The Jesuit Certificate Program is a formal program tailored to the Jesuit needs of transformational education as outlined in the seminal document on 21st century Jesuit education. The JCP supplements the board-mandated curriculum with a holistic program that enables a transformation based on the SIPS Framework - Social, Intellectual, Personal and Spiritual education. The ambition is to grow resourceful, thinking citizens for the 21st century committed to the service of others.

2. Jesuit Certificate Program (JCP)
A Bombay Province Venture
Frequently Asked Questions
Why do we need Jesuit Certificate Program (JCP)?
The Jesuit Educational Council decided to improve the inputs to students of Jesuit
schools through a program that supplements the existing system based on curricula such
as ICSE and SSC. In particular, for the SSC system the consensus was that education
was not in step with the needs of our evolving society and industry. JCP is therefore the
execution of the Jesuit vision for 21st century transformational education discussed by
Jesuit educators.
What exactly is the JCP?
The Jesuit Certificate Program is a formal program tailored to the Jesuit needs of
transformational education as outlined in the seminal document on 21st century Jesuit
education. The JCP supplements the board-mandated curriculum with a holistic program
that enables a transformation based on the SIPS Framework - Social, Intellectual,
Personal and Spiritual education. The ambition is to grow resourceful, thinking
citizens for the 21st century committed to the service of others.
What is the SIPS framework?
The SIPS framework describes and integrates education along four dimensions Social,
Intellectual, Personal and Spiritual education. Social education addresses issues
and opportunities in society and its sustainability; it has a special focus on the challenges
of the marginalized. Intellectual education focuses on the application of subjects like
Mathematics, Science, Economics and Humanities. Personal education looks to
developing personal skills, arts & dramatics and sports. Spiritual education seeks to grow
and respect all faiths and belief systems.
Who is using the JCP?
The JCP is a venture of the Bombay Province of the Jesuits launched in 2010 at all seven
schools of the province. The participation from schools varies in scope and activity,
depending on each school’s plans and on-going activities. A few schools have started
with the current 7th standard (2010-11 batch) while giving the current 8th, 9th and 10th
some aspects of the program before they graduate. The prospectus is available at
http://www.stanislausbandra.in
How does the JCP work in practice?
The JCP targets the 7th to the 10th standard students providing them with skills and
inputs that are not available through the regular curricula. At the end of the program the
student is awarded a Jesuit Certificate issued by the Jesuit Educational Council. The
learning content of the JCP is called the Jesuit Certificate Course (JCC). The JCC is
designed by exploiting the flexibility of existing curricula, making it possible to conduct
the classes for JCP during regular school hours. Students earn the Jesuit Certificate
totalling 56 credits over 7 terms i.e. 8 credits per term (10th std has only one term of
JCC). The credits are spread across the dimensions of the SIPS framework.
Spiritual - 1 credit per term awarded for field, research or project work that
creates better understanding of both one's own faith and that of others. The
themes or mode of work will be different for each term.
Intellectual - 4 credits per term split across multidisciplinary work that typically
covers mathematics, science, economics and humanities.
Personal - 2 credits per term split across 2 activities chosen from any of
physical, artistic or other personality development.
Social - 1 credit per term awarded for project, field, research, practical social
work that is done to understand and help solve a social issue. The context and
mode of course work will change for each term.

