Asian Journal of Education and Social Studies

The Continuous and Comprehensive Evaluation (CCE) is a major reform in education aimed at making the evaluation process more systematic and effective. This system focuses on the improvement of both students and teachers in the teaching and learning process. It emphasizes continuous assessment and broad-based learning and behavioural outcomes of the students, rather than one or three hours of assessment through end-term examinations. The successful implementation of the CCE in the schools is mainly based on the students, teachers, parents, and SMC members.

In this study, a literature review method has been followed to examine the Implementation of Continuous and Comprehensive Evaluation (CCE) of the Right to Education Act (2009) in India. This review study summarizes relevant research studies from the last ten years, encompassing the period from 2014 to 2024, including more than fifty relevant studies that empirically examine the implementation of the CCE in India. This paper highlights the awareness and attitudes of teachers towards the CCE. The paper also tries to provide insights into the challenges of teachers for the proper implementation of the CCE in India.

This review identifies critical gaps in training, infrastructure, and teacher support systems that hinder effective CCE implementation, suggesting a need for stronger institutional backing. The findings indicate that the adequate implementation of the CCE in India suffers from different challenges, including inadequate infrastructure, a shortage of teachers, insufficient funds, a lack of seriousness in students, etc. Additionally, teachers’ attitudes and awareness of CCE also vary based on factors such as gender, location, time, experience, and other factors.

For the successful implementation of this CCE system, removing various barriers is essential for the upliftment of students and teachers, allowing this system to enhance the effectiveness of Indian education.