Historical Background

 

A trail of developments mark 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.

 

 

Jurisdiction

 

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.

 

 

Decentralisation

 

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 click here.  The headquarter constantly monitors the activities of the Regional Offices.  Although,  sufficient powers 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.

 

 

Financial Structure

 

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, admission fee for PMT. All India Engineering Entrance Examination and sale of Board’s  publications.

 

 

Major Activities and Objectives

 

The Central Board of Secondary Education was set up to achieve certain interlinked objectives:

 

Ø      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.

Ø      To fulfill the educational requirements of those students whose parents were employed in transferable jobs.

Ø      To prescribe and update the course of instructions of examinations

Ø      To affiliate institutions for the purpose of examination and raise the academic standards of the country.

 

The prime focus of the Board is on

 

Ø      Innovations in teaching-learning methodologies by devising students friendly and students centered paradigms.

Ø      Reforms in examinations and evaluation practices.

Ø      Skill learning by adding job-oriented and job-linked inputs.

Ø      Regularly updating the pedagogical skills of the teachers and administrators by conducting in service training programmes,  workshops etc.