CBSE, ICSE ‘liberal marking’ prompts rethink

icse, cbse, ncert, cbse marking system, icse marking system, ncert marking system, grading system, marking scheme, education news, india news“The feasibility of indicating percentile score in addition to percentage of marks or grades in the marks statement of the students may also be analysed,” state the minutes of the meeting. (Source: File)

The Ministry of Human Resource Development has asked the heads of CBSE, CISCE and NCERT to explore the feasibility of indicating Class XII results in percentile score, amidst reports of liberal marking by school Boards to give their students a competitive edge.

The ministry is learnt to have held a meeting on August 3 on the practice of ‘marks moderation’ and ‘grace marks’ followed by the boards. It was attended by R K Chaturvedi, chairman of the Central Board of School Education, Hrishikesh Senapaty, director of the National Council of Educational Research and Training, Gerry Arathoon, head of the Council for the Indian School Certificate Examinations, and the then school education secretary S C Khuntia, who was recently appointed chief secretary of Karnataka.

According to the minutes of the meeting, Khuntia suggested that CBSE, CISCE and NCERT form a committee to “develop a sound procedure” for marks moderation that can be recommended to all Boards for the sake of “uniformity, objectivity and clarity”. The panel could commission statistics experts from the Indian Statistical Institute (ISI), IITs and any other reputed institute for this purpose, he advised.

“The feasibility of indicating percentile score in addition to percentage of marks or grades in the marks statement of the students may also be analysed,” state the minutes of the meeting.

A percentile rank or score explains how well an examinee did in comparison to other test takers, while a percentage score reflects how well a test taker did on the test itself. So, for instance, a 99 percentile would mean the student scored better than 99 per cent of students who took the test. The suggestion to explore the feasibility of using percentile rank in Board results was made as percentiles are difficult to manipulate at the institutional level and remain largely immune to any distortion caused by awarding higher marks.

Speaking to The Indian Express, Arathoon confirmed his presence at the meeting on August 3. “This was just a preliminary discussion. There could be more meetings on this (issue). We are not ready to tell you anything more on this at this moment,” he said.

Chaturvedi, Senapaty and Khuntia were not reachable for comment. Moderation of marks is a common practice adopted to “bring uniformity in the evaluation process”. In other words, marks scored by students are tweaked to align the marking standards of different examiners, to maintain parity of pass percentage of candidates across years, and to compensate students for difficulties experienced in solving the question papers within the specified time.


This practice, however, has been often blamed for the inflation of Board results witnessed across school Boards over the last few years. For instance, the number of students scoring 95 per cent and above in the Class XII examination conducted by CBSE rose 23 times in six years from 384 in 2008 to 8,971 in 2014. This trend has forced the country’s best universities to raise the eligibility bar dramatically for applicants. Last year, two colleges affiliated to Delhi University set the admission threshold at 100 per cent for admission to their BSc (Computer Science) course. Very recently, CBSE had come under fire after it was revealed that the Board awarded as many as 16 marks extra to candidates in this year’s Class XII math exam.

However, CBSE is not alone in this. Delhi University’s Shri Ram College of Commerce this year admitted a large number of students from Tamil Nadu who scored higher than their counterparts from other state Boards. The HRD ministry informed Rajya Sabha that 129 of the 188 BCom (Hons) candidates accepted by the college on the first day were from TN, including 33 from a single school — Bhartiya Vidhya Bhavan in Erode.

Scrap English requirement, references that insult India: RSS education wing to HRD

rss, rss education wing, hrd, hrd ministry, prakash javadekar, scrap english, no use english, mother tongue, hindi medium, hindi subjects, hindi use, no foreign language, indian language, school level hindi, UGC, UGC scholarship, ssun, indian express news, education news, india news

The medium of instruction from elementary to higher levels in schools should be the mother tongue. Foreign languages should not be offered as an alternative to any Indian language at the school level. English should no longer be mandatory at any level. All research works must be linked to “national requirements” and projects that do not meet this condition should not get UGC scholarships. References that insult Indian culture, tradition, sects, thoughts, eminent personalities and offer wrong explanations must be removed from textbooks at all levels.