3. How does the credits system work?
A credit is a means to give a student credit for attending JCP training - the student will
also be assessed on competence level. For the JCP, we have set the level of 1 credit =
10 hours of study. Each credit needs 10 hours of student work. The typical split could be
3.5 hours of classwork and 6.5 hours of self/project/field work OR vice-versa. See the
curriculum plan for details around allocations per dimension.
How are students evaluated according to the credits system?
Students will earn credits based on the effort they have put in. However, their
performance will be graded on a scale (to be finalized) using non-examination methods
of evaluation such as assessment of project work, field work, research papers,
presentations etc
Are special teachers recruited for JCP?
JCP is being executed in a phased manner and existing teachers are being coached and
trained incrementally. The training is imparted by experts available to the school and
conducted on-the-job. Since large portions of existing curricula are being re-purposed for
JCP, the requirements for new teachers is reduced. Teachers recruited in the future will
be expected to have pedagogical skills in keeping with the SIPS framework.
What is the time-frame for adopting the JCP?
The aim is to have the first batch of JCP students graduate in academic year 2013-2014
i.e. 7th standard students of academic year 2010-2011. The plan is that all schools of
the Bombay Province will have initiated the JCP during this period depending on their
individual school plans and capacity.
Will the JCP be recognized beyond the school awarding it?
In keeping with the long-term vision of the JCP, a substantial effort is being made to
ensure that all schools of the Bombay Province also adopt the JCP. The JCP leverages the
SIPS framework and will provide a common foundation to ensure recognized quality
across all Jesuit institutions adopting this program. This construction allows each school
the flexibility for innovation and adaptation so they can address their unique needs.
What is the long term vision of JCP?
The vision is for all Jesuit Schools in West Zone (and eventually nationally) to offer the
JCP and to create a program whose quality and caliber is recognized not just across the
country but globally at Jesuit institutions.
Will the JCP apply for 1st to 6th standards?
In its current format the JCP targets the last four years of schooling. However, the JCP
aims to increase its scope to apply to the formative years as well.
Is the JCP compulsory for all 7th Std. students?
Presently, a student together with his parents must register in writing for this
programme. We expect every child to register. A student not wanting this certificate
need not register.
For more information:
Please contact your Principal or browse through the School website.
Mumbai Jesuit Schools presently initiating the JCP:-
1. St. Xavier’s High School, Dhobi Talao, Mumbai 400 001
2. St. Xavier’s Boys’ Academy, New Marine Lines, Mumbai 400 020
3. Holy Family School, Andheri (East), Mumbai 400 093
4. St. Mary’s High Schools (ICSE & SSC), Mazagaon, Mumbai 400 010
5. Campion School, Cooperage Road, Mumbai 400 039
6. St. Stanislaus H.S. Bandra, Mumbai 400 050
7. Fr. Trevor Miranda S.J. – REAP Foundation

4. DIRECTIVE FOR IMPLEMENTATIONS
1. Context:
The Jesuit vision for 21st century transformational education has been discussed by
Jesuit educators for some time now. The Educational Council in recent discussions
decided that it was time for an initiative to add greater inputs to students of Jesuit
schools through a supplementary program to the current schooling system based on
curricula such as ICSE/ SSC, in particular the SSC where the common consensus was
that the education was not in step with the needs of the time. It was agreed that a mere
shift to a new system such as IB would not only likely compromise the need for
equity which was the driving philosophy behind remaining within the government
aided system, a decision taken earlier; but would not likely meet Jesuit needs of
holistic and integrated development of both intellect and human values. Hence a
decision was taken to build a formal supplementary program tailored to the Jesuit
needs of transformational education as outlined in the seminal document on 21st
century transformational Jesuit education.
The Educational Commission of the Province tasked schools in the Bombay Province
with coming to an agreement on a draft program and beginning implementation of the
program in the academic year 2010-2011 and Fr. Jude Fernandes, Principal of St.
Stanislaus High School was tasked with coordinating this effort. A working
committee of principals of all schools in the province and two senior supportive
teachers was arranged to discuss and agree a common approach and decide on the
way forward. This meeting was held at St. Mary’s High School, ICSE, Mumbai on
13th April 2010.
2. Summary of proceedings:
a) The meeting was attended by the principals of all 7 schools in the Province and 2
teachers from each school, in addition to Jesuit scholastics in these institutions.
The meeting was structured on the following lines:
b) An opening address by Fr. Frazer Mascarenhas, Principal of St. Xavier’s College,
set the objectives of the meeting to create a program to meet objectives of
enhancing the quality of education within the context of the decision to remain
aided, motivated by the Jesuit need to ensure equity of educational opportunity for
all, and the restrictions it placed in terms of curriculum. This meant that the
program would be a supplement to, not a substitute for, the existing curriculum.
He also emphasized the need for a driving role of teachers in this process as had
been the experience in the case of the Honors program at St. Xavier’s College that
evolved over 30 years into a globally recognized brand, driven primarily by
individual initiative of teachers, but finally snow-balling into a multi-departmental
institution-wide program.
c) A brainstorming session on the objectives of a possible program, what it would
need to add to the existing system, and what issues would need to be tackled was
carried out, after inputs on the Jesuit vision for 21st century education. This
yielded a common understanding of the task ahead.
d) Brainstorming sessions on the 4 elements of transformation-Social, Intellectual,
Personal and Spiritual (SIPS) were carried out by groups of teachers and
principals to come up with possible courses and their pedagogy.
e) A discussion session was held on a possible approach to executing a possible
program within the constraints of curricular demands on time, and a rough draft

