work education in cbse

CBSE Skill Education Syllabus 2023-24 – Download here

The Central Board of Secondary Education (CBSE) has released the curriculum for skill education for the academic year 2023-24. The curriculum is designed to enhance the employability and entrepreneurship skills of students from class VI to XII. The CBSE offers skill education courses in various domains, such as retail, information technology, security, automobile technology, handicraft, coding, and more.

Components of CBSE Skill Education Curriculum:

The CBSE skill education curriculum consists of two components, employability skills and subject-specific skills. The employability skills component covers topics like communication skills, self-management skills, digital literacy skills, entrepreneurial skills, green skills, and financial literacy skills. The subject-specific skills component covers topics related to the chosen domain of the student.

Focus of CBSE Skill Education Courses:

The CBSE skill education courses are designed to be practical and project-based. The focus is on experiential learning and industry exposure. Students are expected to participate in various activities like case studies, role plays, simulations, field visits, internships, etc., to develop their skills and competencies.

Assessment of CBSE Skill Education Courses:

The assessment of CBSE skill education courses is based on both internal and external evaluation. The objective is to measure the effectiveness of the courses in terms of enhancing the employability and entrepreneurship skills of the students.

CBSE Skill Education Syllabus 2023-24 and Support Material:

The syllabus for each skill education course is available on the CBSE website. The students can also access the books and support material for each course on the CBSE website. Students are advised to go through the syllabus and the books carefully to prepare well for the skill education courses.

Conclusion:

In conclusion, the CBSE skill education curriculum is a comprehensive and practical approach to enhance the employability and entrepreneurship skills of students. The focus on project-based learning and industry exposure will help students to develop the necessary skills and competencies. The availability of the syllabus and support material on the CBSE website will enable students to prepare well for the skill education courses.

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Home » 12th Class » CBSE Class 12 Work Experience Syllabus 2025 (New) – Download PDF Here

CBSE Class 12 Work Experience Syllabus 2025 (New) – Download PDF Here

CBSE Class 12 Work Experience Syllabus 2024-25 has been released. You can now download the CBSE Class 12th Work Experience Syllabus PDF from here on aglasem. The Central Board of Secondary Education has published the CBSE Class 12 Syllabus for Work Experience subject. It includes all topics to study in 12th standard from NCERT book of Work Experience. Therefore if you are studying in class 12, then download this Work Experience syllabus to know what to study to learn and prepare for your exams.

CBSE Class 12 Work Experience Syllabus 2024 – 25

The CBSE syllabus for class 12 for Work Experience is as follows.

CBSE Class 12 Work Experience Syllabus 2024-25 PDF Download – Click Here to Download Syllabus PDF

CBSE Class 12 Work Experience Syllabus 2024-25 PDF

The complete curriculum is as follows.

CBSE Class 12 Syllabus 2025

You study more subjects besides Work Experience in 12th class. Thus the subject-wise syllabus for CBSE board students who are in class 12 are as follows.

• Accountancy
• Applied Mathematics
• Bio Technology
• Business Studies
• Carnatic Music
• Computer Science
• Engineering Graphics
• English Elective
• English Core
• Entrepreneurship
• General Studies
• Heaths and Physical Education
• Hindi Elective
• Hindustan Music
• Home Science
• Infomatics Practices
• Knowledge Tradition Practices India
• Legal Studies
• Mathematics
• Physical Education
• Political Science
• Sanskrit Core
• Sanskrit Elective
• Urdu Elective
• Work Experience

CBSE Syllabus 2024-25

The class wise syllabus for CBSE board are as follows.

CBSE Class 12 Work Experience Syllabus 2025 – An Overview

The important things to know about this curriculum are as follows.

If you have any queries on CBSE Class 12 Work Experience Syllabus 2025, then please ask in comments below.

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(Syllabus) CBSE Class 9th & 10th : WORK EDUCATION (A)

Disclaimer: This website is NOT associated with CBSE, for official website of CBSE visit - www.cbse.gov.in

CBSE Board Syllabus (2011) Class : 9th & 10th WORK EDUCATION (A)

Rationale :.

In the new curriculum framework (2000) work experience has been termed as work education and thus makes it an integral component of education. As such it would provide both knowledge and skills through wellstructured and graded programmes, which would help them on their entry into the  world of work. Work education is a distinct curricular area for providing children with opportunities for participation of social and economic activities inside and outside the classroom, which would enable them to understand scientific principles and procedures involved in different tyeps of work.  The productive manual work situations were to be drawn from the area of health and hygiene, food, shelter, clothing, recreation and community service. The competencies to be developed in this field should include knowldege, understanding, practical skills and values through need based life activities.  Prevocational courses should get a prominent place at this stage.  Work edcucation aims at restoring dignity and respect to  all types of manual work, promoting selfreliance in meeting one’s daily needs and those of one’s family and community, increasing productivity through the development of proper work skills and values, and promoting commitment to  the welfare of the society through suitable programme of social work or community service.

Objectives: The major objectives of work education at the Secondary stages are:

To help the pupils to develop essential knowledge and understanding in terms of :

• identifying needs of the self, family and community in respect of food, helath and hygiene, clothing, shelter, recreation and social service.
• acquainting themselves with productive activities in the community;
• understanding facts and scientific principles involved in various forms of work;
• knowing the sources of raw materials and understand the use of tools and equipment in the production of goods and services; understanding the utility of productive work and services to the community;
• understanding the needs of a technologically advancing society in terms of productive processes and skills;
• understanding the processes of planning and organization of productive work;
• conceptualizing their role in productive situations;
• developing abilities for selfevaluation of performance and for entrepreneurship.