These are some of the recommendations that the RSS-affiliated Shiksha Sanskriti Utthan Nyas (SSUN) has made to the Ministry of Human Resource Development for the new education policy that is to be formulated soon.

The SSUN leaders have already met HRD Minister Prakash Javadekar with their list of suggestions. An October 14 email by an HRD official to the SSUN acknowledges that “suggestions given by you have been noted down. They will be discussed during the formation of the new education policy”.

Among the significant demands of the SSUN is the emphasis on Indian languages at all levels of education and gradual removal of English as a medium of instruction, both in private and government institutes. It has asked the government to “immediately provide facilities to introduce education in Indian languages in English-medium institutions like IIT, IIM and NIT”, and “take legal action” against schools that prevent students from speaking in their mother tongue.

On their meeting with Javadekar, SSUN founder and secretary Atul Kothari told The Indian Express: “He said we will certainly consider your suggestions. He also appreciated many suggestions.”

Kothari is a veteran RSS pracharak and an invitee member of the Akhil Bharatiya Karyakarini. Veteran swayamsevak Deenanath Batra is another founder of the SSUN.

What Do You Need to Know About Python Enterprise Course?

Python is the useful and simplified coding language used in the software field. And now, it is widely used for building applications in the enterprise field. The maintainability, productivity and quality of the language are good to use. The python coding is easy, simple and straightforward to adopt in the enterprise field. This is the reason why most people tend to learn this course. If you want to know how to use this python coding in the business field, you have to do a python in enterprise course. Many institutes offer this course and you can choose the institute that suits your demands well.

Image result for What Do You Need to Know About Python Enterprise Course?

What the course is about?

The python in enterprise course Atlanta will train you to develop codes for various building applications. In addition to this, participants can learn how to manipulate codes according to the needs of the business applications. Hands-on-training will be given to the participants for developing python codes. This course covers the following areas,

  • Upgrading procedures
  • Building libraries
  • Multi-processing
  • Inter processing communication
  • Multi-threading
  • Remote procedure calls
  • Timers
  • Events
  • Queues
  • Mutex, semaphores
  • Locks and conditions
  • Redis
  • SQlite
  • Network programming
  • Building application programming
  • Processing JSON data
  • Command line arguments
  • Building application shells
  • Design patterns in python

The benefits of learning the course

By the end of the course, the participants will be able to,

  • Understand the features and uses of the interface libraries
  • Create multi-processing and multi-threading applications using the python library tools
  • Understand the functions of python applications
  • Use algorithms and data structures
  • Create a python repository for circulating applications
  • Use SQL datastore inside python applications
  • Generate documentation using document generators
  • Create command shell for applications
  • Use locking primitives
  • Understand various design patterns of python applications
  • Create SOAP applications based on data processing
  • Setup a sole python repository for creating applications

Why Should Do this course?

This course is designed for the following professionals,

  • Web developers
  • Web master
  • Software graduates
  • Software professionals
  • Software developers
  • Interested persons that would like to know about python coding language

Fundamentals of the course

This course does not demand any particular knowledge from the users. Professionals that would like to work with python coding language for building application can attend this course. The duration of the course will be modified according to the wants of the attendees.

Course Certification

Once after the course is completed, the participants can receive the course certification from the institute. Before that, the participants have to do an examination merely to prove that they are eligible to get the course certification. The certification will be given with complete details like participant name, course duration, the percentage of marks obtained in the examination and more. There are institutes that will give course materials and soft copy of the course as well. You can find that kind of institute to receive such materials along with the course training.