5. approach to creating a timetable was discussed.
f) A final open discussion on other elements and decisions needed for execution was
held.
g) The group agreed that the organizing team from St. Stanislaus would synthesize
the discussions and circulate a draft approach for execution.
h) Fr. Francis Swamy closed the session with some very practical thoughts on
execution challenges and the need to be prepared for a slow process of evolution,
initially supported by a few motivated and proactive teachers, which in time
would become a more broad-based movement.
3. Synthesis of discussions:
1) Objectives:
The group agreed that the Jesuit certification program would:
a) Use the Jesuit 21st century transformational vision as a framework for the
program- SIPS framework
b) Form a supplementary program to the prescribed curriculum
c) Focus on integrated and holistic development
d) Emphasize development of both intellect and human values
e) Allow all students to flower, irrespective of their individual talents
f) Emphasize excellence in all aspects
g) Use a practical approach to design of the program
h) Utilize and enhance existing initiatives rather than re-invent the wheel
2) Elements to be added
a) Deepened focus on value education and social awareness
b) Intellectual program with a focus on making learning a life long journey of joy
c) Deepened focus on experiential, real life application, and activity based learning
in all aspects of the pedagogy
d) Also focus on the creation of key skills and competencies for the world outside
e) Explicitly encourage self-study, spirit of enquiry and research and hence
independent thought in all aspects
3) Issues to tackle
a) Time constraints
b) Mindset issues in all stakeholders
c) Human resources- staff and resource persons
d) Training and motivation to support an enhanced role
e) Balancing curricular and JCP resource demands
f) Uniformity of standards balanced with flexibility for each institution to innovate
4) Core elements of Social program
a) At least some elements will need to be compulsory
b) Visits to NGOs, areas where socially relevant issues can be seen first hand
c) Field work to understand issues and come up with solutions
d) Project work on these issues
e) Work to involve not just exposure but thought, research and problem solving-
emphasize active thought involvement
f) Experiential work through mentoring programs – schools, NGOs or individuals
g) Need to draw linkages to curricular content and work
h) Evaluation through thought –sharing modes in different forms
5) Core elements of a spiritual program
a) At least some elements will need to be compulsory

