Showing posts with label Syllabus. Show all posts
Showing posts with label Syllabus. Show all posts
State Syllabus - Board Websites
List of school boards and addresses
http://www.education.nic.in/boards.asp
You can read more about this syllabus at this earlier blog post - SSC and SSLC
Information about other syllabus
SSC and SSLC
The Secondary School Certificate, also known as SSC, is a public examination (for class X) taken by students in Bangladesh, Pakistan and in the states of Gujarat, Andhra Pradesh, Maharashtra, Madhya Pradesh and Goa in India after successfully completing at least ten years of schooling.
The Secondary School Leaving Certificate (SSLC) is a certification obtained by a student on successful completion of an examination at the end of study at the secondary schooling (class X) level in India. Boards of education that administer the SSLC examination are the Tamil Nadu Board of Secondary Education and the Karnataka Secondary Education Examination Board.
In the princely State of Mysore, the first Government High School was started in 1858 in Bangalore, affiliated to the University of Madras and later, the Mission schools. The Secondary Education consisted of two stages - Middle Schools stage and High School state. The District Boards started a number of High Schools, and after re-organisation, the term Secondary Education gained a different connotation.
The Indian system of education fundamentally consists of five years of primary schooling, followed by five years of secondary schooling. The SSC or SSLC is obtained by passing a public examination, i.e., an examination that has been formulated by the regional board of education that the school is affiliated with, it is the key factor in obtaining admission to a higher secondary school of choice.
The predominant functions of the each of the state board curriculi and functions involve providing trained teachers for good academic guidance, Preparation of curricula and syllabi, bridging gaps between the methods and techniques advocated in training and the actual classroom practices. The boards also co-ordinate with national and international organisations in academic programmes to further streamline their curriculi as per the latest developing standards.
The curriculum includes the learning of 3 languages along with mathematics, science and social studies as the compulsory subjects. Students are given the option to choose among the languages based on the regional language of the state. The medium of these schools is mostly English throughout the country.
Some schools offer extra co-curricular activities such as arts, sports, NCC, social service, training for competitive exams and eco clubs.
Information about other syllabus
The Secondary School Leaving Certificate (SSLC) is a certification obtained by a student on successful completion of an examination at the end of study at the secondary schooling (class X) level in India. Boards of education that administer the SSLC examination are the Tamil Nadu Board of Secondary Education and the Karnataka Secondary Education Examination Board.
In the princely State of Mysore, the first Government High School was started in 1858 in Bangalore, affiliated to the University of Madras and later, the Mission schools. The Secondary Education consisted of two stages - Middle Schools stage and High School state. The District Boards started a number of High Schools, and after re-organisation, the term Secondary Education gained a different connotation.
The Indian system of education fundamentally consists of five years of primary schooling, followed by five years of secondary schooling. The SSC or SSLC is obtained by passing a public examination, i.e., an examination that has been formulated by the regional board of education that the school is affiliated with, it is the key factor in obtaining admission to a higher secondary school of choice.
The predominant functions of the each of the state board curriculi and functions involve providing trained teachers for good academic guidance, Preparation of curricula and syllabi, bridging gaps between the methods and techniques advocated in training and the actual classroom practices. The boards also co-ordinate with national and international organisations in academic programmes to further streamline their curriculi as per the latest developing standards.
The curriculum includes the learning of 3 languages along with mathematics, science and social studies as the compulsory subjects. Students are given the option to choose among the languages based on the regional language of the state. The medium of these schools is mostly English throughout the country.
Some schools offer extra co-curricular activities such as arts, sports, NCC, social service, training for competitive exams and eco clubs.
Information about other syllabus
National Institute of Open Schooling
The National institute of Open schooling (NIOS) formerly known as National Open School (NOS) was established in November 1989, as an autonomous organization in pursuance of National Policy on Education, 1986, by the ministry of Human Resource Development, govt. of India. Open schooling was originally experimented upon since 1978 as a project of CBSE and was later amalgamated with NIOS. It is partly funded by government of India, Keeping in view the needs of the target groups. The NIOS also provides a number of vocational and community oriented courses besides general and academic courses.
Open Schools have been set up in many developing countries of Asia and Africa as a viable response to the critical educational problems of numbers, resources and quality. These institutions serve the needs of scattered students and some also focus on providing qualifications to those who went through school but did not successfully gain the qualifications.