How important is technology in education?

edtech, edutech, education, education in india, education technology, online education, education news. indian express

Technology is slowly and steadily making a foray in education. Knowledge is no more limited to books and the use of platforms such as websites, apps, videos, live chats, etc., have taken it to another level. A lot of schools and colleges – mostly in tier 1 and tier 2 cities – have embraced technology to make learning fun and interactive.

Education Technology or ‘edtech’ as it has been termed now, is a growing sector. If we look at the numbers, India’s online education market is set to go as high as $2.5 billion by year-end, according to a research done by RedSeer Consulting. The report had further estimated a total of 20 million students between junior high to senior school who would count as the contributors to this market.

Interweaving technology with education seems to be helping students at all levels. Many educators in the city swear by instructional videos while parents are gradually opening up to the possibility of a platform which may help their wards learn something new in an innovative manner.

The use of education technology is not restricted to cities and metros, as one might believe. It is expanding its base to Tier II and Tier III cities as well. One of the reasons for this is difficulty in having access to proper instruction channels and resources/quality of education available to city students, the RedSeer Consulting report says.


The way edtech has evolved is interesting to see. While originally it aimed at providing a fun alternative to learning activities in terms of education-related games and platforms in general, they have now come all the way to including technologies dedicated to enhancing learning and education itself.

In July this year, Lenovo had launched an electronic slate for kids in collaboration with ConveGenius, an edtech company. According to a research done by the company, the interest span of children waned easily when studying but remained put when they were engaged in games.

Besides aiming to make students adapt better to the rapidly digitising world around them, edtech also helps develop creativity as well as personalising content suited to the needs of each child based on constant evaluation.


Taking the case of assessment based learning tools, iAugmentor, is a personalised and adaptive medium that intuitively suggests a learning roadmap to an individual as per the learning tendencies, competencies and proclivities of the individual while constantly tracking progress. ”

Sameer Sikka, CLO and Cofounder of iAugmentor, feels that the dynamics of education have changed with the infiltration of technology.

Sameer Bora from Next Education India Pvt Ltd, an education solutions provider with a special interest in K-12 education, says that edtech can work only when there is interaction and participation. “A lot of people only look at videos but that is not the sole purpose of education technology. Interaction and participation are the two biggest components of online education,” he says.

The way online learning differs from edtech, Bora feels, is that education technology involves programmes which engage a physical response from the child and enables an interaction instead of a one-sided conversation, whereas online learning is consumption of content in the form of videos or written lessons posted online.


“Online education is one component of edtech. Programmes that allow kids to take part in the learning process is what would define edtech,” says Bora.

Talking about the aims and focus of online education in this regard, education technology and iAugmentor itself, Sikka says, “Today’s education doesn’t change behaviour —something which can happen only when people learn to ‘do’. Skills are not being imparted. Current education scenario assumes people come from same profiles and learning needs. Education technology uses artificial intelligence to gauge individual needs.”

Sikka informs that in order to assess students, iAugmentor throws up five pieces of content which can be videos, articles or cartoons from which a user has to choose one and then answer questions related to it. “Through the students’ answers, we can assess specific gaps in learning by using tools such as memorability, hand movement and articulation assessments tools, which are our parameters,” said Sikka.

When it comes to involving technology while learning, special attention needs to be given to each child by understanding his or her individual needs as well as making the process more interactive and fun by transforming studies into a hands-on experience instead of a rot-based system.

“Personalised mentoring and “life-skills” are parameters that are never discussed in school educational programmes or curriculums. Individual emphasis on the enhancement of student’s skills and aptitudes to be ready to face life challenges are not given utmost importance in classrooms either,” Sikka says.


“Parents need to understand the important of technology in education just like outside experiences enhance learning, why can’t technology do the same,” feels Bora.

Mamta Chopra, a homemaker with three school-going children who are adept at finding their way through a cell phone or a computer, feels that in this day and age, it is impractical for a child not to be engaged in some kind of technology based game or learning activity.

