1|Page

AN ANALYSIS OF THE
DIFFERENT TYPES OF
EDUCATION BOARDS IN INDIA

A report on
2|Page

AN ANALYSIS OF THE DIFFERENT TYPES OF

EDUCATION BOARDS IN INDIA

Prepared for
Dr. Rayson K. Alex
(Department of Humanities and Social Sciences)
Group 13
Eddula Mourya Reddy 2017B4PS1025G
Harshvardhan Walia 2017B4PS1027G
Kartikey Sharma 2017B5PS0420G
Nikhil P. S. Bisht 2017B5PS0610G
N S Parrivesh 2017B5PS0619G
Samridh Deva 2017B5PS0588G
Vanshika Kapoor 2017B5PS0624G

In the partial fulfilment of the requirements of

BITS F112: Technical Report Writing

Declaration
3|Page

We, the students of the Technical Report Writing Course (BITS F112) Semester-2, hereby

declare that the project work presented in this report entitled “An analysis of the different types

of education boards in India”, is our own work and has been carried out under the supervision of

Dr. Rayson K. Alex, Professor, Department of Humanities and Social Sciences, BITS Pilani,

K.K. Birla Goa Campus.

This work has not been previously submitted to any other institution or course for any

examination.

Date: 12th April, 2018

Place: BITS Pilani, K.K. Birla Goa Campus

Student’s names: Signatures

Eddula Mourya Reddy

Harshvardhan Walia

Kartikey Sharma

N S Parrivesh

Nikhil P.S. Bisht

Samridh Deva

Vanshika Kapoor

Certificate
4|Page

This is to certify that the report entitled “An analysis of the different types of education boards in
India”, has been done by us:
Eddula Mourya Reddy 2017B4PS1025G
Harshvardhan Walia 2017B4PS1027G
Kartikey Sharma 2017B5PS0420G
N S Parrivesh 2017B5PS0619G
Nikhil P.S. Bisht 2017B5PS0610G
Samridh Deva 2017B5PS0588G
Vanshika Kapoor 2017B5PS0624G

of the Technical Report Writing Course (BITS F112) during Semester-2 from BITS Pilani, K.K.
Birla Goa Campus, under the supervision of Dr. Rayson K. Alex.

__________________________
Dr. Rayson K. Alex

Acknowledgements
5|Page

We are immensely indebted to Dr. Rayson Alex for his guidance and encouragement. We are

also grateful for his advice regarding the making of the report and its analysis.

Our heartfelt gratitude goes to all the students for their help and collaboration in answering the

questionnaire of the survey. This gave us sufficient data to be able to compare the different types

of boards existing in India.

We would not have been able to complete the report without their help.

Abstract
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India has more than 1.4 million schools and more than 230 million students enrolled in them. All

schools are not governed by a single board system. This report gives an insight to the major

boards and compares them on several factors such as syllabus, evaluation scheme offered by

boards, balance between practical and theoretical knowledge; which play a vital role in choosing

the board. Topics such as reservation and competitive nature of boards are also discussed in the

report.

A survey was also conducted to know the views of people on their respective boards so that more

firsthand information could be gained. Recommended changes and conclusions are mentioned in

the end.

List of Illustrations
7|Page

Fig 3.1 – CBSE: Quality of Curriculum

Fig 3.2 – ICSE: Quality of Curriculum

Fig 3.3 – State Boards: Quality of Curriculum

Fig 3.4 – CBSE: Evaluation Scheme

Fig 3.5 - ICSE: Evaluation Scheme

Fig 3.6 – State Boards: Evaluation Scheme

Fig 3.7 – CBSE: Flexibility in choosing subjects

Fig 3.8 – ICSE: Flexibility in choosing subjects

Fig 3.9 –State Boards: Flexibility in choosing subjects

Fig 4.1 – CBSE: Balance between Practical and Theoretical Knowledge

Fig 4.2 – ISCE: Balance between Practical and Theoretical Knowledge

Fig 4.3 – State Board: Balance between Practical and Theoretical Knowledge

Fig 4.4 – CBSE: Importance to other languages

Fig 4.5 – ICSE: Importance to other languages

Fig 4.6 – State Boards: Importance to other languages

Fig 5.1 – CBSE: Competitive Nature

Fig 5.2 - ICSE: Competitive Nature

Fig 5. 3– State Boards: Competitive Nature

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Fig 5. 4- CBSE: Basis of Reservation

