Lifelong Learning

7. MEDIA – PRINT – ELECTRONIC CHALLENGES Values and Violence
PhoneChannel
Interactive textbooks
Tablet PCs
Computerised tutor

8. Changing Learner Profile
Family Structure
Changed work Environment
Tech Savvy
Adolescent
Nuclear
Concerns
Families
Accessing Information
Knowledge Exponential Growth

11. 21st Century Workforce High School Students Economically Disadvantaged
Women
Single Parents
International Students
Veterans
Immigrants
Historically Underrepresented
Adult Learners
College Students
Senior Citizens
Returning Professionals

12. Changing Employability Skills
Unorganized Sector – 97%
Languages – Strength
Entrepreneurship
Shifting Work places - SOHO

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

14. Jobs in this new millennium require a student to be an effective :
Collaborator
Synthesizer
Adapted from Tom Friedman’s book: The World Is Flat (2006)
Leverager
Model builder
Adapter
Localizer/Personalizer
Collaborator (working with one or more other people to achieve something)
Leverager (power to get things done)
Adapter (someone who is able to adjust to change or to suit different conditions)
Explainer (to give an account of something with enough clarity and detail to be understood by somebody else)
Synthesizer (somebody who combines different ideas, influences, or objects into a new whole)
Model builder (someone who generates new ideas for solving complex problems)
Localizer/Personalizer (someone who can empathize with others and understand the subtleties of human interaction in order to solve a problem)
Explainer 14

15. Strategies : Action Teachers Parents Educators Peers WHO ? –
ACTORS
WHEN ? – WOMB – TO TOMB !
Lifelong Learning
WHERE ? – Changing School
 Buildings
 Virtual Classrooms
 Blogging
WHAT ? – Curriculum
 National ?!!!
HOW ? - Transaction Strategies
- Experiential Learning
- Reflective Model
- Effective Technology Enhanced
- Learning Environment

16. Facilitators Managers Researchers Co-creators Lifelong Learners
WHO
WHO???
WHO???
SCHOOLS
Policy / Vision
Include all stakeholders (Sts.Trs/Parents PE + LS
Curriculum + Beyond • CCE • Comp. School Health
STAKEHOLDERS!
ALL
Nuclear
Aggressive
Working
Educators / Leaders
Ambitious
Time
Who ? Leaders
Information Leadership
A whole school information / philosophy approach / vision
Understand the core issues of student learning
Interpret educational & administration needs into technological solutions
Multiple intelligences integrated
Life-Skills
Values Enhanced Framework
Major Influence
Quality
Maximum time spent
Positive Peer Pressure
Parents
Negative Peer Pressure
Peers +
Friends
Principal
Learners
Decision Making
Teachers as
Refusal Skills
Adolescent Issues
Collaborators
Facilitators
Managers
Identity Crisis
Role Models
Self Esteem
Co-creators
Researchers
Educators
Lifelong Learners

17. dissolving boundaries
WHEN
AND
WHERE???
WOMB TO TOMB
Life long
Learning
Elders
Electronic TV
Movies
Internet
Non-formal institutions
Home
Nuclear
Media
Print
Newspaper
Journals
Magazine
Parental time
Schools
formal
dissolving boundaries
Monitoring
Friends
Homes
Siblings
Annual/ Sports Day
Labs
Corridors
Playground
Canteens
Seniors
School
play
Travel
Classrooms
Virtual
Peer Learning
Social Network sites
Interaction
Both formal and non-formal institutions

18. Active Learning Beyond The Classroom
When ?
Active Learning Beyond The Classroom
How students spend their time…
Class  hours (or less)
Work  hours (or more - 30%)
TV  hours (33%)
Leisure Reading  hours (38%)
Organized student activity 
3-10 hours (47%)
Informal conversation with other students hours (31%)

19. Active Learning Beyond The Classroom
When ?
Active Learning Beyond The Classroom
Active Learning Strategies:
Study groups
Journals and diaries
Experiential learning
Student research

20. WHAT..???
Curriculum
Beyond The Curriculum

21. CBSE AS A PACE SETTER Languages – Communicative Language Teaching
○ English ○ Japanese – VIII –
○ Sanskrit ○ German – VI –
○ French ○ Bahasa Maleyu – X –
Mathematics
Science
Social Science
I.T.
Enrichment activities
Examination Reforms

