Wednesday, April 18, 2018

‘PADHAI SECONDARY HAI’, WHEN YOUR CHILD IS A CWG MEDALLIST!

Can you name the last three class XII CBSE board toppers? Maybe not. But do you know who Manika Batra, Anish Bhanwala and Manu Bhaker are? They did not score 90 per cent in their school exams, but they are household names in India right now. These youngsters, who have won laurels for the country at the Commonwealth Games, have shown us that they can become achievers without having to prove themselves academically. And the best thing — their parents are not pressurising them about studies and have accepted the fact that if sports are what they love, studies can take a backseat.

MANAGING STUDIES AND SPORTS: THE BALANCING ACT  

There is no dearth of conflict between academics and sports, especially in India. Many young national or international sportspersons have struggled to balance their sporting careers and studies. Fifteen-year-old Anish Bhanwala created history by becoming India’s youngest Commonwealth Games gold medallist when he won the men’s 25m rapid fire pistol event at the Gold Coast games. But barely a day after he landed in India, Anish had to undertake another test — his class X Boards. 

The CBSE had rescheduled his test, as he was competing in the games at the time the exams were taking place across the country.

“I have to give my Class X exams just after landing in India in three subjects — Hindi, Social Studies and Maths. I am a little worried about Maths, I haven’t practised enough for that,” Anish was quoted as saying after his win. The 15-year-old added, “I am glad I could repay their (the CBSE’s) faith in me. It feels nice, they made a huge decision for me. I could deliver on that and I am very happy.”
However, former Under-19 Indian cricket captain Unmukt Chand wasn’t as lucky. In 2012, the then 19-year-old was not allowed by his college, St Stephen’s, to sit for the exams due to low attendance. 

“I could not attend classes in the second semester because of my Ranji commitments, but I managed to take time out for the exams. But when I went to take the admit card, I was not given the ticket because of low attendance,” he told us in September 2012. Eventually, Unmukt had to get a stay order from the Delhi HC and the DU Vice Chancellor had to intervene in order to allow batsman from Delhi to sit for the exams.

Given this atmosphere, sportspersons have often dropped out or switched colleges when it becomes impossible for them to maintain attendance due to their busy schedules. Table tennis sensation Manika Batra has emerged as the most successful Indian athlete at the 2018 Commonwealth Games, winning two golds, one silver and one bronze. She had to miss out on college life and academics. “I got through a college in Delhi, but I hardly ever attended college. I must have gone there once a month and then to sit for the exams. I had no time as I was always travelling and training. I even missed all the things like freshers’ parties and the fests. But honestly, I don’t mind missing out on them because I was playing and representing India internationally,” she told us last year. Eventually, Manika dropped out of college after a year and got enrolled in Delhi University’s School of Open Learning to complete her graduation. For many others, even if the college is accommodating and supportive with regards to attendance, it gets difficult for them to perform.

Cricketer Rishabh Pant, who is currently pursuing BA, said, “I should have been in my second year now but meri back aa gayi thi. There is no pressure from the college for attendance and I have been given the freedom to only appear for exams. But I am not free for exams also, woh bhi jab ho rahe thay tab Ranji khel raha tha. Graduation toh karni hi hai, koshish poori hai.”

PRESSURISING CHILDREN ABOUT STUDIES CAN BE COUNTER-PRODUCTIVE: PARENTS OF SPORTING CHAMPS
 
Quite refreshingly, the parents of many of these young achievers say they do not mind if their kids are putting sports over academics in their list of priorities. “Education paves the path for children to achieve success in life. Par agar bachche khel se hi success laa rahe hain, toh uspe hi focus karo. Meri ladkiyon ne khel ko padhai se upar rakha aur aaj dekho, duniya mein chha rahi hain,” sums up Mahavir Singh Phogat, all four of whose daughters are international wrestlers (as are his two nieces).

Parents say that pressurising kids for studies can be counter-productive as that only demoralises them. Divya Kakran is another young achiever from the Indian contingent in Gold Coast. The 19-year-old won bronze in women’s freestyle wrestling (68 kg). Her father Suraj Kakran tells us, “If you pressurise kids, they won’t be able to do anything. Bachchon se kaam unki khushi ke hisaab se karana padta hai. My daughter was winning Nationals as a teenager. Her studies suffered but I knew she was doing her best. I never told her to do more there.”

