Indian School Education System - An Overview December 2014
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Indian School Education System An Overview December 2014 www.britishcouncil.in
Concept Rittika Chanda Parruck Write-up Arijit Ghosh Value-add Sasha Sheppard, UKIERI SIP intern Forty private school heads responding to interviews and survey © The British Council, India, 2014 The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
Foreword The Indian school education system is one of the largest and most complex in the world. The complexity of the system stems from India’s need to maintain standard and uniformity, while giving scope for its diverse culture and heritage to grow and flourish across the length and breadth of the country. After independence India has worked hard to provide access to almost all its young people, but it has only just begun to focus on aspects of quality and seek to improve learning outcomes. This first section of this publication attempts to present an easily understandable overview of the Indian School Education System to those not already familiar with it. The last section of the report presents the results of a survey conducted by the British Council of over 40 private schools on how they go about procuring services and resources for their schools. If you have found the information presented here useful and would like us to focus on other areas and aspects of school education, do write back to us and let us know. We look forward to hearing from you. Regards Rob Lynes Director – British Council India
Contents
Executive Summary 6
India Demographics 8
Overview of the K–12 sector 10
Segmentation of Indian School Education System 12
Education Boards in India 18
Comparative Study of CBSE, CISCE, IB and CIE Education
Boards in India 20
Program Structure
Affiliation Procedures
Minimum Staff Qualifications
CBSE International (CBSE–i) 30
Initiatives of Government of India on School Education 32
Indian Education Policy—A Timeline 34
Apex Educational Organisations 38
Market Analysis of Private Schools 40
Appendix: List of Figures and Tables 44
6 Indian School Education System
Executive Summary
India, with more than 1.4 million schools and more regarded as the marker value for achieving
than 230 million enrolments, is home to one of the 2015 target of universal primary education for
largest and complex school education systems in all children aged 6-10 years in 2007-081. The
the world along with China. present education system in India is guided by
different objectives and goals but is based around
This report on the Indian School Education the policies of yesteryears. Immediately after
System gives an overall picture into this vast and independence, a Department of Education under
continuously changing Indian School Education the Ministry of Human Resource Development
System. It is the first of a series to be published was set up on August 29, 1947 with a mandate
by the British Council in order to apprise the to expand the educational facilities. After 1960,
readers of various facets of the school education the focus on access gradually started moving
system in India. This report, apart from the facts towards quality. With that vision, the National
and figures surrounding the school sector in Policy on Education was formulated in 1968. Over
India, also captures the progress of the country subsequent years, several policies have been
since Independence in the field of education. formulated by the Indian government to ensure
This report further covers the main government that the literacy level is gradually increased with
initiatives since independence and also provides a close monitoring of the quality of education
a comparative study of the major Indian national as well. Retention of children in schools was of
boards of school education with global ones paramount importance in the years that followed.
such as the International Baccalaureate and the With several educational reforms, school drop-out
Cambridge International Examinations. rates have registered a decline with the gender
gap of education also showing a dipping figure2.
This report has several purposes and will be
of interest to a range of audiences who are More recently, two prominent policies of the
planning to engage themselves with school Indian government—the Sarva Shiksha Abhiyan
education in India. For the UK educational (SSA) in 2001 and the Right of Children to Free
sector, this report will serve as a guiding light and Compulsory Education (RTE) Act, 2009 have
to understand Indian school education and its seen education priorities rise amongst households
progress since Independence. It will also help and catalysed improvements in educational
the readers in the United Kingdom understand performance. The mean years of schooling of
the differences between the public and private the working population (those over 15 years old)
sector. For the hundreds of organisations in the increased from 4.19 years in 2000 to 5.12 years
United Kingdom trying to expand their business in 20103. The growth of enrolment in secondary
in the Indian school market, this report will help in education accelerated from 4.3 per cent per year
understanding the private school market better during the 1990s to 6.27 per cent per year in the
and the procurement process in general. decade ending 2009–10. Education continues to
India has made phenomenal progress since
independence in the field of education. Following 1 Millennium Development Goals India Country Report 2014
the Millennium Development framework, by the 2 According to the 12th Five Year Plan, the gender gap in
elementary education has declined with the female/male ratio for
measure of the Net Enrolment Ratio (NER), India years of education reaching over 90 per cent in 2009–10
had crossed the cut-off target of 95 per cent, 3 http://planningcommission.gov.in/hackathon/Education.pdf
Indian School Education System 7
remain a top priority for the Government of India national average. High pupil–teacher ratio5, lack
with rising budgetary allocations. of professionally trained teachers6, and poor
level of student learning (both scholastic and co-
This report however does not talk about the scholastic) resulting in weak learning outcomes
challenges faced by the Indian Education at each stage of education are major challenges
system today. The country’s mean years of faced by the Indian school education system
schooling at 5.12 years is well below the other today.
emerging market economies such as China (8.17
years) and Brazil (7.54 years) and significantly Hope you will enjoy reading about one of the
below the average for all developing countries largest school education systems in the world and
(7.09 years)4. Steep dropout rates after the derive benefit out of the same.
elementary level and also at the middle school
level and the increasing enrolment gap from
elementary to higher secondary are matters 4 http://planningcommission.gov.in/hackathon/Education.pdf
5 DISE 2009–10 figures indicate that 46 per cent of primary and
of great concern. Disadvantaged groups are 34 per cent of upper primary schools have poor pupil–teacher
worse off with the dropout rates for Scheduled ratios.
6 There are currently about 0.8 million untrained teachers in India.
Castes and Scheduled Tribes higher than the
8 Indian School Education System
India Demographics
India has a population of 1.23 billion (second
largest in the world, only behind China 1.35 billion)
as per July 2014 estimates, accounting for 17.5
per cent of the world’s population. It is certainly
one of the youngest countries in the world with
the median age being 27 years.
The age structure7 of India currently is as follows:
• 0-14 years: 28.5% (male 187,016,401; female
165,048,695)
• 15-24 years: 18.1% (male 118,696,540;
female 105,342,764)
• 25-54 years: 40.6% (male 258,202,535; Figure 1: India Demographics – 2014
female 243,293,143)
With a population growth rate of 1.25 per cent, India is
• 55-64 years: 5.8% (male 43,625,668; female set to become the most populous country by 20308.