6. b) Focus on inter-faith and own-faith understanding
c) Through project and group work to understand key common elements across
faiths
d) Added exposure through common sharing and celebration of festivals
e) Again program must have active thought and research elements and not just
passive exposure
f) Evaluation based on projects, presentations and other forms of thought sharing
6) Core elements of personal program
a) Needs to encompass a large spectrum from physical development through sports
and hobbies to arts, personality development and other interests
b) Each school already offers a large set of these
c) A formal program must ensure all- round development of the individual into a
more balanced person, rather than just a set of disparate activities- hence a need to
fuse different activities into a cogent portfolio
d) A formal program can ensure minimum exposure to each category through the
duration of the program and minimum competence levels in each
e) A possible categorization: 1) physical 2) arts 3) general personality development
7) Core elements of an intellectual program
a) Focus on application rather than new knowledge
b) Inter-disciplinary modules rather than courses structured by subject (as is already
done in the curriculum)
c) Emphasize research, project and field work
d) Overall program must span all aspects of intellectual work- math, science,
languages, humanities, business and economics
e) External world contact, exposure and work; external and resource persons can
enhance the real life applicability
f) Focus on elements/assignments that involve issue identification, problem solving,
and active thought and application
g) Evaluation to focus on quality of thought rather than volume of work
h) Likely best structured as a set of projects with inter-disciplinary elements in the
form a project module
4. Contact/Instructional time needed for a possible program in a term
1) The structure of the program is a function of overall time that can be spent beyond the
curricular needs.
If this is assumed to be a total of 4 periods a week that can be gleaned from periods
such as religious studies, work-experience, physical education, personality
development, arts and crafts etc that the Board allows flexibility within, over a term of
14 weeks (not including exam and unit test weeks); there would be about 56 periods
available (or 28 hours) that can be used across a term for instruction.
2) The group agreed to some broad principles:
a) Use of 1 period of contact time in each fortnight (or once in two weeks) to guide
the efforts in the social and spiritual elements so that the total number of periods
per term are 7 for social and 7 for spiritual. This would mean a total of 14 periods
for these 2 elements. These can logically be used or combined with religious or
integrated studies periods ( 1 a week for both spiritual and social put together)
such that normal work in these periods for other planned instruction, can proceed
in the balance 1 period per week assuming 2 periods per week of IS

7. b) Use of existing periods of PT/ SPT/ special activities for personal transformation
through arts, sport and personality development; as currently offered in many
schools. For any reasonable level of proficiency this will mean between 1 and 2
periods per week- totally between 21 and 28 periods per term for personal
c) This will leave between 25 and 18 periods per term for the intellectual stream
which is about 1 to 2 periods per week of contact time. This is lower than is
desirable- so each school will have work on how to make this a minimum 2
periods of contact by finding another 1 period per week from other curricular or
co-curricular work to take the total periods dedicated to instructional/contact work
for JCP to 70 hours from the 56 hours earlier assumed. This is summarized in the
table below
Contact/
Element of instructional
JCP Contact needs Periods per term Cummulative
1 period every two
Social weeks 7 7
1 period every two
Spiritual weeks 7 14
Personal 2 periods a week 28 42
Intellectual 2 periods a week 28 70
• Assumes a term of 14 weeks
• Then periods needed for contact/instructional work of JCP = 5
periods/week
3) Structure of credit system
a. A credit system could work on the basic premise of a minimum number of hours
of student effort for a credit in each term and a minimum level of competence
achieved in each area in which he gets a credit. If this is assumed to be 10 hours
per credit, the structure for a credit system could be as follows:
Credits in a term
Contact/ Self study/
instructional contact/ research/field/preparation
Element of Periods per instructional work outside class driven total
JCP term hours by student hours credits
Social 7 3.5 6.5 10 1
Spiritual 7 3.5 6.5 10 1
Personal -
module 1 14 7 3 10 1
Personal -
module 2 14 7 3 10 1
Intellectual-
project 1 7 3.5 6.5 10 1
Intellectual-
project 2 7 3.5 6.5 10 1
Intellectual-
project 3 7 3.5 6.5 10 1
Intellectual-
project 4 7 3.5 6.5 10 1
total 70 35 45 80 8
Each student will need to do 2 modules of personal in each term, choosing from among
3 areas : arts, sports, personality development, but must cover all 3 in each year

