The National Curriculum Framework (NCF) 2005 provides guidelines for developing school curricula, textbooks, and teaching practices in India. It was developed by the National Council of Educational Research and Training (NCERT) based on previous government reports and focus group discussions. The NCF 2005 aims to shift learning away from rote memorization and make it more student-centered and connected to life outside of school. It recommends integrating examinations into classroom learning and enriching the curriculum beyond textbooks. Key goals include implementing the three language formula, using the mother tongue as the medium of instruction, developing thinking skills, and incorporating art, health, and peace education into the curriculum.
The National Curriculum Framework (NCF) provides guidelines for developing teaching and learning experiences in schools. NCF 2005 was based on constructivist psychology and focused on the overall development of students through a child-centered approach. It aimed to reduce curriculum burden and ensure quality education for all through systemic reforms like more flexible exams integrated with classroom learning. The National Council for Teacher Education then developed the National Curriculum Framework for Teacher Education in 2009, drawing from NCF 2005, to improve teacher education in India and prepare teachers to uphold constitutional values through an inspiring vision.
The document discusses modern trends in curricular movements at the national and state level for teaching natural science in India. It describes the roles of the National Council of Educational Research and Training (NCERT) and State Council of Educational Research and Training (SCERT) in advancing science education. NCERT was established in 1961 to assist central and state governments on school education matters. SCERTs were also formed in each state/territory with a similar mandate. Both organizations have contributed to reforms in science education curriculum through establishing frameworks like the National Curriculum Framework. They also conduct various teacher training programs and workshops.
Mathematics is essential to everyday life. Nature demonstrates many mathematical concepts. A curriculum framework defines learning standards and outcomes for students. Study groups regularly meet to discuss shared fields of study in educational and professional settings. This document discusses curriculum frameworks in India including the National Curriculum Framework (NCF) and Kerala Curriculum Framework (KCF), and also describes some study groups like the School Mathematics Study Group (SMSG) and Nuffield Mathematics Project (NMP).
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.
The document discusses the National Curriculum Framework (NCF) of India from 2005. It provides the framework for developing syllabi, textbooks, and teaching practices in school education. The NCF 2005 draws from previous government reports and focus group discussions. It aims to reform science education to develop scientific temperament, engage scientific processes, and address issues like equity and creativity. It outlines the curriculum framework at different school stages and criticisms of the prevailing approach. The Kerala curriculum framework from 2007 was informed by NCF 2005 and aims for activity-based, process-oriented learning.
MODERN TRENDS IN CURRICULAR MOVEMENTS IN STATE LEVEL IN TEACHING NATURAL SCIE...Dadu Brutally Innocent
The document discusses modern trends in science curriculum and the role of the State Council of Educational Research and Training (SCERT) in India. It outlines several trends in science education including the establishment of state science education institutes, developing indigenous curricula, emphasizing conceptual learning over facts, and developing low-cost science materials. It describes SCERT's functions in developing curricula, training teachers, and implementing educational reforms. SCERT plays an important role in curriculum development and qualitative improvements in school education. The document also discusses trends toward individualized, interdisciplinary, and social issues-oriented approaches to curriculum construction.
ARUNIMA V.S -ONLINE ASSIGNMENT -MODERN TRENDS IN CURRICULAR MOVEMENTS IN STAT...sathyananthinis
1. The document discusses modern trends in curricular movements and the role of the State Council of Educational Research and Training (SCERT) in India.
2. It outlines key functions of SCERT including developing curriculum, teacher training programs, and implementing educational reforms.
3. SCERT has played an important role in restructuring science curriculum in India by developing learner-centered, activity-based curriculum and textbooks in line with National Curriculum Framework guidelines.
The National Curriculum Framework (NCF) 2005 provides guidelines for developing school curricula, textbooks, and teaching practices in India. It was developed by the National Council of Educational Research and Training (NCERT) based on previous government reports and focus group discussions. The NCF 2005 aims to shift learning away from rote memorization and make it more student-centered and connected to life outside of school. It recommends integrating examinations into classroom learning and enriching the curriculum beyond textbooks. Key goals include implementing the three language formula, using the mother tongue as the medium of instruction, developing thinking skills, and incorporating art, health, and peace education into the curriculum.
