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KERALA CURRICULUMFRAMEWORK - 2007

Prepared by:State Council of Educational Research and Training (SCERT)

KERALA

Vidyabhavan, Poojappura, Thiruvananthapuram 695 012

3Kerala Curriculum Framework - 2007

Preface ..............................................................................................05 - 09

1. Kerala’s Educational Scenario: An overview ............................... 10 - 141.1 Introduction1.2 Pre-independence period1.3 Post-independence period1.4 Quality education1.5 Awareness

2. Towards the New Approach ........................................................... 15 - 222.1 Introduction2.2 National Curriculum Framework-2005 and Kerala2.3 The vision on the future society2.4 The aims of education2.5 Education and social justice

3. The Perspective on Learning .......................................................... 23 - 293.1 What is to be learned?3.2 The learning process3.3 Execution of the learning process3.4 The right to education

4. The Stages of Education .................................................................. 30 - 374.1 Pre-school education4.2 Primary education4.3 Secondary level4.4 Higher Secondary level

5. Approach to Subjects ........................................................................ 38- 735.1 Language learning5.2 Learning science5.3 Social sciences5.4 Mathematics5.5 Vocational education5.6 Art education and Health and physical education5.7 IT- assisted education5.8 Evaluation

6. Systemic Reforms.............................................................................. 74 - 846.1 Stages of education6.2 Administrative reforms

Appendix ..........................................................................................85 - 86

Contents


The curriculum revision programme in Kerala is launched as part of anendeavour to strengthen the Primary, Secondary and Higher Secondary schooleducation in Kerala. We have already won laurels in matters like rate of literacyand enrolment of students in school. In order to advance further in this direction,we should ensure quality education to all children without any form ofdiscrimination. Such an endeavour should also serve the needs of the futuresociety.

The curriculum revision programme in Kerala was conceptualised on the basisof the recommendations of the National Curriculum Framework (N.C.F-2005).The curriculum revision initiated in 1996 in Kerala had a strong influence in theformation of National Curriculum Framework. Kerala could display the activeworking model of a learning process that has its foundation in the principles ofConstructivism and a learner-centred, activity-based and process-orientedpedagogy. Therefore, we must now envision educational reforms that gobeyond the National Curriculum Framework, making it a springboard for furtherresearch.

The curriculum that has been designed, along with the learning materialsprepared, has much to claim on the grounds of quality. But it should also serveto bring about changes in the academic environment that usually tends tostick to worn-out practices. A new trend can be established only with theactive participation of the civil society, which would make the curriculumpopular and acceptable. It is hoped that with determination and hard worksuch a curriculum can be formed.

Wishing the endeavour all success,

Chairman

(Principal Secretary, General Education)

Core Committee

Curriculum Revision Committee, SCERT, Kerala

'What we have left out of consideration so far, or perhaps not considered sufficientlyseriously, is the problem of what subjects should be included in a curriculum thattakes into account 'the times, the location and the nature of the society' it is rooted inand what benefits are expected from the subjects that are so included. It would not betrue to say that this problem had not been considered from the beginning. When theeducational experts who were the spokesmen of colonialism laid out a curriculum,they had some considerations in mind. It is as though those considerations have notbeen questioned since then. We have only attached bits and pieces to what was laiddown then. In short, we have not tried to bring about a fundamental change in thematter.

(Public Education - What for? How? - Joseph Mundasseri)


There is a general demand to explain the social aims of a curriculum. Astudent who completes his/her school education is expected to be able to faceany real life situation boldly and should be equipped to get employed at thetime of completion of his course. This is the purpose of general educationand not a mere internalization of academic subjects.

But the number of the educated unemployed in Kerala has risen to 34 lakhs.They form the majority of candidates who have registered themselves asunemployed hands at Employment Exchanges. One of the reasons for theirfailure in finding employment is lack of training in vocational skills.

How many of us are aware of such a socio-economic crisis among the studentswho have completed their schooling? Most of us believe that the studentswho qualify the Higher Secondary course get admission for professionalcourses that fetch them secure jobs with a good pay. But this is not the reality.Only a few thousands are lucky enough to enrol themselves for professionalcourses. About 50,000 students secure a Bachelor's degree and subsequently aMaster's.