For an average parent, success might mean their kids scoring 90 per cent in their Board exams. But for the parents of India’s young sports champs, success is determined by what they do out on the field (or the mat). Pankaj Mavi, father of Under-19 cricketer Shivam, says, “The last time I asked him to study was in class III or IV. Uske baad se mujhe laga jab woh khud manage kar raha hai, why should I pressurise him? He found that balance but kept sports first and I had no problem with that. He chose a college (Shivam is pursuing BBA from a private university in Faridabad) based on the fact that they are not strict about attendance. Bas exam dene jaata hai. Aur humein toh achha lagta hai ki woh India ke liye khel raha hai, team mein hai. Padhai secondary hai.” 


Source: https://epaper.timesgroup.com/Olive/ODN/TimesOfIndia/#

  • 18 Apr 2018 | Mumbai | Uday Salunkhe htspecialprojects@htlive.com

‘Edutech must start to gamify, animate syllabi’

Technology has become an inherent part of our lives today, right from waking up with news on our mobiles to reading ebooks. Could anyone in the 1970s have imagined that day-today communication through emails would be possible? Similarly, technological disruption that seemed shores away from India is now changing businesses across sectors. 

  In India, we continually hear about new technical developments whirling across sectors and introducing changes at a pace faster than expected.

While we are surrounded with businesses that are rapidly changing with technical innovations, the education sector is not far behind. Processes, employees and the entire product cycle is progressing through technology as is the mode of education. 2017 witnessed the expansion of Mass Open Online Courses (MOOCs).

Education technology, or ed-tech, made a major foray in India through executive and higher education. The launch of Byju’s app animated the basic concepts in maths and wooed students and parents alike.

There are several other applications by Indian students which impart vocational courses online, for skills like programming and coding.

The online certification for a host of courses has seen many professionals sign up to upgrade their skills and knowledge. Technology is changing the face of education; the very fabric of traditional learning has now extended into new and more evolved learning methodologies. According to a recent report by Google and KPMG, online education in India will grow approximately eight times in the next five years.

This will have a significant impact on the ed-tech market, which has a potential to touch $1.96 billion by 2021.

The rise of online education in 2018 will connect more youth and children in small towns to teachers online. Knowledge will reach the unreachable.

Some ongoing changes in edumust cation, as a result of technology, are worth noting. While technology is changing the paradigms in education, it is also nurturing the teacher-student bond offline,which today goes beyond the four walls of the classroom, with more social media channels and easy access to the internet. All students from each batch/ classroom discuss and submit projects online. 

However, a clutter of information on the internet makes the role of the teacher comprehensive. The teacher here becomes a mentor who guides the student in the right direction through the internet. The virtual touch certainly facilitates knowledge exchange in real-time. 

Multimedia is also influencing teacher-student interaction inside classroom, as teachers need to grasp tech-based tools to optimise student participation. Technology-based learning is bringing a universe of choices in the education sector in India, with customisation helping suit the requirements of students and the working-class alike. Teachers integrate media content when addressing the students, using statistics and visual representations of chapters and topics. Multimedia formats are demystifying complex concepts. With this, the pedagogical tool is now being digitised. 

Today technology has opened avenues to global learning, on your laptop, sitting at home. Subject-expert faculty are able to impart knowledge to students overseas. Such collaboration between national and international universities will benefit students by inviting faculty experts overseas. 

While technology is raising the bar of education, there are challenges to be listed and solved on priority. Teachers must begin integrating technology to explain concepts. Infographics replace massive notes. Presentations need to be more animated. Student projects must be paperless and more tech-driven, through cloud computing and gamification. Higher education institutes require greater autonomy from regulators to imbibe technology in their curriculum and pedagogy. 

Government-led support will allow reforms to move at a faster pace. A clear vision from the education regulators will add impetus to the already self-aware institutes. Distance education should be customised to provide content offline, for when the internet speed is low. 