43,175,111) In India, Uttar Pradesh is most populous accounting
• 65 years and over: 5.7% (male 34,133,175/ for 16 per cent of the country’s total population,
female 37,810,599) followed by Bihar, Maharashtra, and West Bengal9.
Figure 2: Percentage distribution of state population
7 CIA World Fact book 8 Revision of World Population Prospects 2012, released by the UN
9 http://censusindia.gov.in/2011-prov-results/data_files/india/Final_
PPT_2011_chapter3.pdf
Indian School Education System 9 According to the 2011 census, literacy rate in India was found to be 74.04 per cent. Among the states, Kerala leads the literacy rate followed by Goa, Tripura, Mizoram, Himachal Pradesh, Maharashtra, and Sikkim. The lowest literacy rate in India is seen in the state of Bihar. India has seen a dramatic increase in the literacy rates over the past decade, when it was registered as 64.83 per cent overall. The following graph shows the increase in the literacy rates in various states from 2001–201110: Figure 3: Literacy rates of Indian states The following figure also depicts that the gap between male and female literacy rates are on the decline11, thanks to several government measures. Figure 4: Literacy rate as per gender With India projected to be providing a substantial amount of workforce to the global platform in near future, let us assess the all-important school sector (K—12 segment) in the subsequent sections. 10 Data from Census of India 2011 11 http://populationcommission.nic.in/content/933_1_LiteracyRate.aspx
10 Indian School Education System
Overview of the K—12 sector
The Indian education system has made significant upper primary levels (for 11-14 year olds) while
progress in recent years. Recognising the secondary education consists of secondary (for
importance of education in national development, 14-16 year olds) and higher/senior secondary
the Twelfth Plan (2012–2017) places an levels (for 16-18 year olds).
unprecedented focus on the expansion of
education, on significantly improving the quality The Eighth All India School Education Survey13
of education imparted and on ensuring that (AISES) with reference date 30 September
educational opportunities are available to all 2009 corroborates the increased spending and
segments of the society. expansion of the school education system in
India. According to the provisional statistics of
Public spending on education increased rapidly the survey, there are a total of 1,306,992 schools
during the Eleventh Plan period. Education in India as compared to 1,030,996 as per the
expenditure as a percentage of gross domestic Seventh All India School Education Survey14 (AISES)
product (GDP) rose from 3.3 per cent in 2004–05 with reference date 30 September 2002; an
to over 4 per cent in 2011–12. Per capita public increase of 26.77 per cent.
expenditure on education increased from Rs. 888
in 2004–05 to Rs. 2,985 in 2011–1212. The bulk Enrolment of students has also seen a gradual
of public spending on education is incurred by increase over the years. While the Seventh All
the State Governments and their spending grew India School Education Survey put the enrolment
at a robust rate of 19.6 per cent per year during figures as 201,457,062; the provisional statistics
the Eleventh Plan. Central government spending of the Eighth survey has the enrolment figures as
during the same period increased at 25 per cent 226,719,283; an increase of 12.53 per cent.
per year.
According to the 2009 Right to Education Act, 12 http://planningcommission.nic.in/plans/planrel/fiveyr/11th/11_
schooling is free and compulsory for all children v2/11v2_ch1.pdf
13 http://aises.nic.in/surveyoutputs
from the ages of 6 to 14. Elementary education 14 http://www.ncert.nic.in/programmes/education_survey/pdfs/
consists of primary (for 6-10 year olds) and Enrolment_in_school.pdf
Figure 5: Total number of schools Figure 6: Total enrolment in schoolsIndian School Education System 11
12 Indian School Education System
Segmentation of Indian School
Education System
The Indian school education system can be • Primary school: First to fifth standard/class/
segmented in either of the following ways: grade (for six- to ten-year-olds)
a. by means of levels of education
• Middle school/Upper Primary school: Sixth
b. by means of ownership of educational to eighth standard/class/grade (for 11- to
institutions 14-year-olds)
c. by means of educational board affiliations • Secondary school: Ninth and tenth standard/
class/grade (for 14- to 16-year-olds)
A. Segmentation by means of levels of
• Higher secondary or pre-university: 11th and
education
12th standard/class/grade (for 16- to 18-year-
olds).
The Indian education system is structured as
follows:
Pre-school system in India
• Pre-school: Education at this level is not
Various types of pre-primary schools are available
compulsory. The Montessori system is
in India and more children are now attending Pre-
especially popular at the pre-school level
school (NIPCCD, 2006) indicating an increase in
• Private play schools: Catering for children demand for education at this stage. Provision of
between the ages of 18 months and three early childhood care and education, especially for
years. the most vulnerable and disadvantaged children,
• Kindergarten: This is divided into lower is one of the six Education For All goals15.
kindergarten (for three- to four-year-olds)
and upper kindergarten (for four- to five-
year-olds) 15 http://www.un.org/en/globalissues/briefingpapers/efa/
Figure 7: Segmentation of Indian schools by means of level of educationIndian School Education System 13
In India, preschool education is provided by B. Segmentation by means of ownership of
private schools and government ICDS (Anganwadi) educational institutions
centres. In addition, there are some ECCE (Early
Childhood Care and Education) centres running Schools in India are owned either by the
under SSA (Sarva Shiksha Abhiyan). According government (central/ state/ local government
to the estimate given by the Seventh All India bodies) or by the private sector (individuals, trusts
Education Survey, there are 493,700 pre-primary or societies). Schools can thus be segmented as:
institutions in India. The percentage of enrolment
in primary schools with pre-primary facilities is • Government educational institutions: These
low. It was 10 per cent in 2007-08 compared to are run by the Central Government or state
7.7 per cent in 2004-05. governments, public sector undertaking
or autonomic organisations and are wholly
Primary schooling system in India financed by the government. Examples
Primary education starts at approximately 5–6 of these types of schools include state
years of the child and lasts for around 4–5 government schools, Kendriya Vidyalayas,
years. Primary school education gives students Ashram schools, Navodaya Vidyalayas, Sainik
a sound basic education in reading, writing Schools, Military schools, Air Force schools,
and mathematics along with an elementary and Naval schools.