22. Disaster Management Class - VIII Class - IX Class - X

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

24. New Electives at Senior Secondary Level
Academics
Creative Writing and Translation Studies: 2007– 08.
Reader – Class XI
Reader – Class XII
FIRST BOARD EXAM
- 2009
Contd…

25. New Electives at Senior Secondary Level
Heritage Crafts XI
XII
Graphic Design
Readers NCERT
Readers NCERT

26. New Electives at Senior Secondary Level
(Contd…)
VOCATIONAL
FINANCIAL MARKET MANAGEMENT (FMM) –
Contd…

27. New Electives at Senior Secondary Level
(Contd…)
03 Vocational + 01 Language +
01 Elective
(+ 01 Additional Elective) .
Joint Certification by CBSE and NSE

28. Health Care Sciences Class XI 2009 – 2010 First Board Examination 2011
Joint certification with FICCI

29. Promoting Innovation and Creativity in School System
What ??
Promoting Innovation and Creativity in School System
Strengthening school cluster system through ‘Sahodayas’.
Student support activities through participation in Olympiads, Science exhibition, quizzes, etc.
Nurturing creativity in indigenous and modern knowledge in collaboration with National Innovation Foundation.

30. Policy – (School Management)
School Health & Wellness Programme 
Policy – (School Management) 
Health & Wellness Clubs
Health Education
Life Skills
AEP Class IX & XI Revised Manuals (in process)
Curriculum Plus Classes VI – VIII Revised Teachers’ Manual for Class VI ( )
Classes 1 – 12 Vol I Vol II Vol IIII Vol IV
Integrated Components (Eco – Clubs – Peace & Value Education)  Teachers’ Manual - I – VIII Teachers’ Manual IX

31. COMPREHENSIVE SCHOOL HEALTH PROGRAMME IN CBSE SCHOOLS

32. Personal And Environmental Hygiene
Themes
Knowing
your body
Behaviour
And Life Skills
Food and
Nutrition
Being Safe And
Responsible
To be effective, coordinated school health programs must be directed toward the needs of students, responsive to the needs of families, and reflective of the values of the local community. All eight components must be linked to each other and supportive of each other.
Often, schools with effective coordinated school health programs develop a committee of representatives from each component area. The committee meets to develop school health priorities and programs to address student needs. Many school districts employ a coordinator who works to optimize the connections between the eight separate component areas to prevent duplication and to seek additional resources.
Personal And Environmental Hygiene
Physical
Fitness

33. Health Manuals- An Overview
Comprehensive School Health Manuals (C.S.H.M):
Holistic health ( physical, mental, emotional and psychological health).
Formal and informal approaches in curriculum pedagogy for health promotion.
Emphasis on providing a safe school environment.

34. Detailing Manuals…. Four Manuals: Volume 1 – all stakeholders
Volume 2 - Primary Level (Classes I-V)

35. Detailing Manuals…. Volume 3 - Upper Primary Level (Classes VI-VIII)
Volume 4 - Secondary and Senior Secondary Level (Classes IX-XII).

36. Themes Covered… Six different themes : Knowing your Body
Food and Nutrition
Personal and Environmental Hygiene

37. Themes Covered… Physical Fitness Being Responsible Safe
Behaviour and Life Skills.

38. WHY Life Skills? What ? Beyond Work with others Learn from others
Ask questions
Be open to other points of view
Learn to defend your point of view
Don’t automatically accept fact unless you know it to be true
Challenge assumptions

39. CBSE - AEP Students Feedback AEP 2007 What ?
Information on Adolescent Education is very useful to understand the adolescent issues.
Mr. Nupur Jha ( DAV Public School, Sikkam)
Adolescent Education is very useful and we don’t have previous knowledge on these issues, and we would like to attend this type of programme in future.
Mr. Pankaj Kr Giri ( DAV Public School, Sikkam)

40. Teachers Feedback On AEP
What ?
Teachers Feedback On AEP
Adolescence Education Programme is important as it helps students in understanding in a better way Mrs. Alpana Sharma Ms. Ruchi Bhargava (Nodel Teachers) Jaipuria Vidyalaya, Jawahar Lal Marg, Jaipur
During psychological and physical changes, the child’s energy should be properly channelised Mrs. Meenakshi Sharma
Effective communication and working towards one’s goal help to cope up with stress and emotions.
Mr. Suresh Chand

41. Principals Feedback On AEP
What ?
Principals Feedback On AEP
We are satisfied with this seminar and it is better to give knowledge on AEP Issues.
Ms. Suchita (Principal)
Such type of programme are really useful. These
may help in overall development and help to cope up problemsof
life. Such type of programme should be conductedregularly.