The National Curriculum Framework (NCF) provides guidelines for developing teaching and learning experiences in schools. NCF 2005 was based on constructivist psychology and focused on the overall development of students through a child-centered approach. It aimed to reduce curriculum burden and ensure quality education for all through systemic reforms like more flexible exams integrated with classroom learning. The National Council for Teacher Education then developed the National Curriculum Framework for Teacher Education in 2009, drawing from NCF 2005, to improve teacher education in India and prepare teachers to uphold constitutional values through an inspiring vision.
The document discusses modern trends in curricular movements at the national and state level for teaching natural science in India. It describes the roles of the National Council of Educational Research and Training (NCERT) and State Council of Educational Research and Training (SCERT) in advancing science education. NCERT was established in 1961 to assist central and state governments on school education matters. SCERTs were also formed in each state/territory with a similar mandate. Both organizations have contributed to reforms in science education curriculum through establishing frameworks like the National Curriculum Framework. They also conduct various teacher training programs and workshops.
Mathematics is essential to everyday life. Nature demonstrates many mathematical concepts. A curriculum framework defines learning standards and outcomes for students. Study groups regularly meet to discuss shared fields of study in educational and professional settings. This document discusses curriculum frameworks in India including the National Curriculum Framework (NCF) and Kerala Curriculum Framework (KCF), and also describes some study groups like the School Mathematics Study Group (SMSG) and Nuffield Mathematics Project (NMP).
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.
The document discusses the National Curriculum Framework (NCF) of India from 2005. It provides the framework for developing syllabi, textbooks, and teaching practices in school education. The NCF 2005 draws from previous government reports and focus group discussions. It aims to reform science education to develop scientific temperament, engage scientific processes, and address issues like equity and creativity. It outlines the curriculum framework at different school stages and criticisms of the prevailing approach. The Kerala curriculum framework from 2007 was informed by NCF 2005 and aims for activity-based, process-oriented learning.
MODERN TRENDS IN CURRICULAR MOVEMENTS IN STATE LEVEL IN TEACHING NATURAL SCIE...Dadu Brutally Innocent
The document discusses modern trends in science curriculum and the role of the State Council of Educational Research and Training (SCERT) in India. It outlines several trends in science education including the establishment of state science education institutes, developing indigenous curricula, emphasizing conceptual learning over facts, and developing low-cost science materials. It describes SCERT's functions in developing curricula, training teachers, and implementing educational reforms. SCERT plays an important role in curriculum development and qualitative improvements in school education. The document also discusses trends toward individualized, interdisciplinary, and social issues-oriented approaches to curriculum construction.
ARUNIMA V.S -ONLINE ASSIGNMENT -MODERN TRENDS IN CURRICULAR MOVEMENTS IN STAT...sathyananthinis
1. The document discusses modern trends in curricular movements and the role of the State Council of Educational Research and Training (SCERT) in India.
2. It outlines key functions of SCERT including developing curriculum, teacher training programs, and implementing educational reforms.
3. SCERT has played an important role in restructuring science curriculum in India by developing learner-centered, activity-based curriculum and textbooks in line with National Curriculum Framework guidelines.
The document outlines the National Policy of Education 1986 in India and the National Curriculum Framework 2005. The National Policy of Education 1986 aims to adopt a common 10+2+3 educational structure, develop a national curriculum framework, promote equality, and strengthen research. It focuses on early childhood education, elementary education, school facilities, and non-formal education. The National Curriculum Framework 2005 provides the framework for syllabi, textbooks, and teaching practices. It aims for lifelong learning, democratic values, creativity, life skills, independent thought, and holistic development of children.
The document discusses the National Curriculum Framework of India from 2005 and the Kerala Curriculum Framework from 2007. It provides background on education reforms in India since 1986 and highlights Kerala's leadership in literacy. The objectives of the National Curriculum Framework are outlined, including making learning a joyful experience. The development process of the Kerala Curriculum Framework is then described, which was based on recommendations from the National Curriculum Framework. The conclusion emphasizes that curriculum frameworks provide learning standards and outcomes to equip students for real life situations upon completing their education.
The National Curriculum Framework 2005 (NCF 2005) was developed over 10 months by 21 national focus groups supervised by a national steering committee chaired by scientist Yash Pal. It aimed to make education more child-centered, flexible, connected to life outside school, and empower all children to learn. It recommended major reforms including focusing on understanding rather than rote learning, integrating local knowledge, assessing students in a more flexible way, and shifting teacher training to support more facilitative teaching.