It must have been his far-sightedness in this regard that made Sree NarayanaGuru stress on the need for vocational education in Kerala. Later, MahatmaGandhi, Prof. Joseph Mundasseri (the first Minister for Education, Govt. ofKerala), the Kothari Commission and the National Education Policy of 1986,reiterated the same idea. The revised scheme of approach designed by theeleventh plan of the Central Planning Commission also highlighted thenecessity of vocational education at the Higher Secondary level. Even then,we could not implement these proposals to the fullest degree.

The aim of Higher Secondary education is to prepare the aspirants of higherstudies and jobseekers at the same time to pursue their goals in the way theywish. This calls for a radical change in general education, the negligence ofwhich would eventually lead to the creation of a huge number of unemployedjob-aspirants in the state. Diversification of the curriculum at the secondaryand the higher secondary levels is one of the solutions. In India we have only40 subject areas that are included in the curriculum. In almost all the westerncountries, about 3000 subject areas are included in the curriculum. The numberis 4000 in the case of China. The eleventh plan of the Central Planning

Preface


Commission highlights the necessity of such a transformation in the educationalfield in India.

Such a change cannot be implemented overnight. As a first step, it should bepossible to make students aware of the different trades in the present jobmarket, when they enter the stream of Higher Secondary education. It is quiteeasy to state this as a theory or as an aim. But the transformation from the mereissuing of certificates that proclaim the student 'eligible for higher studies', toa comprehensive programme that equips students with diverse interests toachieve their goals, is a hard step to take. It hardly needs to be stated that theimpact of such a transformation will be understood only after years ofanalysis.

To bring about a change in the curriculum, there has to be a total change in thedeclaration of the aim of the curriculum. By this, we mean that there shouldbe change in the infrastructure of our schools. We should also reform theacademic environment. A renewed spirit in seeking theoretical and practicalknowledge should be instilled among our teachers and academicians. Alongwith this, there should be a call for a total change in attitude on the part of theteachers, parents and the learners. It has to bring education of the marginalizedsections like the Scheduled Tribes, Scheduled Castes, other socially andeconomically backward classes and women to the focal point.

In accordance with the changes envisioned at the higher secondary stage, thereis need for change in the curriculum from the primary to the secondary level.This should address the transactional strategy as well as the subject areas. Atpresent, the curriculum at the primary level is designed in such a way as toprovide the basics for what is taught at the higher secondary level.

The learning of Science and Mathematics at the upper primary level has to bemore activity- based and relevant in real life situations. The 'fear factor' amonglearners about Mathematics has to be overcome by directing their interests tonature and to real life situations, encouraging them to discover the mathematicallogic behind the objects they see. This could be accomplished by mathematizingone's thought process.

The learning of Science should instil in the learner, the ability to observenature, to follow it by analysing every minute detail of the issues, evidenceand facts related to it, and to formulate rules that are universally applicable.These rules should enable them to arrive at valid theories that substantiatetheir observation and analysis. The learner, in turn, should also make him/


herself aware of the evolution of Science as a field of study. While at the upperprimary level consideration is given to the process of learning that is involved,the Secondary level should focus on creating young scientists with aninclination for scientific pursuit who are capable of questioning andexperimenting. The learners should have an aptitude to approach thecomplexities of nature in a comprehensive manner and to analyse anddifferentiate its various aspects.

A learner who completes his/her studies in the 8th standard should be givenan opportunity to operate in the field of his/her choice, which can be labour,art, physical education or work experience. This must function as a platformfor acquiring experiences in the field of his/her choice. In the 9th and 10th ,focused learning and vocationalisation of learning has to be considered. Sucha system should also have provision for the learner to return to the academicstream if he finds that the field of interest he/she has opted for at the secondarylevel is not suitable for him/her.

The present concept of languages in the curriculum also has to change. Themother tongue should be the medium of instruction. The trilingual systemthat is followed has to be continued. But, the existing method of learningEnglish and Hindi has to change. Learners should acquire proficiency in allthe three languages by the time they complete their secondary level. Theyshould have the ability to interact with the society, using all these languages.The increasing demand for English and the societal pressure on the learnersto achieve proficiency in that language should be considered in designing thecurriculum of English language.