understanding of social sciences. • Local body institutions: These are run
by municipal committees/ corporations/
Upper primary schooling system in India NAC/ Zilla Parishads/ Panchayat Samitis/
Upper primary education is of three years Cantonment Board, etc. Examples of these
duration and starts for students aged between types of schools include the ones run by
10-11 years. It usually continues up to 13-14 years. NDMC (New Delhi Municipality Council), Delhi
At this stage, education consists of the basic Cantonment Board, etc.
programs of primary school level, though teaching
• Private-aided institutions: These are managed
is more subject-focused.
privately but receive regular maintenance
grant from the government, local body or
Secondary schooling system in India
any other public authority. The rules and
Secondary school education comprises of two
regulations followed here are same as that
years of lower secondary and two years of higher
of the public schools. The curriculum, study
secondary education. The lower secondary level
materials, syllabus, examinations, etc. for each
is for students aged 14 to 16 years. Admission
class of education are done according to the
requirement is the completion of upper primary
government rules. For the high school classes
school education. Instruction is more organized
the final examinations will be same as that of
along specific subjects.
the public schools. In these institutions the
education would be provided for all students
Higher secondary schooling system in India
taking admissions there. The fee structure,
Senior secondary education comprises two years
PTA fund, etc will be collected from the
of higher secondary education, which starts at
students according to the rules formulated
approximately 16 years and ends at the 17th
by the government for each school. Even the
year of the child. At the senior secondary level, a
recruitment of faculties here will depend on
student can choose particular subjects/vocations
the norms as per the government schools.
(keeping requirement of educational boards and
There will be no specific criteria for the
preferences in view).
admission of students in these institutions.14 Indian School Education System
• Private unaided institutions: These are managed by an individual or a private organisation and do
not receive maintenance grant either from government, local body or any other public authority.
The fee structure for the students may vary greatly from that of the government institutions. The
students are admitted to these institutions according to some criteria (entrance examinations,
interviews, etc.) and it is totally under the control of the private management. These schools
generally create their own curriculum and organize examinations for evaluating the student
competency.
The following table shows the number of schools as per ownership type according to the provisional
statistics of the Eighth All India School Educational Survey:
Table 1: Number of Indian schools as per ownership
Public sector schools Private sector schools
Government Local body Private-aided Private unaided
Primary 524,234 140,765 26,484 68,203
Upper primary 219,451 59,961 22,742 63,748
Secondary 42,119 11,582 27,053 36,252
Higher secondary 24,808 1,847 17,302 20,441
Total 810,612 214,155 93,581 188,644
Sector wise total 1,024,767 282,225
• The number of schools managed by the central/state governments is almost double the schools
managed by others taken together.
• There is a sharp fall in the number of schools in the secondary and higher secondary segment.
• There is a significant drop out as we go to higher levels of education.
• Private schools account for only 22 per cent of
the total K-12 schools in India.
• However, considering only the secondary and
higher secondary segments, private schools
account for 56 per cent of the total schools.
• 67 per cent of all private sector schools are
unaided while 33 per cent are aided.
• Of the 1.3 million schools in India, 62 per cent
are managed by the central/state governments
and 16 per cent are managed by the local
bodies. Figure 9: Percentage of distribution of schools in K-12 segment
Figure 8: Number of Indian schools as per ownership Figure 10: Percentage distribution of schools in secondary
and higher secondary segment onlyIndian School Education System 15
Though the public sector schools dominate the numbers as compared to the private sector, the
enrolment picture is slightly different. The following table shows the number of students enrolled in
different types of schools as per ownership type according to the figures available from the Seventh All
India School Educational Survey:
Table 2: Enrolment in Indian schools
Public sector schools Private sector schools
Government Local body Private-aided Private unaided
Primary 43,324,000 24,827,821 4,649,347 8,099,485
Upper primary 22,951,000 15,230,497 5,823,375 10,230,142
Secondary 8,813,691 3,451,521 10,537,642 7,441,667
Higher secondary 10,890,079 1,290,192 16,144,037 7,932,526
Total 85,978,770 44,800,031 37,154,401 33,703,820
Sector wise total 130,778,801 70,858,221
• It is clearly noted that though enrolment in
government school still dominates in the
primary level, the private schools have greater
share of student enrolment as we go to higher
classes.
• The enrolment in private-aided institutions
is more than the enrolment in unaided
institutions.
• Though the number of private schools is just
22 per cent of the total, enrolment in these
schools account for 35 per cent of the total
Figure 11: Enrolment in Indian schools
K—12 universe.
• In secondary and higher secondary segments, the enrolment in private schools account for 63 per
cent of the total.
• About 52 per cent of the total enrolments in private sector schools are in aided institutions while
the remaining 48 per cent are in unaided institutions.
• Only 34 per cent of the total enrolments in public sector schools are in local body institutions.
Figure 12: Percentage distribution of enrolment in K-12 Figure 13: Percentage distribution of enrolment in secondary
segment and higher secondary segment only16 Indian School Education System
C. Segmentation by means of educational board governmental education board in India. It
affiliations conducts the ICSE (for class X) and ISC (for
class XII) examinations in India. About 1,900
Education in India falls under the control of
schools are affiliated with the CISCE board.
The National Council of Educational Research
The board was set up in 1956 at the meeting
and Training (NCERT). It is an apex resource
of the Inter-State Board for Anglo-Indian
organisation set up by the Government of India,
Education, where a proposal was adopted
with headquarters at New Delhi, to assist and
for the setting up of an Indian Council to
advise the Central and State Governments on
administer the University of Cambridge Local
academic matters related to school education.
