PAPER- FIELD OBSERVATION

ASSIGNMENT-2

DATE: 4/3/2021

TOPIC: STUDY OF CBSE WEBSITE

BACHELOR OF EDUCATION- 1ST YEAR

ACADEMIC SESSION 2020-2021

DEPARTMENT OF EDUCATION

CENTRAL INSTITUTE OF EDUCATION

UNIVERSITY OF DELHI

Submitted To: Submitted By:

Dr. Ashish Ranjan Rahul Goshi
Department of Education B.Ed1stYear, Section-C
University of Delhi University of Delhi

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 ASSIGNMENT 2

1. What is the pre-independence historical root of the CBSE?

Ans-The Central Board of Secondary Education (CBSE) is a national level board of

education in India for public and private schools, controlled and managed by Union
Government of India. There are approximately 21,271 schools in India and 220 schools in 28
foreign countries affiliated to the CBSE. From 309 schools in year 1962, as on year 2019,
CBSE has 21,271 schools and 228 schools in 25 foreign countries. All schools affiliated to
CBSE follow the NCERT curriculum.

As a result of the Calcutta University Commission (1917-19) popularly called the Sadler
Commission, Boards of Secondary Education had started coming up in various parts of the
country. U. P. Board of High School and Intermediate Education, the first such Board to be
set up, was looking after the interest of a large area including Rajputana, Central India, and
Gwalior. A stage had, however, come when that Board did not find it possible to shoulder
this extraterritorial responsibility any longer. The Government of the United Provinces,
therefore, represented to the Government of India, that the jurisdiction of the U. P. Board was
too unwieldy for it to maintain an efficient administration and that the candidates from areas
outside the United Provinces should not be admitted to the Board's examination beyond the
year 1927-28.

As a result of the representation, the Government of India suggested two alternatives for the
consideration of the Administration of Princely States in Rajputana, Central India, and
Gwalior. One suggestion was to set up a joint Board for all the areas concerned and the other
was to have a separate Board for each of the areas thus affected.

There were many advantages of the Joint Board, chief among them being the economy in
expenditure both on the administration and examination and the comprehensive
representations that would be available from all the areas concerned. It was, therefore,
decided that a joint-board for all the areas should be evolved. As such the Board of High
School and Intermediate Education, Rajputana including Ajmer-Merwara, Central India and
Gwalior was established in 1929 by a resolution of the Government of India. The Board, as
constituted under that resolution, had its headquarters at Ajmer with the agent to the
Governor-General in Rajputana and Chief Commissioner, Ajmer-Merwara, Lt Col. G.D.
Ogilvie, as the Controlling Authority and a total membership of 38 including representatives
of the administered areas and States within its jurisdiction.

2-What were the Board’s functions in 1954?

Ans. The establishment of the Board led to rapid growth and expansion of secondary
education in the vast territories comprising the princely States in Rajputana, Central India,

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Gwalior, Ajmer, and Merwara. The Board also did creditable work on improving the quality
and standard of education in the institutions recognized by it through periodical inspections
carried out on its behalf by competent and experienced inspectors. To the same end the Board
also established on the initiative of the then Chairman, Dr. I.C.Chatterjee, under its
management and control, a Post- Graduate Training College for Teachers in Ajmer in 1941.
The College fulfilled a real need and resulted in a great improvement in the tone of education
throughout the wide area served by the Board. The College, which turned out hundreds of
trained graduate teachers from 1941 to 1949 had to be closed down in 1950 as the number of
students seeking admission to it began to dwindle owing to the opening of several such
colleges affiliated to the University of Agra.The Board conducted for the first time the High
School Examination and Intermediate Examinations in Arts and Science in the year 1930. It
had 70 High Schools and 12 Intermediate Colleges at the beginning, but the number of
recognized institutions increased rapidly from year to year and by 1940, the Board had
recognized 124 High Schools and 20 Colleges. By 1947 the number of recognized High
Schools rose to 201 and that of Colleges to 42. Similarly, the number of examinees which
was 3091 in 1930 rose to 6412 in 1940 and 13770 in 1947.