Learners from every stratum of the society could be encompassed in theboundaries of general education till date, irrespective of their socio-economicand cultural differences. Even then, we were not able to design a curriculumat the secondary and higher secondary level that suits the different culturalenvironments and life situations. It is observed that out of the 100 scheduledtribes learners only seventy reach the secondary level and appear for the SSLCexamination. Of these, only 35% get the opportunity to enrol for the highersecondary course. Learners who are socially and economically backwardexperience this academic backwardness. Girls are also denied this fundamentalright. It is found that these dropouts form the major chunk of our labour strengthin the production sector. Unfortunately, our secondary and higher secondarystreams of education alienate these students from the main stream of education.There must be a radical change in this regard.


It is not through repeated learning and by providing learning aids or byarranging tuition or supplying guides that we have to help our learners. It isthrough changing our educational institutions in such a way that every learnergets opportunity in the long process of education to prove his/her mettle andto find out his/her area of interest, thereby assisting the learner to recognizehis/her potential and identity. The educational institutions must rise to thelevel of a common rendezvous for the society to acquire knowledge in differentways. But we have to set apart five instructional hours a day for formal teachingeven while we do this.

Local self-government institutions should shoulder more responsibility in theprocess of education. Our schools should act as manufacturers of humanresources for a better society in the future. Local self-government bodies mustprovide facilities to mould the school-goers of their administrative jurisdictioninto citizens with immense potential and expertise. Such a concept is totallydifferent from judging an institution as uneconomic on account of the studentsenrolled. Instead of weakening the stream of general education on purelyfinancial reasons, the Government must reiterate its sense of responsibility tothe field of education, by ensuring the involvement of local self-governmentbodies.

There should be reforms in the methodology of learning, infrastructurefacilities, teacher intervention strategies, approach of different subjects, coursedesign, existing structure of subject combinations, educational management,curriculum, text books, teachers' handbooks and evaluation.

The history of educational development of Kerala is the history of thestruggles for emancipation and for overcoming adverse conditions. Thesestruggles paved the way for universalisation of education in Kerala society.The proposed curriculum revision aims at spreading the good results of thesestruggles to the process of education as well. The general stream of educationshould also impart experiences to the majority of learners to interveneeffectively in any of the vocations of their choice. Through this, we shouldensure active participation of the majority in the process of production of oursociety. To bring about such a change, we have to envision a curriculum thatwill safeguard the interests of all and at the same time pay more attention tothe aspirations of the common people who form the majority of our socialframework.


The draft framework of the proposed curriculum, that was formed on thebasis of the studies conducted by 14 focus groups and with the discussions ofthe core group, has been discussed in all the levels of local self-governmentbodies.

Along with this, by publishing the draft of the curriculum frame work in internetopportunities were given to people who are interested in educational activitiesto register their opinions. This shows the significance of the ideas put forwardin this document. SCERT submits this document before the curriculumcommittee by incorporating all the suggestions evolved at various stages ofdiscussion of the draft proposal. We earnestly request you to approach thiscurriculum framework, recognising the role of education in the developmentalneeds of Kerala.

Director

SCERT, Kerala.


1

1.1 Introduction

Kerala views education as a crucial pathfor shaping its future. To face thechallenges of the present-day world, wehave to envision a progressive andcomprehensive education system.However, a close look at society indicatesthe existence of a section of people whohave an intense desire to gain social andfinancial supremacy. Another group isstriving hard to free itself from the clutchesof poverty and procure the basicnecessities of life. For attaining a balanceddevelopment that aims at common good,it is essential to place common interestover personal interest. It is in this contextthat the wider meaning of democracy,secularism and social justice gainsground.