The right to access education should be a key agenda for stakeholders in education. 

On a concluding note, the blackboard, which is a teacher’s canvas to draw important aspects of the lessons, is reshaping its form and impact. Jack Ma, a former teacher and a selfmade entrepreneur summarised well the key points about education in the age of machine learning at the World Economic Forum 2018, saying, “Teachers must stop teaching knowledge. We have to teach something unique so that the machine can never catch up with us. These are soft skills, values, believing, independent thinking, team work and caring for others.” 

(The author is group director of WeSchool, a management institute in Mumbai.)

Source : http://paper.hindustantimes.com/epaper/viewer.aspx

CBSE to declare JEE Main 2018 results on April 30

TOI-Online | Apr 17, 2018, 16:23 IST
Representative Image
Representative Image


NEW DELHI: The Central Board of Secondary Education will declare the score and rank of Paper-I of JEE (Main) - 2018 for all candidates on or before April 30, 2018.

The IIT-JEE Main 2018 result will be declared on the official result portal: results.nic.in

The Indian Institute of Technology-Joint Entrance Examination (Main) 2018 score shall comprise the actual marks obtained in Paper-I along with the status of those who qualify for appearing in JEE (Advanced) - 2018 provided and subject to other conditions of eligibility being met. 

The rank shall comprise All India rank and All India category rank. Before declaring the results, the CBSE will release the official answer keys. 

The JEE Main exam offline mode was conducted on April 8 while the exams for online mode were conducted on April 15 and 16, 2018. 

The exam for JEE Advanced 2018 will be held on May 20, 2018 for that the registration process will start from May 2, 2018.

Source : https://timesofindia.indiatimes.com/home/education/news/cbse-to-declare-jee-main-2018-results-on-april-30/articleshow/63799675.cms

Tuesday, April 17, 2018

Why we must look beyond the CBSE paper leak

It’s time that we ask ourselves why we have become so obsessed with this performance-driven culture in education, which is giving rise to so much anxiety. The reason: the education system is designed to exclude as many as possible, leading to desperation, especially during exams. 

In the last couple of weeks, the Central Board of Secondary Examination (CBSE)’s paper leak has been one of the biggest media stories. But what was lost in the din were the abysmal results of the National Achievement Survey (NAS), which is conducted by National Council of Educational Research and Training (NCERT) for classes 3, 5, 8 and 10. The Survey showed once again that there is a serious crisis of learning in India and it affects millions of children, wasting the most productive years of their childhood because teaching and learning are below par in our State-run schools.

Unlike in the CBSE case, however, there were no protests about the NAS results, the media did not reach out to parents and children who attend government schools and the HRD secretary did not hold a press meet on the report. But these children, who study in State-run schools, like those who go to CBSE schools, also have aspirations. They have been badly let down by everyone.

It’s high time that we ask ourselves why we have become so obsessed with this performance-driven culture in education, which is giving rise to so much anxiety. The reason: the education system is designed to exclude as many as possible, leading to desperation, especially during exams. From preschool to the university, the system is designed like a pyramid. As one climbs the education ladder, the number of seats available decreases. This basic structural feature, among others, ensures that everyone does not complete even the basic stages of education.

But exams hardly measure important human qualities needed in this increasingly complex world: persistence, curiosity, courage, leadership, creativity, compassion, empathy, sense of beauty and humour, among others.

The Continuous and Comprehensive Evaluation (CCE) system was introduced as part of the Right to Education Act (RTE) to make assessment more rounded, going beyond the mind-numbing exams and recognising the multiple abilities of every child. The system was to replace the practice of detention based on year-end exams. But the idea degenerated into more and more tests based on the CBSE’s approach to CCE. The board does not have any mandate to determine practices in government schools, but state after state adopted this, overlooking what the academic authority for RTE, the NCERT, had to say about CCE. Now there is a chorus to detain children based on the specious argument that learning outcomes have dipped because of CCE. So we are back to where we started, unsuccessful in our attempts to make the educational process more enabling and meaningful for children.

