The document discusses systemic reforms for education. It recommends quality concerns as a key focus area of reform and decentralized academic planning done participatorily by teachers and headmasters. Teacher training can be strengthened by linking it to post-graduate studies, integrated undergraduate studies, language proficiency courses, engaging with real educational contexts, and critically examining beliefs. In-service education should catalyze school practice changes. Examination reforms aim to reduce student stress, especially for classes 10 and 12. Syllabus development guidelines include continuity across levels, interdisciplinary topics, sensitivity to diversity, and nurturing values. Support materials development includes audio/visual programs, textbooks, assessment sourcebooks, teacher handbooks, and initiatives in early childhood education, gender, inclusion

1. FRAMEWORK 2005 (PART
4)
B.ED. II YR. SEM. III
PAPER 3- THEORETICAL FOUNDATIONS OF
CURRICULUM
DR. SONIKA,
ASSOCIATE PROFESSOR,
B.ED. DEPT.
ISABELLA THOBURN COLLEGE,
LUCKNOW

2. CHAPTER 5 – SYSTEMIC REFORMS
• QUALITY CONCERN - A KEY FEATURE OF SYSTEMIC REFORM
• A BROAD FRAMEWORK FOR PLANNING UPWARDS ( IDENTIFYING
FOCUS AREAS, SCHOOL-CLUSTER, DECENTRALISED PLANNING
STRATEGY AT THE DISTRICT LEVEL)
• MEANINGFUL ACADEMIC PLANNING HAS TO BE DONE IN A
PARTICIPATORY MANNER BY HEADMASTERS AND TEACHERS

3. CHAPTER 5 – SYSTEMIC REFORMS
• PROFESSIONAL TRAINING OF TEACHERS CAN BE STRENGTHENED BY
LINKING IT TO:
POST-GRADUATE STUDIES IN DIFFERENT SUBJECTS
PROVISION FOR INTEGRATED UNDERGRADUATE STUDIES IN TEACHER EDUCATION
INCLUSION OF A COURSE ON LANGUAGE PROFICIENCY AS AN INTEGRAL COMPONENT
ENGAGING THE TRAINED WITH THE LARGER CONTEXT OF EDUCATION
 INTERACTING WITH CHILDREN IN REAL CONTEXTS
CRITICALLY QUESTIONING THEIR OWN BELIEFS ABOUT KNOWLEDGE AND LEARNING,
GENDER, CASTE, EQUITY AND JUSTICE

4. CHAPTER 5 – SYSTEMIC REFORMS
• IN-SERVICE EDUCATION SHOULD BECOME A CATALYST FOR
CHANGE IN SCHOOL PRACTICES
• EXAMINATION REFORMS TO REDUCE BURDEN AND
PSYCHOLOGICAL STRESS PARTICULARLY ON
CHILDREN IN CLASS X AND XII

5. GUIDELINES FOR SYLLABUS DEVELOPMENT
• TOPICS AND THEMES FOR RELEVANT STAGES OF CHILDREN’S
DEVELOPMENT
• CONTINUITY FROM ONE LEVEL TO THE NEXT LEVEL
• EMPHASIS ON ALL THE VALUES ENSHRINED IN THE CONSTITUTION OF
INDIA
• INTER-DISCIPLINARY AND THEMATIC LINKAGES BETWEEN TOPICS
LISTED FOR DIFFERENT SCHOOL SUBJECTS AND DISCRETE
DISCIPLINARY AREAS

6. GUIDELINES FOR SYLLABUS DEVELOPMENT
• LINKAGE BETWEEN SCHOOL KNOWLEDGE AND CONCERN IN ALL
SUBJECTS AND AT ALL LEVELS
• SENSITIVITY TO GENDER, CASTE, CLASS, PEACE, HEALTH AND
CHILDREN WITH SPECIAL NEED
• INTEGRATION OF WORK-RELATED ATTITUDES AND VALUES IN
EVERY SUBJECT AND ALL LEVELS
• NEED TO NURTURE AESTHETIC SENSIBILITY AND VALUES.

7. DEVELOPMENT OF SUPPORT MATERIAL
• AUDIO/VIDEO PROGRAMMES ON NCF-2005 AND TEXTBOOKS
• SOURCE-BOOK ON LEARNING ASSESSMENT
• EXEMPLARY PROBLEMS IN SCIENCE AND MATHEMATICS
• SCIENCE AND MATHEMATICS KITS
• TEACHERS’ HANDBOOKS AND MANUALS

8. DEVELOPMENT OF SUPPORT MATERIAL
• TEACHER TRAINING PACKAGES
• DEVELOPED SYLLABI AND TEXTBOOKS IN NEW AREAS SUCH AS
HERITAGE CRAFT, MEDIA STUDIES, ART EDUCATION, HEALTH
AND PHYSICAL EDUCATION ETC.
• VARIOUS INITIATIVES IN THE AREA OF ECCE (EARLY CHILDHOOD
CARE EDUCATION), GENDER, INCLUSIVE EDUCATION, PEACE,
VOCATIONAL EDUCATION, GUIDANCE AND COUNSELING, ICT,
ETC.

9. • REFERENCE-
https://ncert.nic.in/pdf/nc-framework/nf2005-english.pdf

10. THANK YOU