To help the pupils to develop skills:

•  for the selection, procurement, arrangement and use of tools and materials for different forms of productive work;
•  to observe, manipulate and participate in work practice;
•  for the application of problemsolving methods in productive work and social service situtions;
•  for greater productive efficiency.
•  to enhance their working competence sufficiently so as to enable them to earn while they learn;
•  to use their creative faculties for devising innovative methods and materials.

To help the pupils to develop proper attitude and values in terms of:

•  respect for manual work and regard for manual workers;
•  socially desirable values such as selfreliance, helpfulness, cooperativeness, teamwork, perseverance, tolerance, etc;
•  proper work ethics such as regularity, punctuality, honesty, dedication, discipline, etc;
•  selfesteem through achievement in productive work and services;
•  a deeper concern for the environment and a sense of belonging, responsibility and commitment for the society;
•  strive for excellence.

Course Content The content of work education comprises two parts i.e. ‘Essential Activities’ for the satisfaction of dayto day needs of the pupils, their families and communities and an Elective Programme of productive work and services, which would result in some remuneration in cash or kind. The component  of productive work practice through ‘Elective Activities’ is most important at this stage and is, therefore, to be assigned a weightage of 70 percent of the school timetable. However, the actual selection of activities/projects/prevocational courses by school would depend upon the availability of natural, physical and human resources in the locality, the socio conomic background of the community and the needs and interests of the pupils.

Essential Activities: List of activities for the secondary School stage is given below :

•  Use of bus, railway, air timetable etc.
•  Milking of dairy animals and managing allied activities.
•  Help in preparation and distribution of midday meal/snacks in composite schools.
•  Preparation of toys and other play materials for self and primary classes.
•  Helping school authorities in organizing exhibitions, picnics, tours and excusions, school functions etc., and then presenting report on that.
•  First aid activities like counting of pulse, taking of temperature and bandaging of wounds after cleaning them.
•  Helping traffic police in the regulation of traffic.
•  Plantation of shady/fuel/ornamental/avenue trees.
•  Preparation of family budget and maintenance of daily household accounts.
•  Acquaintance with common fertilizers and pesticides and their application with apppropriate equipment.
•  To be able to make efforts to know and procure transport facilities from one point to another in cooperation with Panchayat.
•  Acquaintance with common pests and plant diseases and use of simple chemical and plant protection equipment.
•  Handling farm animals for feeding, washing or general examination.
•  Studying the nutrition and health status of people in a village/city/slum/tribal area.
•  Helping in community health programmes for enhancing the nutrition, helath and environmental status of the community through doortodoor contact programmes.
•  Participation in adult literacy programme.
•  Helping in childcare in creches.
•  Volunteer work in hospitals and fairs, during natural disasters and accident etc.

Elective Activities ; Work practice at this stage is to take the form of projects with sequential activities in respect of vocations in the production or service sectors. Intensive projects/prevocational courses in diverse need and occupational areas, to be pursued over a span of time ranging from a few months to the  entire two ears duration of the Secondary stage, are clearly the answer for this requirement. Such projects/prevocational courses are intended to lead to intensive skill formation and proficiency in work which would be conducive to increased productivity and capacity on the part of pupils to  engage in work which enables them to earn while they learn. This emphasis on intensive skill formation is meant to provide a prevocational base to the work education programme at this stage and also to serve as ground preparation for the world for those pupils who terminate their studies after Class X.  For those who continue their education at the higher Secondary Stage, these prevocational courses will serve as preparation for vocational couses at the +2 stage.

A tentative list of such projects/ prevocational courses is given below.

•  Raising of flowers, vegetables, plant and their seedlings in nurseries.
•  Repair and maintenance of equipment for plant protection.
•  Prefabrication of irrigation channels.
•  Development of plants by vegetative propagationbudding, grafting, cutting, layering etc.
•  Raising poultry birds (1) for eggs, (2) for table purposes.
•  Making bakery and confectionery products.
•  Food preservationmaking of jam, jelly, tomato ketchup, pickles.
• Projects relating to nonconventional sources of energysun, wind, tides, biogas, etc.
•  Beekeeping, bottling and marketing of honey.
•  Silk worm rearing for sale or yarnmaking.
•  Mushroom cultivation for consumption, preservation or sale.
•  Cookery skills.
•  Fish rearing in small ponds.
•  Postharvest technology and safe storage of food grains.
•  Use of bacterial fertilizers.
•  Preparation of milk products.
•  Plant protection against pest and diseaes.
•  Soil testing and reclamation measures.
•  Preparation of stationery items such as files, file boards, registers, writing pads, stamping ink, etc.
•  Tieing and dyeing and screen printing as commercial ventures.
•  Garment making.
•  Repair and maintenance of domestic electrical gadgets.
•  Peeparing electric extension boards for use in home/school or for sale.
•  Photographycommerical.
•  Plumbing.
•  Preparing paper out of waste paper.
•  Preparation of decoration pieces of a more sophisticated nature out of plaster of paris.
•  Mat and carpet weaving.
•  Doll making.
•  Hand embroidery.
•  Typewriting with adequate proficiency.
•  Stenography.
•  Running a cooperative store.
•  Running a students bank.
•  Running a book bank.
•  Caning, carpentry and handling the job of a mason.
•  Cycle, scooter repairing.
•  Computer operation & maintenance (surfing, accessing internet, email)
•  Photocopying.
•  Screenprinting.
•  PCO (fax).
•  Maintenance of farm equipments and machines.
•  NCC, NSS, Scouting and Guiding.

Out of the list of Elective Activities suggested above, each pupil is to select one or two activities/projects from different areas of human needs such as food, health and hygience, clothing, shelter, recreation and community service. The number of elective courses to be selected would depend upon the total number of periods required for their performance which schould not exceed 120.