For Mahatma Gandhi, the father of thenation, education is a powerful tool forliberation. According to him, liberationhas two functions. First of all, we have toshake off the shackles of servility. In orderto carry out the administration of thecolony effortlessly, the colonisers hadthrust slavery upon us. Along withphysical servility, they had ensuredintellectual dependency. Even for earninga living, we had to depend on theimperial masters. The educational policyof the time led to a total submission ofthe self on the part of the colonized. Manyplans were devised from those early days

KERALA’S EDUCATIONAL SCENARIO:An Overview

onwards to find an escape route from themeasures imposed by the coloniser.

The liberation from the grip ofsuperstitions and malpractices prevalentin the society that putrefied the entiresystem is another point of action. Thesemovements of liberation had a place inthe National Liberation Movement aswell. But we could not sustain theradiance of these noble ideas after theattainment of independence. Aneducational policy that intends to bringabout the emancipation of the massesfrom all kinds of servility has to lay stresson these ideas. It is through education thatthe individual and the society gain thestrength to resist oppressive forces.Education liberates man from the state ofinaction that is imposed by the prevailingmalpractices and superstitions. Reform inschool curriculum, in this context, seeksto be based on our past experiences, theexisting social trends, the interests of thestate and a clear perspective of the future.

Kerala is way ahead of all other Indianstates in popularising general education.In the year 1947, the rate of literacy in thestate was just 51%. Kerala attained totalliteracy in 1991. The rise in the rate ofenrolment in schools, the fall in thenumber of drop outs and the availabilityof academic opportunities and facilities


have paved the way for the attainment oftotal literacy.

1.2 Pre-Independence Period

Any one who examines the annals ofKerala history can see the fact thatpercolation of education in the state wasbased on the needs of the society. Theoppressed classes of Kerala oncedeclared, "If you're not willing to educateour children, we're not willing to work inyour fields." This best exemplifies therealisation of the society about the valueof education as the only means ofliberation. Sree Narayana Guru insistedthat we should enlighten ourselves witheducation as he was quite sure that it wasthe only means for social progress. It is inthe Renaissance period that socialreformers and the reformationmovements in Kerala razed down theroad blocks that preventedpopularisation of education.

The contribution of Christian missionariesdeserves attention here. Interventions ofmissionaries helped in bringing themarginalised groups intomainstreameducation. Women’s education alsogained momentum.

The purpose of education during thecolonial period, as proposed by LordMacaulay, was to fetch cheap labour atthe lower levels of administration,expand trade and widen the rift betweenthe privileged and the poor. Thenationwide renaissance movement of the19th century resulted in social awakeningin Kerala. The ruling class could notignore the needs and exhortations of thesocial reformist movement. Theadministrative reforms that wereimplemented as a result of these couldinfluence the field of education.

Legislations like Paattavilambaram whichresulted in visible changes in landreforms led to the emergence of a newgeneration of educated people in Kerala.By 1817, the Travancore regimeintroduced free and compulsoryeducation for all its subjects. They evenopened schools in rural areas. Thisinitiative might have helped in protectingthe interests of those who controllededucation. However, it paved the way forthe popularisation of education. Later, astrong move was set in our society againstthe elitist approach to education. Effortscan also be seen, even today, in providingquality education to a privileged few. Aneducational reform that is based on socialjustice must fight against such moves.

1.3 Post- Independence Period

The various governments that ruled from1947 till the formation of Kerala in 1956,had taken strong measures to empowereducation. The Government of Kerala,after the formation of the state, set thedirection for the educational system bydeclaring that the state would provide for:

• compulsory primary education for all

• educational expenditure of allchildren

• free text books and lunch for theneedy

The Land Reforms Act, that was broughtinto effect at this time, played a greaterrole in the expansion of education. Whenthe labour class could set themselves freefrom their stigma as tenants and acquirethe ownership of a slice of land, it led tothe creation of an awareness on theirrights. Further, this awareness became aninspiring force for education. The


perception that knowledge and power ascitizen’s right provided fresh impetus oneducation. The policies followed by thesuccessive governments in Kerala madeformal education more accessible to itscommon folk. Some of the majorinitiatives taken include:

