Information Technology as a career

The world has entered the new millennium, which is going to be the Information Technology Age. Computers and Internet (World-Wide Web) have become an integral part of our personal and professional lives; IT Careers have gained immense popularity over the past few years. With the advent of the PC the information technology industry underwent a quantum change. Today Computers have not only assumed strategic importance in the corporate world, they are being effectively used in other fields ranging from space exploration to food processing and banking to communication etc. The software revolution totally changed the way we work. Availability of cheap and easy to use software packages has increased productivity levels manifold. Probably no sector is untouched by information technology. Manufacturing, Finance, Marketing, Entertainment, Education, Mass Media, Environment, Communication and several other fields are reaping the benefits of IT. In this era of Information Technology, which has revolutionized the whole world, India has stood up to the world standards and is being regarded the world over for its skilled IT Professionals. Though believed that there would be a slump in the IT field, it continues to grow, and offers job opportunities to people who have the right skills and training. Information Technology occupations touch nearly every field in every part of the country and by that sheer presence itself offer innumerable job openings. The rapid development of technologies such as networking, multi-media and the Internet/WWW have created totally new job categories where none existed a few years ago. This sector is also the one that is witnessing the fastest growth and change rate. New software and techniques come out every month and professionals have to keep pace with the rapid advancements.

To become a part of the IT sector, you can choose from an array of paths. However, it is good to have general and specific skills along with formal training in IT related subjects. A certification or a Bachelor’s degree will ensure you find the correct niche for yourself in this sector. Certain personal qualities, like problem-solving capabilities, attention to detail and logical outlook are important if your choice is an IT Career. A strong foundation in Mathematics during High School is also an added asset for jobs in the IT industry.

Skills and Personal Qualities:

One should have the following personal attributes if one wishes to enter this field:

• Flexibility and willingness to learn new things, technologies and adopt new methods of work
• Logical thinking
• Creativity
• Ability to focus and concentrate
• Accuracy
• Organizational and administrative abilities
• Confidence
• Ready to work for long hours and ability to work hard
• High intellectual capacity
• Ability to take decisions
• Ability to get well with people and good communication skills
• Academic and technical skills

Scopes as IT Professionals

Broadly IT careers can be classified into the following types: Computer and Information Research Scientists, Computer Hardware Engineers, Computer Software Engineers, Computer and Information Systems Managers, Computer Programmers, Network Systems and Data Communications Analysts, Computer Systems Analysts, Database Administrators, Network and Computer Systems Administrators and Computer Support Specialists. The option of courses is huge and armed with correct advice and information one can choose the right subjects to pursue any of these careers. If you are interested in landing a job in the IT industry or you are currently pursuing an IT degree here is a list to guide you with the latest IT careers in the industry:

• Applications Engineer: In this field you are responsible in designing parts of applications such as interface, middleware and infrastructure to conform to the company’s design standards.
• Personnel Consultant: Personnel consultant helps in project planning and implementation. They also help in the creation of prototypes and alternative applications with colleagues.
• Chief IT Auditor: The chief IT auditor establishes methods to audit and review computer systems and develop examination and evaluation methods for IT and networking systems to ensure conformation with mandates standards for ethics and company security.
• Lead Software Modeler: These professionals manage software development groups in the design, development, encoding and debugging of application software.
• Senior Web Modeler: A senior web modeler plans and conducts web-based software and coordinates new product development such as marketing, production and other stages bringing new software in the internet.
• Communication and Messaging Administrator: Communication administrators control e-mail, messaging and groupware systems including computer servers, operating systems and recovery programs. They also fix problems and attend to computer needs of a company.
• Data developer: A data developer evaluates data requirements of a company and design models of data flow.
• Business Intelligence Analyst: These professionals develop the company’s information analysis and create practical solutions. They also review and analyze information from inside and outside resources and transform this information into a language that can be understood by everyone in the company. A Bachelor’s degree in computer science, information technology, or computer engineering is necessary.
• Network Manager: Network manager manages the everyday operations and maintenance of the company’s networking and automation operations. They also cooperate with network engineers and analysts to implement, test, deploy and incorporate network systems. To fill this post one should have a good degree in any computer related course and a several years of experience in computer networking.