The Open Learning System at the School level in India is represented by the Open Schools at the national and state level. The National Institute of Open Schooling which began as the Open School Project of the Central Board of Secondary Education in 1979 is today the largest Open School of the world. One of its objectives is to help evolve a learning society by providing relevant, continuing and developmental education upto the pre-degree level through open distance system through its prioritized client group as an alternative to formal school system. The examinations are conducted twice a year in April-May and October-November. The students have the freedom to choose, how to learn, when to learn, where to learn, and what to learn. The system includes a learning process where the learner is able to set his/her own objective, choose the content, sequence the programme and decide when and how learning is to be assessed. Open learning has been described as a process of learning that is not enclosed or encumbered by barriers, that is accessible and available, not confined and concealed and that implies continuum of access and opportunity.
The Media Unit of NIOS ensures an academic perspective along with the technical responsibilities of production of audio and video programmes, which are one of the most important components of the multi-channel package offered by the NIOS. These audio and video programmes both supplement and complement the other channels of learning: i.e. printed self-learning materials and personal contact programmes. Most of the programmes, except for the language courses (Hindi, English, Urdu), have been produced both in English and Hindi Version. Using documentary, docu-drama and other interesting formats, these programmes attempt to present the topic/theme in a simple, interesting and engaging manner, so that the learners get a clear understanding and insight into the subject matter. The video programmes are also being telecasted on television.
The regional offices in India are situated in Delhi, North east states, Madhya Pradesh, Uttar Pradesh, Rajasthan, Gujarat, Bihar, Maharashtra, Chennai, Kerala, Andhra Pradesh, Pondicherry etc.
Link: www.nos.org
Information about other syllabus
Alternative Education
Alternative education, also known as non-traditional education or educational alternative, includes a number of approaches to teaching and learning other than mainstream or traditional education. Educational alternatives are often rooted in various philosophies that are fundamentally different from those of mainstream or traditional education. While some have strong political, scholarly, or philosophical orientations, others are more informal associations of teachers and students dissatisfied with some aspect of mainstream or traditional education. Educational alternatives, which include charter schools, alternative schools, independent schools, and home-based learning vary widely, but often emphasize the value of small class size, close relationships between students and teachers, and a sense of community.
Other words used in place of alternative by many educational professionals include non-traditional, non-conventional, or non-standardized. Those involved in forms of education which differ in their educational philosophy often use words such as authentic, holistic, and progressive as well. While pedagogical controversy is very old, "alternative education" presupposes some kind of orthodoxy to which the alternative is opposed. In general, this limits the term to the last two or perhaps three centuries, with the rise of standardized and, later, compulsory education at the primary and secondary levels.
A wide variety of educational alternatives exist at the elementary, secondary, and tertiary levels of education. These generally fall into four major categories: school choice, alternative school, independent school, and home-based education. These general categories can be further broken down into more specific practices and methodologies.
Many such schools were founded in the United States in the 1970s as an alternative to mainstream or traditional classroom structure. A wide range of philosophies and teaching methods are offered by alternative schools. In 2003 there were approximately 70 alternative schools in the United Kingdom. In the UK public funding is not available for alternative schools and therefore alternative schools are usually fee-paying institutions. In the USA an increasing number of public school systems are offering alternative streams (language-immersion, Montessori, Waldorf), but the majority of alternative schools are still independent and thus without governmental support.
In India, traditional places of learning such as gurukuls and madarsas, and small village schools provided a grounded education over the centuries. Gradually, these were replaced by schools based on a derivative model. Borrowed from the already-industrialized Western world, the new English-education schools were set up to produce standardized individuals who would fit into industrial society and its values. This is now the common pattern followed in all Indian schools—public, private, or government.
The alternative education movement began as a creative reaction to this mass-production approach that dominated education across the world by the beginning of the 20th century. Alternative education aims to nurture latent capabilities and inculcate love for learning.
We will post another article on how Alternative Education is being implemented in India
Information about other syllabus
Other words used in place of alternative by many educational professionals include non-traditional, non-conventional, or non-standardized. Those involved in forms of education which differ in their educational philosophy often use words such as authentic, holistic, and progressive as well. While pedagogical controversy is very old, "alternative education" presupposes some kind of orthodoxy to which the alternative is opposed. In general, this limits the term to the last two or perhaps three centuries, with the rise of standardized and, later, compulsory education at the primary and secondary levels.
A wide variety of educational alternatives exist at the elementary, secondary, and tertiary levels of education. These generally fall into four major categories: school choice, alternative school, independent school, and home-based education. These general categories can be further broken down into more specific practices and methodologies.
Many such schools were founded in the United States in the 1970s as an alternative to mainstream or traditional classroom structure. A wide range of philosophies and teaching methods are offered by alternative schools. In 2003 there were approximately 70 alternative schools in the United Kingdom. In the UK public funding is not available for alternative schools and therefore alternative schools are usually fee-paying institutions. In the USA an increasing number of public school systems are offering alternative streams (language-immersion, Montessori, Waldorf), but the majority of alternative schools are still independent and thus without governmental support.