Examinations Syndicate’s Examinations in
The NCERT provides support and technical
India. It was recognised as a body conducting
assistance to a number of schools in India and
public examinations in India by the Delhi
oversees many aspects of enforcement of
Education Act, 1973, passed by Parliament, in
education policies. The objective of NCERT is to
Chapter 1 under Definitions Section 2 (s).
assist and advise the Ministry of Education and
Social Welfare in the implementation of its policies
3. State Government Boards: These educational
and major programmes in the field of education,
boards are regulated and supervised by the
particularly school education. Its functions include
state apex organisation for secondary and
Research, Development, Training, Extension,
senior secondary education. A portion of the
Publication and Dissemination and Exchange
curriculum focuses specifically on imparting
Programmes. The NCERT also drafts, publishes
knowledge about the state. Majority of
and recommends school text books (from
Indian schools are affiliated with the state
Class 1–12) of various subjects based on the
government boards. The oldest state board is
recommendations of knowledgeable faculty in the
the U.P. Board of High School & Intermediate
subject.
Education established in 1922 as an
autonomous body under the Department
In India, the various curriculum bodies governing
of Education. Uttar Pradesh has the highest
school education system are:
number of State board schools followed by
Madhya Pradesh, Rajasthan, Andhra Pradesh
National Boards
and Maharashtra.
1. Central Board of Secondary Education
(CBSE)16: Established in 1962 under the
4. National Institute of Open Schooling (NIOS)18:
purview of MHRD, CBSE gives affiliations to
It is the board of education for distance
both public and private schools. There are
education, under the Union Government
currently about 15,167 schools affiliated
of India. It was established by the Ministry
under CBSE. The board conducts final
of Human Resource Development of the
examinations, All India Senior School
Government of India in 1989 (known as
Certificate Examination (AISSCE) for classes
National Open School then) to provide
X and XII. It also annually conducts the AIEEE
education inexpensively to remote areas.
and AIPMT examinations for admission to
It provides a number of vocational, life-
undergraduate courses in engineering (and
enrichment and community-oriented courses
architecture) and medicine in numerous
besides general and academic courses
colleges spread over India. CBSE is
at secondary and senior secondary level.
recognised by the Indian government and by
Currently there are 3,827 academic centres,
most of the universities and colleges in India.
1,830 vocational centres and 690 accredited
agencies under NIOS.
2. Council of Indian School Certificate
Examinations (CISCE)17: It is a private, non-
16 http://cbse.nic.in/ 18 http://www.nios.ac.in/
17 http://www.nios.ac.in/ 19 http://www.ibo.org/Indian School Education System 17
International Boards
1. International Baccalaureate Organisation 2. Cambridge International Examinations (CIE)20:
(IBO)19: IBO was founded in 1968 as an Cambridge International Examinations
international, non-governmental, non-profit (formerly known as University of Cambridge
educational organization based in Geneva, International Examinations, are a provider
Switzerland. IB World Schools in India offer of international qualifications offering
three IB programs—primary years program examinations and qualifications in more
(PYP), middle years program (MYP) and IB than 160 countries. They are an examination
Diploma program (IBDP). There are 109 IB board under Cambridge Assessment,
World Schools in India offering one or more founded in 1858 as a department of the
of the three IB programmes. 50 schools University of Cambridge. There are now over
offer the PYP, 11 schools offer the MYP and 310 Cambridge schools in India making over
96 schools offer the IBDP. IB is recognised 44,000 examination entries for Cambridge
by the ‘Association of Indian Universities’ IGCSE and Cambridge International AS and A
as an entry qualification (equivalent to +2 Level, a rise of 15 per cent since 2012.
qualification of an Indian Board) to all the
universities. 20 http://www.cie.org.uk/18 Indian School Education System
Education Boards in India
The Council of Boards of School Education in 2. Board of Secondary Education, Andhra
India (COBSE)21 is a voluntary association of Pradesh
all the Boards of School Education in India. It 3. Assam Higher Secondary Education Council
works in close collaboration with Ministry of
4. Board of Secondary Education, Assam
Human Resource Development, Government
of India, other national level apex educational 5. Bihar School Examination Board
organisations and agencies like the National 6. Bihar State Madrasa Education Board
Council of Educational Research and Training 7. Banasthali Vidyapith
(NCERT), National University of Educational
8. Central Board of Secondary Education
Planning and Administration (NUEPA) and National
Council of Teacher Education (NCTE). 9. Chhatisgarh Board of Secondary Education
10. Chhatisgarh State Open School
COBSE was established in 1979 by the Central
11. Chhatisgarh Sanskrit Board, Raipur
Board of Secondary Education (CBSE) to provide
a forum for mutual exchange. Since 1989, it 12. Chhatisgarh Madrasa Board
functions as an independent secretariat. Currently 13. Council for The Indian School Certificate
COBSE has 51 members with some foreign boards Examinations
recognised as its associate members. 14. Dayalbagh Educational Institute (Deemed
University)
The major functions of COBSE are:
15. Goa Board of Secondary and Higher
• to provide a forum to its members to discuss
Secondary Education
issues and mutually learn for the improvement
of quality of education. 16. Gujarat Secondary & Higher Secondary
Education Board
• to do curriculum reform and bring about
improvement in evaluation systems. 17. Board of School Education, Haryana
• to respond to national concerns like 18. Himachal Pradesh Board of School Education
population, education and disaster 19. J.K. State Board of School Education
management. 20. Jharkhand Academic Council, Ranchi
• to provide opportunities for professional 21. Government of Karnataka Dept. of Pre-
development of officers of the member University Education
boards.
22. Karnataka Secondary Education Examination
• to interact with NCERT and NUEPA on Board
professional issues.
