national curriculum framework 2005 for school education
TRANSCRIPT
NATIONAL CURRICULUM FRAMEWORK 2005 For School
Education
WHY Education ?
Education is the manifestation of perfection
already there in Man
WHY NCF ?
Why Reforms in Education?
Problem of Curriculum Load
Joyless learning Examination system Textbook as the ‘Truth’ Structure of syllabus Language Textbooks Starting Early
Making of NCF-2005
Need of drafting NCF-2005 Procedure of making of NCF-2005
(a) the school system is characterized by an inflexibility that makes it resistant to change;
(b) learning has become an isolated activity, which does not encourage children to link knowledge with their lives in any organic or vital way;
(c) schools promote a regime of thought that discourages creative thinking and insights;
(d) what is presented and transmitted in the name of learning in schools bypasses vital dimensions of the human capacity to create new knowledge;
(e) the “future” of the child has taken centre stage to the near exclusion of the child's" present”, which is detrimental to the well-being of the child as well as the society and the nation.
NCF DRAFTING COMMITTEE
NCF-Aims of Education(Based on the Constitutions’ Vision of India)
Independence of thought and action Learning to respond to new situations
flexibly and creatively Pre-disposition for participation in
democratic process and social change Empower all children to learn
Distortion of Aims of Education(Learning has become a source of burden and stress for children)
Textbooks/Workbooks Information Overload Incomprehension Tests and Examinations
All children are motivated and capable of learning
Children learn in a variety of ways
Developing capacity for abstract thinking, reflection and work are most important aspects of learning
Child as a ‘critical’ learner and constructor of knowledge
Different types of knowledge as embodied in the traditional curriculum as well as in the world outside the school
NCF – Learning And KnowledgeThe Child as Learner and What Should be Learnt
NCF Perspectives
Not true of large numbers of children
Children learn in limited ways
Developing generally only skills necessary for helping students pass or excel in examinations
Child as passive imbibers of textbook information and providing set answers to all questions
Knowledge as embodied in textbooks
Commonly Held Views
Local Knowledge is a Rich Source of Learning for All Children
Children’s Knowledge And Local Knowledge
NCF CURRICULUM AREAS
Traditional Mathematics Language Science Social Sciences
Other Areas Art Education Health & Physical
Education Education for Peace Habitat & Learning
NCF – Language
• Three language formula reaffirmed – importance of home language
• Multilingualism as a resource
• “English as subject” and “English as medium”
NCF - Science
What biology can Janabai, an ‘incapable’ tribal secondary school student learn ? What biology does she know ?
• Can use different plants as sources of food, medicines, fuel, wood, dyes and building materials
• Recognises differences between trees and notices seasonal variations based on shape, size, distribution of leaves and flowers, smells, textures
• Can identify 100 different plants – more than her biology teacher who believes Janabai is a poor student
NCF - Science
• Science should nurture curiosity and creativity particularly in relationship to the environment
• Science teaching should be placed in the context of children’s environment to help them enter the world of work
• Awareness of environmental concerns
NCF – Social Sciences
• Equip children to think critically on social issues
• Interdisciplinary approach to key national concerns such as gender, human rights, marginalised minorities, etc.
• Civics to be recast as political science
• Significance of history – conception of past and civic identity
NCF-Mathematics
Main goal of Mathematics is Mathematisation rather than Knowledge of Mathematics
NCF – Systemic Reforms
Concern for Quality
NCF – Systemic Reforms
Teacher education for curriculum renewal
NCF – Systemic Reforms
• Shift from content-based teaching to problem solving and understanding
• Schools should evolve continuous evaluation for diagnosis and remedial learning
• Maths and English board exams at different levels
• No board or state level exams at Class 5, 8 or 11
Examination Reforms
NCF - Systemic Reforms
• Shift from content-based teaching to problem solving and understanding
Examination Reforms
Understanding in Mathematics
• If you know that 235+367=602, how much is 234+369? How did you find the answer?
• Change any one digit in 5384. Did the number increase or decrease? By how much
THANK YOU