“It is a good practice to keep them (kids) engaged in some or the other computer-based activity because if they do not learn now, they will not be able to work (perform at jobs) later,” she says, adding that even if she prevented her children from working at a computer, it would not be in their best interests.

“Moreover, they would end up playing games on a friend’s cell phone or school computer anyway. Why make something forbidden when it can help them learn one more skill,” says she.

Her sister Nidhi, who has a one and a half years old toddler, has already started letting her daughter listen to rhymes and stories on a tablet. She has also bought CDs with softwares for children as she feels they are better than books due to their interactive element.

Technology has infiltrated the education sector and is only going to grow, as exemplified by the above examples. The biggest challenge of edtech, which is changing the mindset of people, especially parents, with regards to technology’s role in education also seems to be easing up. The only factor which remains to be seen now is what shape the sector takes in the future and how it competes against classroom teaching and the rot-based education system prevalent in the country.

Most grammar schools 'not prioritising poor pupils'

PupilImage copyrightGETTY IMAGES

Fewer than half of England’s grammar schools give poor pupils priority in allocating places, BBC research shows.

An analysis of the 163 grammar schools’ admissions policies found 90 do not take account of a child’s eligibility for free school meals.

Ministers want to ensure new selective schools take in more poor pupils.

The Grammar School Heads Association said grammars were at the forefront of giving admissions priority to disadvantaged pupils.

Grammar schools – state-funded schools that select pupils on the basis of ability – are facing increasing pressure to become more socially inclusive, amid government plans to increase the number of them.

Grammar schools: What are they?

What will new grammar schools look like?

Critics of the expansion plans have focused on the low number of pupils attending grammar schools who are eligible for free school meals – used as a traditional measure of poverty.

But the BBC’s analysis of admissions policies suggests the raw percentage of free school meals pupils in grammars does not capture where and how things are changing.

The most recently published admission policies for applications for 2017-18 reveal the extent to which change is under way.

Grammar schools near you

Enter a postcode to find out whether the grammar schools closest to you give any priority in their admissions policy to children based on eligibility for free school meals.

This may be eligibility at the time of application or the broader “pupil premium”, which includes children who were eligible for free meals at any point in the past six years.

% eligible for free school meals refers to the period 2009-15 for English schools and 2015-16 for those in Northern Ireland. The school admissions policies are the latest available. Some policies have changed in recent years.

More about grammar schools in your area


To gain a place at these academically selective schools, pupils have to pass a test, which varies from one area to another.

Once pupils have passed the test score threshold, schools, if oversubscribed, allocate places according to their admissions policies.

The analysis revealed that 21 grammar schools set aside places in quotas for pupils from lower income families.

A further 43 give some degree of priority in their oversubscription criteria, while nine grammar schools use it as a tie-breaker for allocating places to academically matched pupils.

The five grammar schools within the King Edward VI foundation in Birmingham go furthest, with a quota policy allocating up to 25% of places to pupils who are eligible for pupil premium funding in order of their test scores.

This means children who have been entitled to free school meals, and therefore the pupil premium grant, in the past six years are considered before remaining places are awarded.

The policy has been in place for two years, so it will be some time before it fully alters the profile of the schools.

Chart of admissions data England

But not all quotas are as generous.

Urmston Grammar School, in Manchester, sets aside just three places out of an intake of 150 for pupils entitled to pupil premium.

The Skinners’ School in Royal Tunbridge Wells, Kent, gives five places, out of 150, to pupils eligible for free school meals.

Prof Anna Vignoles, from the University of Cambridge, described the research as “insightful”.

‘Deprivation levels’

However, she added: “Whilst quotas or other measures might help, the fundamental problem in the system is the very large gap in achievement between free school meals pupils, and others, at the end of primary school.”

Grammar schoolImage copyrightGETTY IMAGES
Image captionEngland has 163 grammar schools with 167,000 pupils

Recent research from the Education Policy Institute showed grammar school pupils travelled, on average, twice as far to get to school as those attending non-selective schools.