The point really is not about fixing the leaks. It is about looking beyond and developing the conviction that this inequitable and lopsided system of education has to change.

Sheshagiri KM is an education specialist, Unicef, Chhattisgarh
The views expressed are personal 
Source: https://www.hindustantimes.com/analysis/why-we-must-look-beyond-the-cbse-paper-leak/story-PFuh6owbojZ8dxlPLyOFQO.html

HC: Will not change CBSE economics retest date

New Delhi: It is for the Central Board of Secondary Education (CBSE) to decide when to hold an exam, the Delhi high court observed on Monday, refusing to be drawn into a fresh plea challenging the date of Class XII economics retest. The paper will be held again on April 25.

A bench of acting Chief Justice Gita Mittal and Justice C Hari Shankar declined to issue directions to CBSE to reschedule the retest, as sought by an NGO, on the ground that there are important entrance examinations between April 22-25, including that for the National Defence Academy.

The NGO pleaded that due to CBSE’s fault the students are at the receiving end, as they would not be able to study for the entrances while those from other boards would face no clash of dates.

“Problem is that whether to hold or not hold an examination is for the CBSE to decide. It is not proper for a court to interfere, it is outside our purview,” the bench remarked, dismissing the plea. “You are saying NDA exam is clashing with this date. If they again change the date, somebody else will come. On what basis a court can say hold the exam on this day and not on that day?” the bench added.

Meanwhile, the court asked CBSE to place before it the records relating to the board’s decision not to conduct re-test of Class X maths exam, which also was allegedly leaked. In addition, a separate plea demanded a retest for Class X maths exam, saying students who were affected by the leak must get a chance to take the exam again.

Source : https://epaper.timesgroup.com/Olive/ODN/TimesOfIndia/#

CBSE paper leak: Delhi HC dismisses plea to change date of class 12th economics exam

By PTI  |   Published: 16th April 2018 06:24 PM  |  
 
NEW DELHI: The Delhi High Court today dismissed a plea seeking rescheduling of the re-examination of the class 12th economics paper, which the CBSE has decided to conduct on April 25 following an alleged leak.

The court also asked the CBSE to place before it the records relating to the board's decision not to conduct the re-examination of class 10th mathematics examination, which also was allegedly leaked, after a plea seeking a re-test came up.

The bench asked the CBSE advocate to find out the reasons for the decision for not reconducting the examination and listed the plea filed by a student for April 20.

A bench of Acting Chief Justice Gita Mittal and Justice C Hari Shankar rejected the plea filed by an NGO, Suniye, seeking to either change the date of re-examination of class 12th exam or make it optional on the ground that the decided date was close to some entrance examinations, including National Defence Academy (NDA) and engineering.

The court said it was the CBSE's decision to reconduct the exam and was outside its purview.
The bench said a judicial notice has been taken of the fact that there can be no date fixed to the satisfaction of all and rescheduling of the re-test was beyond the jurisdiction of the court.

"Whether to hold an exam or not, it is up to the CBSE. It is not up to the court to decide. It is outside our purview. As you are saying NDA exam is clashing. If they again change the date, somebody else will come. On what basis a court can say hold the exam on this day and not on that day. It will be anarchy," the court said.

During the hearing, the court was informed by CBSE advocate Amit Bansal that it has issued a notification that class 10th maths examination will not be reconducted as they cannot afford to hold it again and make over 16 lakh students appear in it.

The board also opposed the intervention application of the NGO saying it has considered all the aspects before scheduling the class 12th economics exam on April 25 and due care was taken while selecting the date.

The court was hearing a PIL, in which NGO Social Jurist had sought that CBSE be directed to hold the class 10 exam in April, if required, and not in July as it had proposed earlier.
It disposed of the PIL after NGO's counsel Ashok Agarwal said he was satisfied with the board's decision of not holding the re-examination for the class 10th paper.

The CBSE, in its affidavit, had earlier said it had decided not to hold re-examination of class 10 Maths test as a scientific evaluation of random answer sheets did not indicate any unusual pattern to believe that there was a widespread benefit of the alleged paper leak.