The National Curriculum Framework 2005 (NCF 2005) was developed over 10 months by 21 national focus groups supervised by a national steering committee chaired by scientist Yash Pal. It aimed to make education more child-centered, flexible, connected to life outside school, and empower all children to learn. It recommended major reforms including focusing on understanding rather than rote learning, integrating local knowledge, assessing students in a more flexible way, and shifting teacher training to support more facilitative teaching.
This document discusses integrative teaching strategies (ITS) for improving student learning. It describes ITS as a well-organized strategy anchored in real-life situations that includes student interests and needs. The document outlines three main modes of teaching strategies that are part of ITS: thematic teaching, content-based instruction, and focusing inquiry. It also discusses principles for planning ITS, benefits and impediments, types of classroom activities, characteristics of meaningful integrative activities, and general steps for developing units and strategies.
The document discusses the roles of the National Council of Educational Research and Training (NCERT) and the State Council of Educational Research and Training (SCERT) in India. It provides an overview of the National Curriculum Framework (NCF) developed by NCERT in 2005 and the Kerala Curriculum Framework (KCF) developed by SCERT Kerala in 2007. NCERT is responsible for advising the central and state governments on academic matters related to school education, undertaking research, and teacher training. SCERT plays a similar role at the state level and works to improve education, research, and teacher training within its state. The NCF 2005 and KCF 2007 aimed to address issues in education and develop student-centered curricul
Module 1- Curriculum and Inclusive class rooms (విద్యా ప్రణాళిక మరియు సహిత విద్య)
Live presentation given by me (V. Madhavi,SRG, MPUP School, Venkatagiri, Rajamahendravaram rural mandal, East godavari dt, AP) on october 17 th, 2020 in our Diksha ap official youtube channel by AP SCERT.
The document discusses different types of syllabi used in India including CBSE, NCERT, and ICSE. CBSE is the Central Board of Secondary Education that provides academic guidelines and curriculum. NCERT assists the central and state governments on academic matters and was established to merge existing education institutions. ICSE is a private board that provides an examination in general education through the medium of English. The conclusion notes that syllabus design requires constant reflection and revision to disseminate information, though it remains an essential part of teaching and learning.
The document discusses curriculum reforms in India that were undertaken through the National Curriculum Framework 2005. It outlines the guiding principles of NCF 2005, which included connecting curriculum to real life, ensuring learning moves beyond rote memorization, and making examinations more integrated with classroom learning. The document also summarizes recommendations from past education commissions and policies that shaped curriculum reforms, and notes the focus is now on teacher education reforms to help achieve the goals of universal, equitable, and inclusive education.
The document summarizes the key aspects of the National Curriculum Framework 2005 in India. It discusses how NCF-2005 was developed to address issues raised in the 1993 Learning Without Burden report. It outlines the framework's focus on child-centered learning, inclusive education, connecting knowledge across subjects, and assessing students in a way that benefits teachers and learners. Additionally, it emphasizes the importance of critical thinking, multilingual education, infrastructure development, community participation, and vocational training in the school system. Overall, NCF-2005 aims to provide high-quality, inclusive education for all children in India.
The document discusses reforms to education policy focusing on reducing burden on students and moving away from rote learning. It covers 5 areas: perspectives on learning and knowledge, curriculum development, classroom environment, systemic reforms, and social constructivism. The goals are to make learning more connected to life outside school, enrich the curriculum, promote overall student development, and reduce examination stress. It also discusses using activity-based and technology-enhanced teaching, as well as issue-based and collaborative learning.
Curriculum Innovations: Local Trends
Salient Features of 2002 Basic Education Curriculum
Integrative Teaching as a Mode of Instructional Delivery
Reference: Curriculum Development by Purita P. Bilbao Ed.D., et.al.
The National Council of Educational Research and Training (NCERT) was established in 1961 by the Government of India to assist in implementing education policies and bringing qualitative changes to schooling. It is governed by statutory committees and advises on activities through other committees. NCERT comprises departments, divisions, and constituent units like the National Institute of Education and five Regional Institutes of Education that conduct research, develop curriculum and textbooks, train teachers, and disseminate information. Over the years, NCERT has worked to improve early childhood education, research-based interventions, and achieve goals like universal elementary education and vocational education.
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.