EPI’s director of education data and statistics, Jon Andrews, questioned whether quotas could really make a difference.

“Simply allowing more disadvantaged pupils to attend grammar schools will not create the systematic improvement needed for a world-class education system,” he said.

“A policy to introduce quotas would be self-defeating.”

Theresa MayImage copyrightGETTY IMAGES
Image captionTheresa May has said she wants to end “selection by house price” by opening more grammar schools

The government is consulting on proposals for new grammar schools, including asking what proportion of children from lower income families they should admit.

Its consultation document says: “Selective schools also need to ensure the pupils they admit are representative of their local communities.”

At Wolverhampton Girls’ High School, 5.6% of pupils have been eligible for free school meals in the past six years, but the local authority average is 43%.

The school is located in a relatively deprived area, but has no criteria in its admissions policy to give priority to children from poorer households.

Admissions code

Many grammar schools are sited in more affluent areas, but the BBC analysis suggests no clear correlation between their admission policies and the level of deprivation within a few miles of their location.

Some schools use postcodes in their admission policies to more closely reflect the local social mix, and they all engage with their local primary schools to encourage applications.

The Grammar Schools Heads Association said it had pressed for the changes to the government’s admissions code, which came into force in 2014, and made it easier for maintained schools to give priority to poorer pupils.

In a statement, it said: “2017 is consequently the first opportunity for most schools to make such changes to their admissions policy and many grammar schools have done so, with more consulting to do so for 2018.”

The Department for Education said: “Our new approach is not about recreating the binary system of the past or maintaining the status quo.

“We want to look at how we can ensure new selective schools prioritise the admission of pupils from lower income households and support other local pupils in non-selective schools to help raise standards.”

IIM-Kozhikode completes summer placement for PG students


Representative image.
KOZHIKODE: IIM Kozhikode has completed the summer placement for its post-graduate programme in a record six days, with recruitment of 364 students, nearly half of them getting placed in sales and marketing.

The placement season saw participation of higher number of new recruiters, who accounted for 45 per cent of the total employers, a statement said.

Some of the new recruiters included AMUL, Britannia, CEB, Credit Suisse, Colgate Palmolive, DE Shaw, Directi, IndiaMART, Kohler, Mytrah, Novartis, Piramal Group, Saint Gobain, Sun Pharma, TAFE among others, it said.

A total of 119 companies, including Airtel, Boston Consulting Group, EY, ITC, JP Morgan Chase, KPMG, Microsoft, Mahindra, Nestle, Godrej, HUL and Goldman Sachs, participated in the process this season, recruiting 364 students with an overall increase in the number of offers made per company, an IIM-K said.

The highest monthly stipend offered was 2.5 lakh. Students were also offered positions in international locations across various sectors.

Various niche roles were opted by students in the field of Digital Marketing, Social Media Analytics, Research and Development.

Prof Kulbhushan Balooni, Director (In-Charge) IIM Kozhikode, said, the institute continued to provide the industry with students ‘who are thought leaders and business front-runners in the making’.

The 20th batch was the biggest till date and saw the fastest closure of placement season, indicating the increased faith displayed by recruiters in the quality of students, he said.

The Sales and Marketing vertical saw the highest number of recruiters with 45 per cent of the batch opting for this sector.

The trend continued like every year with a sheer rise compared to last time in this segment with major recruiters being Britannia, Colgate Palmolive, Godrej, HUL, ITC, Kohler, Marico, PepsiCo, Shell and many more.

The other top segments based on roles offered were finance (17 per cent), consulting and general management (24 per cent).

Another major highlight of the summer season at IIM K which sets it apart from the other campuses was the opportunity offered by the Kerala government to work on Kerala Development Projects in collaboration with the state officials contributing towards the state welfare, the statement added.

No autonomous colleges in private sector: Education minister

Image result for No autonomous colleges in private sector: Education ministerKOZHIKODE: State education minister Prof C Raveendranath said that the government will not sanction autonomous colleges in the private sector.