Fig 5. 5- ICSE: Basis of Reservation

Fig 5. 6– State Boards: Basis of Reservation

Contents
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Page

Acknowledgements ……………………………………………………………………. V

Abstract ………………………………………………………………………………… VI

List of Illustrations…………………………………………………………………… VII

Content

1. Introduction 11

2. A Brief History of the education system 14

3. An analysis on the basis of Academics 15

3.1 Analysis based on the syllabus 15

3.2 Evaluation Scheme of different boards 17

3.3 Analysis based on freedom of choosing the subjects 19

4. An analysis on the basis of connection with the real world 21

4.1 Balance between practical and theoretical knowledge 21

4.2 Importance to other languages 22

5. An analysis of other aspects 23

5.1 Competitive nature of boards 23

5.2 Reservation in Boards 24

6. Recommended Changes 29
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7. Conclusion 30

8. Questionnaire 31

9. Appendix 33

10. Index 34

11. Bibliography 35

1. Introduction
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The Indian school education system is one of the largest and most complex in the world. The

complexity of the system stems from India’s need to maintain standard and uniformity, while

giving scope for its diverse culture and heritage to grow and flourish across the length and

breadth of the country. After independence India has worked hard to provide access to almost all

its young people, but it has only just begun to focus on aspects of quality and seek to improve

learning outcomes.

This report gives an overall picture into this vast and continuously changing Indian School

Education System.

The Indian education system is structured as follows:

• Pre-school: Education at this level is not compulsory. The Montessori system is especially

popular at the pre-school level.

• Private play schools: Catering for children between the ages of 18 months and three years.

• Kindergarten: This is divided into lower kindergarten (for three to four-year-olds) and upper

kindergarten (for four to five year-olds).

• Primary school: First to fifth grade (for six to ten-year-olds).

• Middle school/ Upper Primary school: Sixth to eighth grade (for 11 to 14-year-olds).

• Secondary school: Ninth and tenth standard (for 14 to 16-year-olds).

• Higher secondary or pre-university: 11th and 12th standard (for 16 to 18-yearolds).

National Boards:
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1. Central Board of Secondary Education (CBSE): Established in 1962 under the purview of

MHRD, CBSE gives affiliations to both public and private schools. There are currently about

15,167 schools affiliated under CBSE. The board conducts final examinations, All India Senior

School Certificate Examination (AISSCE) for classes X and XII. It also annually conducts the

IITJEE (Mains) and AIPMT examinations for admission to undergraduate courses in engineering

(and architecture) and medicine in numerous colleges spread over India. CBSE is recognized by

the Indian government and by most of the universities and colleges in India.

2. Council of Indian School Certificate Examinations (CISCE): It is a private, non-

governmental education board in India. It conducts the ICSE (for class X) and ISC (for class XII)

examinations in India. About 1,900 schools are affiliated with the CISCE board. The board was

set up in 1956 at the meeting of the Inter-State Board for Anglo-Indian Education, where a

proposal was adopted for the setting up of an Indian Council to administer the University of

Cambridge Local Examinations Syndicate’s Examinations in India. It was recognized as a body

conducting public examinations in India by the Delhi Education Act, 1973, passed by

Parliament, in Chapter 1 under Definitions Section 2 (s).

3. State Government Boards: These educational boards are regulated and supervised by the state

apex organization for secondary and senior secondary education. A portion of the curriculum

focuses specifically on imparting knowledge about the state. Majority of Indian schools are

affiliated with the state government boards. The oldest state board is the U.P. Board of High

School & Intermediate Education established in 1922 as an autonomous body under the

Department of Education. Uttar Pradesh has the highest number of State board schools followed

by Madhya Pradesh, Rajasthan, Andhra Pradesh and Maharashtra.

International Boards:
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1. International Baccalaureate Organization (IBO): IBO was founded in 1968 as an

international, non-governmental, non-profit educational organization based in Geneva,

Switzerland. IB World Schools in India offer three IB programs—primary years program (PYP),

middle years program (MYP) and IB Diploma program (IBDP). There are 109 IB World Schools

in India offering one or more of the three IB programmes. 50 schools offer the PYP, 11 schools

offer the MYP and 96 schools offer the IBDP. IB is recognized by the ‘Association of Indian

Universities’ as an entry qualification (equivalent to +2 qualification of an Indian Board) to all

the universities.

