The National Curriculum Framework is published by the National Council of Educational Research and Training in India to provide guidance for syllabi, textbooks, and teaching practices in school education. The 2005 framework has influenced 17 state syllabi and been translated into 22 languages. It identifies broad educational aims like independent thinking, social sensitivity, flexibility, and participation in democracy. The framework proposes five principles for curriculum development: connecting knowledge to life outside school; ensuring learning shifts from rote methods; enriching curriculum beyond textbooks; making exams more flexible and integrated with classroom learning; and nurturing democratic values. It covers perspectives on various curriculum areas like language, mathematics, science, social sciences, work, art, peace, health and physical education.
The Integrated Education for Disabled Children (IEDC) program was initiated in 1974 to provide educational opportunities and support to children with disabilities. The program aimed to mainstream these children into society by developing their self-confidence. It provided financial assistance for books, uniforms, transportation, equipment, and teacher training. However, the program saw little success due to a lack of trained teachers, awareness of disability issues, equipment, and coordination between departments. The program was revised in 1992 to provide 100% assistance to schools integrating disabled students and fully fund NGOs implementing the program.
The document discusses continuous and comprehensive evaluation (CCE), which was mandated by the National Policy on Education in 1986. CCE aims to evaluate students in a holistic manner through regular assessment of both scholastic (academic) and co-scholastic (non-academic) areas in order to promote their overall development. It involves assessing students continuously using various tools and techniques, covering curricular and extracurricular activities. The objectives of CCE are to make evaluation part of the teaching-learning process and use it to improve student achievement through diagnosis and remediation.
Role of general teacher and resource teacherKetan Kamble
The general teacher plans instruction for all students, including those with disabilities. They develop lesson plans, evaluate student progress, communicate with students and parents, and collaborate with special education teachers and other support staff. The resource teacher focuses on students with physical or learning difficulties. They work in small groups using traditional and adapted teaching methods tailored to individual students' needs. Key responsibilities of the resource teacher include assessment, preparing adapted materials, modifying assignments, co-teaching with general teachers, tutoring, counseling parents, and monitoring student progress.
Integrated education involves educating students with disabilities alongside their non-disabled peers. It aims to avoid segregating students and promote inclusion. The key benefits are that it helps disabled students avoid feelings of difference and inferiority, allows them to learn from peers, and ensures social integration. However, integrated education requires coordination between regular and special teachers, preparation of students, positive school attitudes, and assistive materials and resources to support disabled students. It also must focus on both equality and equity of education for all students.
This document discusses the universalization of elementary education in India. It outlines key efforts by the central and state governments to achieve universal elementary education as mandated by the Indian constitution. Some of the key efforts discussed include the Sarva Shiksha Abhiyan launched in 2001 to provide quality elementary education to all children ages 6-14, and the Right to Education Act passed in 2009 to make elementary education a fundamental right for children in that age group. The document also briefly discusses efforts to universalize secondary education for students ages 14-18.
The document provides information on the functions of the State Council of Educational Research and Training (SCERT) and District Institutes of Education and Training (DIET) in Delhi, India.
SCERT is responsible for curriculum development, teacher education programs, and material development for pre-primary and elementary education. It oversees 9 DIETs. DIETs provide in-service training to elementary school teachers and conduct research. Their functions include teacher training, academic support to schools, and action research on education issues in their districts.
Understanding the language background of the students - Home language vs Scho...Suresh Babu
Understanding the Language background of the students: Home language vs School Language; First or second language Learners and the language used in teaching the subject - issues and Challenges.
The Integrated Education for Disabled Children (IEDC) program was initiated in 1974 to provide educational opportunities and support to children with disabilities. The program aimed to mainstream these children into society by developing their self-confidence. It provided financial assistance for books, uniforms, transportation, equipment, and teacher training. However, the program saw little success due to a lack of trained teachers, awareness of disability issues, equipment, and coordination between departments. The program was revised in 1992 to provide 100% assistance to schools integrating disabled students and fully fund NGOs implementing the program.
The document discusses continuous and comprehensive evaluation (CCE), which was mandated by the National Policy on Education in 1986. CCE aims to evaluate students in a holistic manner through regular assessment of both scholastic (academic) and co-scholastic (non-academic) areas in order to promote their overall development. It involves assessing students continuously using various tools and techniques, covering curricular and extracurricular activities. The objectives of CCE are to make evaluation part of the teaching-learning process and use it to improve student achievement through diagnosis and remediation.
Role of general teacher and resource teacherKetan Kamble
The general teacher plans instruction for all students, including those with disabilities. They develop lesson plans, evaluate student progress, communicate with students and parents, and collaborate with special education teachers and other support staff. The resource teacher focuses on students with physical or learning difficulties. They work in small groups using traditional and adapted teaching methods tailored to individual students' needs. Key responsibilities of the resource teacher include assessment, preparing adapted materials, modifying assignments, co-teaching with general teachers, tutoring, counseling parents, and monitoring student progress.
Integrated education involves educating students with disabilities alongside their non-disabled peers. It aims to avoid segregating students and promote inclusion. The key benefits are that it helps disabled students avoid feelings of difference and inferiority, allows them to learn from peers, and ensures social integration. However, integrated education requires coordination between regular and special teachers, preparation of students, positive school attitudes, and assistive materials and resources to support disabled students. It also must focus on both equality and equity of education for all students.
This document discusses the universalization of elementary education in India. It outlines key efforts by the central and state governments to achieve universal elementary education as mandated by the Indian constitution. Some of the key efforts discussed include the Sarva Shiksha Abhiyan launched in 2001 to provide quality elementary education to all children ages 6-14, and the Right to Education Act passed in 2009 to make elementary education a fundamental right for children in that age group. The document also briefly discusses efforts to universalize secondary education for students ages 14-18.