Speaking after inaugurating the celebrations to mark the attainment of NAAC accreditation with A- grade by the Calicut University on Saturday, the minister said that the varsities in the state would be allowed 100 percent autonomy in academic affairs.

He reiterated that the LDF government will not sanction new self financing colleges, private universities and autonomous colleges in the private sector.

The minister called upon the universities to take up socially- relevant research.

 “A lot of research work is private universities is aimed at just getting patents and to make profits out of it. Instead the varsities should focus on research projects which can be of benefit to he society,” he said.
 The minister also inaugurated the new block of the ladies hostel.
 Vice-chancellor K Mohammed Basheer presided over the function. P Abdul Hameed MLA delivered the keynote address.
 Pro Vice Chancellor P Mohan, syndicate members, K K Haneefa, T P Ahammed, K Vishwanath, K Fathimath Zuhara, CP Chitra, P Sivadasan, P M Salahudeen, IQAC director M Sabu Registrar T A Abdul Majeed were present at the function.

UGC must give clarifications on courses recognised by it

UGC must give clarifications on courses recognised by it: CIC

New Delhi: The UGC and other public authorities cannot deny clarifications sought by RTI applicants if it is part of their duty to collect that information, the Central Information Commission has said, rejecting the plea of the higher education regulator that explanations cannot be sought under the transparency law.

In several previous decisions, the Commission and high courts have allowed public authorities to reject RTI applications if the applicant is seeking explanations and clarifications.

The arguments given by the Central Information Commission (CIC) and the high courts had been that clarification or probing questions do not fall within the ambit of the definition of “information” under the RTI Act.

Information Commissioner Sridhar Acharyulu made a major distinction in his order in the matter, saying the University Grants Commission (UGC) or any public authority cannot refuse to give clarifications if it is part of their duty.

The CIC has also issued a show-cause notice to an under a secretary-level officer of the UGC who had refused to clarify to an RTI applicant whether a particular course was recognised by it.

The UGC had denied to share the information, saying it can only give information about records held by it and cannot give clarifications under the RTI Act.

Acharyulu was deciding the plea of Ram Kishan Sharma who sought to know the list of UGC recognised courses for career advancement scheme.

“The policy of UGC must be providing clarifications for such genuine academic doubts. Though it appears to be technically right according to section 2(f), it leaves student community in confusion regarding the validity of a course.”

“Not informing the validity of a course amounts to an abdication of their duty to inform, as that duty was prescribed by the statute and that is their basic function,” he said.

The Information Commissioner admonished the UGC, saying “policy deficit” in the organisation has been exposed by the RTI application.

“In fact, the UGC has to understand the doubts of such students or parents and recognise the need for clarification arising out of such RTI applications and prepare the FAQs accordingly.”

“The UGC should entrust a team to scrutinise such requirements out of the RTI applications and continuously increase the number of clarifications under FAQs,” Acharyulu said in the order.

Applications invited for 476 posts of Specialist Officers; check

SBI SO Exam 2016: Applications invited for 476 posts of Specialist Officers; check

New Delhi: State Bank of India, one of India’s largest pubic sector banks, has invited applications from eligible candidates for 476 posts of Specialist Officers.

The bank has issued a notification in this regard – the details of the same can be obtained from its website:

As per the notification, eligible candidates are requested to apply for SBI SO Recruitment 2016 through the online format before the last date – October 22, 2016.

All the interested candidates are required to read the complete advertisement to know the complete eligibility criteria, educational qualification, exam pattern, syllabus, how to apply, age limit, pay scale, examination centres, selection procedure and other details.

SBI has offered jobs for 476 Specialist Officers posts including Assistant Manager, Developer, Test Leader, Tester, Manager, Assistant Manager, Technology Relationship Manager, Admin Support Officer, Business Architect, Portal Architect, Network Engineer, IT risk manager, IT security expert, UX designer, WAS administrator.