2. Cambridge International Examinations (CIE): Cambridge International Examinations

(formerly known as University of Cambridge International Examinations), are a provider of

international qualifications offering examinations and qualifications in more than 160 countries.

They are an examination board under Cambridge Assessment, founded in 1858 as a department

of the University of Cambridge. There are now over 310 Cambridge schools in India making

over 44,000 examination entries for Cambridge IGCSE and Cambridge International AS and A

Level.
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2. A brief history of the education system

India has had a rich history of schooling associated with it which was in the form of the Guru

Kula system. In it, the children who were interested in studying approached a teacher (Guru) and

requested to be taught. If the Guru accepted his request to be his student, he would then stay at

his place and help in all activities at home. The guru taught the child everything ranging from

Sanskrit to the Holy Verses, Mathematics and Sciences. All learning was closely linked to nature

and to life, and not limited to “textbook learning”. This type of schooling was adopted all over

ancient India and has been mentioned in several ancient texts.

The current school system, including foreign languages (English and others), was introduced in

India originally by Lord Thomas Babington Macaulay in the late 1830s. The curriculum was

confined to science and mathematics, and subjects like philosophy and metaphysics were

considered unnecessary. Classroom teaching broke the link with nature, and also the close

relationship between the teacher and the student.

Set up in 1921, The Uttar Pradesh Board of High School and Intermediate Education, was the

first Board set up in India with administration over Rajputana, Central India and Gwalior. In

1929, the Board of High School and Intermediate Education, Rajputana, was established.

Eventually, in 1952, the constitution of the board was amended and it was rechristened Central

Board of Secondary Education (CBSE). All schools in Delhi and some other regions came under

the Board. It was the function of the Board to decide on things like curriculum, textbooks and

examination system for all schools affiliated to it. Today there are thousands of schools affiliated

to the Board, both within India and in many other countries from Afghanistan to Zimbabwe.
15 | P a g e

3. An analysis on the basis of Academics

3.1 ANALYSIS BASED ON THE SYLLABUS:

Whenever we talk about a particular board of education, a major point that comes to our mind is

the quality of its education. In a country like India which is vast, we have multiple boards of

education which are not on the same level as one another. The quality of syllabus varies

drastically between some major boards like ICSE, CBSE, and some state boards. The point that

was kept in mind by the ones who decided the syllabus for CBSE was that the country needs a

common syllabus, especially for the central board employees’ kids, who get transfers often.

CISCE which conducts the ICSE examinations also has a similar perspective. IB wishes to

maintain a common curriculum throughout the world so that wherever a child goes he'll be able

to continue his education without any problems whereas on the other hand, state boards give

more preference to the local crowd and focus more on their culture, morals, ethics, history,

language, etc.

When we talk about the quality of an education system, the first thing that comes to our mind is

how updated is the syllabus? The syllabus has to be changed frequently and to be kept up to date

with the changing society and growing science. So a quality board should be ever evolving.

CBSE and ICSE frequently amend their curriculum, they modify it every year, making necessary

changes and changing data, whereas on the other hand some state boards like the Tamil Nadu

state board still uses outdated information with some information being as old as of 1970s. The

syllabus should have the pre-requisites to join colleges. IB on the other hand focuses on quality

and provides good quality education in the subjects that the student chooses. IB and ICSE

provide knowledge in depth compared to CBSE and state boards which really helps the

individual when he/she joins college.

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Here we have graphs from our survey depicting students view on the quality of their boards:

Figure 3.2
Figure 3.1

Figure 3.3

The above pie-charts clearly show that ICSE maintains its quality of syllabus whereas CBSE

falters to do so, with State Boards with the worst scenario of all.
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3.2 EVALUATION SCHEME OF DIFFERENT BOARDS:-

When talking about the quality of an education board, it is very important to analyze on what

aspects a particular education board grades its students. An improper grading system might mess

up with an individual's life. While grading a person, importance has to be given to the way he

performs in the subjects that he/she has opted for/ forced to study as well as co-curricular

activities and one's behavior and characteristics as well.