This document discusses various instructional strategies for course design including collaborative learning, cooperative learning, concept mapping, gradation, and stimulation. It provides details on each strategy such as the differences between collaborative and cooperative learning, the five essential qualities of cooperative learning, how concept mapping can help structure ideas and arguments, gradation involving language learning strategies and errors, and how stimulation can engage students' imaginations through curriculum design and teaching techniques. The conclusion discusses ongoing studies of empirical and theoretical learning techniques and emphasizes the importance of teachers studying and practicing these instructional strategies according to different learning situations.
The document discusses transforming pedagogy and space through investigating and implementing leading educational approaches. It encourages schools to identify strengths and weaknesses, explore best practices, and provide training and professional development for staff. Staff then trial various methodologies, like collaborative teaching and inquiry-based learning, through action research projects to build teaching capacity and support transformed learning.
This document discusses curriculum innovations in the Philippines from 2002 to the present. It outlines several major innovations including the 2002 Basic Education Curriculum, Third Elementary Education Program, Secondary Education Improvement and Development Program, and the K-12 Basic Education Curriculum. The key innovations include strengthening early childhood education, making the curriculum more relevant, ensuring integrated learning, building proficiency in language, and gearing students for the future and 21st century skills. The document also discusses global concerns around quality learners, learning environments, content, processes and outcomes that curriculum innovations aim to address.
The document summarizes the key aspects of the National Policy on Education (NPE) 1986 and the National Curriculum Framework (NCF) 2005 in India. The NPE 1986 aimed to provide lifelong education for all, equal access to education, and overall development of children. It emphasized interactive teaching and a common core curriculum. The NCF 2005 provided the framework for syllabus, textbooks, and teaching practices according to the NPE 1986. Its goals included democratic values, creativity, meaningful work, and empowering all children to learn. It advocated for a child-centered pedagogy and continuous, comprehensive evaluation.
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.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Más contenido relacionado
Similar a National Curriculum Framework 2005 (NCF 2005) Presentation by Vishwanath G.K.
The document outlines the National Policy of Education 1986 in India and the National Curriculum Framework 2005. The National Policy of Education 1986 aims to adopt a common 10+2+3 educational structure, develop a national curriculum framework, promote equality, and strengthen research. It focuses on early childhood education, elementary education, school facilities, and non-formal education. The National Curriculum Framework 2005 provides the framework for syllabi, textbooks, and teaching practices. It aims for lifelong learning, democratic values, creativity, life skills, independent thought, and holistic development of children.
The document discusses the National Curriculum Framework of India from 2005 and the Kerala Curriculum Framework from 2007. It provides background on education reforms in India since 1986 and highlights Kerala's leadership in literacy. The objectives of the National Curriculum Framework are outlined, including making learning a joyful experience. The development process of the Kerala Curriculum Framework is then described, which was based on recommendations from the National Curriculum Framework. The conclusion emphasizes that curriculum frameworks provide learning standards and outcomes to equip students for real life situations upon completing their education.
The National Curriculum Framework 2005 (NCF 2005) was developed over 10 months by 21 national focus groups supervised by a national steering committee chaired by scientist Yash Pal. It aimed to make education more child-centered, flexible, connected to life outside school, and empower all children to learn. It recommended major reforms including focusing on understanding rather than rote learning, integrating local knowledge, assessing students in a more flexible way, and shifting teacher training to support more facilitative teaching.
The National Curriculum Framework 2005 (NCF 2005) was developed over 10 months by 21 national focus groups supervised by a national steering committee chaired by scientist Yash Pal. It aimed to make education more child-centered, flexible, connected to life outside school, and empower all children to learn. It recommended major reforms including focusing on understanding rather than rote learning, integrating local knowledge, assessing students in a more flexible way, and shifting teacher training to support more facilitative teaching.
This document discusses integrative teaching strategies (ITS) for improving student learning. It describes ITS as a well-organized strategy anchored in real-life situations that includes student interests and needs. The document outlines three main modes of teaching strategies that are part of ITS: thematic teaching, content-based instruction, and focusing inquiry. It also discusses principles for planning ITS, benefits and impediments, types of classroom activities, characteristics of meaningful integrative activities, and general steps for developing units and strategies.