• providing text books at low prices

• withdrawing tuition fee

• allowing concessional rate forstudents’ conveyance

• providing free lunch in schools

• ensuring at least one high school inevery Panchayath

• adopting new approach forpromotions to higher classes

• expanding vocational and technicaleducation

• taking steps for ensuring highersecondary education for all

• bringing higher secondary within thefold of school education

• envisioning IT as a part of thecurriculum

• launching of EDUSAT and VICTERSchannels

• strengthening the school librarysystem

Thus the efforts of various governmentsin Kerala have enhanced the educationalopportunities in the state. Today, there isat least one lower primary school in aradius of 1 kilometre, one upper primaryschool in a radius of three kilometres anda high school each in a range of fourkilometres. It is an added advantage thathigher secondary schools are set upwithin the reach of the students in mostplaces. But, we could not accomplish thisdream especially in tribal areas likeWayanad and Idukki.

1.4 Quality Education

Along with the effort of universalisationof education, Kerala started focusing itsattention on quality education. Certainvoluntary organisations with socialcommitment undertook research studiesin this field. Their experiences andinferences augmented later academicinitiatives. During the same period,nationwide discussions on how to realisequality education were held. NationalPolicy on Education (NPE) - 1986 (revised1992) laid stress on universal enrolmentand retention along with qualityeducation. The following initiatives ofcentral and state governments mark theircommitment to provide qualityeducation.

• launching Operation Blackboard(OB) scheme

• launching Special Orientation forPrimary Teachers (SOPT)

• establishing State Council ofEducational Research and Training(SCERT)

• setting up District Institutes ofEducation and Training (DIET)

• establishing Colleges of TeacherEducation (CTE) and Institute ofAdvanced Studies in Education(IASE)

With the implementation of PanchayatiRaj, doors were opened for participationof local self-government bodies ineducation. This initiative provides fordecentralised decision-making in schooleducation. At the school level, it has awider meaning in academic planning andleadership. Participation of localselfgovernment bodies in education


encourages community intervention forenhancing quality and accountability.

The Panchayats and Education

The 73rd Constitutional Amendmentestablished the three-tier Panchayati Rajsystem in the country, with elected bodies atthe gram, taluk and zilla levels to enablepeople to think, decide and act for theircollective interest, to provide for greaterparticipation of the people in development,to ensure more effective implementation ofrural development programmes in the stateand to plan and implement programmes foreconomic development and social justice.The73rd Constitutional Amendment identified29 subjects for transfer to the panchayats,including primary and secondary education,adult and non-formal education, libraries,technical training and vocational education.All state governments enacted their statePanchayati Raj Acts in order to realise theconstitutional mandate of decentraliseddemocracy and development.

NCF - 2005

The Minimum Levels of Learning (MLL)programme that was introduced acrossthe country by taking twenty schools inevery district on an experimental basis,was a milestone on the path to ensurequality education. However, the MLLapproach was criticised from the verybeginning for its lack of holisitc approach,mechanical presentation of the levels tobe achieved and the transactionalmethodology based on behaviourism . Asa result of this development, NCERT tooksteps for reviewing and reformulating theprogramme.

Apart from this, the work done by variousvoluntary organisations paved the wayfor innovations in school education.

The fast changing social order made itinevitable to introduce scientific andinnovative perspectives in the field ofeducation. This created a momentum thatled to the curriculum reform in 1996-'97.The experiences that were gatheredduring the introduction of DPEP in selectdistricts of Kerala during 1994 -'95 fromclasses I to IV were helpful in this reformeffort.

Some people were critical of thiscurriculum reform. As a result, theactivities aimed at ensuring quality in thefield of education slackened. Yet the feltneed of the society for quality education,provided a strong ground for continuingthe curriculum reform effort. Theevaluation process and the system ofgrading suggested by the new curriculumwere implemented up to class X in 2004 -'05.

In fact, the curriculum reform was basedon the vision of education as a socialprocess. The methodology outlined bythe curriculum stresses on activity-basedprocess-oriented learning. It also stresseson enquiry-based learning and liberaldemocratic learner-friendly approach thatlead to the overall development of thelearner.