Syllabus Outlines of Some Activities.: In order to enable the translation of the above activities and projects into concrete action and to ensure proper utilization of the allotted time as also optimum attainment of the intended objectives, some of the Essential and Elective Activities have been specified further. For Essential Activities, the number of periods needed for their performance, the class for which they are suitable and tools and materials required, are indicated. In case of Elective Activities, class wise prevocational courses are presented with details content/ major activities, learning outcomes/specific actvities, teaching/learning methods, tools and materials, time required for performance and linkage with other curricular areas.

Specific activities for the remaining activities/projects/prevocational courses can be worked out in similar manner. Syllabus outlines of some activities are given below.

Essential Activities Activity 1 : Studying the nutrition and health status of people in a village/city slum/tribal area. Classes IX or X Period 30

The nutrition and health status of the people reflect and present status and future prospects of a country. Enhancement of the nutrition and health status of the people should, therefore, be the first priority of the national planning for development. Study of the factors responsible for the present  status of nutrition and health will lead to acquisition of facts on the basis of which proper planning for the enhancement of their status can be made. Specific Activities Adoption of a village/city slum/tribal area. Preliminary identification of nutritional and health problems of the community.

Preparation of questionnaire/interview schedule to elicit background and information from family such as:  General information: head of the family, type of family

•  Composition of the family
•  Meal pattern of the family
•  Monthly expenditure pattern on food, clothing, housing, education, medicine, fuel, transport, saving, remittance of debt, recreation, other items.
•  Details of monthly food expenditure.
•  Food produced at home.
•  Food given under speical condition
•  Methods of cooking.
•  Food items stored in the home
•  Food items which are considered "good" and "notgood".
•  Commonly occurring health problem:

Deficiency disease of children other common ailments of children commonly occurring ailments in the family

•  Measures taken to get rid of the ailments
•  Environmental sanitation problem:

Procedure of disposal of wastes (soild or liquid) source of water supply and mode of water storage at home

•  Hygienic habits followed  Health services available Conduct of Survey. Analysis of data and preparation of reports on main findings in respect of :
•  Socioeconomic conditions;
•  environmental sanitation problems;
•  commonly prevalent health problems;
•  malnutrition problems of children, mothers and the community;
•  undesirable nutrition, health and sanitation practices in the community;
•  practicable intervention measures to enhance the nutrition and health status;

Helping in community health programmes and enhancing the nutrition, health and environmental status of the community through doortodoor contact programmes.

Activity 2 : Particpating in the community health programme through doortodoor contact programmes.

Classess IX or X Period 30 : Malnutrition and infection are the major causes of the precarious status of health in the developing world. Malnutrition is not only due to poverty or non availability of food resulting from social and distributive injustice, but also due to ignorance of nutritional facts and undersiable practices.  Malnutrition problems can be resolved to a great extent if judicious selection of food is made possible within economic means and the available foods are better utilized. Infectious diseases are caused mainly by the lingering existence of two fundamental problems of environmental sanitation, mainly  unsafe water supply and unhygienic disposal of waste, specially human excreta. The application of modern scientific knowledge to environmental sanitation can lead to 80 percent of the diseases being effectively controlled.Thus, by developing desirable nutrition, health and environmental sanitation practices in the communities, health problems can be considerably resolved. This can be achieved through environment based education for all age groups of population. A door to door contact programme is the most  effective way of environment based education. Without any nutrition, health and sanitation intervention, the status of nutrition, health and sanitation in the community can be enhanced through functional edcuation by door to door contanct.

Specific Activities: Organizing a conference, inviting the sarpanch of the village, community health worker, personnel from the Primary Health Centre, Public Health Engineer and Block Development Officer and discussing about the community health programmes being implemented in the adopted community and exploring the possibility of their participation and cooperation in the contact programme.  Correlating the nutrition, health and sanitation problems in the adopted community identified from previous survey (Activity 1) with the community health programmes being implemented and preparing a checklist of specific practices desirable in the community such as :

•  Gives supplementary foods of the child from the age of four months.
•  Gives milk to the child in katori and not in a bottle.
•  Feeds the child several times a day.
•  Feeds the child even when sick.
•  Immunizes the child.
•  Washes vegetables before cutting.
•  Makes use of surplus cooking water.
•  Uses green leafy vegetables regularly.
•  Uses raw vegetables/fruits/sprouted grains regularly.
•  Keeps the home surroundings clean.
•  Uses waste water for growing plants.
•  Throws garbage in a pit
•  Keeps teeth clean.
•  Keeps nails trimmed and clean
•  Keeps hair clean and combed.
•  Keeps clothes clean.
•  Defecates away from pathways, sources of water and houses.
•  Washes after defecation outside and not in pond/tank/stream.

Distributing families among members of the project team for doortodoor contact and preparing a time schedule for doortodoor contact programmes, explaining the importance of desirable practices for better nutrition, health and sanitation and recording the practices present in the  family in the checklist of desirable practices.  Discussing the problems encountered by the team members after every 3 contacts, analyzing why a particular desirable practice is not achieved, finding out possible solution to reinforce the programme. Consolidation the records of desirable practices on the first and last contact programme for the entire community and seeing the impact of the programme on the basis of improvement in practice percentage. Assessing individual performance of the project team members on thebasis of their integrity and honesty and improvement in practice percentage in the families assigned to them.

Activity 3 : First Aid: First aid is the immediate and temporary care given to the victim of an accident or sudden illness. The main purpose of first aid is to preserve life, assist recovery and prevent aggravation of the condition until the availability of a doctor, or during transport to casualty home or hospital.

Specific Activities: Preparation and use of First Aid Kit. Dressing of wounds and bandaging.

Management of simple injuries and emergencies :

•  bleeding
•  shock
•  drowning
•  burns
•  snakebites
•  fractures
•  poisoning

Activity 4 : Plantation of Shade/Fuel/Ornamental/Avenue trees. Importance of trees for ecological balance of the environment. Local and exotic trees for various purposes. Factors affecting normal growth of the plants. Specific problems pertaining to certain tree species and their solution. Raising seedlings in the nursery, nursery management. Vegetative propagation of ornamental trees. Planning layout. Planting and after care.