8. b. Across four years this would mean:
Base program
Standard Term Credits
7 1 8
2 8
8 1 8
2 8
9 1 8
2 8
10 1 8
total 56
There could also be a “MAGIS laude” program with some additional individual
work as
c. MAGIS laude program
Standard Additional need Credits
Year-long individual research
7 or 8 paper in area of choice 2
Year-long individual research
9 paper in area of choice 2
Total 60
4) Premises
The premises on which this is based are elucidated below:
a) An hour every week in the term for his social and spiritual transformational
work- alternating each week between the two. This will total 14 hours per term
of self/ outbound work in addition to the 14 periods of contact periods ~ 7
hours. Hence the total number of hours for social and spiritual work will total
21 hours a term~ 10 hours per element per term to complete a credit in each
stream
b) The personal development work will comprise 28 periods or 14 hours over a
term. IN addition atleast 6 hours of practice and preparation time per term for
the final performances/ events in each module will be expected. In each year
the student will have to reach minimum competence levels in one module each
of arts, sports and personality development. So he can do 4 modules with
atleast 1 for each area in 2 terms or 2 modules per term. This will mean 20
hours (14+ 6) hours across the 2 modules in each term to award 2 credits of
personal development
c) In intellectual there will be a target 14 hours of instruction or contact split
across 4 projects. Each area will also involve upto 6- 7 hours of independent
work to conclude. This will mean 40 hours ( 14+ 4*6.5) hours in a term for the
award of 4 credits at 10 hours a piece.
d) This will mean 4+2+2= 8 credits per term
e) The program will run for 7 terms ( 2 each for 7th, 8th and 9th and 1 for the 10th),
totally minimum 56 credits to be awarded a JCP
f) Additionally 1 individual paper in any two years across the 7th/ 8th and 9th for 2
credits each guided by a teacher – needing 20 hours of self work each can be
awarded for 2 credits each, totaling 4 additional credits over the program to
be eligible for a “outstanding” or “MAGIS laude” program

9. 5) Standardization
a) The need for standardization has to be balanced with the need for encouraging
innovation and adaptation at the school level. The risk with standardizing
especially at an early stage will be that the opportunity to get new ideas from
each school will be lost. Also it may prevent each school from adapting to its
own particular situation even before the Jesuit body as a whole has had the
time to learn what works and what does not.
b) Hence the approach early on would be two-fold:
1) Allow each school the maximum freedom to decide its program within the
broad contours mentioned above (8 credits a term across SIPS).
2) Standardization will be brought about by submitting to an inspection by a
team of peer principals or an empowered body of the Education council
once in a term as a means of achieving credible and acceptable
standardization over 2-3 years
c) Overall each credit worth of work, will have to be challenging work for the
student in the context of his standard, with significant increase in exposure and
change in mode of learning, with a minimum of 10 hours of work. The extent
of adherence will be determined by a school’s drive and the oversight and
mentoring by the working group of principals (comprising 7 principals of the
Bombay Province).
6) Approach to execution
a) In keeping with the general approach of allowing each school the maximum
flexibility within a certain framework, a possible approach to execution could
be as follows:
b) Whether a school starts with making the JCP an elective immediately as a
separate program with separate sign-ups, or chooses to make it compulsory for
each incoming 7th standard batch, for 1 term as a means of creating awareness,
will be left to each school to decide.
c) Whether a school drives the first term as a separate set of periods driven as a
separate program, or incorporates these elements as part of its core periods and
ensures completion of the time/ coursework needs within existing period
structure will also be left to each school. For example- whether each school
has 5 JCP periods a week or gets 5 periods of JCP work done within existing
periods/time-table will be left to each school subject to meeting the scrutiny of
the peer principal group
d) Whether the school charges an additional amount for the program or is able to
manage within its existing fees and cost structure will again be the choice of
each school; subject to a basic premise that no deserving student should be
deprived due to lack of finances.
e) Overall a low key approach to expectation setting in the first year; and only a
later communication of the larger JCP construct after a term or two of work,
would give each school greater flexibility in implementation and an
opportunity to over-deliver rather than under-deliver. However each school
can again choose its own approach to information dissemination and
expectation setting
f) Each school will have to formulate its own plan for managing teacher
motivation and involvement, as also teacher skill enhancement and training

10. 7) Next steps
These could be as follows:
a) Each school starts to plan its own program for the coming term starting June
b) A session for any further clarifications will be held next week, Tuesday 27th
April, 2pm, at St. Stanislaus High School.
c) A meeting of the working group on progress will be held by Wednesday, 29th
July, 9am to 3pm at St. Stanislaus High School.
8) Annexures to this document:
a) Summary of group thoughts on objectives, additions and issues to tackle
b) Brainstorming discussion summaries for each group
c) Group contact list