As a result :

• the process of construction ofknowledge took the centre-stage

• teachers accepted enquiry as amethod of learning

• the awareness that learning shouldnot be restricted to the classroomalone became part of the curriculumtransaction

• systematic planning and collectiveeffort of teachers were recognised asan integral part of school culture


• continuous and comprehensiveevaluation process was introduced

• essentiality of the collective effort ofthe society and its intervention inschool activities were felt

The new curriculum is integrated,process-oriented and learner-centric.Instead of the mechanical transactionalstrategy and rote learning, engaginglearners in enquiry and discussion andmaking their own inferences mark avisible change in the classroom process.Teachers realised that learners could bemanaged and directed to what is right,without resorting to the usual modes ofcorporal punishment. We could introducelearners to noble ideas like sense ofcollectivity, equality, gender equality,awareness on environment andnationalism to an extent. We have alsobeen able to make sufficient progress incontinuous evaluation and in identifyingthe aptitude of the learner as well.

1.5 Awareness

No effort has been made in Kerala todevelop a comprehensive curriculumcovering the entire spectrum of schooleducation --- pre-primary to highersecondary stages. The learning processhad never received due importance in allsubjects across all levels of schooling.Teachers are not equipped well to copewith the changes envisaged in the revisedcurriculum. However, those few whocould internalise the essence of thecurriculum change attempted to explorethe possibilities of the new pedagogy. Itmeans that effective management ofimplementation of the new curriculumcan reap the desired results.

The changes that have taken place in themindset of certain sections of the

society seriously affectedimplementation of the curriculum reformprocess. The desire for securing middleclass jobs, emigrating to foreign countriesand passing the entrance exams forprofessional courses further enforced theprevailing conventional transactionalstrategy. Criticisms levelled against thenew curriculum by the market forces alsoposed hurdles. The preference of themiddle class for CBSE and un-aidedschools further intensified the issue. Atthe same time, the schools that tried toimplement the new curriculum failed toget the much needed backup from thesupport systems. Despite thesechallenges, Kerala society in general tooka positive stance towards curriculumreform. It has meaning in this context topointout that certain reflections of thecurriculum reform experiences of Keralaare visible at the national level curriculumreform (NCF - 2005).

A decade-long experience in the fieldhelped us to realise the following:

• need for systemic reform in tune withthe curriculum reform

• implementing curriculum reformwith commitment

• creating school infrastructure facilityfor providing learner-friendlyatmosphere

• informing the society of the relevanceof curriculum reform

• designing strategies for the overalldevelopment of the child

• designing curriculum objectivesforeseeing the needs of future society

• recognising the need for flexibletextbooks including all learningmaterials


2.1 Introduction

Kerala’s effort to develop a curriculumframework is a turning point in thehistory of the state. It is for the first timethat the state is making such an exerciseand it is rooted on the ideas articulatedin the National Curriculum Framework(NCF) -2005. Whenever curriculumreforms were taken up at the nationallevel, the state responded to them in thepast.

After the formation of NCERT in 1961,Kerala has been following all thecurriculum reform efforts initiated at thenational level. For instance, the stateinitiated the process for reforming itscurriculum following the NationalCurriculum Framework -1975. The statealso took steps to implement NPE- 1986and the Programme of Action (1992). Itwas in 1997, that an effort for theformulation of a comprehensivecurriculum focusing on the process ofteaching and learning was attempted inKerala. Rooted in the emergingmethodology and strategies, anintegrated method of learning, a process-oriented-activity-based approach,viewing learner as a constructor ofknowledge, recognising the role ofsociety in knowledge construction andthe idea of continuous andcomprehensive evaluation came into

2 TOWARDS THE NEW APPROACH

effect. However, the state’s curriculumreform effort gained further impetus withthe formulation of the NationalCurriculum Framework (NCF) -2005.NCF-2005 and the position papersprovided grounds for introspection andformulation of the Kerala CurriculumFramework (KCF)-2007.

2.2 National CurriculumFramework -2005 and Kerala

Kerala society by and large recognisedthe relevance of the new curriculuminitiated by the state in 1997. NCF-2005gives us deeper insight to address theproblems Kerala encounters in the presenteducational scenario. NCF-2005 hasincorporated the theoretical, ideologicaland historical approach that we hadassimilated in our curriculum. This couldbe treated as a sign of recognition toKerala’s vision of education.