In India, traditional places of learning such as gurukuls and madarsas, and small village schools provided a grounded education over the centuries. Gradually, these were replaced by schools based on a derivative model. Borrowed from the already-industrialized Western world, the new English-education schools were set up to produce standardized individuals who would fit into industrial society and its values. This is now the common pattern followed in all Indian schools—public, private, or government.
The alternative education movement began as a creative reaction to this mass-production approach that dominated education across the world by the beginning of the 20th century. Alternative education aims to nurture latent capabilities and inculcate love for learning.
We will post another article on how Alternative Education is being implemented in India
Information about other syllabus
Montessori
The Montessori method is a child-centered alternative educational method for children, based on theories of child development originated by an Italian educator Maria Montessori (1870-1952) in the late 19th and early 20th centuries. It is applied primarily in preschool and elementary school settings. Some Montessori middle and high schools also exist.
The Montessori method is characterized by an emphasis on self-directed activity on the part of the child and clinical observation on the part of the teacher (often called a director, directress, or guide). It focuses on the importance of adapting the child's learning environment to his or her developmental level, and of the role of physical activity in absorbing abstract concepts and practical skills. It is also characterized by the use of autodidactic (self-correcting) equipment for introduction and learning of various concepts.
Dr. Maria Montessori developed what came to be called the Montessori Method as an outgrowth of her post-graduate research into the intellectual development of children. Building on the work, she developed an environment for the scientific study of children with physical and mental disabilities. After successes in treating these children, she began to study the application of her techniques to the education of children without intellectual or developmental disabilities.
The Montessori method teaches reading via phonics and whole language. It discourages traditional measurements of achievement (grades, tests). Feedback and qualitative analysis of a child's performance does exist but is usually provided in the form of a list of skills, activities and critical points, and sometimes a narrative of the child's achievements, strengths and weaknesses, with emphasis on the improvement of those weaknesses.
Montessori is a hands-on approach to learning. It encourages children to develop their observation skills by doing many types of activities. These activities include use of the five senses, kinetic movement, spatial refinement, small/large motor skill coordination, and concrete knowledge that leads to later abstraction.
Children are introduced to equipment that is designed especially for the lesson at hand, learn the ability of breaking tasks into simpler components, isolating difficult parts, learning about cleanliness, self direction and responsibility.
Information about other syllabus
The Montessori method is characterized by an emphasis on self-directed activity on the part of the child and clinical observation on the part of the teacher (often called a director, directress, or guide). It focuses on the importance of adapting the child's learning environment to his or her developmental level, and of the role of physical activity in absorbing abstract concepts and practical skills. It is also characterized by the use of autodidactic (self-correcting) equipment for introduction and learning of various concepts.
Dr. Maria Montessori developed what came to be called the Montessori Method as an outgrowth of her post-graduate research into the intellectual development of children. Building on the work, she developed an environment for the scientific study of children with physical and mental disabilities. After successes in treating these children, she began to study the application of her techniques to the education of children without intellectual or developmental disabilities.
The Montessori method teaches reading via phonics and whole language. It discourages traditional measurements of achievement (grades, tests). Feedback and qualitative analysis of a child's performance does exist but is usually provided in the form of a list of skills, activities and critical points, and sometimes a narrative of the child's achievements, strengths and weaknesses, with emphasis on the improvement of those weaknesses.
Montessori is a hands-on approach to learning. It encourages children to develop their observation skills by doing many types of activities. These activities include use of the five senses, kinetic movement, spatial refinement, small/large motor skill coordination, and concrete knowledge that leads to later abstraction.
Children are introduced to equipment that is designed especially for the lesson at hand, learn the ability of breaking tasks into simpler components, isolating difficult parts, learning about cleanliness, self direction and responsibility.
Information about other syllabus
Waldorf
Waldorf education (also known as Steiner or Steiner-Waldorf education) is a pedagogy based upon the educational philosophy of Rudolf Steiner, the founder of anthroposophy. Learning is interdisciplinary, integrates practical, artistic, and conceptual elements, and is coordinated with "natural rhythms of everyday life". The Waldorf approach emphasizes the role of the imagination in learning, developing thinking that includes a creative as well as an analytic component.
Studies of the education describe its overarching goal as providing young people the basis on which to develop into free, moral and integrated individuals, and to help every child fulfill his or her unique destiny (the existence of which anthroposophy posits). Schools and teachers are given considerable freedom to define curricula within collegial structures.