Specific Activities: Identification of shade/fuel/ornamental/avenue trees. Preparation of herbaria of various trees. Phenological observations on vegetative growth, emergence of new shoots/leaves, flowering, fruiting, etc.Identification of seeds, seed treatment before sowing in the nursery. Preparation of nursery beds for sowing the seeds. Raising seedlings in the nursery and nursery management. Vegetative propagation by cuttings, layerage. Layout for planting Digging pits for planting. Preparation of soilmanure mixture for filling the pits. Transfer of seedlings for plantation. Planting with the help of planting board or rope. Providing treeuards/fencing for protection (made of iron bars/empty old drums/throny twigs/ bricks/ barbed wire/live fence, etc.) After care of the plants; watering, weeding mulching, hoeing, protection against disease, pests, animals, adverse weather conditions, etc.

Activity 5 : Acquaintance with Common Fertilizers and pesticides and their Application with Appropriate Equipment. Elements of plant nutrition, Common fertilizers nitrogenous, phosphatic. Concept of biofertilizers, micronutrients, Common insecticides, fungicides, weedicides. Calculation of doses.  Plant protection equipment; various types of sprayers and dusters. Use and maintenance of PP equipment. Methods of fertilizers application soil and foliar application.

Specific Activities: Identification of various fertilizers, fungicides, insecticides, Weedicides, biofertilizers. Identification of various parts of sprayers and dusters. Calibration of PP equipment. Calculation of doses of fertilizers, pesticides, etc. for specific purpose. Preparation of working solution of PP chemicals. Use of PP equipment. Fertilizer application through basal dressing, top dressing and foliar spraying. Use of biofertilizers for legume crops. Band placement of fertilizers inhorticultural crops. General observations of crops/plants/after application of fertilizers/pesticides and their comparison with the untreated ones.Activity 6 :Acquaintance with Common Pests and Diseases of Plants and Use of Simple Chemicals and Plant Protection Equipment. Significance of pests and diseases inagriculture. Their control measures. General idea about biological and integrated control measures. Common insecticides, fungicides, weedicides. Common plantprotection equipment, their construction details, simple repairs and maintenance. Precautions while using PP chemicals. Common pests of important field crops,vegetable and fruit crops. Common diseases of important field crops, vegetable and fruit crops.

Specific Acitivies Collection and preservation of insects, their larvae, pupae, eggs. Collection and preservation of diseases affected plant parts. Identification anddescription of pests and diseases of crops. Identification of plant protection chemicals. Estimation of crops damage due to pests and diseases. Cleaning,maintenance and simple repairs of PP equipment. Operation of PP equipment. Preparation of working solutions of PP chemicals. bservation of plant afterapplication of PP chemicals. Comparison between the treated and untreated plants. Seed treatment with fungicides.

Activity 7 : Preparation of Family Budgetnd Maintenance of Daily Household Accounts.

Specific Activities Identifying importance of house hold accounts. Learning the procedure of recording transactions. Keeping records of expenses, vouchers,eceipts, bill, etc. Preparing simple receipts and payment account in the register systematically and neatly. Comparing past receipts and payments withpresent receipts and payments.

Specific Activities Discriminating between necessities, comforts and luxuries of different families. Preparing a list of consumble articles of the family. Collectingcomparative prices for the required consumable articles. llocating the family income on various heads. Preparing family budget. Making a comparativetudyof the budget of families from lower class, lower middle and middle class.

Activity 8 : Use of Bus and Railway Time Table and Other Information Sources.

Specific Activities Appreciating the importance of bus, railway and other timetables. Collecting bus timetable from bus stand and railway timetable from railway station.

Studying various parts of timetables. Learning procedures of consulting bus and railway timetable. Planning bus and railway journey for different purposes and different destinations and routes.

Activity 9 : Helping School Authorities in Oragnizing (a) picnics, tours, excursions, functions. (b) exhibitions.

Specific Activities Helping school authorities in the organization of picnics, tours, excursions and school functions:  Planning the programme;  forming groups for different fucntions such as conveyance, food, games and entertainment, collection of funds and maintenance of accounts;  making arrangements/preparation of each activity;  organizing/performing activities on the day of the picnic, tour/excursion, function;  evaluation of the success of the programme/effectiveness of the activity undertaken.

Helping school authorities in organizing exhibitions:  planning the programme;  collecting/making exhibits and keeping them safely;  collecting suitable tables, boards, etc. for display;  cleaning and decorating the exhibition hall or ground;  displaying the exhibits on proper spots according to plan;  doing reception duty on the day of the exhibition;  explaining exhibits to the visitors;  collecting the exhibits after the exhibition and restoring them to their owners/the school authorities;  putting back the furniture, etc. in its proper place.

Activity 10 : Participation in AdultLiteracy Programmes.

Specific Activities Survey to the neighbourhood and identification of adult illiterates. Making doortodoor visits and persuading them to join literacy classes. Grouping the illiterates according to their age, occupation and interests. Grouping students on the basis of their known capabilities and interests. Selecting literacy materials with the guidance and help of the teacher. Making spatial and physical arragements for conducting the programme.

Making adequate preparation for teaching, including the selection of teaching aids. Teaching adults in groups. Getting together in class and reviewing the progress of work and problems, if any Correcting the teaching methods and procedures in the light of experience. Evaluting the progress of adult literacy and maintaining records. Materials, Tools and Equipment Required : Charts, maps, register, almirah, etc.

Activity 11 : Material for Classroom Use.