CBSE SCHEME OF EXAMINATION

Scheme of the Continuous and Comprehensive Evaluation shall be as under:
(i) there shall be no Board Examination at Secondary (class X) level w.e.f. 2013 for students studying
in the schools affiliated to the Board who do not wish to move out of the CBSE system after class
X;
(ii) students of Schools affiliated to the Board who wish to move out of the CBSE system after class X
(Pre-University, Vocational course, Change of Board, etc.) shall be required to take the Board's
External Examination at Secondary (class X) level.
The above provisions shall be subject to periodical checks by the Board in respect of such
schools/candidates appearing for examination as defined at (i) above

SCHEME OF EXAMINATIONS - GRADING
(a) At the Secondary School Examination, assessment of subjects under Scholastic Area A shall be in
numerical scores to be converted to Grades on a nine-point scale which shall be indicated in the
Statement of Subject wise Performance/Certificate of Continuous Comprihensive Evaluation.
Assessment in subjects under Scholastic Area B shall also be in grades, as per Scheme of Studies.
(b) The qualifying grade in each subject under Scholastic Area A shall be a minimum Grade D.
(c) The students will be assessed in subjects under Scholastic Area A using the conventional numerical marking and later converted into the grades and the same shall be awarded as under:

MARKS RANGE  GRADE   GRADE POINT
91-100                      A1                  10.0
81-90                       A2                   9.0
71-80                       B1                   8.0
61-70                       B2                   7.0
51-60                      C1                    6.0
41-50                      C2                    5.0
33-40                       D                     4.0
21-32                      E1                      —
20 and Below        E2                       —

Cumulative Grade Point Average(CGPA) would also be reflected in the Statement of Subject wise
Performance /Certificate of Continuous and Comprehensive Evaluation.
Note: Cumulative Grade Point Average(CGPA) is the average of Grade Points obtained in all the
subjects excluding 6th additional subject as per Scheme of Studies. Subject wise and overall
indicative Percentage of Marks can be assessed as under:
Subject wise indicative percentage of marks = 9.5 x GP of the subject
Overall indicative percentage of marks = 9.5 x CGPA


SCHEME OF EXAMINATIONS
(a) Assessment in the subjects under Scholastic Area A, Scholastic Area B and Co-Scholastic areas shall
be undertaken by the schools in terms of grades as per the Scheme of Studies.
(b) The evaluation for subjects under Scholastic Area B and Co-Scholastic areas shall be based on
cumulative record of the candidate during her continuous assessment in the school.
(c) Schools are expected to maintain regular records of student's achievement and progress. These
records are subject to scrutiny by the Board when it deems fit.
(d) Subjects of study under Scholastic Area A shall be assessed jointly by the School and Board in
respect of students appearing for the examination conducted by the Board. However, in case of
students appearing for the Summative Assessment II conducted by the schools, the School will do
the assessment. Details of question papers, marks and duration will be as per the Scheme of
Studies.

Notes: The following points have to be noted by teachers and students (for class IX and X)
 There are two Formative Assessments each in the first and second term. FA-IV will be substituted with PSA in class IX and X.
 Each Formative Assessment is again divided into smaller assessments (class assignment, quiz, project, written test) which can carry different
marks.
 Each Formative Assessment has a weightage of 10%. The total weightage of all the four Formative Assessments is 40%.
 Assessment of Speaking and Listening skills (ASL) will be done in English, formally at the term end examination in Summative-II. Schools can
conduct ASL for Summative-I themselves as per the guideliens provided by the CBSE. However assessment of these skills may also be done under
the Formative activities spread over two terms.
 OTBA will be conducted only towards SA-II in class IX.

Major Contents of Each Curriculum Learning Area in CBSE Secondary Classes

Major Contents of Each Curriculum Learning Area in Secondary Classes
1. Languages include Hindi, English, and another 32 languages (detailed in Curriculum Volume II) and focus on listening, speaking, reading and writing skills, along with developing effective communicating proficiencies.
2. Humanities (Geography, History, Economics and Political Science) include the learning of history and culture, geographical environment, global institutions, constitutional values and norms, politics,
economy, interpersonal and societal interactions, civic responsibilities, and the incorporation of the
above-mentioned learning into one's life.

3. Performing and Visual Arts (Dance, Drama, Music, Drawing, Painting, Crafts and Sculpture) include,instruction in these arts, aiming to help learners cultivate an interest and appreciation for arts and encourage them to enthusiastically participate in related activities, thus promoting abilities such as imagination, creativity, valueing arts, and the cultural heritage.
4. Science and Technology (Biology, Chemistry, Physics and Computer Sciences) include gaining knowledge about matter and energy, nature, the environment, technology, breakthroughs in science. It will focus on knowledge and skills to develop a scientific attitude, use and application of such knowledge and skills to improve the quality of life and further use this learning to analyse, evaluate, synthesise, create, invent and discover.
5. Mathematics includes acquiring the concepts related to number sense, operation sense, computation, measurement, geometry, probability and statistics, the skill to calculate and organize, and the ability to apply this knowledge and acquired skills in their daily life. It also includes understanding of the principles of reasoning and problem solving.
6. Health and Physical Education focuses on the learning for holistic development, both mental and
physical. Understanding the importance of physical fitness, health, well-being and the factors that
contribute to them. Focus of this curriculum is on helping learners develop a positive attitude and
commitment to lifelong, healthy active living and the capacity to live satisfying, productive lives with
the help of proper health management, sports, yoga, fitness and lifestyle choices.
These six learning areas are to be integrated with each other in terms of knowledge, skills (life and
livelihood), comprehension, values and attitudes. Learners should get opportunities to connect between different areas of knowledge and application. They should be encouraged to cognize and appreciate the interconnectedness of all knowledge and the enduring connection between knowledge and values. Their education should help them to connect the content of their learning areas and subjects with their own lives and the world around them. The holistic nature of human learning and knowledge should be brought forth throughout.