The document provides information on the functions of the State Council of Educational Research and Training (SCERT) and District Institutes of Education and Training (DIET) in Delhi, India.
SCERT is responsible for curriculum development, teacher education programs, and material development for pre-primary and elementary education. It oversees 9 DIETs. DIETs provide in-service training to elementary school teachers and conduct research. Their functions include teacher training, academic support to schools, and action research on education issues in their districts.
Understanding the language background of the students - Home language vs Scho...Suresh Babu
Understanding the Language background of the students: Home language vs School Language; First or second language Learners and the language used in teaching the subject - issues and Challenges.
The document discusses curriculum transaction and modes of curriculum transaction. It defines curriculum transaction as the effective implementation of curriculum contents based on the objectives. There are two main modes of curriculum transaction: face-to-face and distance. Face-to-face involves direct interaction between teachers and learners through lectures, discussions, etc. Distance mode does not involve direct contact and uses mediums like print, audio, video for instruction. Recently, interactive television and online platforms like Zoom, Google Meet, and YouTube Live have also been used for curriculum transaction during the COVID-19 pandemic.
The document discusses the Rashtriya Madhyamik Shiksha Abhiyan (RMSA), a centrally sponsored scheme launched in 2009 in India to improve access to and quality of secondary education. RMSA aims to increase secondary school enrollment rates from 52.26% to 75% by 2014 through universal education for 15-16 year olds. Its objectives include improving education quality, removing socioeconomic/gender barriers, and achieving universal retention by 2020. The scheme funds additional classrooms, labs, libraries, toilets, and teacher housing to enhance facilities. It also focuses on reducing pupil-teacher ratios, in-service training, STEM education, curriculum/teaching reforms, and empowering disadvantaged groups
Rashtriya Uchchatar Shiksha Abhiyan (RUSA) is India's National Higher Education Mission initiated in 2013. It aims to increase India's Gross Enrollment Ratio in higher education from 18% to 30% by providing strategic funding to higher education institutions. The funding is distributed from the central government to state governments, with the central government contributing 65% of total grants and states contributing 35%. RUSA's objectives include improving quality, access, and governance in state higher education systems.
This document discusses inclusive education, which promotes the full development of all learners regardless of their abilities or backgrounds. It outlines key principles of inclusive education like non-discrimination and equal opportunities for all students. The document also covers India's policies and initiatives to promote inclusive education from 1985 onwards. It discusses the needs, aims, challenges and strategies of implementing inclusive education effectively in schools. The roles of teachers in inclusive classrooms and reforms needed in curriculum, teaching methods, classroom design and addressing barriers are also described.
The document discusses learning both in and out of school. It notes that learning inside school gives students pleasure and links learning to their lives, while using various teaching methods. Out of school learning involves experiences arranged outside the classroom, such as with community partners, and has benefits like fun, personal development and motivation. Observational learning, where students learn by watching others, is also important for out of school learning experiences and extending the curriculum into the local area. Approaches to out of school learning include field teaching and field research.
Language policy pre and post independent IndiaThanavathi C
1) India has immense linguistic diversity with over 1600 languages spoken, though many are spoken by small groups. The 1971 Census found 281 languages spoken by over 5,000 people each.
2) Historically, languages like Sanskrit, Pali, Persian, and English influenced India under different rulers. Post-independence, several commissions recommended policies like using the mother tongue as the medium of instruction and establishing the three-language formula.
3) The Indian Constitution designates Hindi as the official language but allows English to be used for official purposes. It also requires states to promote the mother tongue and Hindi. The three-language formula incorporates the mother tongue, Hindi, and English or another modern Indian language.
Universalization of Secondary Education in Indiarajib saha
The issue of universalization of secondary education in India has been discussed mainly with the details of RMSA or Rasthriya Madhyamik Siksha Abhiyan. it is useful enough for the students of education discipline to know the history and present status of secondary education in India.
The National Curriculum Framework (NCF) provides guidelines for Indian schools and teachers to develop educational experiences for students. It addresses educational purposes, experiences, organization of experiences, and student assessment. NCF was introduced in 1975, 1988, 2000, and 2005 to make the school system more flexible and holistic. It aims to shift the focus from rote learning to developing students' creativity and overall personality. The 2005 NCF emphasizes child-centered and participatory learning through discussions, experiments, and connecting knowledge to real-life. It also promotes multilingual education, integrating subjects, inclusive classrooms, and assessing students in a continuous and flexible manner.
The National Council of Educational Research and Training (NCERT) was established in 1961 to promote and organize research in education and improve educational techniques. It disseminates knowledge through various publications and training programs. The Maharashtra State Council of Educational Research and Training (MSCERT) was established in 1984 and is responsible for curriculum, textbooks, and teacher training for Maharashtra schools. Both organizations aim to improve quality of education through research, resources, and teacher professional development.
CONTINUOUS AND COMPREHENSIVE EVALUATION(CCE)Sani Prince
CCE was made mandatory in National Policy on Education,1986 (NPE 1986) to introduce Continuous and Comprehensive Evaluation in schools as an important step of examination reform and for the qualitative improvement in the education system.
Assessment of diverse, learners,exemption, concessions, adaptation & acco...syd Shafeeq
Assessment involves the use of empirical data of student learning to refine programs and improve student learning. Assessment is used in many ways in education. The good deal of attention is given to the use in helping and learning. Assessment consist of the diverse learners needs the learner’s assessment assess the certain level of individual that include concepts of exemptions, concession, adaptation and accommodation. All are perfectly helpful for the assessment of diverse learners.