23. Kerala Board of Public Examination
The following is the list of member boards of 24. Kerala Board of Higher Secondary Education
COBSE: 25. Maharashtra State Board of Secondary and
1. Board of Intermediate Education, Andhra Higher Secondary Education
Pradesh
21 http://www.cobse.org/Indian School Education System 19
26. Board of Secondary Education Madhya 44. Board of School Education, Uttarakhand
Pradesh 45. West Bengal Board of Secondary Education
27. Madhya Pradesh State Open School 46. West Bengal Council of Higher Secondary
28. Maharishi Patanjali Sanskrit Sansthan (Dept. Education
of School Education, Govt. of Madhya 47. West Bengal Board of Primary Education
Pradesh)
48. West Bengal Board of Madrasah Education
29. Board of Secondary Education, Manipur
49. The West Bengal Council of Rabindra Open
30. Council of Higher Secondary Education, Schooling
Manipur
50. Andhra Pradesh Open School Society,
31. Meghalaya Board of School Education Government of Andhra Pradesh
32. Mizoram Board of School Education 51. Bihar Board of Open Schooling & Examination
33. Nagaland Board of School Education
34. National Institute of Open Schooling
Associate Members
35. Council of Higher Secondary Education,
1. Higher Secondary Education Board,
Orissa
Sanothimi Bhaktapur, Nepal
36. Board of Secondary Education, Orissa
2. Mauritius Examinations Syndicate, Reduit
37. Punjab School Education Board Mauritius
38. Board of Secondary Education, Rajasthan 3. Bhutan Board of Examinations, Ministry of
39. Rajasthan State Open School, Jaipur Education, Thimpu, Bhutan
40. State Board of School Examinations & Board 4. The Aga Khan University Examination Board,
of Higher Secondary Examinations, Tamil Karachi, Pakistan
Nadu 5. Inter Board Committee of Chairmen (IBCC),
41. Tripura Board of Secondary Education Islamabad, Pakistan
42. U.P. Board of High School & Intermediate 6. Cambridge International Examinations, UK
Education 7. Edexcel, London, UK
43. U.P. Sec. Sanskrit Education Council20 Indian School Education System
Comparative Study of CBSE, CISCE,
IB and CIE Education Boards in India
Programme Structure
Classes & Curriculum Assessment Key Subjects
Ages Taught
1–8 No prescribed syllabus Internal assessment conducted by the Languages, Env.
(ages 6–14) from board, but teachers (no formal periodic tests, no Studies (Science
recommends syllabus awarding of grades or marks for primary and Social Science
laid down by NCERT levels; no detention till class 8) integrated),
Mathematics
9, 10 Syllabus as prescribed by Class 9 – Internal assessment in Mathematics, Social
(ages 14–16) the CBSE accordance with the guidelines of the Studies, Science,
Continuous and Comprehensive Evaluation English and 1
(CCE) system. other language as
compulsory and 1
Class 10 (having higher secondary levels) – out of Information
CBSE
Internal assessment; students are provided Edu., Home Science
a Certificate of School Based Assessment. and Physical Edu. as
optional
Class 10 (secondary schools, or for
students who wish to move out of the CBSE
system) – External assessment (AISSE
examination)
NATIONAL BOARDS
11, 12 Syllabus as prescribed Class 11 – Internal assessment conducted Various
(ages 16–18) by the CBSE by the teachers combinations of
subjects as per
Class 12 – External assessment in the form interest
of AISSCE examination
1–8 No prescribed syllabus Internal assessment with annual English, Env.Edu,
(ages 6–14) from board, but examinations conducted at the school level Maths, Science
(Physics, Chemistry,
recommends the Inter Biology)
State Board for Anglo
Indian Education
9, 10 Syllabus as prescribed Class 9 – Internal assessment with annual Comp subjects:
(ages 14–16) by the CISCE. examinations conducted at the school level English, 2nd
language, History,
CISCE
Class 10 – Internal and external Civics, Geography,
assessments (ICSE examination) Env.Edu. + 3
electives to be
chosen from a list
of courses
11, 12 Syllabus as prescribed Class 11 – Internal assessment with annual Comp subjects:
(ages 16–18) by the CISCE. examinations conducted at the school level English and Env.Edu.
+ 3, 4 or 5 electives
Class 12 – Internal and external to be chosen from
assessments (ISC examination) the list of coursesIndian School Education System 21
Programme Structure
Classes & Curriculum Assessment Key Subjects
Ages Taught
PYP Curriculum Internal assessment with a continuous evaluation Language;
(ages 3–12) prescribed by and conducted by the teachers based on certain Mathematics;
IBO pre-decided criterion (by the IB) Science; Social
INTERNATIONAL BACCALAUREATE ORGANISATION
Studies; Arts;
Personal, Social
and Physical
Education
MYP Curriculum Internal assessment with a continuous evaluation Languages (2),
(ages 11–16) prescribed by and conducted by the teachers based on certain Humanities,
IBO pre-decided criterion (by the IB) Sciences,
Mathematics, Arts,
Physical Education,
Technology
IBDP Curriculum External assessment in the form of examinations 1 subject from
(ages 16–19) prescribed by conducted at the end of the diploma program. each of the
IBO These are marked by external examiners. Marks following groups—
are awarded from 1 (lowest) to 7 (highest) for Languages,
each subject. A minimum of 24 points is required Individuals
for the student to receive the diploma certificate. and Societies,
INTERNATIONAL BOARDS
Experimental
Sciences, Arts,
Mathematics and
Computer Science
Primary Curriculum Cambridge Primary Progression Tests (marked in Mathematics,
(ages 5–11) prescribed by CIE school) English and
Science
Cambridge Primary Checkpoint (marked by
CAMBRIDGE INTERNATIONAL EXAMINATIONS
Cambridge examiners)
Secondary I Curriculum Cambridge Secondary 1 Progression Tests Mathematics,
(ages 11–14) prescribed by CIE (marked in school) English and
Science
Cambridge Secondary 1 Checkpoint (marked by
Cambridge examiners)
Secondary II – Curriculum Assessments include written, oral, coursework Over 70 subjects
IGCSE, O level prescribed by CIE and practical assessment. Grading provided using offered (40
(ages 14–16) eight internationally recognised grades, A* to G subjects for O
(six grades for O level), with clear guidelines to level) divided into
explain standard of achievement for each five groups.