The first Waldorf school was founded in 1919; there are now about 1000 independent Waldorf schools and 1400 independent Waldorf kindergartens located in approximately sixty countries throughout the world, making up one of the world's largest independent educational systems; there are also Waldorf-based public and Charter schools, homeschooling environments, and schools for special education, and the methods have also been adopted by numerous educators teaching in other schools, both state and private.Studies of the education describe its overarching goal as providing young people the basis on which to develop into free, moral and integrated individuals, and to help every child fulfill his or her unique destiny (the existence of which anthroposophy posits). Schools and teachers are given considerable freedom to define curricula within collegial structures.
The structure of the education follows :
- Early childhood learning, experiential, imitative and sensory-based, learning through practical activities.
- Elementary school years (age 7-14), artistic and imaginative.
- During adolescence, developing capacity, conceptual judgment , intellectual understanding, ethical thinking and learning social responsibility.
Information about other syllabus
CBSE
The Central Board of Secondary Education is based at Delhi, India. It conducts two major examinations every year, the All India Secondary School Examination (AISSE) for Class 10 and the All India Senior School Certificate Examination (AISSCE) for Class 12, which is a school-leaving examination. Many private schools within and outside India are affiliated to CBSE. The medium for education prescribed by CBSE is either English or Hindi.
The CBSE also conducts the All India Engineering Entrance Examination (AIEEE) which is a common entrance examination conducted on all-India basis for admission to engineering and architecture/planning programmes in the country. Similarly Pre-medical and Pre-dental Tests AIPMT (PMT/PDT) are conducted for medical and dental colleges.
The "United Provinces Board of High School and Intermediate Education" was the first Board set up in 1921 with jurisdictions over Rajputana, Central India and Gwalior. The Government of India in 1929 suggested to set up a joint Board to expand the jurisdiction and renamed it the "Board of High School and Intermediate Education, Rajputana", which included Ajmer-Merwara. In 1952, the constitution of Board was amended wherein its jurisdiction was extended to part-C and part-D territories and the Board was given its present name "Central Board of Secondary Education", it was in the year 1962 finally that the Board was reconstituted.
There are a total of 10,011 schools in India, and outside India (The Middle East and Southeast Asia), affiliated to CBSE as on 26 Feb, 2009. As a result of the reconstruction, the Delhi Board of Secondary Education was merged with the Central Board and all the educational institutions recognised by the Delhi Board also became a part of the Central Board. The CBSE curriculum is based on National Curriculum Framework, 2005, with an in-house facilitator NCERT to provide books and contents.
Students have option to choose from 30 languages and 41 elective courses ( like mathematics, science, Biotechnology, Engineering Drawing, Home Science, Agriculture, Computer Science/ Informatics , social sciences, Business studies, accountancy, political science, sociology, psychology, philosophy, fashion studies, fine arts, painting, graphics, sculpture ).
The Board has regional Offices in Ajmer, Allahabad, Guwahati, Chennai, Delhi, Panchkula and Patna.
Information about other syllabus
ICSE and ISC
The Indian Certificate of Secondary Education (ICSE) and Indian School Certificate (ISC) examinations are conducted by the Council for the Indian School Certificate Examinations(CISCE), for class 10 and class 12.In 1952, an All India Certificate Examination Conference was held under the Chairmanship of Maulana Abdul Kalam Azad, Minister for Education. The main purpose of the conference was to consider the replacement of the overseas Cambridge school Certificate Examination by an All India Examination. This set the agenda for the establishment of the Council. In 1973, the Council (CISCE) was listed in the Delhi School Education Act 1973, as a body conducting “public” examinations.
The objectives of the Council are to provide educational programmes, develop logical thinking, facilitate creativity, develop analytical skills, with a commitment to excellence.
ICSE and ISC (divisions of CISCE) have been designed to provide an examination in a course of general education, in accordance with the recommendations of the New Education Policy 1986 (India), through the medium of English. The examination allows secure suitable representation of Governments responsible for schools (which are affiliated to it) in their States/Territories. They are involved in developing new syllabuses, curriculum frameworks and assessment systems to make education relevant and challenging. Indian School Certificate (Class XII) has a special recognition and is treated as equivalent to Senior Examination of the University of Scotland, i.e. the pupils will no longer be required to obtain ‘A’ level qualifications or complete bridging courses, while seeking entry to Universities in the UK and other overseas Universities in the Commonwealth countries.