BRC and CRC are two resources used for academic activities and resource teachers training programs. here the definition of brc and crc and role of BRC and CRC for disabled childrens. under SSA
The document discusses the Language Across Curriculum (LAC) approach to teaching language. It states that LAC integrates language learning with content learning by teaching language outside the traditional classroom using contextual and content-based methods. This requires language learning to occur in both language classrooms and other subject classrooms. There needs to be collaboration between language teachers and other subject teachers to effectively implement LAC.
This document discusses assistive technology (AT) in inclusive education. It defines AT as devices that help students with disabilities function better. The document outlines different types of AT for mobility, visual, hearing, communication, and vocational impairments. It also discusses strategies for implementing AT, such as ensuring availability, accessibility, affordability and adaptability. Barriers to AT include lack of awareness, resources, funding and services. The role of teachers is to understand students' needs, implement AT appropriately, and help students practice using devices to increase independence.
• CCE refers to a system of school based assessment that covers all aspects of
students growth and development.
• The main aim is to find out how far the curricular goals were achieved. It
emphasizes two fold objectives.
• Continuity in evaluation and assessment of broad based learning.
• Behavioral outcomes.
a) Continuous.
Assessment is regular and periodical. Evaluation of students growth and development is continuous process rather than an event, built into the total teaching learning process and spread over the entire span of academic session.
b) Comprehensive.
Comprehensive It is a holistic approach, covers both scholastic and co- scholastic areas. It provides sufficient opportunity for the child to grow in all areas.
c) Evaluation.
Evaluation is an assessment of a child in all aspects. The emphasis shifted to the testing holistic learning.
This document outlines the key aspects of a teacher's handbook, including that it contains lists of teaching aids, summaries of lessons, and various exercises and assignments. It notes that a handbook aims to help teachers monitor their program by providing a teaching tool suitable for students of varying interests and abilities. Some advantages are that it allows for review work, helps teachers choose appropriate strategies, and provides evidence of student progress. A disadvantage is that teachers must form the habit of referring to the guidebook before class.
Inclusive education - Definition, concept and significance of Inclusive educa...Suresh Babu
Inclusive education - Definition, concept and significance of Inclusive education Significance of inclusive education for the education of all children in the context of right to education, Issues and problems in Inclusive education, Teacher preparation for Inclusive education – developing attitudes and competencies for inclusion.
The National Curriculum Framework 2005 document outlines the process undertaken to revise the national school curriculum in India. A National Steering Committee and 21 National Focus Groups composed of experts were formed to research and prepare position papers on various curricular areas and reforms. Their work was informed by nationwide consultations, including with teachers, NGOs, and over 2000 public responses. The framework emphasizes making learning more child-centered, connected to life outside school, and shifting away from rote memorization. It calls for reforms across subject areas as well as systemic reforms to assessment and teacher training.
The document provides an overview of the National Curriculum Framework 2005 (NCF 2005) in India. It outlines the guiding principles of NCF 2005 which aim to reduce the burden of learning on students and encourage a more holistic learning approach. The summary highlights that NCF 2005 recommends softening boundaries between subjects, implementing a three-language formula in schools, and shifting away from rote learning methods. It also emphasizes the importance of integrating local knowledge, arts, physical activity, and community involvement into the curriculum.
This document provides an overview of the National Curriculum Framework (NCF) 2005 and the Kerala Curriculum Framework 2007. It discusses the key features and perspectives of the NCF 2005, including focusing on holistic student development, making learning enjoyable, and strengthening national identity. It also covers aspects of the curriculum like language, mathematics, computers, and incorporating work-related education. The document then briefly discusses the higher secondary applications and notes that the existing Kerala syllabus is based on the 2007 Framework, which emphasizes activity-based learning and a student-centric approach.
The document discusses curriculum transaction and modes of curriculum transaction. It defines curriculum transaction as the effective implementation of curriculum contents based on the objectives. There are two main modes of curriculum transaction: face-to-face and distance. Face-to-face involves direct interaction between teachers and learners through lectures, discussions, etc. Distance mode does not involve direct contact and uses mediums like print, audio, video for instruction. Recently, interactive television and online platforms like Zoom, Google Meet, and YouTube Live have also been used for curriculum transaction during the COVID-19 pandemic.
The document discusses the Rashtriya Madhyamik Shiksha Abhiyan (RMSA), a centrally sponsored scheme launched in 2009 in India to improve access to and quality of secondary education. RMSA aims to increase secondary school enrollment rates from 52.26% to 75% by 2014 through universal education for 15-16 year olds. Its objectives include improving education quality, removing socioeconomic/gender barriers, and achieving universal retention by 2020. The scheme funds additional classrooms, labs, libraries, toilets, and teacher housing to enhance facilities. It also focuses on reducing pupil-teacher ratios, in-service training, STEM education, curriculum/teaching reforms, and empowering disadvantaged groups
Rashtriya Uchchatar Shiksha Abhiyan (RUSA) is India's National Higher Education Mission initiated in 2013. It aims to increase India's Gross Enrollment Ratio in higher education from 18% to 30% by providing strategic funding to higher education institutions. The funding is distributed from the central government to state governments, with the central government contributing 65% of total grants and states contributing 35%. RUSA's objectives include improving quality, access, and governance in state higher education systems.
This document discusses inclusive education, which promotes the full development of all learners regardless of their abilities or backgrounds. It outlines key principles of inclusive education like non-discrimination and equal opportunities for all students. The document also covers India's policies and initiatives to promote inclusive education from 1985 onwards. It discusses the needs, aims, challenges and strategies of implementing inclusive education effectively in schools. The roles of teachers in inclusive classrooms and reforms needed in curriculum, teaching methods, classroom design and addressing barriers are also described.
The document discusses learning both in and out of school. It notes that learning inside school gives students pleasure and links learning to their lives, while using various teaching methods. Out of school learning involves experiences arranged outside the classroom, such as with community partners, and has benefits like fun, personal development and motivation. Observational learning, where students learn by watching others, is also important for out of school learning experiences and extending the curriculum into the local area. Approaches to out of school learning include field teaching and field research.
