Role of COBSE

  1. To set up a Cell in COBSE to look after the implementation of the programme is responsible for all the activities under the programme
  2. To establish at the national level linkages between COBSE and other programme  partners such as MHRD, UNFPA and NCERT
  3. To  coordinate and monitor the activities of the participating Boards
  4. To provide the necessary technical support to the participating Boards to achieve the  programme goal and objective
  5. To promote adoption/adaptation of the tested strategies by school Boards.

Role of Participating State Boards

  1. To  constitute  a  Working   Group  under  the leadership of the Chairperson of the State Board to look after the programme implementation
  2. To  collaborate with COBSE in all the planned  activities under  the programme
  3. To identify one or more than one of the suggested strategies for implementation and try out
  4. To monitor programme activities effectively 

Role of Teachers

  1. To recognize that adolescent children have the right to know everything that concerns them and their welfare
  2. To accept the responsibility to provide  opportunity to the adolescent students to upgrade  awareness and life skills
  3. To offer  support to the school in its endeavour to provide adolescence related information and life skills to its students
  4. To help create favourable environment in the school for imparting adolescence related knowledge and life skills   
Role of Parents
  1. To appreciate that it is natural and normal for their growing children to desire and seek information about the process of growing up, HIV/AIDS and STIs.
  2. To recognize that it is  normal for their growing children to assert their identity
  3. To interact openly and freely with their children on adolescence issues.
  4. To support the school  in its endeavour to provide adolescence- related information and life skills to their children  

Some innovative Steps


  1. Cafeteria of Options

    COBSE offers a cafeteria of contents, life skills and messages for member Boards and schools to choose from as per their level of sensitivity and local requirements.

  2. Assessing Life Skills:

    COBSE is making a modest effort to evolve a simple system of CCE in which promoting the students' performance in life skills could also be recorded. In this regard, it is promoting the concepts of oral test and student's self assessment.

  3. Desirable values:

    Desirable values are being incorporated in the entire programme. we have identified some values and attitudes which are worth promoting and are contemporary in the sense that they are related to gender issues, human rights and AE.    


A happy and healthy life style for our adolescents

is our vision.

Under the Adolescence Education (AE) Programme, COBSE has so far, undertaken the following activities:


  1. Advocacy Meetings:
  2. Publication of Advocacy Folders in different Indian languages.
  3. Content Analysis: Reports
  4. Mapping of AE Concepts and Plug-Points:
  5. Integration of AE Life Skills in CCE in collaborating with Gujrat Board
  6. COBSE Package

     COBSE Package on Integration of AE has seven booklets. each booklet has a brief introduction describing its content, target group and end users. Booklet 1 contains advocacy material in two parts viz. i) advocacy folder, and ii) detailed guidelines for conducting advocacy sessions on AE. Booklet 2 entitled Curricular Material, includes a report synthesizing content-analysis of textbooks of nine participating Boards and strategies that may be adopted by Boards for integrating AE in their secondary school curriculum. Booklet 3 also entitled as Curriculum Material, too has two sections namely; i) an exemplar chapter bringing out the entire AE content and a few innovative methods for life skill development, and ii) a few sample lessons, though deficient in many respects, drawn from the existing NCERT and State textbooks. Booklets 4-A, 4-B,4-C and 4-D constitute the training material. Booklet 4-A includes guidelines for conducting interactive sessions on perspective building on life skills, understanding adolescence, adolescent reproductive and sexual health, preventing HIV/AIDS/STIs, preventing substance/drug abuse and integration of AE in the secondary school curriculum. Booklet 4-B contains content and information on the topics listed above for interactive sessions. The trainers’ Guide in its Booklet 4-C provides detailed scheme of students’ activities through which some selected AE-related life skills may be developed. Booklet 4-D contains Appendices i), ii), iii), iv) and v). Appendix i) gives a 5-day training programme schedule. Appendix ii) contains detailed guidelines for teachers to enable them to conduct students’ activities for life skill development, as well as to assess students’ performance and show it in the CCE card. Appendix iii) includes a simple awareness test for students, the results of which may be shown in the CCE card. Appendix iv) has a 7-item evaluation sheet to get the feedback of trainees on the quality of the training programme. Lastly, Appendix v) gives a list of persons who participated in the two workshops held at Ahmedabad from 1-2 December, 2005 and at NCERT, New Delhi on 30 May, 2006 to review the trainers’ guide and the rest of the package respectively.

List of Participating Boards as on 30 August, 2007.

  1. Board of Intermediate Education, Andhra Pradesh.
  2. Board of Secondary Education, Assam.
  3. Assam Higher Secondary Education Council.
  4. Gujarat Secondary & Higher Secondary Education Board.
  5. Karnataka Pre University Education.
  6. Karnataka Secondary Education Examination Board - DSERT.
  7. Board of Secondary Education, Madhya Pradesh.
  8. Maharashtra State Board of Secondary & Higher Secondary Education Board.
  9. Board of Secondary Education, Manipur.
  10. Council of Higher Secondary Education, Manipur.
  11. Mizoram Board of School Education.
  12. Board of Secondary Education, Orissa.
  13. Punjab School Education Board.
  14. Board of School Education, Uttarakhand.
  15. West Bengal Board of Madrasah Education.
  16. Meghalaya Board of School Education.
  17. Goa Secondary & Higher Secondary Education Board.
  18. Bihar School Examination Board.

                                   Project completed

  1. Continuous and Comprehensive Evaluation- funded by MHRD
  2. Modernization of Curriculum- funded by MHRD
  3. Grading System-funded by MHRD.
  4. Analysis of examination results (2004).
  5. Adolescence Education (AE) funded by MHRD UNFPA.

                                     Project in hand

  1. Second Professional Development Programme for the officers of Boards.
  2. Analysis of examination results.