CBSE carries out continuous and comprehensive evaluation system till 10th grade with a certain

amount of weightage give to non-academic aspects as well and a person with co-curricular skills

is eligible to get an upgradation of 1 point in 2 of his weak subjects, but when a student reaches

senior secondary school (11th & 12th grade), his /her performance is entirely based upon the

final exam and not on any other aspect just like the state boards. Every board does conduct

practical exams, but for a lesser weightage compared to the theoretical part and the way the

practical exams are conducted vary from school to school. In case of ICSE, in their secondary

school examination, 80% weightage is given to their final theoretical exam and 20% to their

internals which includes projects and viva and in the senior secondary examinations it's a 30-70

type examination and their projects are assessed in a systematic. IB's evaluation pattern is

completely different from that of other board. It carries about continuous evaluation pattern with

students having to work on projects, do fieldwork, write essays, etc. In fact the students need not

have to take up any exams till the end of the Diploma Programme. It focuses on improving one's

mental and philosophical abilities and prepares the student to face the outside world. IB's main

goal is to make sure that every student is assessed in a proper manner and his/her talent doesn't

go in vain.
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The below graphs show how different students rate their board's evaluation pattern.

Figure 3.4 Figure 3.5

Figure 3.6

As we can see, the Evaluation of ICSE is considered better than both CBSE and State boards,
which are almost at the same average level.
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3.3 ANALYSIS BASED ON FREEDOM OF CHOOSING THE SUBJECTS:-

Every student deserves to choose the subject one wishes to study. Only with interest one can

excel in a field. Many boards offer freedom in choosing subjects with varying levels and of

course the board makes sure one has the pre-requisites to choose the subjects of one's interests.

CBSE offers wide variety of courses with the necessary conditioning being that a student should

choose 1 compulsory language, 1 secondary language or any other elective, and 3 vocational

subjects which offer wide range of choices like science, marketing, banking, office secretary-

ship, lab assistance, accountancy, agriculture and related fields, nursing, fashion and textile

designing, baking, arts and much more. The student has to mandatorily take up physical and

health education and library as his internal subjects. Apart from these options the student can

take up science or commerce package. So on the whole CBSE offers courses in almost all the

fields, but however not so many students go for the vocational courses, but instead stick with

science and commerce packages with either CS or PE being their 5th subject mainly because of

lack of schools offering vocational courses. In state boards, Maharashtra state board offers a

decent range of choices with 4 compulsory subjects as English, 2nd language, environmental

education and PE with option to choose 4 electives such as science, social studies, political

science, food science, agriculture and related fields, defence, IT, arts, music, sociology,

philosophy, secretary-ship, design, etc. Haryana state board also has a similar structure with 2

compulsory courses and 4 optional courses with choices similar to Maharashtra board for open

schooling. The problem again lies with the schools since most of them don't support vocational

courses and students are forced to take up science or commerce streams. ICSE is even more

flexible by allowing the students to choose the number of electives they want (3-5 electives in
20 | P a g e

grade 11 and 12) with just English being the compulsory subject for senior secondary students

and English, social studies and a language being the compulsory courses for secondary students.

IB allows a student to choose subjects from 6 groups, 1 from each of the 5 major groups and

instead of an arts course one can go for another courses from group 1-5 which includes language,

science, mathematics, social science and a second language. A student is required to take up

higher level which offer a better depth in knowledge as well as standard level courses which act

as fundamentals in the subject.

The following graphs show the response on flexibility offered by different boards.

Figure 3.7 Figure 3.8

Figure 3.9
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4. An analysis on the basis of connection with the

real world
4.1 BALANCE BETWEEN PRACTICAL AND THEORETICAL KNOWLEDGE:-

Creating a connection between what is taught, and its application, is very important for true

understanding of material. By having students perform projects or experiments based in theory,

education can be taken a step further. CBSE, ICSE, State Boards and IB, all have experiments (in

science courses) and projects as part of their curriculum. In our survey, we asked people to rate

their boards in this aspect. These are the results we got:

Figure 4.1 Figure 4.3

Figure 4.2
While CBSE is undoubtedly the most common, people who’ve passed out of the board have

rated it very poorly in this aspect. State boards fare worse than CBSE with the lowest ratings

overall.

ICSE seems miles ahead of its competition in this aspect. Also, some CBSE and State Board

students have explicitly added in their survey that their practical exams were “fixed” and their

school teachers knew the external examiner who would come beforehand. We received no such

response from ICSE students, who contrastingly said their practical exams were difficult.
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4.2 IMPORTANCE TO

OTHER LANGUAGES:-

The amount of importance given to

secondary languages is an important factor

in determining the relevance of a

board to the real world. Currently,

CBSE has a three language system.