Language policy pre and post independent IndiaThanavathi C
1) India has immense linguistic diversity with over 1600 languages spoken, though many are spoken by small groups. The 1971 Census found 281 languages spoken by over 5,000 people each.
2) Historically, languages like Sanskrit, Pali, Persian, and English influenced India under different rulers. Post-independence, several commissions recommended policies like using the mother tongue as the medium of instruction and establishing the three-language formula.
3) The Indian Constitution designates Hindi as the official language but allows English to be used for official purposes. It also requires states to promote the mother tongue and Hindi. The three-language formula incorporates the mother tongue, Hindi, and English or another modern Indian language.
Universalization of Secondary Education in Indiarajib saha
The issue of universalization of secondary education in India has been discussed mainly with the details of RMSA or Rasthriya Madhyamik Siksha Abhiyan. it is useful enough for the students of education discipline to know the history and present status of secondary education in India.
The National Curriculum Framework (NCF) provides guidelines for Indian schools and teachers to develop educational experiences for students. It addresses educational purposes, experiences, organization of experiences, and student assessment. NCF was introduced in 1975, 1988, 2000, and 2005 to make the school system more flexible and holistic. It aims to shift the focus from rote learning to developing students' creativity and overall personality. The 2005 NCF emphasizes child-centered and participatory learning through discussions, experiments, and connecting knowledge to real-life. It also promotes multilingual education, integrating subjects, inclusive classrooms, and assessing students in a continuous and flexible manner.
The National Council of Educational Research and Training (NCERT) was established in 1961 to promote and organize research in education and improve educational techniques. It disseminates knowledge through various publications and training programs. The Maharashtra State Council of Educational Research and Training (MSCERT) was established in 1984 and is responsible for curriculum, textbooks, and teacher training for Maharashtra schools. Both organizations aim to improve quality of education through research, resources, and teacher professional development.
CONTINUOUS AND COMPREHENSIVE EVALUATION(CCE)Sani Prince
CCE was made mandatory in National Policy on Education,1986 (NPE 1986) to introduce Continuous and Comprehensive Evaluation in schools as an important step of examination reform and for the qualitative improvement in the education system.
Assessment of diverse, learners,exemption, concessions, adaptation & acco...syd Shafeeq
Assessment involves the use of empirical data of student learning to refine programs and improve student learning. Assessment is used in many ways in education. The good deal of attention is given to the use in helping and learning. Assessment consist of the diverse learners needs the learner’s assessment assess the certain level of individual that include concepts of exemptions, concession, adaptation and accommodation. All are perfectly helpful for the assessment of diverse learners.
BRC and CRC are two resources used for academic activities and resource teachers training programs. here the definition of brc and crc and role of BRC and CRC for disabled childrens. under SSA
The document discusses the Language Across Curriculum (LAC) approach to teaching language. It states that LAC integrates language learning with content learning by teaching language outside the traditional classroom using contextual and content-based methods. This requires language learning to occur in both language classrooms and other subject classrooms. There needs to be collaboration between language teachers and other subject teachers to effectively implement LAC.
This document discusses assistive technology (AT) in inclusive education. It defines AT as devices that help students with disabilities function better. The document outlines different types of AT for mobility, visual, hearing, communication, and vocational impairments. It also discusses strategies for implementing AT, such as ensuring availability, accessibility, affordability and adaptability. Barriers to AT include lack of awareness, resources, funding and services. The role of teachers is to understand students' needs, implement AT appropriately, and help students practice using devices to increase independence.
• CCE refers to a system of school based assessment that covers all aspects of
students growth and development.
• The main aim is to find out how far the curricular goals were achieved. It
emphasizes two fold objectives.
• Continuity in evaluation and assessment of broad based learning.
• Behavioral outcomes.
a) Continuous.
Assessment is regular and periodical. Evaluation of students growth and development is continuous process rather than an event, built into the total teaching learning process and spread over the entire span of academic session.
b) Comprehensive.
Comprehensive It is a holistic approach, covers both scholastic and co- scholastic areas. It provides sufficient opportunity for the child to grow in all areas.
c) Evaluation.
Evaluation is an assessment of a child in all aspects. The emphasis shifted to the testing holistic learning.
This document outlines the key aspects of a teacher's handbook, including that it contains lists of teaching aids, summaries of lessons, and various exercises and assignments. It notes that a handbook aims to help teachers monitor their program by providing a teaching tool suitable for students of varying interests and abilities. Some advantages are that it allows for review work, helps teachers choose appropriate strategies, and provides evidence of student progress. A disadvantage is that teachers must form the habit of referring to the guidebook before class.
Inclusive education - Definition, concept and significance of Inclusive educa...Suresh Babu
Inclusive education - Definition, concept and significance of Inclusive education Significance of inclusive education for the education of all children in the context of right to education, Issues and problems in Inclusive education, Teacher preparation for Inclusive education – developing attitudes and competencies for inclusion.
The National Curriculum Framework 2005 document outlines the process undertaken to revise the national school curriculum in India. A National Steering Committee and 21 National Focus Groups composed of experts were formed to research and prepare position papers on various curricular areas and reforms. Their work was informed by nationwide consultations, including with teachers, NGOs, and over 2000 public responses. The framework emphasizes making learning more child-centered, connected to life outside school, and shifting away from rote memorization. It calls for reforms across subject areas as well as systemic reforms to assessment and teacher training.
The document provides an overview of the National Curriculum Framework 2005 (NCF 2005) in India. It outlines the guiding principles of NCF 2005 which aim to reduce the burden of learning on students and encourage a more holistic learning approach. The summary highlights that NCF 2005 recommends softening boundaries between subjects, implementing a three-language formula in schools, and shifting away from rote learning methods. It also emphasizes the importance of integrating local knowledge, arts, physical activity, and community involvement into the curriculum.