3. What is the function of CBSE as per the Government of India resolution 1962?
Ans-It was in the year 1962 finally that the Board was reconstituted. The main objectives
were to serve the educational institutions more effectively, to be responsive to the educational
needs of those students whose parents were employed in the Central Government and had
frequently transferable jobs.

Main objectives of CBSE are:

1. To define appropriate approaches of academic activities to provide stress free,
child centered and holistic education to all children without compromising on
quality.
2. To analyze and monitor the quality of academic activities by collecting the
feedback from different stakeholders.
3. To develop norms for implementation of various academic activities including
quality issues; to control and coordinate the implementation of various academic
and training programmes of the Board; to organize academic activities and to
supervise other agencies involved in the process.
4. To adapt and innovate methods to achieve academic excellence in conformity
with psychological, pedagogical and social principles.
5. To encourage schools to document the progress of students in a teacher and
student friendly way.
6. To propose plans to achieve quality benchmarks in school education consistent
with the National goals
7. To organize various capacity building and empowerment programmes to update
the professional competency of teachers

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 To prescribe conditions of examinations and conduct public examination at the end of
Class X and XII. To grant qualifying certificates to successful candidates of the
affiliated schools.

8. To fulfill the educational requirements of those students whose parents were

employed in transferable jobs
9. To prescribe and update the course of instructions of examinations
10. To affiliate institutions for the purpose of examination and raise the academic
standards of the country.

The prime focus of the Board is on:

1. Innovations in teaching-learning methodologies by devising students friendly and
students centered paradigms.
2. Reforms in examinations and evaluation practices.
3. Skill learning by adding job-oriented and job-linked inputs.
4. Regularly updating the pedagogical skills of the teachers and administrators by
conducting in service training programmes, workshops etc.

4. How many campuses does CBSE have in India and where all?
Ans. Presently CBSE has 10 regional offices:
 Delhi: NCT of Delhi and Foreign Schools.
 Chennai: Andaman and Nicobar Islands, Andhra Pradesh, Daman and
Diu, Goa, Karnataka, Maharashtra, Puducherry, Tamil Nadu and Telangana.
 Guwahati: Arunachal
Pradesh, Assam, Manipur, Meghalaya, Mizoram, Nagaland, Sikkim and Tripura.
 Ajmer: Dadra and Nagar Haveli, Gujarat, Madhya Pradesh and Rajasthan.
 Panchkula: Chandigarh, Haryana, Himachal Pradesh, Jammu and Kashmir and Punjab.
 Allahabad: Uttar Pradesh and Uttarakhand.

Patna: Bihar and Jharkhand.
 Patna: Bihar and Jharkhand.
 Bhubaneswar: Chhattisgarh, Odisha and West Bengal.
 Thiruvananthapuram: Kerala and Lakshadweep.
 Dehradun: Uttar Pradesh and Uttarakhand.

5. What is the difference between the functions of CBSE and NCERT?

Ans.CBSE (Central Board of Secondary Education) is a board of education that was finally
reconstituted in 1962.

The Board’s main objective is to serve the educational institutions more effectively. Other
Prime objectives of CBSE include —

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  To define appropriate approaches of academic activities to provide stress free,
child centred and holistic education to all children without compromising on
quality.
 To analyse and monitor the quality of academic activities by collecting the
feedback from different stakeholders.
 To develop norms for implementation of various academic activities including
quality issues; to control and coordinate the implementation of various academic
and training programmes of the Board; to organize academic activities and to
supervise other agencies involved in the process.
 To adapt and innovate methods to achieve academic excellence in conformity
with psychological, pedagogical and social principles.
 To encourage schools to document the progress of students in a teacher and
student friendly way.
 To propose plans to achieve quality benchmarks in school education consistent
with the National goals.
 To organize various capacity building and empowerment programmes to update
the professional competency of teachers.
 To prescribe conditions of examinations and conduct public examination at the
end of Class X and XII. To grant qualifying certificates to successful candidates of
the affiliated schools.
 To fulfil the educational requirements of those students whose parents were
employed in transferable jobs
 To prescribe and update the course of instructions of examinations
 To affiliate institutions for the purpose of examination and raise the academic
standards of the country.
Whereas, NCERT (National Council of Educational Research and Training) is an
autonomous organisation set up in 1961 by the GOI (Government of India) to assist and
advise the Central and State Governments on policies and programmes for qualitative
improvement in school education.

