Central Board of Open Schooling and Examination

Central Board of Open Schooling and Examination
	Official Logo
Type	Open Schooling Education Board
Founded	2021
Founder(s)	Rahul Singh
Headquarters	Lucknow And Delhi
Area served	India
Key people	Rahul Singh (Chairperson)
Focus areas	Flexible, inclusive and lifelong learning
Methods	Open and Distance Learning
Volunteers
Website	Official Website

Central Board of Open Schooling and Examination (CBOSE) is an autonomous national-level open schooling education board in India. It started its journey in 2021 with a resolution of its Governing Council that aimed at making secondary and higher secondary education via an open and distance learning framework.

CBOSE was designed to experiment with both the integration and the cooperation of different states in the area of open schooling. It is the Board that acts as a different academic route for the learners who cannot go along with the regular school system—so, the school dropouts, working persons, adults, and people living in the remote areas or coming from the lower strata of society will not be deprived of education.

The Board's academic framework is based on the National Education Policy (NEP) and is in line with NCERT, NSQF, and the relevant Government of India guidelines. CBOSE runs more than 1,000 affiliated schools and ARC/PRC centers forming a chain.

History

Establishment and Background

In response to India's increasing need for flexible and alternative educational systems, the Central Board of Open Schooling and Examination was established. A sizable portion of students, including adult learners, working people, and school dropouts, needed an academic framework that could meet their varied learning needs outside of traditional classroom settings. CBOSE was founded in tandem with more extensive national education reforms that sought to increase educational access, advance equity, and foster lifelong learning. The Board was created to support open schooling as an alternative and reliable academic route.

Institutional Development

During its formative phase, CBOSE focused on developing academic standards suitable for open and distance learning. The practices through which the whole process went were similar to those in the conventional schools, blending as little as possible with the latter. The study, instead, was very much concentrating on the learner, who would be able to select the subject of his/her interest, while examination procedures were open and clear.

The board was set up in a way that it would not just be survived but also complemented by the existing school boards, which would be providing one more way for the learners to be academically connected.

Role in Open Schooling

CBOSE is a part of the Indian open schooling system and has the main responsibility for curriculum, assessment and certification. Its methodology, that is, the whole system of teaching and learning, is built on accessibility, academic equity and recognition of the learner’s success, thus, aiding the national education for all goals.

Examinations and Assessments

The Central Board of Open Schooling and Examination is responsible for the regular conducting of the examinations for secondary (Class 10) and senior secondary (Class 12) programs under the open schooling policy which is commonly referred to as the open schooling framework. The examination process entails the release of a structured assessment with several dimensions where flexibility is provided along with the guaranteeing of academic standards.

The CBOSE has also instituted measures of assessment for the open and distance learning students, and the students can take exams based on their programs. The Board has adopted practices of transparency, convenience for learners and fair evaluation.

Academic Flexibility and Reforms

CBOSE is a pioneer in applying a learner-centered approach by providing flexible academic and examination options which are tailored to meet the needs of diverse learner profiles, including the employed and adult learners. The Board is inclined towards continuous improvement and thus regularly revamps its academic and assessment processes to keep them in line with the changing education policies and learner requirements.

Objectives and Social Commitment

The primary objective of CBOSE is to promote inclusive education for learners who face barriers to conventional schooling. Its focus groups include:

Economically weaker and disadvantaged sections
Working children, child labourers, and street children
Women and housewives
Minority communities
Persons with disabilities
Marginalised and backward classes

In accordance with constitutional principles, such as Article 21-A of the Indian Constitution and the Right to Education Act, 2009, the Board aims to expand educational services throughout India and overseas.

Educational Programmes

Through open and distance learning, CBOSE provides academic and skill-oriented programs, such as:

Secondary Education (Class 10)
Senior Secondary Education (Class 12)
Vocational education programmes
Skill development and self-reliance training
Special educational schemes for women, minorities and persons with disabilities

Vision

CBOSE has a vision of an education system where quality, equality and opportunity will be united. The Board's mission is to establish an open learning environment that accepts a variety of learner needs and also encourages both traditional and non-traditional ways of education. Moreover, it sees education as a means to empowerment, personal growth, and nation-building.

Nature of Organisation

CBOSE, being an autonomous national-level open schooling education board, primarily an academic authority, active in open schooling, alternative educational models, and inclusive learning frameworks. It is not operating as a commercial or charitable organization providing relief.

Achievements and Recognition

The Central Board of Open Schooling and Examination has played a significant role in changing the perception of open and alternative education in a positive way, thus making the education more accessible for the marginalized and non-traditional learners. Its student-centered approach combined with the stress on the flexibility has made it compatible with the constitutional values and national education policies that support inclusive and lifelong learning.

External Links

Official Website

References