42. Parents Feedback On AEP
What ?
Parents Feedback On AEP
This programme should not be implemented through schools rather teacher should trained the parent and parents will trained their adolescence.
Mrs. Jaya Srivastava (Varanasi)
In my opinion information parents should be given full information from schools, so, that parents can guide at home properly.
Mr. Ram Chand Narayan Pandey(Varanasi)
Sex education is not necessary in our culture and tradition, parent should teach adolescence.
Dr. O. P. Chaudhary (Varanasi )
This programme is beneficial for parents if parents gets proper knowledge, they can guide their children at home.
Dr. D. N. Ojha (Varanasi)

43. Status of AEP - 2008 Programmes held under AEP in Sep-Nov 2008
NTT Programme 15
Advocacy Programme

44. Science Exhibition -Jawahar Lal Nehru Children Science Exhibition
Innovativeness
Creativity
Last 5 years
Regional Level
National Springdales School, Delhi
Best 20 exhibits
-Jawahar Lal Nehru Children Science Exhibition

45. Enrichment Activities
Heritage India Quiz
National Informatics Olympiad
Group Mathematics Olympiad
National Innovation Programme
(with IIM, Ahmedabad)

46. Sahodaya - Concept School Clusters Spirit of ‘Caring and Sharing’
Information and resources
Encourages Community of Practices
250 Sahodayas networking 4500 schools

47. Losing an edge, Japanese envy Indian Schools
JAPAN – Growing Craze for Indian Education
think of India as world’s ascendant education superpower
Bookstores are filled with titles like “Extreme Indian Arithmetic Drills” and “The Unknown Secrets of the Indians.” Newspapers carry reports of Indian children memorizing multiplication tables far beyond nine times nine, the standard for young elementary students in Japan.

48. The New York Times….
Japanese praise Indian Education. Envy Indian Learners:
learning more at an earlier age.
an emphasis on memorization.
focus on the basics, particularly in math and science.

49. Training And Empowerment
How ?
Training And Empowerment
In-service Teacher Training programme through Sahodayas.
Empowerment of Heads of Institutions in collaboration with top business schools and also with NUEPA.
Theme based regional and national level Sahodaya conferences.

50. Dimensions of effective technology enhanced learning environments:
How ?
Dimensions of effective technology enhanced learning environments:
Task-Oriented
Challenging
Collaborative
Constructionist
Conversational
Responsive
Reflective
Formative

51. Task-Oriented How? Academic Authentic
The tasks faculty set for students define the essence of the learning environment. If appropriate, tasks should be authentic rather than academic.

52. Collaborative How? Unsupported Integral
Web-based tools for group work and collaboration can prepare students
for team work in
21st Century
work environments.
Art, dance, and music students are collaborating to produce online shows with digital versions of their works and performances for critique by international experts.

53. Constructivist How? Replication Origination
Faculty should engage students in creating original knowledge representations that can be shared, critiqued, and revised.
Students in fields ranging from Creative Writing to Heritage Craft are producing portfolios.

54. Conversational How? One-way Multi-faceted
Students must have ample time and secure spaces for in-depth discussions, debates, arguments, and other forms of conversation.
New knowledge and insight are being constructed in conversation spaces such as GDs and e-learning forums.

55. Reflective How? Shallow Deep
Both faculty and learners must engage in deep reflection and metacognition. These are not instinctive activities, but they can be learned.
Teacher preparation : Teachers are keeping electronic journals to reflect upon the children they teach, and their roles as advocates for children.

56. Organise Ideas for the future
How ? Reflection
Continuous process of reconstruction of experience
Anticipate ↓
Act
Observe
Organise Ideas for the future
Reflection
Looking Ahead
 (Interplay)
Looking Back

57. How ?
Learning To Learn
How can you calculate the return on your education investment in schooling
What will you be doing five years after you leave school
RECOMMENDATIONS:
Learn to learn and learn to like it.
Study whatever subject you like, but recognize that you can broaden your skill base considerable by choosing elective courses wisely.
Develop life skills that will enable you to provide value to a variety of organizations.