Main Pedagogical Outcomes for Curriculum Learning Areas

1. Learners use language to comprehend, acquire and communicate ideas and information and to interact with others.
2. Learners identify, integrate and apply numerical and spatial concepts and techniques. They have clarity of concepts and are able to connect them to the real world.
3. Learners understand and appreciate the physical, biological and technological world and acquire the knowledge, and develop attitude, skills and values to make rational decisions in relation to it.
4. Learners understand their cultural, geographical and historical milieus and gain in depth knowledge, attitude, skills and values necessary to bring about transformation for a better India.
5. Learners recognize the requirement of information, locate and resource it from a range of data available and evaluate, use and collaborate it with others.
6. Learners identify, select, use technologies and are able to synthesize, innovate and discover newer
technologies as required.
7. Learners rationalize and reason about pre-defined arrangements, norms and relationships in order to comprehend, decode, validate and develop relevant patterns.
8. Learners think laterally, critically, identify opportunity, challenge their potential and are open to
challenges. They are aware of consequences and take ownership of their deeds.

9. Learners interact harmoniously with people and cultures from across the globe and are tolerant and
empathetic towards others.
10. Learners involve themselves in cultural pursuits as well as appreciate, respect and acknowledge the artistic, cultural and intellectual work of others.
11. Learners value and engage in practices that promote personal, physical as well as mental and cognitive development, and well being.
12. Learners have a positive self-esteem.They become confident and self-motivated learners who are able to work independently as well as collaboratively.
13. Learners appreciate and value everyone's right to feel respected and safe, and, in this regard, also
understand their constitutional rights as well as duties, and behave responsibly.
14. Learners are aware and participate responsibly in the social, political, economic and cultural
transformations.
15. Learners are equipped with the attitude and skills to be a lifelong learner.

CBSE Curriculum Areas at Secondary Level

For the purpose of fostering core competences in learners, the curriculum encompasses seven major learning areas, which are: Languages, Humanities, Mathematics, Science and Technology, Health and Physical Education, Visual arts, Performing arts and contemporary subjects.
It refers to the content of learning, not the titles of subjects. Beyond the required core and elective courses,optional courses relevant to specific curriculum areas may also be made available in consideration of changing individual, societal and global requirements and demands.

CBSE School Curriculum Mission and Goals

The curriculum will adopt the following principles:
􀁎 to create a connect between learners' spiritual, ethical, social, cognitive, mental and physical growth and development;
􀁎 to nurture individuality and thus enhance one's innate potential;
􀁎 to foster constitutional literacy and tolerance for different cultures;
􀁎 to develop scientific outlook and transformative competences, in order to meet the demands of a
changing society.
The aim of education is not just to let learners obtain basic knowledge but to make them life-long learners.
It is to nurture future citizens who are mentally and physically robust, assertive, confident, empathetic and helpful to the community, intellectually inquisitive and reflective, tolerant and with a creative vision and global perspective.
Schools will accomplish such standards through the promotion of value based learning activities which emphasize humanity, practicality, individuality, inclusiveness, and modernity. Such activities involve collaborations between oneself and others, individuals and the community, as well as humans and nature. To achieve this, we must guide our learners to achieve the following curriculum goals:
􀁎 To enhance self-awareness and explore innate potential;
􀁎 To develop creativity and the ability to appreciate art and showcase one's own talents;
􀁎 To promote capabilities related to goal setting, decision making and lifelong learning;
􀁎 To nurture assertive communication and interpersonal skills;
􀁎 To learn to be empathetic towards others, display dignity and respect to the opposite gender, to
contribute for the community, and focus on preserving environment;
􀁎 To foster cultural learning and international understanding in an interdependent society;
􀁎 To strengthen knowledge and attitude related to livelihood skills;
􀁎 To acquire the ability to utilize technology and information for the betterment of humankind;
􀁎 To inspire the attitude of functional and participatory learning; and
􀁎 To develop abilities related to thinking skills and problem solving.