Online applications start on October 4th, 2016 to October 22nd, 2016.

Educational Qualification: The candidates must possess Graduation degree in relevant field from recognized university along with specialised education required for various posts. The details will be published soon.

Application Fee: The application fee of specialist officer is Rs 600 for general candidates and Rs 100 for other candidates.

Selection Procedure: The selection of the candidates will be done on the basis of performance in written exam and interviews to be conducted by the SBI Group in due course of time.

How to apply:

1. Go to the official website:
2. Clicks on Careers link on the homepage of the website.
3. Then click on the job announcement link
4. Download the advertisement of the Job in Hindi or English and read it carefully
5. Fill the form with the payable amount of 600 rs for General category and 100rs for SC/ST/PW
6. submit the form and download a copy and take a print !!

About SBI

State Bank of India (SBI) is one of the Indian multinational, public sector banking and financial services company. It is a government-owned corporation with its headquarters in Mumbai, Maharashtra. As of 2014-15, it had assets of ₹20.480 trillion (US$300 billion) and more than 14,000 branches, including 191 foreign offices spread across 36 countries, making it the largest banking and financial services company in India by assets.

The company is ranked 232nd on the Fortune Global 500 list of the world’s biggest corporations as of 2016.

CBSE begins review of CCE, optional Class X board exam


  • CBSE chairman R K Chaturvedi said on Tuesday that the board was consulting stakeholders on the issue
  • The review comes after many schools and state governments voiced opinion in favour of making the exam compulsory again

NEW DELHI: The CBSE has begun a review of the optional board exams for Class X as well as the Continuous and Comprehensive Evaluation (CCE) followed in affiliated schools.

CBSE chairman R K Chaturvedi said on Tuesday that the board was consulting stakeholders on the issue. “A majority say that a dual system for the Class X exams is confusing. The exams are linked with CCE, and there again most stakeholders feel redundant elements can be removed,” he said. The review comes after many schools and state governments voiced opinion in favour of making the exam compulsory again.

Chaturvedi also an nounced a slew of reforms. He said a committee had been set up to recommend changes in examination bylaws and affiliation rules. Besides, student-friendly initiatives, such allowing them to apply for certificates from any regional office, were in the pipeline.

“These (bylaws) have been written long ago. Though there have been amendments from time to time, many things are not very clear.Education is dynamic and needs reform. We have constituted a committee headed by Pavnesh Kumar, former controller of examinations, to do away with the ambiguities.The idea is to give more teeth for punitive action against affiliation violations and also improve the examination system,” said R K Chaturvedi, chairman, CBSE.

The board has over 18,000 schools under its fold and is planning to digitise all data related to these schools.

“Tracking all schools is a big task. We have devised a system for which the schools have to make some mandatory disclosures. Unless the board has all the data, it can’t improve its planning. Also, the parents and students need to know about their schools and the facilities,” Chaturvedi said.

“The bylaws say fees should be commensurate with the facilities offered by schools. The schools will also have to put up such data on their websites,” the chairman added.

In order to fast-track the affiliation process, the board is also undertaking an e-affiliation initiative and is planning to set up a separate wing for affiliation and examination.

The board is also taking up a major task of sanitising the data before going for the final print of certificates to avoid errors. “These certificates are primary documents for everything and therefore the system needs to be sanitized. After schools fill up the forms, these will be sent to parents for checking and signatures,” Chaturvedi said.

Apart from that, a student will now be able to download his or her certificate from a digital locker. Also, any institution registered with CBSE will be able to get certificates submitted to it authenticated online.

The board is digitising all its certificates, starting with those from 2015 onwards, and any candidate in need of his her certificate can get it from any of the regional offices. In the past, these certificates were available only in the specific region from where the board exam was taken.

Information on examination centres is also being made available online. This would enable candidates to locate a centre on GIS maps in their mobile phones and to view its facilities.