58. Experiential learning Culture of learning institution and society
How ?
1. Personal awareness
Self-concept, identity, realistic self-esteem, self-direction, autonomy
3. Task awareness
Understanding, using, constructing, communication skills in context
Experience
2. Process awareness: learning
Monitoring, reflection,
cooperation, critical self-assessment
Experiential learning
Apply
Reflect
Conceptualize
Teacher’s professional awareness
Professional autonomy, communicative action, commitment to learning
Culture of learning institution and society
Quality of learning environment, culture of learning community, collaboration between participants

59. How ? Action Learning~ Dr. Reg Revans (Cambridge)
There can be no learning without action.
Effort, practice and implementation needed
Promote local action and learning
Organizational implications
Supports creative integration of thinking & doing, theory & practice, academic & practitioner.
Knowledge is transferable
Action learning empowers the learner 59

60. Action Learning Strengths Characteristics • Relevance to students`
Strengths
• Relevance to students
• Teaches complex problem solving
• Develop skilled leaders and develop teams
• Produces tangible outcomes: empowering
• Promotes “best practice”
Action Learning
Characteristics
• Emphasis on learning by doing
• Conducted in teams
• Addresses social/organizational issues
• Participants placed into problem-solving roles
• Team decisions are required
• Formalized into presentations
reflect on personal empowerment
strategies that worked/did not work

61. The Action Learning Formula: Learning (L) occurs through Programmed Knowledge (P) or traditional instruction, and Insightful Questioning (Q)

62. How ? Learning To Learn Is teaching more than the conveying knowledge?
Can teachers teach anybody anything?
What is the difference between knowledge and knowing?
Recommendations
Learning is not passive.
Learn what the problems are.
Recognize that learning is your problem (opportunity).

63. Learning To Learn (Article by Smith)
How ?
Learning To Learn (Article by Smith)
Is it okay to make mistakes?
Is competence really being able to solve problems w/o hesitation?
What reactions do you expect if you tell a teacher (a friend) that you do not understand something?
Recommendations:
Learn to ask questions. If you have a question, you can be certain that many others have the same question.
True competence does not mean not making errors. It means well thought out judgment and decisions based on available information and experience.

64. Lyrics of a Popular Film Song
sanaata sunaee nahin deta aur hawaein dikhayee nahin deteen socha hai… kya kabhi… hota hai ye kyon?
Aasman hai neela kyon? paani geela geela kyon? gol kyon hai zameen?
silk mein hai narmi kyon? aag mein garmi kyon? do aur do paanch kyun nahin?
ped ho gaye kam kyon? teen hai ye mausam kyon? chaand do kyon nahin?
duniya mein hai jung kyon? behta laal rang kyon? sarhadein hai kyon har kahin?
paani geela geela kyon? gol kyon hai zameen?
silk mein hai narmi kyon? aag mein garmi kyon? do aur do paanch kyun nahin?
ped ho gaye kam kyon? teen hai ye mausam kyon? chaand do kyon nahin?
duniya mein hai jung kyon? behta laal rang kyon? sarhadein hai kyon har kahin?
socha hai… ye tumne kya kabhi? socha hai… ki hai ye kya sabhi? socha hai… socha nahin toh socho abhi
behti kyon hai har nadee? hoti kya hai roshni? barf girti hai kyon?
dost kyon hai rooth te? taare kyon hai toot te? badalon mein bijli hai kyon ?

65. At the Upper Primary Level Paradigm shift in Science Teaching
Focus on Inquiry Skills
Power of Demonstration
‘Learning by Doing’
- Class VI
‘Science is Doing’
- Class VII
(available on CBSE website : )

66. Performance / Outcome – Ref.
Formative
Fixed Assessment
Developmental
Learning environments can be designed to allow students to develop prototype solutions over time rather than to find one right answer that someone else has defined.

67. Formative Example Performance / Outcome
Faculty should engage their students in ongoing efforts to evaluate and refine their work related to authentic tasks to encourage lifelong learning.