This document provides an overview of the National Curriculum Framework (NCF) 2005 and the Kerala Curriculum Framework 2007. It discusses the key features and perspectives of the NCF 2005, including focusing on holistic student development, making learning enjoyable, and strengthening national identity. It also covers aspects of the curriculum like language, mathematics, computers, and incorporating work-related education. The document then briefly discusses the higher secondary applications and notes that the existing Kerala syllabus is based on the 2007 Framework, which emphasizes activity-based learning and a student-centric approach.
Validity and Significance of Course Content, Consistency with Social Reality,...USMAN GANI AL HAQUE
This document discusses the validity and significance of course content at the secondary and higher secondary level in India. It summarizes the National Curriculum Framework from 2005 on various school subjects like languages, mathematics, science, social science, art education, health and physical education. It emphasizes the importance of incorporating social realities into the curriculum to ensure consistency, such as gender issues, vocational education, inclusive education. It also discusses how curriculum contexts should be adapted based on situational analysis to meet changing societal demands over time, for example the growing emphasis on technology and sex education. The document concludes by stressing the important role of governments, teachers, and education committees in regularly reviewing and updating curriculum to integrate these key aspects.
This document discusses contextualizing curriculum by relating content and teaching methods to students' experiences and environment. It emphasizes using local resources, interests and issues to make lessons more meaningful. Some benefits are improving relevance, developing skills like problem-solving, and strengthening the connection between school, home and community. The document provides steps for contextualizing lessons and suggests areas for further research like evaluating its impact on learning and communities.
STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUMMina Badiei
The document outlines the stages of curriculum development and evaluation involved in updating an entire curriculum. It discusses 1) establishing general aims from educational policies, 2) the tasks of curriculum developers in determining subject balance and time allocation, 3) defining major educational objectives, 4) important concepts like critical changes in society and minimum learning requirements, and 5) constraints like political, socio-cultural and psychological factors. It emphasizes evaluating objectives, content scope and sequence, teaching strategies, and instructional materials using expert reviews and trials to ensure the curriculum achieves its aims.
National Curriculum Framework 2005, B.Ed Syllabus, M.Ed Syllabus. M.Ed 1st Sem Chapter, Baba Saheb Ambedkar Education University. UGC NET/SET Syllabus.
The document discusses India's National Education Policies and National Curriculum Frameworks. It provides context on how policies have changed over time, from NEP 1986 to the draft NEP 2019, with proposed changes to India's schooling structure. It also outlines the history and objectives of India's National Curriculum Frameworks, particularly NCF 2005. NCF 2005 aims to make education learner-centered and inclusive, focusing on developing independent, flexible thinkers who can contribute to society and economic processes. It emphasizes assessing learning continuously and comprehensively to provide immediate student support.
The document discusses the concept of curriculum and its objectives. It defines curriculum as the tool used by teachers to mold students according to educational aims and ideals. The curriculum includes all activities that promote students' intellectual, personal, social and physical development. It then discusses different types of curriculum and the principles of curriculum construction. The objectives of curriculum are to develop students' character and prepare them for citizenship. Finally, it concludes that the curriculum should be constructed according to the needs of society to inculcate qualities of sociability and citizenship in students.
The presentation briefly discusses the main features of National Curriculum for Elementry and Secondary Education - A Framework - 1988, The Curriculum for The Ten Year School - A Framework - 1975, National Curriculum Framework for School Education - 2000, and National Curriculum Framework - 2005
1) The document discusses social forces that influence curriculum development, including politics, economy, technology, social diversity, learning theories, and the environment. It examines how these shape curriculum goals and content.
2) Guidelines for considering social factors in curriculum development include respecting cultural pluralism, addressing local needs as well as national/international ones, and preparing students to participate productively in society.
3) Developing curriculum requires understanding a society's conceptions of education's functions like cultural transmission, transformation, and individual development in order to establish relevant goals and content.
The document discusses innovations in education and the 2002 Basic Education Curriculum implemented in the Philippines. It describes how innovations are necessary to keep pace with societal changes. The 2002 BEC aims to raise quality and functional literacy through five learning areas: English, Math, Science, Filipino and Makabayan. It emphasizes integrative teaching methods like thematic teaching, content-based instruction, focusing inquiry and generic competency models to provide a holistic education.
The document discusses innovations in education and the 2002 Basic Education Curriculum implemented in the Philippines. It describes how innovations are necessary to keep pace with societal changes. The 2002 BEC aims to raise quality and accessibility of education through a restructured curriculum focusing on five learning areas. It emphasizes interactive, collaborative and innovative teaching approaches like thematic teaching, content-based instruction, focusing inquiry, and developing generic competencies across subjects.
Curriculum development in the philippines in new societySharel Mae Ponce
The document discusses curriculum development in the Philippines during the New Society period from 1972 onward. Key points include:
1) Educational decrees aimed to make schools more responsive to national development needs and introduce moral, vocational, and technical education.
2) The 2002 Reformed Basic Education Curriculum emphasized values formation, critical thinking, and making students productive citizens.
3) It integrated subjects, used both Filipino and English as languages of instruction, and encouraged interactive learning over traditional teaching methods.
Three key elements define quality in education according to UNESCO and UNICEF:
1) Quality learners who are healthy, supported by families and communities
2) Quality learning environments that are safe, protective with adequate facilities
3) Quality processes including well-trained teachers who use child-centered teaching and assessment to reduce disparities
Global concerns regarding these elements include ensuring healthy, nourished students; safe, inclusive schools; literacy and numeracy in curricula; and outcomes such as community participation and lifelong learning. Quality education prepares students for productive lives.
