Stressed teachers don’t understand new system
Teachers complain of added burden.
Under CCE, assessment and teaching are no longer two separate entities.
Assessment has to become an integral part of teaching. Teachers, who feel their
burden has increased, haven’t probably understood the system properly.
Some schools have started assigning more homework and taking more
unit tests. Doesn’t that defeat the purpose of de-stressing students?
We have made it clear to the schools that students should be assessed on the
work that they do in the classroom. The idea is to fruitfully utilise the time
during class. However, to ensure that schools implement CCE properly, we have
started a mentoring and monitoring system in which one school will be in charge
of monitoring a cluster of 15 schools in the neighbourhood.
Students are not comfortable with the idea of being under constant
When we say regular evaluation, we do not mean constant scrutiny from the moment
the child enters a classroom to the time he leaves. The idea has emerged out of
miscommunication. We are clarifying this to schools now.
Do you think the new system lets down the academically-bright
It’s high time we focus on cooperation than competition. I understand bright
students feel the need to be challenged. In their case, we will soon be offering
proficiency tests that will be conducted by agencies outside.
Was the imposition of CCE rushed?
We decided to introduce CCE in the middle of academic year because it gave us
the opportunity to compare two different forms of assessment and get relevant
How do you plan to ensure that schools implement CCE properly in
We want to empower parents with information about CCE through workshops so they
can demand its proper implementation. There will be refresher training courses
with teachers and principals and the mentor/monitoring programme to see schools
interpret the system properly.