68. Violences Classes I & II Classes XI & XII Tools Oral questions
Techniques
Observation
Oral
Tools
Observation schedule
Oral questions
Diagnostic test
Classes III,IV & V
Classes XI & XII
Techniques
Oral
Written
Tools
Oral questions
Question paper
Assignment
project
Diagnostic test
Tools
Question paper
Assignment
Project
Practical (activity / experiment)
Oral questions
Portfolio
FEATURES
Covers all aspects
Continuous – Continual
Comprehensive Personal
Scholastic Curricular + Co-scholastic Social LS
Classes I - V
Classes VI – XII
7-point grading
A* 90 and above
A to 89
B* 70 to 79
B 60 to 69
C 45 to 59
D 33 to 44
E Below 33 percent
CCE
5-point grading
A* Outstanding
A Excellent
B Very Good
C Good
D Scope for
improvement Below 35
Techniques
Written
Practical
Viva voce
NPE – 1986, POA – 1992
NCF
PURPOSE
Improve teaching learning
Develop learning abilities through activities rather then exams
Classes VI to VIII
Classes IX & X
Techniques
Written
Practical
Viva voce
Tools
Question paper
Assignment
Project
Practical (activity / experiment)
Oral questions
Tools
Oral questions
Question paper
Assignment
Project
Diagnostic test
Activity/experiment
Techniques
Oral
Written
Practical

69. Social Science X History 22 Geography 22 2 – Maps 4 – Maps
Eco
P.Sc
4 – Maps 18 18
T h e o r y - 80
Science X
Theory 60
VSA 1 x 9 09
Internal Evaluation
SA-I 2 x 9 18
Assignments
X-4 diff. assignments
1 assignment – D.M.
SA-II 3 x 6 18
LA 5 x 3 15
School Based 20
XII
VSA 1 x
Mode - 5 points Rating
A-5
B-4
C-3
D-2
E-1
SAQ 4 x
Avg. out of 4
IX not carried over
Formative & Summative 10
LAQ 6 x
Mathematics
LA x
SA-II 3 x
Assignment CW & HW 04
SA-I 2 x
Project W-6
1 project – DM
9-15 pages
Hand written
CIR – 18/2006
20/2008
VSA 1 x
02 - VIVA X
Project work 06
03 - Record Work
MCQ 1 x 10
Formative and
summative
Class – IX
Final scores reduce 10%
Class – X
Average UTs any 2-10%
15 - Skills
MCQ ½ x 10
Assessment of PW
▪Content – 2
▪Presentation – 1
▪Process – 1
▪Viva - 2 20 20
Practical - 40
DM Project Q
MAP
Assignments
6 Items
Circulars Nos
2-History
4-Geography
Total 29 Qs.

70. CHANGED HOTS SLIDES

72. Concessions – Visually Challenged
Support Services
Support material
SQP’s (Print website)
Marking Schemes
Performance Analysis
Tele-counseling
Examination Reforms
Based on NCF 2005
Restructured Qs Papers
Moving Content – Application
Higher Order Thinking Questions
Integrated School based Internal Assessment
X - •Math •Science •Social Science
Concessions – Visually Challenged
Seating Arrangement
Amanuensis
Enlarged print in Math & Sc. & Tech
Can offer Music, Home Sc. even if not available in school
De-stressing
No school bag
No Home Work (upto class II)
Focus on Soft Skills
- Art, Music, Dance & Craft
Alternative of HW
( I-V)
Amendment after GB, June
Persons with Disabilities – New nomenclature
Use of computer/typewriter (outside Delhi also )
Fee to amanuensis
PD – visit to centre allow a week in advance
Helper/scribe from host school for practical
Sports attendance for CBSE/SGFI – 60% instead of 75%
15 min. Reading time
9 point scale
Spot Evaluation
0.1% merit
CCE
Addition time
3hrs-60mins
2 ½ hrs -50mins
2hrs -40mins
1 ½ -30mins
Concessions – ‘Differently Abled’
Studying 3rd lang. upto
class–VIII–exemption
Can use an amanuensis
Ground floor seating
Alternative as visuals

73. Future Initiatives Empowerment Programmes
Training Programme for Principals will be conducted by IIM, Bangalore at its campus.
Programme 1 : Dec Dec
Programme 2 : Jan Jan
Programme 3 : Jan Jan. 31 – 2009
Programme 4 : Feb Feb
On-line Registration Form –
NUEPA : Jan Jan
Contd…