NEP at a glance for a CBSE SCHOOL .pptxeducator001
- The document outlines the agenda and key principles of the National Education Policy 2020 in India, including developing respect for fundamental rights and duties, contributing to an equitable knowledge society, and instilling skills and values for global well-being.
- It discusses universal access to early childhood care and education between ages 3-6 through Anganwadis/preschools, as well as proposed changes to the school curriculum structure from 5+3+3+4.
- The policy aims to improve learning outcomes, focus on foundational literacy and numeracy, implement competency-based education, integrate subjects and use experiential and interactive pedagogical approaches. It also covers developing health and wellness skills in
The document discusses the National Curriculum Framework (NCF) of India. It provides guidelines for educational purposes, experiences, organization of experiences, and learner assessment. The 2005 NCF was based on constructivist psychology and involved extensive consultations. Key features included reducing academic stress, making education more relevant and meaningful. It recommended changes to subject curricula like mathematics, sciences, and social sciences. The NCF emphasized creating an enabling learning environment and systemic reforms like flexible examinations.
This document discusses teacher education in Pakistan at different levels. It begins by defining teacher education and its importance. It then outlines the education system in Pakistan which has 5 levels - primary, middle, secondary, higher secondary, and higher education. Teacher education prepares teachers for each level as the needs and requirements of students vary. For each education level, the document introduces the aims and objectives of teacher education, such as developing life skills at primary level, environmental awareness at middle level, and self-employment skills at higher education level. It concludes by listing references used.
The document discusses international and national trends in primary level curriculum development. It outlines how curriculums are developed through a reform cycle in Pakistan, with input from federal and provincial authorities. Curriculums are aimed to meet national education policies while allowing for regional adaptation. The development process involves syllabus formulation, textbook writing, and review/approval procedures to ensure standards are met.
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A Brief Note On National Curriculum Framework (NCF) 2005
1. National Curriculum Framework (NCF) 2005, By- Dr. G. R. Angadi Page 1
A Brief Note on National Curriculum Framework (NCF) 2005
Dr. G. R. Angadi
Assistant Professor, BLDEA’s JSS College of Education, P. G. Studies in Education and
Research Centre, Vijayapur-586101 Karnataka (India)
EMailID: gavimahi@gmail.com
The National Curriculum Framework is one of four National Curriculum Frameworks
published in 1975, 1988, 2000 and 2005 by the National Council of Educational Research
and Training NCERT in India. The document provides the framework for making syllabi,
textbooks and teaching practices within the school education programmes in India.
NCF 2005 has been translated into 22 languages and has influenced the syllabi in 17
states. The NCERT gave a grant to each State to promote NCF in the language of the State
and to compare its current syllabus with the syllabus proposed, so that a plan for reforms
could be made. Several States have taken up this challenge. This exercise is being carried out
with the involvement of State Councils for Educational Research and Training
(DSERT/SCERT) and District Institutes of Education and Training (DIET).
The Document is divided into 5 areas:
Perspective
Learning and Knowledge
Curriculum Areas, School Stages and Assessment.
School and Classroom Environment
Systemic Reforms.
Introduction:
As per the directions of the Human Resource development Minister, the NCERT took
up the assignment of reviewing the National Curriculum framework for school Education in
the light of the report Learning without Burden (1993). A National steering Committee under
the Chairmanship of Professor Shri. Yash Pal formed 21 National focus groups. Members of
these committees included representatives of institutions of advanced learning, NCERT’s
own faculty, school teachers and non-governmental organisations. Deliberations at National
and state level and public opinions were invited by giving wide advertisements.
The NCF-2005 begins with a quotation from Tagore’s essay Civilization and Progress
in which the poet reminds us that a ‘creative spirit’ and ‘generous joy’ are key in childhood,
both of which can be distorted by an unthinking adult world. Seeking guidance from the
constitutional vision of India as a secular, egalitarian and pluralistic society, founded on the
values of social justice and equality, certain broad aims of education have been identified in
this document NCF-2005. These include independence of thought and action, sensitivity to
others’ well-being and feelings, learning to respond to new situations in a flexible and
creative manner, predisposition towards participation in democratic process, and the ability to
work towards and contribute to economic processes and social change. For teaching to serve
as a means of strengthening our democratic way of life, it must respond to the presence of
first generation school-goers, whose retention is imperative owing to the constitutional
amendment that has made elementary education a fundamental right of every child. The fact
that learning has become a source of burden and stress on children and their parents is an
evidence of a deep distortion in educational aims and quality. To correct this distortion, the
present NCF proposes five guiding principles for curriculum development:
1. Connecting knowledge to life outside the school
2. Ensuring that learning shifts away from rote methods
3. Enriching the curriculum so that it goes beyond textbooks
4. Making examinations more flexible and integrating them with classroom life and
2. National Curriculum Framework (NCF) 2005, By- Dr. G. R. Angadi Page 2
5. Nurturing an overriding identity informed by caring concerns within the democratic
polity of the country.
The NCF-2005 was framed keeping the above mentioned guiding principles as to
implement many good ideas that have already been articulated in the past.
A brief chapter wise summary of the NCF-2005 is given below:
CHAPTER -1
Strengthening a national system of education in a pluralistic society.
Reducing the curriculum load based on insights provided in ‘Learning without
Burden’.
Systemic changes in tune with curricular reforms
Curricular practices based on the values enshrined in the constitution, such as social
justice, and equality and secularism.
Ensuring quality education for all
Building a citizenry committed to democratic practices, values, sensitivity towards
gender justice, problems faced by the scheduled Castes and the Scheduled Tribes,
needs of the disabled, and capacities to participate in economic and political
processes.