Advanced – A/ Curriculum AS Level only (syllabus content is half that of A About 55 subjects
AS levels, Pre-U prescribed by CIE Level) offered (for A/
(ages 16–19) AS); 26 subjects
‘Staged’ assessment route offered for Pre-U
All papers of A Level course in the same
examination session, usually at the end of the
course22 Indian School Education System
Affiliation Procedures
NATIONAL BOARDS
CBSE CISCE
Documentary Applications for provisional affiliation (online • NOC from the state
Evidence only) may be considered under the following
four categories: • School must have students at least till
class VI and should not have class IX
(i) Approval of middle class syllabus (school • Registration as a society/trust/
should have students at least till class V) company (under Section 25(1)(a)
of the Companies Act 1956 or as
(ii) Approval of a secondary school amended)
• NOC from the state (only if objection is
raised during the application process • Audited accounts – Copy of Balance
Sheet and Income Statements (must
• Registration as a society/trust/ company not be run for profit)
STEP 1
(under Section 25(1)(a) of the Companies
Act 1956 or as amended) • English as medium of instruction
• Audited accounts – Copy of Balance Sheet • Governance structure
and Income Statements
• Land and infrastructure
• Governance Structure
• Staff qualifications
• Land and Infrastructure
• Fee structure
• Staff qualifications
• Service contracts, code of conduct
• Fee structure and service rules
• Service contracts, code of conduct and
service rules
Inspection Inspection of the school by a team appointed Inspection of the school by a team
by the Council, following which a report is appointed by the Council, following which
submitted by the inspectors. a report is submitted by the inspectors.
The inspection will be arranged only:
STEP 2
(i) after the school has obtained a NOC
from the state, and
(ii) after submission of full details as
required for provisional affiliation.
Provisional Affiliation Decision is taken based on the submitted Decision is taken by the Council based on
report. A fee as determined by the Council is the submitted report. A fee as determined
payable by the school after it is approved for by the Council is payable by the School
STEP 3
provisional affiliation. Provisional affiliation may after it is approved for provisional
continue for three years and may be granted affiliation. Provisional affiliation may
extension for a further period of 3–5 years continue for five years.
subject to fulfilling the affiliation conditions in
the extended period.
Fulfilment of A school applying for permanent affiliation A school applying for permanent affiliation
STEP 4
Conditions must have fulfilled all the undertakings given to must have fulfilled all the undertakings
the Council at the time of provisional affiliation given to the Council at the time of
or subsequent inspections. provisional affiliation or subsequent
inspections.Indian School Education System 23
Affiliation Procedures
NATIONAL BOARDS
CBSE CISCE
Inspection Inspection of the school by a team appointed Inspection of the school by a team
STEP 5
by the Council, following which a report is appointed by the Council, following which
submitted by the inspectors. a report is submitted by the inspectors.
Permanent Decision is taken by the Council based on the Decision is taken by the Council based
STEP 6
Affiliation submitted report. on the submitted report. For permanent
affiliation a fee as stipulated by the Council
from time to time is payable to the Council
by the school
Extension to +2 Similar process to be followed with additional Similar process to be followed with
Level information to be provided to the Council additional information to be provided to
STEP 7
in the lines of accommodation of +2 classes, the Council in the lines of accommodation
separate laboratories for practical work, of +2 classes, separate laboratories for
teaching staff as per requirement. practical work, teaching staff as per
requirement.
Periodic / Special Online application and review for renewal of Every affiliated school will be inspected
STEP 8
Inspection affiliation. by the Council at least once in three years
and a report will be submitted by the
inspecting officer(s) to the Chief Executive
and Secretary.
Other important affiliation guidelines
Number of students – While CBSE mentions 7. Hall / Examination Room
the optimum number of students in a section of 8. Administration Offices
a class as 40; CISCE specifically mentions that
9. Washrooms
number of students should not exceed 45 in a
section of a class. 10. Infirmary
11. Facilities
School inspection parameters – The following 12. Students
parameters are taken into account during school
13. Personnel
inspection prior to give provisional affiliation to a
school: 14. Academics
15. Co-curricular / Extra-curricular / Cultural
1. School building
Activities
2. Playground
16. Mandatory Documents
3. Classrooms
*Residential schools are inspected on other
4. Science Laboratories additional parameters including hostel facility,
5. Computer Laboratory dining area, cleanliness and hygienic condition of
6. Library kitchen, drainage system, study areas, matron /
warden, etc.24 Indian School Education System
Affiliation Procedures
INTERNATIONAL BOARDS
IBO CIE
Expression of Schools complete the school information A school is contacted within two working
Interest** form in order to inform the IB of their interest days of submitting the online expression
and to request additional information. Before of interest. The following are asked at this
application, the school conducts a feasibility stage:
study in which it analyses the IB philosophy,
STEP 1
programme structure and requirements, (i) key contact details
compares its findings with the situation of the
school and defines what needs to be done in (ii) the programmes and qualifications
order to implement the programme. interested in
(iii) whether the school is ready to offer the
programmes and qualifications
STEP 2
Completion of The school completes the Application for Local Cambridge representative sends the
Application Form candidacy: Primary Years Programme and application form.
gathers the supporting documents.
Approval Visit* Upon acceptance of the application, a Local Cambridge representative visits
visit to the school is carried out to verify the school to look at the evidence
the school’s claim that it has taken all the supporting the information submitted on
necessary actions and is prepared to become the application form. Quality standards are
an IB World School. The purpose of the visit measured in five key areas:
is to ensure that the educational principles,
standards and practices on which the IB
STEP 3
(i) School’s mission and educational values
programme is founded will be maintained and
furthered. The visit is not aimed at appraising (ii) School management and leadership
or assessing individual teachers or school
administrators. (iii) Quality of teaching and learning
(iv) Physical environment of the school
(v) Legal requirements
Approval Following the visit, the relevant IB office Based on the assessment of the
produces a report which is based on the approval visit form, the local Cambridge
findings of the visit and the data from the representative makes recommendation in
application forms. It includes the following one of the following three categories:
elements:
(i) Approved
• Commendations
• Recommendations (ii) Approved with conditions
STEP 4
• Matters to be addressed (ii) Not ready to join Cambridge
The director general is responsible for
deciding the outcome of all applications and
is based on the documents submitted by the
relevant IB office. The decision can either be:
(i) Authorised
(ii) Continuation of candidacy
(iii) Refusal of authorisationIndian School Education System 25
**The following are the requirements that must *The following documents are required during the
be in place for the school to be recognised as a approval visit for a CIE affiliation:
candidate school for IBO authorisation: • Organogram for senior management team
• The school is registered as a legal entity with
• Job descriptions for senior management team
an educational purpose.
