Moral Education

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Final Report

On

Quality in School Education

for

Quality Council of India
New Delhi

Institute for Studies in Industrial Development
4, Institutional Area, Vasant Kunj, New Delhi 

CONTENTS
S.N.
i ii iii iv v 1 Content List of Tables List of Boxes List of Figures Abbreviations Chapter 1: Introduction 1.1 Quality Concern in Education 1.2 School Education System under Different Boards 1.2.1 School Boards in India 1.3 Education system under CBSE, ICSE, IB and Delhi Govt. Schools 1.3.1 CBSE - Central Board of Secondary Education 1.3.2 Council for the Indian School Certificate Examinations (CISCE) 1.3.2.1 Indian Certificate of Secondary Education 1.3.2.2 Indian School Certificate 1.3.3 International Baccalaureate Organization (IBO) – International School Education Boards in India 1.3.3.1 IB Programmes 1.3.4 Delhi Board (DB) 1.4 Basic Items Covered Under Study 1.4.1 Curriculum 1.4.2 Extracurricular activities 1.4.3 Co-Curricular Activities (CCAs) & Extracurricular Activities (ECAs) 1.4.4 Pedagogy 1.4.5 Syllabi at Different Stages 1.4.6 Affiliation 1.4.6. Is School Affiliation necessary? 1.5 Accreditation standards 1.5.1 Is school accreditation necessary? Chapter 2: Need for the Study 2.1 Objectives of the study 2.2 Review of Literature 2.2.1 Research in Curriculum 2.2.2 General Curriculum 2.2.3 Co-curricular Activities 2.2.4 Pedagogy 2.3 Methods of Study 2.3.1 Area of the Study 2.3.2 Literature Survey 2.3.3 Sample Size and the list of the Schoosl covered under the Study 2.3.4 Study Framework 2.4 Field study 2.4.1 Comparative Methods 2.4.2 Tools and Techniques used for the Data Collection 2.4.3 Observation Methods 2.5 Comparative Assessment of Good Practices (in CBSE, ICSE, IB, and i   

Page No.
i v vi vi vii-ix 1-16

2

17-36

S.N.
Delhi Govt. Schools) 2.5.1 School Routine Activities 2.5.2 School Safety and Vigilance Measures 2.5.3 School Governance and Monitoring Activities 2.5.4 School Health and Hygiene 2.5.5 Co-curricular Activities 2.5.6 School Teaching-Learning Processes 2.5.7 School Sanitation and Gardening Activities 2.5.8 Learners Performance Monitoring Activities 2.5.9.School Hobby Development Programme 2.6 School-wise Quality Percentage Achievement with Reference to Some Major Quality Indicators 2.6.1 Infrastructure 2.6.2 Physical Environment 2.6.3 Teaching-aids 2.6.4 Classroom Dynamics 2.6.5 Quality Parameters 2.6.6 Work Culture 2.6.7 Monitoring and Supervision 3 Chapter 3: Accreditation and Affiliation 3.1 How the affiliation bodies carry out inspection? 3.1.1 Council for the Indian School Certificate Examination (CISCE) 3.1.2 Central Board of Secondary Education (CBSE) 3.1.3 Delhi Government Schools 3.1.4 International Baccalaureate Organization (IBO) 3.2 Is the Inspection one time or Continuous? 3.2.1 Council for the Indian School Certificate Examination (CISCE) 3.2.2 Central Board of Secondary Education (CBSE) 3.2.3 Delhi Board 3.2.4 International Baccalaureate Organisation (IBO) 3.3 Actual Compliance Status of affiliated Schools Chapter 4: Curriculum and Syllabus 4.1 Curriculum: CBSE, ICSE, IB and Delhi Government Schools 4.2 Comparative Study of Curriculum in Different Boards 4.2.1 Curriculum of CBSE, ICSE, IB and Delhi Govt. Schools – Similarities in Objectives and Approaches 4.2.2 Curriculum of CBSE, ICSE, IB and Delhi Govt. School – Differences in Objectives and Approaches 4.3 Syllabi of CBSE, ICSE and IB – A Comparative Study 4.4 What is the main Difference between ICSE, CBSE and IB syllabus? 4.5 Concluding Remark Chapter 5: Examination and Evaluation Procedures 5.1 Examination 5.2 Evaluation / Assessment 5.3 The Concept of Continuous and Comprehensive Evaluation (CCCE) 5.4 CBSE Examination and Evaluation Pattern ii   

Page No.

37-47

4

48-57

5

58-91

S.N.
5.4.1 Evaluation Pattern 5.4.2 Continuous Assessment (60%) 5.4.3 Final Examination (40%) 5.4.4 MOTS to HOTS (CBSE) 5.4.5 Different Streams 5.5 Council for the Indian School Certificate Examinations...
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