CHAPTER -2
Reorientation in our perception of learners and learning
Holistic approach in the treatment of learners’ development and learning
Meeting learning disability needs through data based and need specific programmes.
Learner engagement for construction of knowledge and fostering creativity.
Active learning through experiential mode
Adequate room for voicing children’s thinking, curiosity and questions in curricular
practices
Connecting knowledge across disciplinary boundaries to provide a broader frame for
insightful construction of knowledge.
Forms of learner engagement-observing, exploring, discovering, analysing, critical
reflection, etc.-are as important as the content of knowledge.
Activities for developing critical perspectives on socio-cultural realities need to nd
space in curricular practices.
Local knowledge and children’s experiences are essential components of textbooks
and pedagogic practices.
School years are a period of rapid development with changes and shifts in capabilities,
attitudes and interests that have implications for choosing and organizing the content
and process of knowledge.
CHAPTER-3
Language:
Language skills-speech and listening, reading and writing-cut across school subjects
and disciplines. Their foundational role in children’s construction of knowledge right
from elementary classes through senior secondary senior secondary classes needs to
be recognised.
A renewed effort should be made to implement the three language formula,
emphasising recognition of children’s mother tongue(s) as the best medium of
instruction. These include tribal languages.
Success in learning English is possible only if it builds on sound language pedagogy
in the mother tongue.
The multilingual character of Indian society should be seen as a resource for
enrichment of school life.
3. National Curriculum Framework (NCF) 2005, By- Dr. G. R. Angadi Page 3
Mathematics:
Mathematization (ability to think logically, formulate and handle abstractions) rather
than ‘knowledge’ of mathematics(formals and mechanical procedures) is the main
goal of teaching mathematics.
The teaching of mathematics should enhance the child’s ability to think and reason, to
visualise and handle abstractions, to formulate and solve problems. Access to quality
mathematics education is the right of every child.
Science:
Content, process and language of science teaching must be commensurate with
learner’s age range and cognitive reach.
Science teaching should engage the learner in acquiring methods and processes that
will nurture their curiosity and creativity, particularly in relation to the environment.
Science teaching should be placed in the wider context children’s environment to
equip them with the requisite knowledge and skills to enter the world of work.
Awareness of environmental concerns must permeate the entire school curriculum.
Social Sciences:
Social science teaching should aim at equipping children with moral and mental
energy so as to provide them the ability to think independently and reect critically
on social issues.
Interdisciplinary approaches, promoting key national concerns such as gender justice,
human rights and sensitivity to marginalized groups and minorities.
Civics should be recast as political science, and significance of history as a shaping
influence on the child’s conception of the past and civic identity should be recognized.
Work:
Work should be infused in all subjects from the primary stage upwards
Agencies and settings offering work opportunities outside the school be formally
recognized
Design of Vocational Education and Training programme is based on the perspective
of 10-12 years of work centred education with in-built features of:
Flexible and modular courses of varying durations
Multiple entry and exit points
Accessibility from the level of village clusters ti district levels.
Decentralised accreditation and equivalence mechanism for agencies located outside
the school system.
Art:
Arts (folk and classical forms of music and dance, visual arts, puppetry, clay work,
theatre, etc.) and heritage crafts should be recognised as integral components of the
school curriculum
Awareness of their relevance to personal, social, economic and aesthetic needs should
be built among parents, school authorities and administrators.
The art should comprise a subject at every stage of school education.
Peace:
Peace-oriented values should be promoted in all subjects throughout school years with
the help of relevant activities.
Peace education should form a component of teacher education.
Health and physical education.
Health and physical education are necessary for the overall development of learners.
Through health and physical education programmes (including yoga), it may be
4. National Curriculum Framework (NCF) 2005, By- Dr. G. R. Angadi Page 4
possible to handle successfully the issues of enrolment, retention and completion of
school.
CHAPTER-4
Availability of minimum infrastructure and material facilities, and support for
planning a flexible daily schedule are critical for improved teacher performance.
A school culture that nurtures children’s identities as learners’ enhances the potential
and interests of each child.
Specific activities ensuring participation of all children-able and disabled- are
essential conditions for learning by all.
The value of self discipline among learners through democratic functioning is as
relevant as ever.
Participation of community members in sharing knowledge and experience in a
subject area helps in forging a partnership between school and community.
Reconceptualization of learning resources in terms of:
Textbooks focused on elaboration of concepts, activities, problems and exercises
encouraging reflective thinking and group work.
Supplementary books, workbooks, teachers’ handbooks etc. based on fresh thinking
and new perspectives.
Multimedia and ICT as sources for two way interaction rather than one way reception.
School library as an intellectual space for teachers, learners and members of the
community to deepen their knowledge and connect with the wider world.
Decentralized planning of school calendar and daily schedule and autonomy for
teacher professionalism practices are basic to creating a learning environment.
CHAPTER-5
Quality concern a key feature of systemic reform, implies the system’s capacity to
reform itself by enhancing its ability to remedy its own weaknesses and to develop
new capabilities.
A broad framework for planning upwards, beginning with schools for identifying
focuses areas and subsequent consolidation at the cluster and block levels could form
a decentralised planning strategy at the district level.
Meaningful academic planning has to be done in a participatory manner by
Headmasters and teachers.
Monitoring quality must be seen as a process of sustaining interaction with individual
schools in terms of teaching-learning processes.
Professional training of teachers can be strengthened by linking it to:
Post-graduate studies in different subjects.
Provisions for integrated undergraduate studies in teacher education.
Inclusion of a course on language prociency as an integral component.
Engaging the trained with the larger context of education, interacting with children in
real contexts and critically
questioning their own beliefs about knowledge and learning, gender, caste, equity and
justice.
Shifting the focus from pure disciplinary knowledge to the learner and his/her context.
In-service education needs to become a catalyst for change in school practices.