Specific Activities Identification of the concept/topic/lession for which teaching aids are to be prepared. Identification of the teaching aids to be preparedflashcards, chart, model, scrapbook, flannelboard, improvised apparatus, etc. Making a plan/working drawing of the teaching aid as also a list of tools and materials required. Collecting materials needed for making it. Preparing the teaching aid under the guidance of the teacher. Using the teaching aid on a smaple of students to find out its effectiveness and defects. Correcting the defects. Submitting it to the school authorities for use.

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CBSE Syllabus of Class 10 Work Education 2019-20

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CBSE Syllabus Class 10 Work Education – in PDF

CBSE Syllabus of Class 10 Work Education 2019-20 in PDF format for free download. Work Education syllabus for 2019 2020 class 10 is now available in   myCBSEguide mobile app . The curriculum for March 2020 exams is designed by CBSE, New Delhi as per NCERT textbooks for the session 2019-20.

CBSE Syllabus for class 10 Work Education 2019-20

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CBSE Syllabus of Class 10 Work Education

Co-Scholastics Activities Evaluation of Work Education/Pre-vocational Education, Art Education and Physical and Health Education will be done by the schools. CBSE has developed guidelines for internal assessment in these subjects which the schools are expected to keep in view while organizing teaching and evaluation of these subjects. Following publications of the Boards are recommended for their use and reference which give outlines of syllabi and hints for evaluation:

• Work Education in Schools.
• Art Education in Schools.
• Health and Physical Education in Schools.

WORK EDUCATION (500) Rationale In the National Curriculum Framework (2005) Work Experience has been termed as Work Education and thus makes it an integral component of education. As such it would provide both knowledge and skills through well-structured and graded programmes, which would help them on their entry into the world of work. Work Education is a distinct curricular area for providing children with opportunities for participation in social and economic activities inside and outside the classroom, which would enable them to understand scientific principles and procedures involved in different types of work. The productive manual work situations were to be drawn from the area of health and hygiene, food, shelter, clothing, recreation and community service. The competencies to be developed in this field should include knowledge, understanding, practical skills and values through need-based life activities. Pre-vocational courses should get a prominent place at this stage. Work Education aims at restoring dignity and respect to all types of manual work, promoting self-reliance in meeting one’s daily needs and those of one’s family and community, increasing productivity through the development of proper work skills and values, and promoting commitment to the welfare of the society through suitable programme of social work or community service. This is a two-year syllabus for classes IX and X. It has been designed with following objectives for Students:

Objectives The major objectives of Work Education at the Secondary stage are:

• identifying needs of the self, family, and community in respect of food, health and hygiene, clothing, shelter, recreation and social service;
• acquainting themselves with productive activities in the community;
• understanding facts and scientific principles involved in various forms of work;
• knowing the sources of raw materials and understand the use of tools and equipment in the production of goods and services; understanding the utility of productive work and services to the community;
• understanding the needs of a technologically advancing society in terms of productive processes and skills;
• understanding the processes of planning and organization of productive work;
• conceptualizing their role in productive situations;
• developing abilities for self-evaluation of performance and for entrepreneurship.
• for the selection, procurement, arrangement and use of tools and materials for different forms of productive work;
• to observe, and participate in work practice;
• for the application of problem-solving methods in productive work and social service situations;
• for greater productive efficiency;
• to enhance their working competence sufficiently so as to enable them to earn while they learn;
• to use their creative faculties for devising innovative methods and materials.
• respect for manual work and regard for manual workers;
• socially desirable values such as self-reliance, helpfulness, cooperativeness, teamwork, perseverance, tolerance, etc.
• proper work ethics such as regularity, punctuality, honesty, dedication, discipline, etc.
• self-esteem through achievement in productive work and services;
• a deeper concern for the environment and a sense of belonging, responsibility and commitment for the society;
• strive for excellence.

Course Content The content of Work Education comprises of three categories, i.e.,

• Self-help Activities: A programme for the satisfaction of day-to-day needs of the students and their families.
• Community Out-reach Activities:  A programme for sensitization of the students towards their responsibility to satisfy the community needs.
• Pre-vocational Skill Development Activities:  This is the most important programme as it is designed to prepare the students for the world of work. However, the actual selection of activities/projects/pre- vocational courses by school would depend upon the availability of natural, physical and human resources in the locality, the socioeconomic background of the community and the needs and interests of the students.

Work education is a distinct curricular area for students for participation in social, economic and welfare activities. Student gets a sense of community service and develops self-reliance. Schools should promote Work Education Activities for holistic development of the student. These activities are to be graded on a 5-point grading scale (AtoE) and will have no descriptive indicators. No upscaling of grades will be done. The grading is to be done by the concerned teacher facilitating the activity.

The total number of periods for performance of the work education activities should be approximately 120 periods for two years at the secondary stage. SECTION WISE WEIGHTAGE IN WORK EDUCATION (for One Academic Year)

