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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.
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