Panchayat Raj system should be strengthened by evolving a
Mechanism to regulate the functioning of parallel bodies at the village level so that
democratic participation in development can be realised.
EXAMINATION REFORMS:
Reducing stress and enhancing success in examination necessitate:
5. National Curriculum Framework (NCF) 2005, By- Dr. G. R. Angadi Page 5
Shift from content-based testing to problem-solving and understanding. For this to
happen the present typology of the question paper must change.
Shift toward shorter examinations
Setting up of a single nodal agency for coordinating the design and conduct of
entrance examinations.
Availability of multiple textbooks to widen teachers’ choices and provide for the
diversity in children’s needs and interests.
Sharing of teaching experiences and diverse classroom practices to generate new
ideas and facilitate innovation and experimentation.
Development of syllabi, textbooks and teaching learning resources could be carried
out in a decentralized and participatory manner involving teachers, experts from
universities, NGOs and teachers’ organisations.
CONCLUSION:
This framework for curriculum presents a vision of what is desirable for our children.
It seeks to enable those who are involved with the bases on which they can make choices that
determine the curriculum. This provides an understanding of issues relating to children’s
learning, the nature of knowledge and the school as an institution. This approach to the
curriculum draws attention to the importance of the school ethos and culture, the classroom
practices of teachers, learning sites outside the school, and learning resources, as much as to
the dimensions of the system that exert direct and indirect influence.
The National Policy on Education (NPE, 1986) AND THE Programme of Action
(POA, 1992) assigned a pivotal role to NCERT in preparing a National Curriculum
Framework (NCF). Preparation of NCF, 2005 was accomplished with the help of a National
Steering Committee, chaired by Professor Yash Pal and 21 National
Focus Groups on the following themes:-
1. Aims of Education
2. Systematic Reforms for Curriculum Change
3. Teaching of Indian Languages
4. Teaching of English
5. Teaching of Mathematics
6. Teaching of Science
7. Teaching of Social Sciences
8. Habitat and Learning
9. Art, Music, Dance and Theatre
10. Heritage Crafts
11. Work and Education
12. Health and Physical Education
13. Early Childhood Education
14. Problems of SC & ST Children
15. Gender Issued in Education
16. Educational Technology
17. Education of Groups with Special Needs
18. Education for Peace
19. Curriculum, Syllabus and Textbooks
20. Teacher Education of Curriculum Renewal
21. Examination Reforms
Approved by CABE on 7 September 2005, NCF derives its objective of student
learning an development from the values enshrined in the Constitution and contemporary
concerns for strengthening unity and national identity in a multi=cultural context and
enabling the nation to face future challenges. Affirmation of the primacy of an active learner
6. National Curriculum Framework (NCF) 2005, By- Dr. G. R. Angadi Page 6
and a distinctive focus on the nature of knowledge given NCF the potential to put the Indian
system of education at par with international practices
THE MAIN FEATURES OF THE FRAMEWORK ARE:
Strengthening of a National System of Education with special focus on
Values enshrined in the Constitution of India;
Reduction of curriculum load;
Ensuring quality Education For All (EFA);
Systemic changes;
Common school system.
Guiding Principles of Curriculum Development
Connecting knowledge to life outside school;
Ensuring that learning is shifted away from rote methods;
Enriching the curriculum to provide for overall development of children rather than
remain textbook centric;
Making examinations more flexible and integrated with classroom life; and
Nurturing an overriding identity informed by caring concerns within the democratic
polity of the country.
Learning and Knowledge
Correspondence between learner development and learning is intrinsic to curricular
practices;
Knowledge is different from information;
Organizing learning experiences for construction of knowledgeand fostering
creativity;
Connecting knowledge across disciplinary boundaries for insightful construction of
knowledge;
Learning experiences for developing critical perspectives on social issues;
Plurality of textbooks and other material incorporating local knowledge mediated
through Constitutional values and principles.
Curricular Areas
Implementation of three language formula with renewed efforts;
The idea that home language / mother tongue as the best to medium to build a
foundation for education applies to tribal languages as well;
Multi-lingual character of Indian society is a resource for promoting language
proficiency;
Teaching mathematics to focus on developing child’s resources to think and reason, to
visualize abstractions and to formulate and solve problems;
Teaching of Science to be recast to enable learners to acquire methods and processes
that will nurture thinking process, curiosity and creativity;
Social Sciences to be considered from disciplinary perspective while emphasizing
integrated approach in the treatment of significant themes;
Enabling pedagogic practices are critical for developing thinking process, decision
making and critical reflections on social issues;
The arts and heritage crafts, and health and physical education to form critical
components of school curriculum.
National Concerns
Professional planning and significant expansion of early childhood care and
education;
7. National Curriculum Framework (NCF) 2005, By- Dr. G. R. Angadi Page 7
Concerns and issues pertaining to environment, peace oriented values, and sensitivity
towards gender parity and towards SC and ST, and minorities must inform all subjects
and school experiences.
Systemic Reform
Teaching is a professional activity;
Availability of minimum infrastructure and material facilities for mproved teacher
performance;
Locally planned, flexible school calendars and time tables;
Reconceptualization of textbooks, teachers’ handbooks and other material based on
new perspectives and access to interactive technologies;
Strengthening the Panchayati Raj Institutions and encouraging community
participation for enhancing quality and accountability;
Teacher education programmes to be recast to reect professionalism in the process
of training and teaching;
Productive work as pedagogic medium in the school curriculum from pre-primary to
senior secondary stages;
Vocational education and training to be conceived and implemented in a mission
mode;
Examination reforms highlight-
1. shift from content based testing to problem solving and competency based
assessment, examinations of shorter duration, and
2. flexible time limit;
Partnerships between the school system and other civil society groups-NGOs and teacher
organisations etc. for moving ahead