national_curriculum_framework

8/8/2019 national_curriculum_framework

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National Curriculum Framework (NCF)

2005 Revised Draft

Issues / questions addressed

NCF perspectives and viewpoints

Concrete recommendations

Systemic issues / reforms required for new vision

Implementation and other concerns


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NCF Aims of Education

Independence of thought and action

Learning to respond to new situations flexibly and

creatively

Pre-disposition for participation in democraticprocesses and social change

Empowerall children to learn

Based on the Constitutions Vision of India


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Learning has become a source of burden and stressfor children

Distortion of Aims of Education

Textbooks / workbooks

Information overload

Incomprehension

Tests and examinations


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Connecting knowledge to life outside school

Learning shifts away from rote

Curriculum enrichment going beyond textbooks

Making exams more flexible / integrating them withclassroom life

Nurturing a caring identity

Correcting Distortions 5 Guiding

Principles for Curriculum Development


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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 Knowledge

The Child as Learner and What Should be Learnt

NCF PerspectivesNot 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 allquestions

Knowledge as embodied in

textbooks

Commonly Held Views


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Local Knowledge is a Rich Source of LearningforAll Children

Knowledge brought into school - home language

Integrating the outside world and school naturalenvironment

Integrating the outside world and school cultural

environment

Childrens Knowledge And Local Knowledge


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Childrens Knowledge And Local Knowledge

Criteria for Selection of Local Knowledge

in Social Sciences and Language

Ideals and values enshrined in constitution

Ethically sound

Pedagogically imaginative


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Traditional

Language

Mathematics

Science

Social Sciences

NCF Curriculum Areas

OtherAreas

Art Education

Health and Physical

Education Education for Peace

Habitat and Learning


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NCF Language

Three language formula reaffirmed importance of home

language

Multilingualism as a resource

Position of English and recommendations

Achieve basic English proficiency in 8 years of

elementary education within 4 years


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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 noticesseasonal 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


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NCF - Science

Science should nurture curiosity and creativity particularly

in relationship to the environment

Science teaching should be placed in the in the context of

childrens environment to help them enter the world ofwork

Awareness of environmental concerns


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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


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School And Classroom Environment

Physical environment

Participation of all children

Curriculum sources beyond textbooks

Time


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NCF Systemic Reforms

Common school

Decentralised district planning

Academic leadership in schools

School monitoring

Panchayats and education 73rd constitutional

amendment

Concern for Quality


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Teacher-centric

Teacher direction and decisions

Teacher guidance and

monitoring

Learning passive reception

Learning within four walls

Knowledge as given and fixed

Teacher education for curriculum renewal

Learner-centric

Learner autonomy

Facilitates supports and

encourages learning

Active participation in learning

Learning in wider social context

Knowledge evolves is created

Major Shifts


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Shift from content-based teaching to problem solving and

understanding

Schools should evolve continuous evaluation fordiagnosis 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


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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


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Work-centred education as integral part of school

curriculum from pre-primary to plus-two stage

Vocational Education and Training (VET) need to beconceived and implemented in a mission mode involving

the establishment of separate VET centres and institutions

from the level of village clusters and blocks to sub-

divisional / district towns and metropolitan areas


Work-Centred Education


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Multiple textbooks SCERTs private publishers, NGOs,

etc.

Regulatory mechanism for textbook writers Encouraging teacher innovations

Encouraging use of technology

Innovations in Ideas and Practice


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Development of syllabi, textbooks and teaching-learning

resources could be carried out in a decentralised and

participatory manner involving teachers, experts from

universities, NGOs and teachers organisations

New Partnerships

national_curriculum_framework

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