Assessment is not limited to only written papers, the marks are complemented by compulsory project works ( almost all subjects) that requires the students to explore the subjects, enhancing their knowledge. Furthermore, the syllabus offers varied language options and a wide range of subjects ( maths , Science, environmental education, agricultural science, History, Civics and Geography , Commercial Studies , A Modern Foreign Language , Classical Language, Computer Science, Technical Drawing, Political Science , Fashion Designing, Arts, home science, cookery, Yoga and many others) are offered in various groups wherein the student is given the choice to opt. The only compulsory paper is English.
Links: www.boardguess.com
Information about other syllabus
IGCSE - International General Certificate of Secondary Education
The International General Certificate of Secondary Education (IGCSE) is a globally recognised qualification. The IGCSE was developed by the University of Cambridge International Examinations (CIE) in 1988. These courses are renowned for developing vital educational skills, including recall of knowledge, oral skills, problem solving, initiative, team work and investigative skills. It is a comprehensive two-year programme (for students aged 14 to 17 years ) spread over Class 9 and 10, and leads to the final examinations offered every year in May and November., taken at the Class 10 level, similar to the Class 10 examinations of the CBSE and ICSE or the middle years Programme of the IB.It provides a broad study programme and covers subjects from a variety of areas: Languages, Humanities, Social Sciences, Mathematics, Creative, Technical and Vocational. Most subjects offer a choice of Core or Extended papers in Cambridge, and foundation or higher papers in Edexcel (UK's largest academic qualifications awarding body), making it suitable for students with varying levels of ability. It also allows teaching to be placed in a localised context, making it relevant in different regions and intends to be suitable for students whose first language may not be English and this is acknowledged throughout the examination progress.
Assessment is not limited to conventional written papers and they consist of a variety of tests e.g. oral and listening tests. It is aimed at a wide ability range of students, with an eight-point grading scale, from A+ to G, with A+ being the highest, making IGCSE a balanced curriculum and a flexible course of study. In 2008, the Cambridge IGCSE papers in more than 70 subjects were taken by students in over 120 countries worldwide, including the United Kingdom, Malaysia, Egypt, Kuwait, India, Bahrain, UAE and New Zealand.
In India, the course is delivered in over 130 schools, recognised by the Association of Indian Universities (AIU), based at Delhi, Mumbai, Bangalore, Hyderabad, Ooty and many other places. Worldwide, it is delivered in schools in over 140 countries and is recognised by colleges and universities everywhere, more so in the UK and other Commonwealth countries.
Links: www.cie.org.uk
Information about other syllabus
IB - International Baccalaureate
The International Baccalaureate (IB), formerly the International Baccalaureate Organisation or IBO is an international educational foundation, founded in 1968 in Geneva, Switzerland, with a 38-year track record of success in schools all around the world.
The IB offers programmes of international education to a worldwide community of schools. There are more than 703,000 IB students at 2,591 schools in 134 countries at present. It emphasizes on creative and logical application of knowledge. It caters to the needs of children with mixed abilities and varied interests.
IB offers three programmes of international education for students aged 3 to 19 (from kindergarten to pre-university). The programmes can be offered individually or as a continuum, and offer a huge range of subjects allowing the students to choose on the basis of their interest within a specified framework.
The programmes offered are
There are 57 IB World Schools in India, offering one or more of the three IB programmes. 14 schools offer the Primary Years Programme , 7 schools offer the Middle Years Programme and 54 schools offer the Diploma Programme, based at Mumbai, Chennai, Bangalore, Hyderabad and many other cities.
Information about other syllabus
The IB offers programmes of international education to a worldwide community of schools. There are more than 703,000 IB students at 2,591 schools in 134 countries at present. It emphasizes on creative and logical application of knowledge. It caters to the needs of children with mixed abilities and varied interests.
IB offers three programmes of international education for students aged 3 to 19 (from kindergarten to pre-university). The programmes can be offered individually or as a continuum, and offer a huge range of subjects allowing the students to choose on the basis of their interest within a specified framework.
The programmes offered are
- The Primary Years Programme for pupils aged 3 to 12 (a transdisciplinary programme designed to foster the development of the whole child.)
- The Middle Years Programme for pupils aged 11 to 16(help develop the knowledge, providing a framework of academic challenge ,understanding, attitudes and life skills).
- The Diploma Programme for students aged 16 to 19 is a demanding two-year curriculum(challenging questions, learn how to learn, help develop a strong sense of their own identity and culture) leading to final examinations and a qualification that is welcomed by leading universities around the world.
There are 57 IB World Schools in India, offering one or more of the three IB programmes. 14 schools offer the Primary Years Programme , 7 schools offer the Middle Years Programme and 54 schools offer the Diploma Programme, based at Mumbai, Chennai, Bangalore, Hyderabad and many other cities.
Information about other syllabus
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