It had said it was not conducting the re-test for another reason that class 10 was a gateway to class 11 and therefore "remains largely an internal segment of school education system".
The NGO had also sought a court-monitored probe into the recent leak of the Maths and Economics question papers of class 10 and 12 respectively.

Source : http://www.newindianexpress.com/nation/2018/apr/16/cbse-paper-leak-delhi-hc-dismisses-plea-to-change-date-of-class-12th-economics-exam-1802307.html

SSC English text blends lessons with life skills

Mumbai: For SSC students, studying the English language has largely meant familiarizing themselves with passages and pieces from the classics — the works of William Shakespeare and George Bernard Shaw are par for the course. But the new text for Class X has been touted as an attempt to merge the old school with innovations that place language in a more contemporary setting. From life lessons shared by Olympian Mary Kom and physicist Stephen Hawking to the how-to of filling up an online form or writing a blog, the content varies.

Members of the state textbook committee said the idea was to combine academic learning with instilling life skills. “When we started building the textbook, we had in mind the guidelines of the National Curriculum Framework which speak about equipping students with three important life skills —social, thinking and emotional. The textbook takes a communicative approach and emphasizes on critical thinking. There is a lot of activity that we have added to the text to help students learn as they do,” said Akhil Bhosale, member of the English language study group.

So while the bulk of the Kumarbharti textbook continues to be rich in prose and text from authors worldwide, it manages to introduce chapters on more current themes and personalities that students can relate to, such as former president APJ Abdul Kalam or the co-founder of Apple, Steve Jobs; a first-person account by Jobs is among the chapters. A teacher said the idea was to stir the curiosity of those who lack the reading habit. “The chapters on people they have already heard about create a sense of interest and betters their understanding. Those who are interested in a career in English, may make an effort at extra reading.” The English Coursebook, which is part of the subject, also introduces students to more activitybased learning such as writing book reviews, filling up online forms, conducting interviews or hosting a blog. “These activities are based on the concept of Live English which aims to equip all students for day-to-day situations. If they have to call a help centre, they must know how and what to say to the person or they must be able to send a formal email,” said Bhosale.

Revisions in the SSC text are aimed at bridging the gap in learning outcomes between the state board and the rest. Compared to institutions affiliated to the SSC board, CBSE-affiliated schools use texts created by NCERT, while others such as CISCE and international boards prescribe a curriculum. Schools are allowed to pick their choice of publishers or use their resources to teach. “If a teacher feels a particular author’s work can explain a concept better, they pick that. The teachers also design activities that suit their class best. We, however, understand that this might not be possible for schools with a larger number of students,” said Sharonee Mullick, director, Singapore International School.

Source : https://epaper.timesgroup.com/Olive/ODN/TimesOfIndia/#

Monday, April 16, 2018

Sun Apr 15 2018

No moderation of marks this year, says CBSE

New Delhi: Unless a marked difference is noticed in the Class XII CBSE Board exam results compared to previous years’, there will be no moderation of marks this year. The main reason for introducing a single set of question papers for the exams, which was criticised after question papers were leaked, was to reduce the need for moderation of marks post evaluation.

While a majority of the education boards, including the CBSE, has in principle agreed against “bunching” and “spiking” of marks for the 2018 Board exams, the CBSE also expects that the moderation, if any, will be minimal. “As part of examination reforms, the Board last year decided to do away with moderation,” a CBSE source said. “It was decided a single set question paper ensures a standardised difficulty level.”

Majority of the state education boards with single set question papers won’t need to moderate marks as well. However, in case of major differences from that of previous years, the boards have to look at moderation of marks.
“In case of a major ambiguity, the committee will have to work out a policy. So we can’t say there will be no moderation at all, but the level will be much lower, if needed at all,” a CBSE official said.

The HRD ministry in October 2017 asked all the state Boards to avoid the practice of artificial inflation of marks.
In response, 23 states and UTs have assured the board that except in case of ambiguities, they will not inflate marks. The states are Andhra Pradesh, Arunachal Pradesh, Assam, Goa, Gujarat, Haryana, Himachal Pradesh, J&K, Jharkhand, Karnataka, Madhya Pradesh, Manipur, Mizoram, Nagaland, Sikkim, Tamil Nadu, Telangana, Tripura, Uttarakhand, Andaman & Nicobar Islands, Delhi, Daman & Diu & Puducherry.

