PARAKH, a standard-setting body under NCERT, recently submitted an ‘equivalence’ report to the Ministry of Education. 

Recommendations for Uniform Standards in School Boards

• This report provides recommendations on how to achieve equivalence across different school boards, as mentioned in the National Education Policy (NEP) 2020. 
  • The NEP states that PARAKH should promote best practices among school boards and ensure academic standards are equivalent for all learners.

What is Equivalence Across School Boards?

• Current Differences Among Boards
  • Diverse Systems: There are 69 different school boards in India, including state boards, CBSE, ICSE, NIOS, technical and vocational boards, Sanskrit boards, and madrasa boards. 
    • These boards vary in their curriculum, examinations, and organizational structure, leading to perceptions that some boards are “better” than others.
• Purpose of Equivalence
  • Standardized Benchmarks: The aim of achieving equivalence is not to make all boards identical but to ensure that every student, regardless of the board, receives standard facilities and a quality education.
  • Categories for Standards: The equivalence report sets standards for boards in five categories: administration, curriculum, assessment, inclusiveness, and infrastructure.

This approach ensures that all students have access to similar educational resources and opportunities, regardless of the board they are affiliated with.

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About PARAKH

• PARAKH stands for Performance Assessment, Review, and Analysis of Knowledge for Holistic Development.
• It is  a National Assessment Centre.
• It was established as an independent unit within NCERT. 
  • It was created on February 8, 2023.
• Objective: PARAKH aims to set norms, standards, and guidelines for student assessment and other related activities. the four main areas of focus for PARAKH are:
  • Capacity Development in Competency-Based Assessment
    • Project Vidyasagar:
      • It Collaborates with the PhD Chamber of Commerce (PhDCC).
      • Conducts workshops across all States/UTs in India.
      • Focuses on disseminating learning competencies per the National Curriculum Framework 2023 (NCF, 2023).
      • Aims to familiarize teacher educators and teachers with new pedagogical and policy changes.
      • Bridges gaps in competency-based teaching and learning.
  • Large-Scale Achievement Survey
    • Monitors and assesses the country’s educational status periodically.
    • For example: 
      • State Educational Achievement Survey (November 3, 2023):
        • Coverage: Conducted across 30 States and Union Territories (UTs).
        • Grades Assessed: Grades 3, 6, and 9.
        • Subjects Assessed: Foundational Literacy, Numeracy, Language, and Mathematics.
        • Sample Size: Approximately 8 million students.
      • Survey in Rajasthan and Chhattisgarh: It was delayed 
        • Reason for Delay: Assembly elections in these states.
  • Equivalence of School Boards
    • Works with school boards to recommend examination reforms.
    • Aims to establish equivalence across all Indian boards, allowing credit points for academic, vocational, and experiential learning.
    • For example: 
      • Conducted regional workshops between June and August 2023 to collect data on administration, curriculum, assessments, and infrastructure.
      • Used the Equivalence Questionnaire and Question Paper Template Analysis to analyze data.
      • Prepared a report outlining focus areas for achieving equivalence.
      • Held national-level workshops in November and December 2023 for boards to review and provide feedback on the report.
      • Currently drafting Policy Recommendations for equivalence.
  • Holistic Progress Cards for Various Educational Stages
    • Developed 360-degree Holistic Progress Cards for the foundational, preparatory, and middle stages.
    • Objective: Aims to assess Competency-Based learning-teaching comprehensively.
      • Currently developing similar progress cards for the secondary stage.
    • Ensures holistic and competency-based assessments.

Key Recommendations by PARAKH

• Assessment and Grading
  • Cumulative Assessment: Class 9, 10, and 11 performances will contribute to the final Class 12 results. 
    • The weight distribution will be 15% for Class 9, 20% for Class 10, 25% for Class 11, and 40% for Class 12.
  • Credit System: Students will earn credits for each subject, online courses, and extracurricular activities, which will be part of a holistic progress card. 
    • This card includes self-evaluation, teacher assessments, and peer feedback.
• Standardization and Paper Setting
  • Professional Paper Setters: PARAKH recommends training teachers to become professional paper setters to standardize assessments for classes 9 through 12.
  • Question Banks and Blueprints: Boards should create question banks for classes 9 and 11 and prepare blueprints for question papers. Teachers can then use these resources to develop exam papers.
• School Affiliation and Administration
  • Affiliation Guidelines: PARAKH suggests that the guidelines for school affiliation be updated according to its recommendations, such as requirements for a contiguous plot and proper playgrounds.
  • Periodic Reviews: Boards should conduct periodic reviews of affiliated schools and grant affiliations for a maximum of three years.
  • Empowerment of Boards: Boards should have the authority to recognize schools, identify unrecognized institutions, and take necessary actions.
• Examination and Security Measures
  • Preventing Cheating: PARAKH recommends implementing strict protocols to prevent cheating, secure exam papers, and conduct digital assessments where applicable.
• Curriculum and Infrastructure
  • Digital Literacy: Schools should include digital literacy, such as coding and cybersecurity, in their curriculum and follow the National Curriculum Framework for School Education.
  • Basic Facilities: Schools must provide essential facilities, including separate toilets for girls and boys, internet access, libraries, secure rooms for exam papers, labs, and accessibility features like ramps or elevators.

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Challenges and Opportunities in Implementing Equivalence Across Indian School Boards

Understanding the Goal

The primary aim of the equivalence initiative is to ensure that students from any school board in India receive a similar quality of education and have comparable opportunities. This involves standardizing curriculum, assessments, and administrative practices across diverse boards.

Challenges

• Diversity of Boards: India has a complex education landscape with numerous state boards, central boards, and open schools, each with its unique structure, curriculum, and assessment methods. Harmonizing these diverse systems is a significant challenge.
• Infrastructure Gap: There is a vast disparity in infrastructure between schools, especially in rural areas. Implementing recommendations that require facilities like libraries, labs, and digital infrastructure will be challenging in under-resourced schools.
• Teacher Training: Upskilling teachers to align with new assessment methods, curriculum changes, and digital literacy requirements will necessitate extensive teacher training programs.
• State Autonomy: Education is primarily a state subject in India. Convincing states to adopt uniform standards and relinquish some control over their education systems can be politically and administratively complex.
• Resistance to Change: Introducing changes to the established system, such as modifying examination patterns and incorporating continuous assessment, may face resistance from students, parents, and teachers who are accustomed to the traditional methods.
• Monitoring and Enforcement: Ensuring that all boards adhere to the new standards and implement the recommended changes effectively will require robust monitoring and enforcement mechanisms.

Opportunities

• Improved Learning Outcomes: By setting common standards, the equivalence initiative can potentially improve learning outcomes for all students, regardless of the board they belong to.
• Fairer Comparisons: Standardized assessments can enable a more equitable comparison of student performance across different boards, reducing biases.
• Enhanced Mobility: Equivalent qualifications can facilitate easier transfer of students between different boards and states, promoting academic mobility.
• Digital Integration: The focus on digital literacy and online assessments can accelerate India’s digital education journey.
• Collaboration and Knowledge Sharing: The process of developing common standards can foster collaboration among different boards, leading to the sharing of best practices.

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Conclusion

Implementing equivalence across India’s diverse school boards is a monumental task with both significant challenges and potential benefits. Successful implementation requires a concerted effort from the central government, state governments, school boards, and educational stakeholders. Addressing the challenges and leveraging the opportunities will be crucial for realizing the vision of a standardized and equitable education system in India.

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