CBSE REGULAR COURSE OF STUDY

7.1 (i) The expression "a regular course of study" referred to in the Examination Byelaws means at
least 75% of attendance in the classes held; counted from the day of commencement of
teaching of class IX/X upto the 1st of the month preceding the month in which the
examination of the School/Board commences. Candidates taking up subject(s) involving
practical examinations shall also be required to have put in at least 75% of the total
attendance for practical work in the subject in the laboratory. Head of Schools shall not
allow a candidate who has offered subject(s) involving practical examinations to take the
practical examination(s) unless the candidates fulfil the attendance requirements as given in
this Rule.
(a) The expression "a regular course of study" referred to in these Byelaws means at least
60% of attendance in respect of students participating in Sports at National level
organized by recognized Federations/CBSE/School Games Federation of India (SGFI),
the classes held counted from the day of commencing teaching classes IX/X, as the case
may be upto the 1st of the month preceding the month in which the examination of the
School/Board commences. Candidates taking up a subject(s) involving practical
examinations shall also be required to have put in at least 60% of the total attendance
for practical work in the subject in the laboratory. Head of Schools shall not allow a
candidate who has offered subject(s) involving practical examination(s)to take the
practical examination(s) unless the candidate fulfills the attendance requirements as
given in this Rule.
(ii) The candidates who had failed in the same examination in the preceding year and who rejoins
classes IX/X shall be required to put in 75% of attendance calculated on the possible
attendance from the 1st of the month following the publication of the results of that
examination by the School/ Board upto the 1st of the month preceding the month in which
the examination of the School/Board commences.
(a) The candidate who had failed in the same examination in the preceding year and who
rejoins classes IX/X shall be required to put in 60% of attendance in respect of students
participating in Sports at National level organized by recognized Federations/CBSE/SGFI
calculated on the possible attendance from the 1st of the month following the
publication of the results of that examination by the School/ Board upto the 1st of the
month preceding the month in which the examination of the School/Board commences.
(iii) In the case of migration from other institution, attendance at the institution/school
recognised by the Education Department of the State/Union Territory from which the
candidate migrates will be taken into account in calculating the required percentage of
attendance.

7.2 Requirement of Attendance in Subjects of Internal Assessment
Exemption from study of subjects under Scholastic Area B/Work Education/Art Education/Physical
and Health Education may be granted to a candidate on medical grounds in respect of Secondary
School candidates appearing for the Secondary School Examination conducted by the Board
provided the application is supported by a certificate given by a registered medical officer of the
rank not below that of Assistant Surgeon and forwarded by the Head of the School with her
recommendations.

ADMISSION PROCEDURE for CBSE Schools

(a) Admission register in the form prescribed by the State Government concerned/Kendriya Vidyalaya Sangathan/ Navodaya Vidyalaya Samiti as the case may be, shall be maintained by the "School" where the name of every student joining "the School" shall be entered.

(b) Successive numbers must be allotted to students on their admission and each student should
retain this number throughout the whole of her career in the school. A student returning to the
school after absence of any duration shall resume her original admission number.

(c) If a student applying for admission to a school has attended any other school, an authenticated
copy of the Transfer Certificate in the format given in Examination Byelaws from her last school
must be produced before her name can be entered in the Admission register.
(d) In no case shall a student be admitted into a class higher than that for which she is entitled
according to the Transfer Certificate.
(e) A student shall not be allowed to migrate from one "School" to another during the session after her name has been sent up for the Secondary School (class X) Examination conducted by the Board.
This condition may be waived only in special circumstances by the Chairman, CBSE.
(f) A student leaving her school at the end of a session or who is permitted to leave her school during
the session on account of migration from one city/State to another on the transfer of the
parent(s) or shifting of their families from one place to another or parents' request, especially in
classes IX/X, as the case may be, shall on payment of all dues, receive an authenticated copy of
the Transfer Certificate up to date. A Duplicate copy may be issued if the Head of the School is
satisfied that the original is lost but it shall always be so marked.
(g) In case a student from an institution not affiliated to the Board seeks admission in a school
affiliated to the Board, such a student shall produce a transfer certificate duly countersigned by
an authority as indicated in the format given in Examination Byelaws.
(h) If the statement made by the parent or guardian of a student or by the student herself if she was
major at the time of her admission to a school, is found to contain any wilful misrepresentation of
facts regarding the student's career, the Head of the School may punish her as per provision of the
Education Act of the State/Union Territory or Kendriya Vidyalaya Sangathan/Navodaya Vidyalaya
Samiti rules, as the case may be respectively and report the matter to the Board.