74. Explore CBSE Website

75. Explore CBSE Website Interaction with CM SQP Support Material
Olympiads
Subject Pages
Higher Order Thinking Skills

76. Status of ‘Interact with Chairman’
Total questions received so far (last two weeks)

77. Future Projection Frequently Asked Questions (FAQs) related to:
Social Studies(DM,Projects)
Secondary Maths
Academic Sr. Secondary Economics(text book)
Biology
Bio-technology
Secondary
Examination Sr. Secondary
Status
Affiliation Online Mode

78. -Vision- Strengthening Position of CBSE in Overseas.
Developing Curricula Internationally Competitive.
Bring Global Dynamics in School Education.
Provide leadership in School Education for other Countries.
Offer affordable Cost effective International Curriculum worldwide.

79. New Initiatives
Formulation of Policy for optimum Enrollment of Students in Affiliated Schools.
Policy for restricting enrollment in Schools Violating rules.
Outsourcing work of Affiliation Branch.
Creation of a Committee for further International Presence of CBSE

80. Academics–
Pilot Project with Australian Counsel for Educational Research (ACER) for Data analysis alongwith Training Workshops for Evaluators.
Class XII , English & Economics
Pilot Project on School Mapping
locating CBSE Affiliated School on Public Mapping System
development of an in-house GSM Gateway Solution to provide alert based on-line facility to all stakeholders.
In-house Training Centre at Academic Unit for Capacity Building and dissemination of knowledge.

81. Launch of National Urban Eco-Sanitation and Green School Initiatives – 30th Jan, 2009
100% sanitation during 11th Five Year Plan
Awareness – Behavioural change
Green School – Reduce, Reuse, Recycle – Rain water harvesting
Pilot Project – 100 Schools
(25 KVs + 25 Govt. sch + 50 PVT Sch)

82. Proposed Grading System for Classes IX and X
Rational & Efficacy of Proposed system
Absolute Grade System and applicable for all Subjects
Easy to Understand as the broad cut-off marks are pre-determined
Based on historic concept of Class and Division
Comparability between Schools and Boards
Comparability among different kinds of Schools
Easily Implementable in large as well as small population
Graphical Representation in major Subjects is nearer to Bell Shape
(Normal Curve)
In line with the Grading System adopted by the Board in Classes upto V and VI-VIII
12/4/2008 82

83. Proposed Grading System For Classes IX and X
Candidates are divided into 4 major Groups
Group
% Marks
Class
Distribution of Candidates
Grade A
75and Above
Distinction
3 Grades in the ratio 3:2:1
Grade B
60 – 74
I Division
1 Grade for all candidates
Grade C
33-59
II/III Division
3 Grades in the ratio 1:2:3
Grade F
32 and Below
Failure
2 Grades in 0-19 and range of marks
12/4/2008 83

84. Based on 5 Years average (2004-2008) – Grades and % of Marks
Grade Value
Qualitative Value
Languages
Other than Languages
% Marks
% of Cand A1 9
Outstanding
90 – 100
4.70
94 – 100
5.04 A2 8
Excellent
82 – 89
9.39
86 – 93
10.08 A3 7
Exceptional
75 – 81
14.09
75 – 85
15.12 B4 6
Very Good
60 – 74
26.54
21.27 C5 5
Good
47 – 59
19.39
46 – 59
19.79 C6 4
Marginal
36 – 46
12.93
36 – 45
13.19 C7 3
Average
33 – 35
6.46
6.60 F1 2
Poor
20 – 32
3.95
4.85 F2 1
Unsatisfactory
00 – 19
2.54
4.08 84

85. Ideas for the Future Nandan Nilekani ‘Imagining India’
‘Schooling in India has been a struggle, both before and since Independence But what has now changed is the growing awareness about education and a demand for it that cuts across income groups’.
Nandan Nilekani
‘Imagining India’

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

87. Ideas for the Future Solar electric system powered Computer lab
Internet connected satellite disk in South Africa
Thomas L. Friedman
HOT, FLAT and CROWDED

88. Ideas for the Future Localization and Globalization  balance
Humanization
One natural resource we still have human ingenuity

90. We have exactly enough time – starting now.
Dana Meadows (Environmentalist)