• Roles and responsibilities with respect to
• There is no IB trademark in the name of the
Cambridge programmes and qualifications for
school.
senior management team
• The school’s mission and philosophy align or
• Key staff CVs (principal and teachers involved
can be aligned with those of the IB without
in teaching Cambridge syllabuses)
making it necessary for the school to give up
a major part of its own mission or philosophy. • Code of conduct for students and teachers
• If the school applies to be a multi-campus • Mission statement and educational values
school it meets the requirements according to • School development plan showing goals for
the rules. the introduction of the Cambridge curriculum
• There is no gap or planned gap between • Performance management plan
consecutive IB programmes at the school.
• School curriculum policy
• All students in all grade/year levels in the
school, or in the primary division of the school • School language policy
(3–12 years old), are engaged in the PYP. • Complaints policy
• The school must have or plans to have at least • Health and safety policy
two consecutive grades/year levels to be
• First aid certificates
eligible for authorisation.
• Fire certificates as required by local
• The programme coordinator has been or
legislation
will be appointed at the start of the trial
implementation. • School professional development policy
• The school has the written commitment of • Evidence (in English) of government approval
the authorities that will finance the project of to offer an international curriculum
implementing the programme. • Document evidences for other necessary
• The Head of school or designee has attended government permissions
the required workshop.26 Indian School Education System
Minimum Staff Qualifications
Heads of Schools
Higher Secondary Schools:
A. (i) Masters or Honours Degree of a Foreign University recognised as equivalent to the Masters Degree of an
Indian University by the U.P.S.C.
OR
Honours Degree of such Indian Universities as may be recognised equivalent to the Masters Degree by the U.P.S.C.
(ii) A teaching Degree or a Diploma in Education or its equivalent.
(iii) Experience as required under anyone of the following clauses:
a) At least 3 years’ experience of administrative charge of a recognised College having Intermediate or higher
classes.
b) At least 5 years’ experience of administrative charge of a recognised High School.
c) At least 5 years’ experience of teaching in a recognised college or Higher Secondary School or an equivalent
teaching experience in a Teachers Training Institute.
d) At least 8 years’ teaching experience in a recognised High School.
e) At least 5 years’ experience including 3 years’ educational administrative experience and 2 years teaching
experience in a recognised High or Higher Secondary School or a Teachers Training Institute.
OR
B. Bachelor of Engineering with 5 years teaching experience in a recognised College or Hr. Sec. School (Given
effect from 1.1.1977).
CBSE
OR
C. Trained Graduate Heads of recognised High Schools who have attained the age of 45 years and possess at least
15 years teaching experience of Secondary classes in a recognised High/Higher Secondary School (including at
least 5 years administrative experience as Head of a recognised High School.)
OR
D. Persons possessing Masters Degree with at least 15 years teaching experience in a recognised Higher
Secondary School and/or a recognised college having attained the age of 45 years.
OR
E. Persons possessing Masters Degree in Education and having the requisite experience as provided for in anyone
of the forgoing clauses A to D.
Secondary Schools:
At least Master’s Degree (or its equivalent) with a teaching degree or its equivalent with 5 years’ experience of
teaching of High or Higher Secondary/Intermediate classes.
OR
i) At least Bachelors Degree from a recognised University;
ii) B.Ed. from a recognised University/Institute; and
iii) 8 years’ experience of teaching Secondary School classes (up to class X) or 12 years of teaching experience of
Middle and Secondary classes of which minimum 5 years being experience of teaching the Secondary classes; or
5 years’ experience as Headmaster of Middle School or other equivalent administrative experience.
Principal/ Headmaster / Headmistress:
The Principal / Headmaster / Headmistress must possess a postgraduate academic degree in a teaching subject
from a recognised University and a recognised teacher-education degree and five years teaching experience in a
CISCE
recognized school.
Vice-Principal / Senior Master / Senior Mistress:
The Vice-Principal / Senior Master / Senior Mistress must possess a postgraduate academic degree in a teaching
subject from a recognised University and a recognised teacher-education degree.Indian School Education System 27
Minimum Staff Qualifications
Teachers at Higher Secondary Levels (Classes 11 and 12)
(i) Subject Teachers:
Masters Degree in the subject (Persons having post graduate qualifications with specialisation in a branch of the
subject with graduation in the subject concerned be treated on par with the M.A /M.Sc. in the subject concerned
provided it is preceded by Graduation in the subject of teaching.); and
(a) Degree or recognised Diploma in education
OR
(b) Three years’ experience of teaching Intermediate or higher classes
(ii) Computer Teacher:
(a) BE/B. Tech in Computer Science/Computer Engineering/Information Technology/ Electronics/Electronics &
Communications or Equivalent.
OR
(b) MCA/M.Sc /Computer Science/ Information Technology/Masters in IT or Equivalent.
OR
(c) M. Sc. (Mathematics) and B.Sc. (Computer Science) or BCA or equivalent.
OR
CBSE
(d) Post Graduate degree in Mathematics or Physics or Statistics and 3 year Diploma in Computer Engineering/IT
from an institution recognized by the AICTE/University.
OR
(e) Post Graduate degree in Mathematics or Physics or Statistics and at least Post Graduate Diploma in Computer
Application from an institution recognized by the AICTE/University or equivalent.
OR
(f) ‘B’ level from DOEACC; and
(a) Graduate with Bachelor of Education (B.Ed) or its equivalent
OR
(b) Three years’ experience of teaching intermediate or higher classes.
(iii) Physical Education Teacher:
Post-Graduate in Physical Education (M.P.Ed.) from a recognised University/Institute.
(iv) Librarian:
B.Lib. / M.Lib. OR Graduate/Post-Graduate with Diploma in Library Science from a recognised Institute.