State boards offer the languages prevalent

in their state and few others. Preference of

a board to other languages has been rated as:-

Figure 4.4 Figure 4.5

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Figure 4.6

State boards slightly surpass CBSE in this matter, while they both falter in comparison to ICSE.

ICSE offers a total of twenty one (21) *** languages to their students and CBSE offers thirty

(30) ***. Despite this, according to the survey, ICSE students feel their board stresses more on

the learning of a second language. This shows the lack of proper implementation of the systems

of CBSE to facilitate learning when it comes to other languages.

5. An analysis of other aspects

5.1 COMPETITIVE NATURE OF BOARDS:-

We are well aware of the competitive nature of the entrance exams post the 12th standard

examinations. Nearly everyone is required to take up one or the other exams to pursue their

career. These exams are highly challenging and require considerable time and effort to be put in

by the student in order to excel. We analyze the role played by the boards to give the students a

competitive edge over the other.

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The CBSE curriculum is ideally suited to the competitive exams due to which there is a

migration from ICSE to CBSE after the 10th standard board exams. Apart from this CBSE also

encourages students to take up secondary courses apart from the compulsory courses to ease up

the load. The students from science stream are required to put greater efforts since very little

importance is given to the board. In stark contrast the art students are required to focus more on

board exams, this reduces their workload considerably but this does not take away the fact that

the cut-throat nature of the admission process requires the students to be highly competitive.

Figure 5.1

However, the response suggests that the CBSE board could improve their curriculum to improve

their position among the other boards in this aspect, with many people suggesting that the board

could definitely improve.

The main concern for the ICSE board has been to prevent the students from shifting to other

boards. ICSE being highly strenuous, requires a great effort from the students to cope up with the

curriculum, this being one of the reasons for an exodus to other boards after the 10th standard.
25 | P a g e

Figure 5.2

The admission process being the same for all the board students, the efforts needed to be put in

by ICSE students is more or less the same as compared to their CBSE counterparts. Surprisingly,

close to 50% of the students from ICSE suggest that their board has been doing pretty well in this

aspect contrary to the general notion that ICSE is a tad difficult compared to the others, which

isn’t really a concern.

One major talking point has been the relevance of different state boards. The syllabus is in tune

with the competitive exams but the overall belief is that the curriculum is relatively easier than

CBSE and ICSE. The board exams do not require the students to work hard which leaves them

enough time to prepare for the competitive exams.

26 | P a g e

Figure 5.3

The responses by the state board students suggest that having enough free time for preparation

doesn’t necessarily translate to competitiveness with most students feeling that the board could

definitely improve.

IB exams are usually held in May, very close to various Indian entrance exams. This makes it

inconvenient for students appearing for them. Majority of the students tend to appear for SATs,

where the overall number of students appearing is quite less in India. This has been one of the

reasons for little to no responses from students of IB.

5.2 RESERVATION IN BOARDS:-

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Reservation in India is a fairly controversial topic, but the controversy has only been

restricted to the caste-based reservation and only for higher studies. The Indian educational

boards have fairly lesser reservation compared to colleges offering higher studies.

The Right of Children to Free and Compulsory Act of 2009 was passed to ensure the education

of the underprivileged groups. Children between the age groups of 6 and 14 cannot be denied

admission to any school supported by the appropriate government. The law makes it mandatory

for the schools to reserve 25% of the seats for the underprivileged children.

This act has been exclusively reserved to the CBSE boards and the other boards do not have any

such rule pertaining to the reservation of seats for the underprivileged.

However, sports-based reservation does not exist in any of the Indian boards and IB. There have

been instances of sportsperson being awarded grant marks in the state board exams conducted by

the Maharashtra State Board of Secondary and Higher Secondary Education and also 25 marks

for the students of ICSE under the “Sports quota”.

Figure 5.5
Figure 5.4
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Figure 5.6
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Reservation largely being prevalent to government run institutions for higher education, the

popular opinion suggest that even though the reservations had been established for a good cause,

they have largely been misused leading to a generally negative air surrounding it.

6. Recommended changes

Over all, analyzing the responses we got from our survey, it is evident that although the structure

on which the boards are built on is sturdy and complete, the implementation of various clauses is

ineffective. The quality of syllabus has to be increased by CBSE and state boards. The

curriculum of CBSE and some state boards don’t prepare the students for NEET and JEE, the

most competitive exams of the country. Hence the quality of syllabus of these boards have to be

increased. The competitive nature should be increased in state boards and central board but the

competitive nature should be healthy. The evaluation scheme should be modified by CBSE and

state boards and more weightage should be given to internals and co-curricular activities.