The major objectives of NCERT and its constituent units are to —

 Undertake, promote and coordinate research in areas related to school education;

 Prepare and publish model textbooks, supplementary material, newsletters,
journals and develops educational kits, multimedia digital materials, etc.
 Organise pre-service and in-service training of teachers;
 Develop and disseminate innovative educational techniques and practices;
 Collaborate and network with state educational departments, universities, NGOs
and other educational institutions;
 Act as a clearing-house for ideas and information in matters related to school
education; and
 Act as a nodal agency for achieving the goals of Universalisation of Elementary
Education.

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In addition to research, development, training, extension, publication and dissemination
activities, NCERT is an implementation agency for bilateral cultural exchange programmes
with other countries in the field of school education.

6.On which dimensions of school education, should CBSE take advice from the NCERT?
Why?

Ans.NCERT stands for National Counsel of Educational Research Training. It is the

government organization that is set up to assist the qualitative improvement in school
education in India. With the aim of building a common education system, NCERT owns the
responsibility of developing and publishing the NCERT textbooks.

While CBSE stands for Central Board of Secondary Education. It is a national level board of
education in India for public and private schools, controlled and managed by Union
Government. The main responsibility it has is to conduct various examinations.

In spite of several differences, NCERT and CBSE are complementary to each other. Almost
90% of books recommended by the central board are NCERT compiled. The questions asked
in Class 10 and 12 final exams are taken almost directly from the NCERT books. Not only
the board exams but also the exams conducted in the other classes are dependent on NCERT
books.

The National Curriculum Framework 2005 (NCF 2005) is published in 2005 by the National

Council of Educational Research and Training (NCERT) in India forms the backbone of the
CBSE textbook pattern.

So apparently CBSE should take advice from NCERT regarding the most appropriate
curriculum that will pave the way for holistic development of the child, the various
examination conducted by CBSE to effectively judge the child’s merit.

7. What is the prescribed constitution of the board?

Ans. The Board shall consist of -

a. Chairman
b. Six persons to be elected by the Agra University who shall be teachers of the Degree
Classes in affiliated colleges in the united provinces, not less than two of whom shall
be teachers of the subject assigned to the faculty of Science.
c. Principals of Degree Colleges in Rajputana, Central India and Gwalior (at present).
d. Two representatives to be nominated by the States and areas, maintaining at least one
intermediate college (One of these representatives being from Rajputana and one from

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 Central India and Gwalior), provided the States and areas represented under(c) shall
not receive representation under this clause.
e. Representatives to be nominated by States and areas under the control of the Board
maintaining not less than four High Schools (at present).
f. Seven representatives from States, three from Rajputana, three from Central India and
one from Gwalior, provided that States in Central India and Rajputana already
represented under Clause (C) or (E) shall not be entitled to representation under this
clause.
g. The principals of the Mayo and the Daly Colleges (Ex-Officio).
h. One lady member to represent female education to be nominated by the Controlling
Authority from the areas concerned in rotation.
i. One representative of the administered areas in Rajputana to be nominated by the
agent to the Governor-General, Rajputana.
j. One representative of the Administered area in central India to be nominated by the
agent to the Governor-General in central India.
k. Four persons engaged in teaching in degree classes in affiliated colleges, two of
whom shall be engaged in teaching Science in Rajputana and Central India, two to be
nominated by the agent to the Governor General Rajputana, and two by the agent to
the Governor-General, central India.
l. Persons not exceeding two in number to be nominated by the Controlling Authority to
secure the representation of interests not otherwise adequately represented.

8. What all is the Board supposed to do or comes in its power?

Ans. The Board shall have the following powers namely

a. To conduct examinations;
b. To admit candidates to its examinations;
c. To recognize institutions for the purpose of its examinations;
d. To inspect or call for inspection report on the condition of institutions recognized or
applying for recognition;
e. To prescribe courses of instruction for recognized institutions;
f. To grant diplomas or certificate of having passed the examinations of the Board to
persons who –
1. have perused a course of study in any institution recognized by that Board, or
2. to teachers, or
3. have studied privately under conditions laid down in the regulations.
g. To demand and receive such fees as may be prescribed in the regulations.
h. To supervise the residence, health, and discipline of the students of the recognised
institution and to make arrangements for promoting their general welfare.
i. To do all such other acts and things as may be requisite to further the objects of the
Board as a body constituted for regulating and supervising Secondary Education.