The document discusses the roles of the National Council of Educational Research and Training (NCERT) and the State Council of Educational Research and Training (SCERT) in India. It provides an overview of the National Curriculum Framework (NCF) developed by NCERT in 2005 and the Kerala Curriculum Framework (KCF) developed by SCERT Kerala in 2007. NCERT is responsible for advising the central and state governments on academic matters related to school education, undertaking research, and teacher training. SCERT plays a similar role at the state level and works to improve education, research, and teacher training within its state. The NCF 2005 and KCF 2007 aimed to address issues in education and develop student-centered curricul
Module 1- Curriculum and Inclusive class rooms (విద్యా ప్రణాళిక మరియు సహిత విద్య)
Live presentation given by me (V. Madhavi,SRG, MPUP School, Venkatagiri, Rajamahendravaram rural mandal, East godavari dt, AP) on october 17 th, 2020 in our Diksha ap official youtube channel by AP SCERT.
The document discusses different types of syllabi used in India including CBSE, NCERT, and ICSE. CBSE is the Central Board of Secondary Education that provides academic guidelines and curriculum. NCERT assists the central and state governments on academic matters and was established to merge existing education institutions. ICSE is a private board that provides an examination in general education through the medium of English. The conclusion notes that syllabus design requires constant reflection and revision to disseminate information, though it remains an essential part of teaching and learning.
The document discusses curriculum reforms in India that were undertaken through the National Curriculum Framework 2005. It outlines the guiding principles of NCF 2005, which included connecting curriculum to real life, ensuring learning moves beyond rote memorization, and making examinations more integrated with classroom learning. The document also summarizes recommendations from past education commissions and policies that shaped curriculum reforms, and notes the focus is now on teacher education reforms to help achieve the goals of universal, equitable, and inclusive education.
The document summarizes the key aspects of the National Curriculum Framework 2005 in India. It discusses how NCF-2005 was developed to address issues raised in the 1993 Learning Without Burden report. It outlines the framework's focus on child-centered learning, inclusive education, connecting knowledge across subjects, and assessing students in a way that benefits teachers and learners. Additionally, it emphasizes the importance of critical thinking, multilingual education, infrastructure development, community participation, and vocational training in the school system. Overall, NCF-2005 aims to provide high-quality, inclusive education for all children in India.
The document discusses reforms to education policy focusing on reducing burden on students and moving away from rote learning. It covers 5 areas: perspectives on learning and knowledge, curriculum development, classroom environment, systemic reforms, and social constructivism. The goals are to make learning more connected to life outside school, enrich the curriculum, promote overall student development, and reduce examination stress. It also discusses using activity-based and technology-enhanced teaching, as well as issue-based and collaborative learning.
Curriculum Innovations: Local Trends
Salient Features of 2002 Basic Education Curriculum
Integrative Teaching as a Mode of Instructional Delivery
Reference: Curriculum Development by Purita P. Bilbao Ed.D., et.al.
The National Council of Educational Research and Training (NCERT) was established in 1961 by the Government of India to assist in implementing education policies and bringing qualitative changes to schooling. It is governed by statutory committees and advises on activities through other committees. NCERT comprises departments, divisions, and constituent units like the National Institute of Education and five Regional Institutes of Education that conduct research, develop curriculum and textbooks, train teachers, and disseminate information. Over the years, NCERT has worked to improve early childhood education, research-based interventions, and achieve goals like universal elementary education and vocational education.
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.
This document discusses various instructional strategies for course design including collaborative learning, cooperative learning, concept mapping, gradation, and stimulation. It provides details on each strategy such as the differences between collaborative and cooperative learning, the five essential qualities of cooperative learning, how concept mapping can help structure ideas and arguments, gradation involving language learning strategies and errors, and how stimulation can engage students' imaginations through curriculum design and teaching techniques. The conclusion discusses ongoing studies of empirical and theoretical learning techniques and emphasizes the importance of teachers studying and practicing these instructional strategies according to different learning situations.
The document discusses transforming pedagogy and space through investigating and implementing leading educational approaches. It encourages schools to identify strengths and weaknesses, explore best practices, and provide training and professional development for staff. Staff then trial various methodologies, like collaborative teaching and inquiry-based learning, through action research projects to build teaching capacity and support transformed learning.
This document discusses curriculum innovations in the Philippines from 2002 to the present. It outlines several major innovations including the 2002 Basic Education Curriculum, Third Elementary Education Program, Secondary Education Improvement and Development Program, and the K-12 Basic Education Curriculum. The key innovations include strengthening early childhood education, making the curriculum more relevant, ensuring integrated learning, building proficiency in language, and gearing students for the future and 21st century skills. The document also discusses global concerns around quality learners, learning environments, content, processes and outcomes that curriculum innovations aim to address.