Practical applications should be increased in state boards similar to IB and CISCE. Boards, other

than IB don’t give weightage to a person’s overall character development and critical thinking
30 | P a g e

skills, which should be considered by other boards as well. One more change that we would like

to suggest is that the boards should have some concession for the differently abled people and

adopt various methods and modified curriculum for them. State boards provide free education for

the poor. This practice should be adopted by other boards as well. Many people have also

recommended a centralized board for the whole county that accommodates regional diversities

and incorporates the local language, morals, history, and ethics.

7. Conclusion

After analyzing the data collected in the survey, we observed that ICSE had an edge over CBSE

and State Boards in many aspects, such as, curriculum quality, flexibility in choosing subjects

and balance in theoretical practical learning. At the same time, the difficulty of the board was

very highly rated which could deter prospective students from joining the board. Though the

majority of students giving the survey were from CBSE, the majority of them said they’d join

ICSE given another chance. The evaluation pattern of ICSE is designed in such a way that the

students get performance-appropriate grades. CBSE and State Boards fall behind in aspects of

the evaluation and the balance between theoretical and practical learning. With a clear majority

of students showing discontent with their board. From our survey, we can conclude that most of

the students feel that there should be a centralized education system. This is a result of unequal
31 | P a g e

weightage given to various topics and different evaluation schemes in the different boards

present in India.

All in all the overall education systems in India should be altered for the better of the students

and their future.

8. Questionnaire
32 | P a g e

9. Appendix
 Graphs of some other questions

 Some other suggestions given to us were:

1. No boards (except IB and Cambridge) teach critical thinking skills. Yes, people learn

science, but never even learn the scientific method. That is just an example. They

shouldn't just learn what to think, but also how to think it. Original research should be

valued; since plagiarism is the norm. I feel that if critical thinking skills, rather than trade

skills or mugging up are taught at school, we'll have a much mentally healthier

population in the country.

2. Everyone suffers the same board and thus has no advantage what so ever based on their

board and syllabus. This makes everyone equal when preparing for entrance exams.
33 | P a g e

10. Glossary

Montessori system, 10

MHRD, 11

Non-governmental, 11, 12

Curriculum, 11, 13, 14, 20, 23, 24, 28

Guru Kul, 13

Administration, 13

Amend, 13

Evaluation, 16, 17, 28, 30

Comprehensive, 16

CCE, 10, 13

Theory, 20

Surpass, 22

Implementation, 22, 28

Competition, 21

Admission, 11, 23, 24, 26

SAT, 25

Education, 10, 11, 12, 13, 16, 18, 20, 26, 28

Underprivileged, 26
34 | P a g e

11. Bibliography
 Dr. Kumar, V. Sasi “The Education System in India” GNU, 31 December 2017,

www.gnu.org/education/edu-system-india.en.html/ Accessed 11Th April, 2018

 CBSE, “Number of languages offered by ICSE” , 2017

www.cisce.org/icse_X_Syllabus.aspx/ Accessed 11Th April, 2018

 ICSE, “Number of languages offered by CBSE”, 2017

cbse.nic.in/curric~1/studies02.pdf/ Accessed 11Th April, 2018

 British council, “Structure of the Indian education system”, 2014

www.britishcouncil.in/sites/default/files/indian_school_education_system_-

_an_overview_1.pdf/ Accessed 11Th April, 2018

 British council, “An overview of the education system in Indian schools”

www.britishcouncil.in/sites/default/files/indian_school_education_system_-

_an_overview_1.pdf/ Accessed 11Th April, 2018

 Aggarwal, Megha. “IB Decoded.” The Hindu, 3 May 2015,

www.thehindu.com/features/education/college-and-university/ib-decoded/

article7164767.ece./ Accessed 11Th April, 2018

 Choudhari, Abhishek. “CBSE Students Count on Sports Marks to Breach SSC High

Scores - Times of India.” The Times of India, City, 18 June 2017,

timesofindia.indiatimes.com/city/nagpur/cbse-students-count-on-sports-marks-to-breach-

ssc-high-scores/articleshow/59195799.cms./ Accessed 11Th April, 2018