Source : https://epaper.timesgroup.com/Olive/ODN/TimesOfIndia/#
  • 13 Apr 2018 | Mumbai
  • HT Correspondent htmetro@hindustantimes.com

JEE-Main question paper: Institute writes to HRD ministry, seeks probe

MUMBAI: Days after the Central Board of Secondary Education (CBSE) refuted allegations that a few questions in the recently held Joint Entrance Examination (JEE) Main were taken from a mock question paper set by a coaching institute, students are still writing to the CBSE to reconsider their complaints. 

Moreover, a coaching institute from Mumbai too has written to Ministry of Human Resource Development (MHRD), seeking intervention in this matter. 

“It’s a matter of the lives of lakhs of students across the country who work hard to prepare for JEE. We are not trying to blame this on any one individual or institution, but close to nine questions in JEE-Main were similar to the ones from a 2016 mock test conducted by a coaching institute in Andhra Pradesh,” said Vinay Kumar, MD and CEO of Rao Academy, a coaching institute. 

Earlier this week, students pointed out that nine questions from the Physics section of the JEE-Main written examination that was held on April 8 were similar to the questions that had appeared in a mock test conducted by Narayana Academy. Several students wrote to CBSE, asking it to probe the allegations. 

“Subject experts put together 1,500 questions in two months. All are original and handwritten. After that, 90 questions are drawn randomly and eight to nine sets are prepared. Any one set is randomly picked for the exam on the final day,” said a CBSE spokesperson, denying claims of similarity between the two papers. 

Source : http://paper.hindustantimes.com/epaper/viewer.aspx

Tuesday, April 10, 2018

JEE Main 2018 answer keys, cut-off and result dates; check here

JEE Main 2018 answer keys are expected to be out on April 24 while the results will be released in April-end

By: Express Web Desk | New Delhi | Updated: April 9, 2018 5:29:19 pm
JEE Main result, JEE Main answer keys, JEE Mains 2018, JEE Mains score
This year, nearly 10.43 lakh aspirants in 112 cities in India and abroad appeared for the exam. (File photo)
Related News
JEE Main 2018: CBSE conducted JEE Main 2018 on Sunday and the answer keys are expected to release by April 24. This year, nearly 10.43 lakh aspirants in 112 cities in India and abroad appeared for the exam. Every year, both offline and online exams are conducted by the Central Board of Secondary Education (CBSE) in 104 cities across 1,613 centres across the country and in eight centres in as many countries abroad. Meanwhile, many coaching centres and training institutes such as Aakash, FITJEE etc, have released their own answer keys for the offline paper.

This year, many students faced difficulties in solving mathematics and physics papers. A majority complained that Physics paper was tough while Maths paper was lengthy. The exam was considered to be moderate, with difficulty level similar to the last two years.

JEE Main 2018 result date

As per the official website, the score and rank of paper-I of JEE (Main) will be declared by April 30. This score shall comprise the actual marks obtained in paper-I of JEE (Main) – 2018 along with the status of those who qualify for appearing in JEE (Advanced) 2018.

JEE Main 2018: Expected cut-off

Experts have predicted that the cut-off for the Joint Entrance Examination (JEE) 2018 will be between 95 to 105 this year. Prof Uday Nath Mishra of BasicFirst, however, expects the cut off to go round within 80 to 90. “Expected cut off is 80(+-5%) marks out of 360. The paper was moderate and based on NCERT. Chemistry was the most lengthy. Organic chemistry was found more difficult, physical chemistry was more numerical based, whereas, inorganic chemistry was easy. Maths was mostly based on class 12 syllabus and physics was based on class 11 syllabus”.
Last year, the JEE main cut-off was pegged at 81, while the cut-offs for the OBC, SC and ST categories was at 49, 32 and 27 respectively.
Source : http://indianexpress.com/article/education/jee-main-2018-answer-keys-cut-off-and-result-date-check-here-5129979/
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