CBSE Entrance - Central Board of Secondary Education

About  CBSE:
  • A trail of developments marks the significant changes that took place over the years in shaping up the Board to its present status.
  • U P Board of High School and Intermediate Education was the first Board set up in 1921.
  • It has under its jurisdiction Rajputana, Central India and Gwalior.
  • In response to the representation  made by the Government of United Provinces, the then Government of India suggested to set up a joint Board in 1929 for all the areas which was named as the  ‘ Board of High School and Intermediate Education, Rajputana.
  • This included Ajmer, Merwara, Central India and Gwalior.
  • The Board witnessed rapid growth and expansion at the level of Secondary education resulting in improved quality and standard of education in institutions.  
  • But with the advent of State Universities and State Boards in various parts of the country the jurisdiction of the Board was confined only to Ajmer, Bhopal and Vindhya Pradesh later.  
  • As a result of this, in 1952, the constitution of the 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.  
  • The main objectives were those of: serving 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.
  • The jurisdiction of the Board is extensive and stretches beyond the national geographical boundaries.
  • As a result of the reconstitution, the erstwhile ‘ Delhi Board of Secondary Education’  was merged with the Central Board and thus all the educational institutions recognized by the Delhi Board also became a part of the Central Board .  
  • Subsequently, all the schools located in the Union Territory of Chandigarh. Andaman and Nicobar Island, Arunachal Pradesh, the state of Sikkim, and now Jharkhand, Uttaranchal and Chhattisgarh have also got affiliation with the Board. From 309 schools in 1962 the Board today has 8979 schools on 31-03-2007 including 141 schools in 21 countries.  
  • There are 897 Kendriya Vidyalayas, 1761 Government Schools, 5827 Independent Schools, 480 Jawahar Novodaya Vidyalayas and 14 Central Tibetean Schools.
  • In order to execute its functions effectively Regional Offices have been set up by the Board in different parts of the country to be more responsive to the affiliated schools.  
  • The Board has regional offices in Allahabad, Ajmer, Chennai, Guwahati, Panchkula and Delhi.  Schools located outside India are looked after by regional office Delhi.
  • For detailed jurisdiction of regional offices of CBSE, the headquarter constantly monitors the activities of the Regional Offices.  
  • Although sufficient power have been vested with the Regional Offices.  
  • Issues involving policy matters are, however, referred to the head office.
  • Matters pertaining to day-to-day administration, liaison with schools, pre and post examination arrangements are all dealt with by the respective regional offices.
  • CBSE is a self-financing body which meets the recurring and non-recurring expenditure without any grant-in-aid either from the Central Govt. or from any other source.  
  • All the financial requirements of the Board are met from the annual examination charges, affiliation fee, and admission fee for PMT.
  • Sale of Board’s publications and All India Engineering Entrance Examination.


CBSE Major Activities and Objectives
  • The Central Board of Secondary Education was set up to achieve certain interlinked objectives -
  • 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 fulfill 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.
  • The prime focus of the Board is on -
  • Innovations in teaching-learning methodologies by devising students friendly and students centered paradigms.
  • Reforms in examinations and evaluation practices.
  • Skill learning by adding job-oriented and job-linked inputs.
  • Regularly updating the pedagogical skills of the teachers and administrators by conducting in service training programmes, workshops etc.
Continuous and Comprehensive Evaluation of CBSE:
  • Continuous and Comprehensive Evaluation format for class 9th and 10th has now been made mandatory to be followed by all CBSE affiliated institutes (Senior Secondary and Secondary) for the academic year 2011 to 2013.
  • As per the CCE norms the candidate has to go through evaluation based on Co-Scholastics and Scholastics fields.

Salient Features of the Scheme are:-

  • Every academic year will comprise of two terms.
  • Term 1: January to June for winter closing schools, otherwise April to September
  • Term 2: July to December for winter closing school and October to march other schools
  • It will be a requisite for all the students of classes 9th and 10th to go through various school based assessments in Co-Scholastic Areas
  • Class
  • Term
  • Assessments
  • Remarks
  • IX
  • I
  • FA1, FA2
  • Internal School Assessment
  • SA1
  • Question paper and Marking pattern to be Provided by the Board and the evaluation to be carried out by the School.
  • IX
  • II
  • FA3, FA4
  • Internal School Assessment
  • SA2
  • Question paper and Marking pattern to be Provided by the Board and the evaluation to be carried out by the School.
  • X
  • I
  • FA1, FA2
  • Internal School Assessment
  • SA1
  • Question paper and Marking pattern to be Provided by the Board and the evaluation to be carried out by the School.
  • X
  • II
  • FA3, FA4
  • Internal School Assessment
  • SA2
  • Candidates coming from various CBSE affiliated Schools Will take class X SA2 as per the following scheme:-
  • Scheme 1:-   The question paper and the marking scheme will be supplied by the board and the evaluation will be done by the school for those candidates who wish to stay with CBSE curriculum even after class 10.
  • Scheme 2:- For those students who wish to move out of CBSE system and join any other board or junior college, the question paper will be provided by the board as well as the evaluation will also be done by the board with the help of external examiner.
  • The syllabi for semester assessment i.e. SA1 and SA2 will be based on the syllabi of term 1 and term 2 of the respective classes.
  • Syllabus for SA2 for class 10th will be based only on 2nd term syllabus on class 10th. Both the schemes will have same type of question paper format.
  • There will be resemblance in both SA1 and SA2 of class 10 assessment.
  • After the completion of class 10, students opting for either of the scheme will be provided with a common assessment result format called to be ‘Grade Sheet and Certificate of Performance’.
  • For the Scholastics and Co-Scholastics assessment report, the Board will collect the result from all the respective schools and put them together in the final grade sheet.
  • The concept behind Continuous and Comprehensive Evaluation or the CCE is to evaluate a student’s overall performance and development. As the name of the new system suggests, the evaluation process will account for a student’s result of unit testing, regular assessment, applying corrective measures, analysis of learning gaps, giving feedback to students and teachers for their self-improvement and retesting fulfilling its Continuous terminology.
  • On the other hand, the term comprehensive attempts to wrap both Co-Scholastics and Scholastics facet of a student’s growth and development.
  • Hence, the new CCE format assures the overall development of a student with regards to their academics and well as personality development respectively
Vision of CBSE and Objectives of Academic Units:
  • The CBSE envisions a robust, vibrant and holistic school education that will engender excellence in every sphere of human Endeavour.
  • The Board is committed to provide quality education to promote intellectual, social and cultural vivacity among its learners.
  • It works towards evolving a learning process and environment, which empowers the future citizens to become global leaders in the emerging knowledge society.
  • The Board advocates Continuous and Comprehensive Evaluation with an emphasis on holistic development of learners.
  • The Board commits itself to providing a stress-free learning environment that will develop competent, confident and enterprising citizens who will promote harmony and peace.
  • The goal of the Academic, Training, Innovation and Research unit of Central Board of Secondary Education is to achieve academic excellence by conceptualizing policies and their operational planning to ensure balanced academic activities in the schools affiliated to the Board.
  • The Unit strives to provide Scheme of Studies, curriculum, academic guidelines, textual material, support material, enrichment activities and capacity building programmes.
  • The unit functions according to the broader objectives set in the National Curriculum Framework-2005 and in consonance with various policies and acts passed by the Government of India from time to time.
  • Some major objectives of the Unit are:
  • To define appropriate approaches of academic activities to provide stress free, child centered and holistic education to all children without compromising on quality
  • To analyze 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.


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