Shillong, July 3i: The Meghalaya Board of School Education (MBOSE) today organised an Orientation-cum-Meeting on the Piloting of the Holistic Progress Card (HPC) for the secondary level at its Regional Office in Shillong.
The initiative, undertaken under the Ministry of Education’s PARAKH (Performance Assessment, Review and Analysis of Knowledge for Holistic Development) framework, aims to prepare schools for the implementation of competency-based assessment in line with the National Education Policy (NEP) 2020.
The programme was chaired by Shri M. Marbaniang, Director, MBOSE Regional Office, Shillong, while the welcome address was delivered by Mr D D Sangma, Executive Chairman of MBOSE. The keynote address and technical presentation were delivered by Dr. E. J. E. Shongwan, Chief Academic Officer, MBOSE, who explained the Holistic Progress Card framework and its role in transforming assessment practices.
During the presentation, participants were informed that NEP 2020 marks a shift from the traditional knowledge acquisition and examination model to competency-based education and assessment. The new approach focuses on ensuring that learners demonstrate mastery of skills rather than merely memorising content for examinations.
The presentation highlighted the core principles of competency-based education, including mastery over time, where students progress only after demonstrating understanding; clear learning goals defined from the outset; and active demonstration of learning through projects, practical tasks and real-life applications instead of relying solely on memory-based examinations.
Officials also outlined the broader paradigm shift envisaged under NEP 2020, emphasising experiential learning, multidisciplinary education, promotion of mother tongue and local languages, and holistic development of learners.
The orientation explained the three pillars of the new assessment framework, they are Assessment for Learning (Formative Assessment): Continuous classroom assessment that helps teachers identify learning gaps and provide timely feedback. Assessment as Learning (Metacognitive Assessment): Encouraging self-assessment and peer assessment to enable students to reflect on and take ownership of their learning, and Assessment of Learning (Summative Assessment): Periodic milestone assessments to evaluate competencies achieved.
Officials described the pilot programme as a crucial phase before statewide implementation, enabling educators to identify classroom, logistical, technical and operational challenges, gather stakeholder feedback and refine the framework in a controlled environment.
The implementation plan envisages coverage across all 12 districts of Meghalaya and 40–50 per cent of CNRD blocks. District School Education Officers (DSEOs) will serve as district-level coordinators, principals will oversee implementation in selected schools, and designated teachers will function as nodal officers responsible for mentoring fellow teachers and ensuring smooth execution of the pilot according to the prescribed timeline.
The day-long programme also included technical orientation sessions by PARAKH State Resource Persons, discussions on implementation timelines, roles of principals and teachers, monitoring mechanisms, capacity-building initiatives, and an interactive session to receive suggestions from stakeholders before the distribution of Holistic Progress Card booklets.
The pilot is expected to lay the foundation for a more comprehensive and learner-centred assessment system in Meghalaya, aligned with the vision of NEP 2020 to promote holistic development and competency-based learning.