• First aid activities like counting of pulse, taking of temperature and bandaging of wounds after cleaning them.
• Preparation of family budget and maintenance of daily household accounts.
• To be able to know and procure transport facilities from one point to another using online resources or cooperation with local authorities such as Panchayat.
• Understanding the basic traffic rules and helping traffic police in the regulation of traffic.
• Helping school authorities in organizing exhibitions, picnics, tours and excursions, school functions, etc.
• Basic cooking activities. The total number of periods for performance of the Self-Help activities may be 20 periods for two years at the secondary stage
• Studying the nutrition and health status of people in a village/city/slum/tribal area.
• Helping in community health programmes for enhancing the nutrition, health and environmental status of the community through door-to-door contact programmes.
• Volunteer work in hospitals and fairs, during natural disasters and accident, etc.
• Activities related to sensitization towards needs of differently abled and elderly persons.
• Activities related to sensitization towards weaker sections of society.
• Participation in cleanliness drives in schools, community and neighborhood areas.
• Participation in adult literacy programme.
• Plantation and care of shady/fuel/ornamental/avenue trees. The total number of periods for performance of the Community-Outreach activities may be 40 periods for two years at the secondary stage
• Pre-vocational Skill Development Activities Work practice at this stage is to take the form of projects with sequential activities in respect of vocations in the production or service sectors. Intensive projects/prevocational courses in diverse need and occupational areas, to be pursued over a span of time ranging from a few months to the entire two-years duration of the Secondary stage, are clearly the answer for this requirement. Such projects/pre-vocational courses are intended to lead to intensive skill formation and proficiency in work which would be conducive to increased productivity and capacity on the part of students to engage in work which enables them to earn while they learn. This emphasis on intensive skill formation is meant to provide a pre-vocational base to the work education programme at this stage and also to serve as ground preparation for the world for those students who terminate their studies after Class X. For those who continue their education at the Senior School Stage, these pre-vocational courses will serve as preparation for vocational courses at the +2 stage. The total number of periods for performance of the Pre-vocational Skill Development activities may be 60 periods for two years at the secondary stage Choose any two activities of the following: one is to be completed in class IX.

Agriculture and Horticulture Skills

• Acquaintance with common fertilizers and pesticides and their application with appropriate equipment.
• Acquaintance with common pests and plant diseases and use of simple chemical and plant protection equipment.
• Raising of flowers, vegetables, plants and their seedlings in nurseries.
• Repair and maintenance of equipment for horticulture and agriculture.
• Prefabrication of irrigation channels.
• Development of plants by vegetative propagation budding, grafting, cutting, layering, etc.
• Mushroom cultivation for consumption, preservation or sale.
• Post-harvest technology and safe storage of food grains.
• Making of bio fertilizers.
• Plant protection against pest and diseases.
• Soil testing and reclamation measures.
• Maintenance of farm equipment and machines.

Animal Husbandry Skills

• Milking of dairy animals and managing allied activities.
• Handling farm animals for feeding, washing or general examination.
• Raising poultry birds (1) for eggs, (2) for table purposes.
• Bee-keeping, bottling and marketing of honey.
• Silk worm rearing for sale or yarn-making.
• Fish rearing in small ponds.

Skills for Food Manufacture

• Making bakery and confectionery products.
• Food preservation making of jam, jelly, tomato ketchup, pickles.
• Projects relating to non-conventional sources of energy sun, wind, tides, biogas, etc.
• Cookery skills.
• Preparation of milk products.

Skills for Textiles.

• Tie-dyeing and screen printing as commercial ventures.
• Garment making.
• Mat and carpet weaving.
• Hand embroidery.
• Stitching and Tailoring.

Other Skills

• Preparation of stationery items such as files, fle boards, registers, writing pads, stamping ink, etc.
• Preparing paper out of waste paper
• Repair and maintenance of domestic electrical gadgets.
• Preparing electric extension boards for use in home/school or for sale.
• Preparation of decoration pieces of a more sophisticated nature out of plaster of paris.
• Doll making.
• Preparation of toys and other play materials for self and primary classes.
• Typewriting with adequate proficiency.
• Stenography.
• Running a cooperative store.
• Running a book bank.
• Caning, carpentry and handling the job of as mason.
• Cycle, motorcycle and scooter preparing.
• Computer operation and maintenance
• Photocopying
• Screen-printing
• Photography-commercial.
• Making of assisting devices/material for persons with special needs

Suggested Outlines of Some of the Activities In order to enable the translation of the above activities and projects into concrete action and to ensure proper utilization of the allotted period as also optimum attainment of the intended objectives, some of the self-help and community out-reach activities have been specified further. Suitable tools and material are indicated for these activities. Tasks for the remaining activities/projects/pre-vocational courses can be worked out in similar manner.

Activity 1 Studying the nutrition and health status of people in a village/city slum/tribal area. The nutrition and health status of the people reflects the present status and future prospects of a country. Enhancement of the nutrition and health status of the people is a first priority of the national planning for development. Study of the factors responsible for the present status of nutrition and health will lead to acquisition of facts on the basis of which proper planning for the enhancement of their status can be made.

Suggested Tasks

• Adoption of a village/city slum/tribal area.
• Preliminary identification of nutritional and health problems of the community.
• General information: head of the family, type of family
• Composition of the family
• Meal pattern of the family
• Monthly expenditure pattern on food, clothing, housing, education, medicine, fuel, transport, saving, remittance of debt, recreation, other items.
• Details of monthly food expenditure.
• Food produced at home.
• Food given under special condition
• Methods of cooking.
• Food items stored in the home
• Food items which are considered “good” and “not-good”.
• deficiency disease of children
• other common ailments of children
• commonly occurring ailments in the family
• measures taken to get rid of the ailments
• procedure of disposal of wastes (solid or liquid)
• source of water supply and mode of water storage at home
• Hygienic habits followed
• Health services available
• Conduct of Survey.
• socioeconomic conditions;
• environmental sanitation problems;
• commonly prevalent health problems;
• malnutrition problems of children, mothers and the community;
• undesirable nutrition, health and sanitation practices in the community;
• practicable intervention measures to enhance the nutrition and health status.

Activity 2 Participating in the community health programme through door-to-door contact programmes. Malnutrition and infection are the major causes of the precarious status of health in the developing world. Malnutrition is not only due to poverty or non-availability of food resulting from social and distributive injustice, but also due to ignorance of nutritional facts and undesirable practices. Malnutrition problems can be resolved to a great extent if judicious selection of food is made possible within economic means and the available foods are better utilized. Infectious diseases are caused mainly by the lingering existence of two fundamental problems of environmental sanitation, mainly unsafe water supply and unhygienic disposal of waste, specially human excreta. The application of modern scientific knowledge to environmental sanitation can lead to 80 percent of the diseases being effectively controlled. Thus, by developing desirable nutrition, health and environmental sanitation practices in the communities, health problems can be considerably resolved. This can be achieved through environment based education for all age groups of population. A door to door contact programme is the most effective way of environment-based education. Without any nutrition, health and sanitation intervention, the status of nutrition, health and sanitation in the community can be enhanced through functional education by door to door contact.