The document summarizes the key aspects of the National Policy on Education (NPE) 1986 and the National Curriculum Framework (NCF) 2005 in India. The NPE 1986 aimed to provide lifelong education for all, equal access to education, and overall development of children. It emphasized interactive teaching and a common core curriculum. The NCF 2005 provided the framework for syllabus, textbooks, and teaching practices according to the NPE 1986. Its goals included democratic values, creativity, meaningful work, and empowering all children to learn. It advocated for a child-centered pedagogy and continuous, comprehensive evaluation.
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.
Similar a National Curriculum Framework 2005 (NCF 2005) Presentation by Vishwanath G.K. (20)
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
National Curriculum Framework 2005 (NCF 2005) Presentation by Vishwanath G.K.
1. Dr. D. C. Pavate College of Education,
Siddalinga Nagar, Gadag-582103
By-
Mr. Vishwanath G. Karaveeramath
B. Ed. I Semester
Reg. no. : U02GE23E0054
Year : 2023-24
NCF 2005
3. INTRODUCTION
National Curriculum Framework (2005) is one of the four national curriculum
framework published in 1975, 1988, 2000 and 2005 by NCERT (National
Council of Education Research and Training).
NCF 2005 provide the framework for making syllabus, textbook and
teaching practice within the school education programmed in India.
The NCF 2005 document draws its policy basis from earlier Govt reports on
education as learning without burden and National policy of education
(1986-1992) and focus group discussion.
The process of (NCF) development has been initiated in Nov (2004) setting
up various structure like National starring committee by Prof. Yashpal
Singh
4. 21 National focus group on the theme of curricular area, systematic reforms
and National Concerns.
Mainly focus on constructive thoughts of the child rather than instructive
approach.
Primary role of teacher is that as Facilitator.
Education should not be Teacher centered but it should be Student
centered.
The approach and recommendations of NCF 2005 are for the entire
education system.
It has been translated into 22 languages and has influenced in syllabus in 17
states.
NCERT gave a grant of Rs. 10 lakh to each state to promote NCF in the
language of the state and to compare its current syllabus proposed.
This exercise is being carried out with the involvement of SCERT, DIET.
5. To eradicate long walk to school, heavy school bags, Lack of basic
infrastructure, including support books for reading and writing.
Body designed that gives children in inadequate back support and cramps
their legs and knees.
Timetable that do not give young children enough breaks to stretch move and
play.
WHY NCF REQUIRED
6. To shift learning from Rote method.
Connecting knowledge to life outside the school.
To integrate examination into classroom learning and make it more
flexible.
To enriching the curriculum so that it goes beyond textbooks.
Nurturing an over riding identity informed by caring concerns with the
democratic policy of the country.
GUIDING PRINCIPLE OF NCF (2005)
7. 1.Language:
The main aim of NCF (2005) is that teaching should be student centered
instead of teacher centered.
To remove the rote method.
To develop thinking power in student.
We only talk about subject method.
We talk related to academic.
To Implement three language formulae.
Emphasis on mother tongue as medium of instruction.
Focus on all skills.
AIMS OF NCF 2005
8. 2. Mathematics:
Teaching of mathematics to focus on child's resources.
To think and visualize obstructions to solve problems.
3. Science:
Teaching of science to focus on methods and processes that will nurture
thinking process, Curiosity, creativity.
4.Social Science:
Enabling pedagogic practices for promoting thinking process, Decision
making etc.
AIMS OF NCF 2005
9. 5. Art education:
It covers Music, Dance, Visual arts and Theatre which on Interactive
approaches and awareness and enable children to express themselves in
different forms.
6. Health and Physical education:
Health depends upon nutrition and planned physical activities.
7. Education for peace :
As a pre-condition to snob growing violence and intolerance.
AIMS OF NCF 2005
10. 8. School and classroom environment:
Minimum infrastructure and material facilities and support for
planning a flexible daily schedule.
Discuss other sites and resources like Textbooks, Libraries and
Laboratories and media and ICT.
Respect for human right and dignity.
Universal access and enrollment.
Sensitivity to other well bring and feelings.
AIMS OF NCF 2005