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 When the Board has constituted a committee to deal with any matter with which the Board is
empowered to deal by this Resolution, the Board before exercising its powers in any
particular case shall receive and consider the report of the committee concerned.

The Board may make regulations to carry into effect the provisions of this Resolution.

In particular, and without prejudice to the generality of the foregoing power, the Board may
make regulations for all or any of the following matters, namely:

I. The conduct of Examinations including the appointment of examiners and their

duties, powers, and remuneration.
II. The conditions under which candidates shall be admitted to the examinations of the
Board.
III. The conditions under which the Board will recognize an institution for its
examinations.
IV. The condition under which the Board may recognize institutions for its examinations.
V. The conditions for the award of the diplomas and certificates of the Board.
VI. The institution of scholarships and prizes.
VII. The election and co-option of members to the Board and its Committees.
VIII. The Constitution power and duties of committees;

9. What new did you learn about the CBSE that you didn’t know earlier?
Ans. Various new things I got to know from the CBSE website like the international reach of
the board, the holistic approach towards students that include the health and mental fitness
take care, the complex structure and hard work of various stakeholders to provide level
playing field to all the students and providing all possible opportunities to harness their
potential and talent that not only benefit them in future but also the society as a whole.

10. Compare the CBSE’s resources and powers with any one state/provincial Board and
share your impressions and findings.
Ans. BOARD OF EDUCATION HARYANA VS CBSE

The Haryana Board conducts the annual examinations for Class 8th, 10th and 12th in the
month of March. BSEH also conducts Diploma in Education (D.Ed.) 2-year course every
year. Apart from these tests, HBSE also conducts the Haryana Teacher Eligibility Test
(HTET) time to time for candidates to be eligible for teacher.

The integral part of the HBSE, Haryana Open School (HOS) conducts on demand
examination, annual and supplementary examinations at secondary and senior secondary
levels. The main aim of HOS to provide education to all those who are beyond the reach of
formal education due to any social, financial and other reasons.

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Keeping in view the twin ideals of maintaining sanctity as well as reliability of examinations
on the one hand and overall improvement in the quality of education on the other, the Board
has recently initiated various innovations in the different facets of school education.

Keeping the resource in mind the PAN INDIA and international presence of CBSE has edge
over BSEH, the manpower and technology too of former surpass that of latter.

While power of BSEH is limited till the territorial extent of Haryana, CBSE outreach is to all
the school affiliated to it whether in Haryana or not. Statically, there are around school 23000
under CBSE while much lower under BSEH.

Understanding State Board

Each state has its own state board, and the administrative authorities are over the educational
ministry of that respective state. The educational structure, paper pattern and even the
syllabus is not the same. It varies from one state to another. Because of differences at the base
level, it is practically impossible to compare the results of two different state boards. It
becomes difficult especially during admission to any centralized institution. Many times,
their syllabus is not in line with the expected standards. But if a student wishes to pursue
higher studies in the colleges of that particular state itself, then this proves to be a big
advantage for him/her. It is mainly because of the fact that the students are already well-
acquainted with the educational system of the state.

Understanding CBSE Board

CBSE stands for Central Board for Secondary Education. It is the national board of our
country. The educational material and teaching methodology is conducive to the national
interests of the country. All the major nationalized competitive exams like JEE are conducted
by CBSE.

CBSE is considered to be tougher than state boards but is more student-friendly and
interesting to study. The board is especially beneficial to those who wish to pursue higher
education in some Nationalized Institutions rather than State Institutions.

Though the result and enrolment percentage of student is impressive in both the boards, the
need and utility of state board can’t be ignored, the CBSE being at the national and
international level can’t fulfil the required focus and attention to every school. It is the state
board that take the lead role, with proper cooperation and guidance under CBSE, BSEH has
proved to be fruitful and gave impressive results.