• Organizing a conference, inviting the sarpanch of the village, community health worker, personnel from the Primary Health Centre, Public Health Engineer and Block Development Officer and discussing about the community health programmes being implemented in the adopted community and exploring the possibility of their participation and cooperation in the contact programme.
• Gives supplementary foods to the child from the age of four months.
• Gives milk to the child in bowl and not in a bottle.
• Feeds the child several times a day. – Feeds the child even when sick.
• Immunizes the child.
• Washes vegetables before cutting.
• Makes use of surplus cooking water.
• Uses green leafy vegetables regularly.
• Uses raw vegetables/fruits/sprouted grains regularly.
• Keeps the home surroundings clean.
• Uses wastewater for growing plants.
• Throws garbage in a pit
• Keeps teeth clean.
• Keeps nails trimmed and clean
• Keeps hair clean and combed.
• Keeps clothes clean.
• Defecates away from pathways, sources of water and houses.
• Washes after defecation outside and not in pond/tank/stream.
• Distributing families among members of the project team for door-to-door contact and preparing a time schedule for door-to-door contact programmes, explaining the importance of desirable practices for better nutrition, health and sanitation and recording the practices present in the family in the checklist of desirable practices.
• Discussing the problems encountered by the team members after every 3 contacts, analyzing why a particular desirable practice is not achieved, finding out possible solution to reinforce the programme.
• Consolidation the records of desirable practices on the first and last contact programme for the entire community and seeing the impact of the programme on the basis of improvement in practice percentage.
• Assessing individual performance of the project team members on the basis of their integrity and honesty and improvement in practice percentage in the families assigned to them.

Activity 3 First Aid First aid is the immediate and temporary care given to the victim of an accident or sudden illness. The main purpose of first aid is to preserve life, assist recovery and prevent aggravation of the condition until the availability of a doctor, or during transport to casualty home or hospital.

• Preparation and use of First Aid Kit.
• Dressing of wounds and bandaging.
• snake bites

Activity 4 Plantation and care of Shade/Fuel/Ornamental/Avenue trees. Importance of trees for ecological balance of the environment. Local and exotic trees for various purposes. Factors affecting normal growth of the plants. Specific problems pertaining to certain tree species and their solution. Raising seedlings in the nursery, nursery management. Vegetative propagation of ornamental trees. Planning layout. Planting and after care.

Suggested Tasks Identification of shade/fuel/ornamental/avenue trees. • Preparation of herbaria of various trees.

• Phenological observations on vegetative growth, emergence of new shoots/leaves, flowering, fruiting, etc.
• Identification of seeds, seed treatment before sowing in the nursery.
• Preparation of nursery beds for sowing the seeds.
• Raising seedlings in the nursery and nursery management.
• Vegetative propagation by cutting, layerage.
• Layout for planting.
• Digging pits for planting.
• Preparation of soil-manure mixture for filling the pits.
• Transfer of seedlings for plantation.
• Planting with the help of planting board or rope.
• Providing tree-guards/fencing for protection (made of iron bars/empty old drums/ throny twigs/bricks barbed wire/live fence, etc.)
• After care of the plants; watering, weeding, mulching, hoeing, protection against disease, pests, animals, adverse weather conditions, etc.

Activity 5 Preparation of Family Budget and Maintenance of Daily Household Accounts. Suggested Tasks

• Identifying importance of household accounts.
• Learning the procedure of recording transactions.
• Keeping records of expenses, vouchers, receipts, bills, etc.
• Preparing simple receipts and payment account in the register systematically and neatly.
• Comparing past receipts and payments with present receipts and payments.
• Discriminating between necessities, comforts and luxuries of different families. Preparing a list of consumable articles of the family.
• Collecting comparative prices for the required consumable articles.
• Allocating the family income on various heads.
• Preparing family budget.
• Making a comparative study of the budget of families from lower class, lower middle and middle class.

Activity 6 Helping school authorities in organizing:

• picnics, tours, excursions, functions.
• exhibitions.
• planning the programme;
• forming groups for different functions such as conveyance, food, games and entertainment, collection of funds and maintenance of accounts;
• making arrangements/preparation of each activity;
• organizing/performing activities on the day of the picnic, tour/excursion, function;
• evaluation of the success of the programme/effectiveness of the activity undertaken.
• collecting/making exhibits and keeping them safely;
• collecting suitable tables, boards, etc., for display;
• cleaning and decorating the exhibition hall or ground;
• displaying the exhibits on proper spots according to plan;
• doing reception duty on the day of the exhibition;
• explaining exhibits to the visitors;
• collecting the exhibits after the exhibition and restoring them to their owners/the school authorities;
• putting back the furniture, etc., in its proper place.

Activity 7 Participation in Adult-Literacy Programmes. Suggested Tasks

• Survey of the neighborhood and identification of adult illiterates.
• Making door-to-door visits and persuading them to join literacy classes.
• Grouping the illiterates according to their age, occupation and interests.
• Grouping students on the basis of their known capabilities and interests.
• Selecting literacy materials with the guidance and help of the teacher.
• Making spatial and physical arrangements for conducting the programme.
• Making adequate preparation for teaching, including the selection of teaching aids.
• Teaching adults in groups.
• Getting together in class and reviewing the progress of work and problems, if any.
• Correcting the teaching methods and procedures in the light of experience.
• Evaluating the progress of adult literacy and maintaining records.