(v) Other Activity Teachers:
Qualifications as recognised by NCTE.
(i) Subject Teachers:
Qualifications as specified for the Principal/Headmaster/Headmistress in the subjects they teach.
(ii) Computer Teacher:
M.C.A. or Graduate with P.G. Diploma in Computers (two years duration) from a recognised University/Institute.
CISCE
(iii) Physical Education Teacher: Post-Graduate in Physical Education (M.P.Ed.) from a recognised University/
Institute.
(iv) Librarian: B.Lib. / M.Lib. OR Graduate/Post-Graduate with Diploma in Library Science from a recognised
Institute.
(v) Other Activity Teachers: Qualifications as recognised by NCTE.28 Indian School Education System
Minimum Staff Qualifications
Teachers at Secondary Levels (Classes 6–10)
(i) Subject Teachers:
Graduate Degree in the subject; and
(a) Degree or recognised Diploma in education
OR
(b) B.Ed with subject from the Regional College of Education
(ii) Computer Teacher:
(a) B.Sc. Computer Science/BCA/ Bachelor of Information Technology
OR
(b) Graduate Degree in any subject with Mathematics as a subject and 3 years Diploma in Computer Engineering/
IT from an Institution recognized by AICTE/University.
OR
(c) Graduate Degree in any subject with Mathematics as a subject and at least one year Diploma in Computer
Applications from an Institution recognized by AICTE /University.
OR
CBSE
(d) ‘A’ level from DOEACC and
(e) Graduate with Bachelor of Education (B.Ed) or its equivalent
The existing teachers who are not fulfilling the above qualification criteria may acquire the minimum qualifications
within a period of 5 years.
(iii) Physical Education Teacher:
(a) Graduate in Physical Education or B.P. Ed
(b) D.P. Ed. awarded by a recognised University /Institution after training of minimum one academic session
provided that the admission qualification for the Diploma is at least a university degree.
OR
(c) Bachelor of Sports, Humanities and Physical Education of Haryana Agricultural University, Hissar.
(iv) Librarian:
Graduate with diploma in Library Science from a recognised institute.
(Junior Librarian: Matriculation or equivalent with Certificate in Library Science from recognised Institute).
(v) Other Activity Teachers:
Qualifications as recognised by NCTE.
(i) Subject Teachers:
Graduate academic degree in a teaching subject from a recognised University and a recognised teacher-
education degree.
(ii) Computer Teacher:
B.C.A. / M.C.A. OR Graduate with P.G. Diploma in Computers (two years) from a recognised University / Institute.
CISCE
(iii) Physical Education Teacher:
Graduate in Physical Education (B.P.Ed.) from a recognised University / Institute.
(iv) Librarian:
B.Lib. / M.Lib. OR Graduate/Post-Graduate with Diploma in Library Science from a recognised Institute.
(v) Other Activity Teachers:
Qualifications as recognized by NCTE.Indian School Education System 29
Teachers at Primary Levels (Classes 1–5)
Higher Secondary with JBT (Two years)
CBSE
OR
Intermediate/Senior Secondary with JBT (One year).
Preference is however given to trained graduates.
Trained teachers with Kindergarten or Primary School training from recognised institutions.
CISCE30 Indian School Education System
CBSE International (CBSE-i)
CBSE International (CBSE-i) is an internationally- United Arab Emirates, Singapore, Japan, Malaysia
benchmarked, enquiry and skill-based curriculum and other Gulf countries in 2010-11 and has
catering to individual learning styles. Launched been extended to other classes in subsequent
by CBSE in 2010, CBSE-i is set to address global years. The course is currently offered in over
needs (about 70 per cent of the curriculum is 75 Kendriya Vidyalayas and other select Indian
global in nature) as well as relate to local issues schools all over the country. In CBSE-i, there are
and local culture. The curriculum was offered five learning areas or units of enquiry which are
across 26 schools in classes 1 and 9 in the described as follows:
Classes of study Aims of the curriculum
2 languages up to class 5 (English and To develop listening, speaking, reading and writing skills in a
Hindi or mother language or any other variety of contexts.
foreign language), 3 languages from
To develop learners’ critical abilities to analyse and evaluate
Languages classes 6-10.
diverse texts,
To equip learners with the language to question ideas and
express their point of view.
Env.Edu. (for classes 1-2), History, To develop an understanding and evaluation of the social,
Geography, Social and Political political, economic and environmental dimensions of the
Social Studies Structures (for classes 3-5), Economics + world.
earlier subjects (for classes 6-10).
To help learners formulate and justify arguments in
response to a diverse range of issues.
Compulsory for classes 1-10. Till class To help learners develop strategies that improves their
8, the focus is on developing core logical thinking and analytical ability.
mathematical skills in all learners, while
Mathematics Lab activities to be an integral and a
there is a choice between core and a
Mathematics and compulsory part of the curriculum and examinable from
higher elective Mathematics in classes 9
Technology classes 6-10.
and 10.
Information and Communications Technology is designed
to help learners assess the impact of new technologies on
society.
Covered in Environmental Education in To provide an opportunity to be curious, to question, to
classes 1 and 2, in General Science in investigate, to formulate hypotheses, design and carry out
classes 3-5, as individual disciplines of experiments, make critical observations and record results.
Science Physics, Chemistry and Biology in classes
An extension programme called Breakthroughs will help
6-10.
learners to stay familiar with current trends of scientific
thinking and developmental processes.
PE is compulsory for classes 1-10. Music, The PE curriculum contributes to the all-round development
dance and theatre compulsory for of learners. The Physical Education Cards (PEC) will be a
Physical Education classes 1-5. unique feature for classes 1-5.
(PE), Performing
One learning area from the PA and one The PA curriculum provides a means for personal
Arts (PA) and from the VA (for classes 6-10). expression, and the articulation of ideas.
Visual Arts (VA)
The VA program aims to promote intellectual, aesthetic and
emotional growth.
Note: At the core of the curriculum is an innovative programme called Perspectives, Life Skills, SEWA
(Social Empowerment through Work and Action), Critical Thinking Module and Research project.You can also read
