040-67580013  Toll-Free: 1800-212-999999                                          CBSE Affl. No: 3630057  Blog | Alumni | Careers | Studease Login            Facebook Icon Twitter Icon Instagram Icon Youtube Icon Podcast Icon



Benchmarking is found in the educational and also other fields. Facile access to the erudition of other countries around the globe and the comparison of ecumenical standards has been verbalized all over the world. Quality and meeting the 21st-century skills in edification is the ordinant dictation of the society for sustainability. Quality has got no universally accepted definition however The Oxford Advanced Learner’s Dictionary, (2010), defines education as the act or process of imparting or acquiring particular knowledge or skills, as for a vocation and quality as referring to the character with deference to fineness, or grade of excellence. This paper purports to examine the utilization of scholastic standards and benchmarks in our Indian scholastic context.

The transition in the edification system with the exordium of technology offered in inculcating institutions is a clear denotement that inculcation has to be of a certain quality to meet certain standards in the market. Policymakers, National curriculum framework designers and scholastic bellwethers are finding the comparison of standards across the globe as one of the Edification sector challenges.

According to the study conducted by Canada, standards are defined as ‘indicators of quality that designate prospects for student’. England defined the curriculum accompanying performance standards. After consultation and revision, these incipient curricula and standards were given licit status and implemented in phases.

Without a doubt, the USA, with its decentralized approach to inculcation, has an involute path to negotiate if it is to emerge with high-quality performance 181 standards that meet Inculcative and public criteria for efficacy, credibility, and utility. These examples demonstrate that countries can have divergent views about what the term standard(s) means, even when cognate categorically to student performance.

The purport of our inculcative benchmarking is to raise the standards of inculcation for all, to evaluate or check by comparison with a standard. Over time, best practices emerge predicated on the experience of what actions led to prosperous outcomes. Benchmark acts as the minimum threshold of performance and is a perspicacious discipline to assess one’s own program’s processes.

The project of Benchmarking commenced with a pilot project conducted by the Organization for Economic Cooperation and Development in coordination with the PISA (Programme for International Student Assessment) and Jon Schnur’s team at America Achieve. The study commenced with Benchmarking students’ performance from all over the world by taking a kindred test of same-aged children.

Bench marking enables:

  1. Exchange of Experiences and conceptions between individual Schools and Edifiers.
  2. Inculcation ascendant entities to identify and learn from better-performing edification systems.
  3. Each school to ken where it stands. This is utilizable information for the schools, parents, teachers, and children.
  4. 4. Standards to be developed of expected performance levels that schools can quantify and amend against.

Scholastic benchmarking is not Americans against Asians, and schools against school; inciting nation to compete against nation; to delineate the impotent from the vigorous but it is all about amending public edification. Benchmarking is not fomenting panics about performance in cognation to overseas competitors. It is not about dividing schools, families, and communities from each other to engender facile pickings for the edifying market.

With the current paradigm shifts made in the CBSE curriculum and the exordium of amending standards with several interventions; time is ripe for private schools to take cognizance of benchmarking.

India after nine years participated in this ecumenical performance assessment and very poorly fared in assessments. With the present trend of competitions, national as well as international and migration of population benchmarking has become a desideratum.

In most cases, the focus will be on the quality of visually examined standards. Reference and guidelines can be used from the International or National center in edification for benchmarking. PISA study and OECD implements can be utilized for us to set the standards for sustainability. Time has come to make our schools withal get benchmarked especially the private schools to maintain their standards and withstand the ecumenical competitors.


The Use of Educational Standards and Benchmarks in Indicator Publications Sally Thomas and Wen-Jung Peng (Graduate School of Education, University of Bristol, United Kingdom)

Benchmarking Schools

BPIR.Com, Bench marking schools, Aug 14 2013

Education for Sustainability: Quality Education Is A Necessity in Modern Day. How Far do the Educational Institutions Facilitate Quality Education? Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.7, No.2, 2016