Download CBSE Syllabus of Class 10th 

• Mathematics
• Social Science
• English Communicative
• English Language and Lit
• Foundation of IT
• Home science

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CBSE-led National Education Policy (NEP) 2020 Reform Initiatives: Where We Are and Road Ahead

By  dr. sweta singh, joint secretary, academics, cbse  and  nidhi srinath.

Feb 20, 2023

This article provides an overview of CBSE reforms, shared by Dr. Sweta Singh (Joint Secretary, Academics, CBSE), in three important areas- Competency-based Education, Assessments and Teacher Capacity Building, all of which are critical to strengthening the Indian education system.

The expected outcome of 17 years of schooling for children often has at its core some of the common abilities that we aspire for our children to possess; this includes confidence, awareness, and the ability to bring about positive change in society.

The National Education Policy (NEP) 2020, has set out ambitious goals to revise and revamp the national education landscape in India. It focuses on skills associated with 21st century education, while addressing contemporary developmental imperatives of the country. Education in the 21st century translates into enabling students to become lifelong learners, who carry the acumen and desire to learn, unlearn and re-learn at all critical junctures of life.

“The key overall thrust of curriculum and pedagogy reform across all stages will be to move the education system towards real understanding and towards learning how to learn – and away from the culture of rote learning as is largely present today” National Education Policy, 2020

The Central Board of Secondary Education (CBSE) has implemented various initiatives to develop student capabilities, as envisaged by the NEP 2020. This article provides an overview of CBSE reforms in three important areas- Competency-based Education, Assessments and Teacher Capacity Building, in the subsequent sections. 

• Understanding the Need of Competency-based Education 

CBSE emphasizes on the need to shift away from rote learning and adopt competency-based education, focused primarily on applying knowledge and skills in real life. This kind of education takes an outcome-based approach, the essential elements of which can be seen in the figure below:

In order to translate competency-based education (CBE) into reality, the Board emphasizes the need for pedagogical interventions in day-to-day teaching learning processes. Such interventions do not require expensive or elaborate resources, but just incremental, appropriate effort from the teachers while planning lessons. Towards this end, CBSE has developed different resources- manuals and handbooks, in collaboration with partners like- British Council, Central Square Foundation, and Azim Premji University, among others, that provide actionable steps to be used to implement CBE in classrooms. The Board has also developed a CBE microsite in order to ensure adequate last mile dissemination of these resources. 

Additionally, CBSE has curated numerous student enrichment activities to make learning fun and engaging for students. It also actively calls for such enrichment activities to be integrated with the curriculum, instead of treating it as a co-curricular activity. The table below reflects the range of activities that CBSE provides to students under different themes:

2. Transforming Assessments

When it comes to Assessments, CBSE is pioneering reform initiatives within the country by focusing on assessing the level of foundational skills, core concepts and higher order competencies. CBSE Board question papers have been modified to include more diverse formats, such as assertion/reasoning questions and case-based questions. Students have also been provided with the option to choose from two levels of Mathematics examinations- Basic and Standard, in Grade 10, to cater to different kinds of learners and reduce overall student stress levels.

In order to ensure proper implementation of the CBE, the Board has developed the SAFAL assessment, which establishes a formal protocol to collect valid and reliable data to chart students’ performance on competencies at and below the grade level, and monitor progress, eventually nudging the system to adopt competency-based education. 

SAFAL data would generate classroom-level insights that can then be used by teachers and school heads to improve learning outcomes of children, by developing classroom-level interventions. 

Furthermore, the Board has established The Centre for Excellence in Assessment for providing research-based inputs to improve the quality of all examinations as well as training of paper setters and evaluators to standardize assessment, making it consistent with  international parameters. The Centre’s work on education assessment systems is envisaged to range from helping schools design and implement effective classroom formative and competency-based assessment systems to working with states and other partners on both technical and practical issues associated with large-scale assessments.

3. Capacity Building for Teachers

CBSE recognises the role that teachers play in translating policies into action within the classrooms. In order to ensure that teachers are well-equipped to impart competency-based education to students, Teacher Energised Resource Materials (TERM) were curated for Grades 1-10 by the Board. These resources are aimed at supporting teachers to incorporate learning outcomes that are mapped to the NCERT framework in their day-to-day teaching and learning activities with children. To provide further comprehensive support to teachers, CBSE also developed a learning framework for different subjects based on the existing curriculum. This learning framework provides teachers with an idea of learning outcomes and learning indicators of different topics within the syllabus. A comprehensive document with model items was developed to bring everything together.

CBSE prioritizes holistic development of students and advises schools to meet social and emotional developmental needs of children, while adopting an integrated approach for transacting life skills education. To take this forward, the Board has developed resource materials for teachers and other relevant stakeholders.  

This material is available at the CBSE academic website here.

Besides this, there is continuous focus on building good quality teacher capacity through the CBSE Training Unit.

Way Forward

CBSE plays an important role in leading change in the Indian education system, as envisioned in the National Education Policy 2020. As next steps, the Board plans on strengthening Board Examinations, administering and conducting SAFAL in more CBSE schools, enhancing school quality through the School Quality Assessment and Assurance (SQAA) Framework and finally, working towards making assessments more holistic. It is expected that the collaborative, as well as, the individual contributions of different CBSE schools through the Sahodaya School Complexes and the Hubs of Learning will complement the efforts taken by the Board. 

Authored by

Dr. Sweta Singh, Joint Secretary, Academics, CBSE

Nidhi srinath.

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1. Basic Information

2. Responsibilities

3. Pedagogy

3.1. Pedagogical Plan

4. Students and Inclusivity

5. Assessment Practices

6. Training

7. ShikshaVani

8. Vidya-Daan

10.Examination and Evaluation

11. Hubs of Learning

12. Competitions

13. Environmental Conservation

14. Disaster Management