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CBSE GUIDELINES 

The CBSE envisions a robust, vibrant and holistic school education that will engender excellence in every sphere of human endeavor. 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.

CBSE ACCREDITATION

​CCE

The Central Board of Secondary Education (CBSE) has decided to assess schools through standardized instruments and process of internal (self evaluation) and external assessment (peer review) which will encourage sustained qualitative enhancement.
This assessment will be used to accredit schools to provide quality benchmarks in the concept, establishment and running of effective systems within an institution in accordance with changing socio-economic and cultural contexts and new research. It has also been decided that schools get accredited once in every three years.
With the above objective in mind, as first step, the CBSE will initiate accreditation in selected affiliated schools on pilot basis based on their assessment in the areas of Academic processes and outcomes, Co-scholastic processes and outcomes, Infrastructure (adequacy functionality and aesthetics), Human Resources, Management and Administration, Leadership and Beneficiary Satisfaction.

The term continuous in CCE refers to periodicity and regularity in assessment. It does not mean that tests and assignments have to be conducted or given frequently. On the contrary, the scheme of CCE
discourages mechanical testing. It envisages employment of variety of
tools and techniques for assessment in informal and formal settings which are more interesting, relevant and meaningful and involve learners for greater participation and learning.

NCF 2005​

The National Curriculum Framework (NCF 2005) is one of four National Curriculum Frameworks published in 1975, 1988, 2000 and 2005 by the National Council of Educational Research and Training NCERT in India. The document provides the framework for making syllabii,textbooks and teaching practices within the school education programmes in India.
The NCF 2005 document draws its policy basis from earlier government reports on education as Learning Without Burden and National Policy of Education 1986-1992 and focus group discussion. After wide ranging deliberations 21 National Focus Group Position Papers have been developed under the aegis of NCF-2005. The state of art position papers provided inputs for formulation of NCF-2005

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