Our classrooms in the past reflected thefeatures of an undemocratic power-structure. The prevailing classroompractices then promoted the culture ofpassive listening. They were dominatedby the voice of the teacher and thelearners did not have an opportunity toraise questions or enquire. On the otherhand, the new curriculum gives thelearner more space than ever before forco-operative and collaborative learning.The rights of the learners have been


recognised and the crucial role of learnersin acquiring knowledge has beenestablished. This paved the way forcreating a democratic atmosphere inclassrooms. Thus, the construction ofknowledge and its social dimensionshave become complementary.

In the context of globalisation, Kerala isfacing serious issues in the field ofeducation arising from privatisation ofeducation, mushrooming of self-financeinstitutions and the craze for market-oriented courses. Globalisation has alsoexerted its influence on environment,health and resource management.Likewise, a range of issues emanatingfrom dehumanisation of society, religiousintolerance, indifference towardsdemocratic process, increasinginequalities, growing violence, market-oriented approach, disintegrating familyties, deteriorating gender relations,desire to accumulate wealth, craze fordrugs among youths and tendency tocommercialise and communaliseeducation and culture pose seriousthreats to a democratic society. Acurriculum that doesn’t address theseissues can never lead us forward.

On deeper analysis, the wide range ofissues we confront can be identified as:

• absence of a vision of universalhumanism

• lack of human resource development• lack of understanding of the

specificities of cultural identity andits need to develop freely

• inability to see agriculture as a partof culture

• lack of a scientific approach to healthand public health

• lack of due consideration towardsmarginalised groups

• lack of scientific management of landand water

• lack of eco-friendly industrialisationand urbanization

2.3 The Vision on the FutureSociety

Reforms in education need to beformulated in tune with the vision of oursociety. We need to create a future societythat ensures creative and collectiveinvolvement of all people. This is basedon progressive ideas, lessons learned andexperiences gained. Discrimination basedon caste, creed, financial status andgender does not find any place in such asociety. We dream of building a societythat:

• values nationalism, self sufficiency,cultural identity, democratic rightsand principles

• focuses on the welfare of the poor andthe downtrodden and highlights adevelopment model that utilisesresources in order to get the bestresults

• envisions a social system that tapshuman energy for sustainabledevelopment

• ensures collective and cooperativeefforts of all. A society that providesfor a justifiable and effectivedistribution of wealth

• accepts knowledge as wealth for alland realises quest for knowledge andcritical thinking as the foundation forthe construction of knowledge

• fights against discrimination towardshistorically and socially marginalisedsections of the society and accords


equal status to both men and women

• respects the cultural diversity ofdifferent groups and protects theiridentity

• stands against the tendencies of aconsumerist culture

• joins hands against social evils andshows readiness to lead movementsfor social progress

2.4 Aims of Education

While formulating the aims of educationof the state, we must envision a societythat is capable of nurturing andstrengthening the democratic and secularnature of India. Such a society envisagesan educational system that provides forthe fullest development of all without anyform of discrimination. Every individualshould develop within him/her theperception that his/her prosperity resultsin the prosperity of his/her family as wellas the society he/she is a part of. In sucha society the aims of education (shouldcover) can be stated as:

• Social justice

The education system that is envisagedshould be capable of promoting a socialorder based on equality and justice. Thisis more so when we think of the liberationof a society where disparities in terms ofreligion, caste, wealth, gender and regionexist. Education in such a society shouldhelp in building up a culture of living co-existence.

• Awareness on environment

A comprehensive awareness on the needto protect environment is the need of thehour. Keeping in mind the vision ofsustainable development, we need to

develop an attitude in our learners to seemeaning in all developmental activitiesin tune with the environment. Theyshould also develop a sense in preservingall available resources in nature and toutilize them judiciously.

• Citizenship

There is a need for empowering each childto grow up and develop as a responsiblecitizen of the society. The civic senseshould ideally include historicalawareness and a balanced political vision.

• Nationalism

Creating a generation upholdingnationalism rooted in a universal visionis the need of the times. Human progressand universal love form the basicdimensions of such a vision. Whilerecognising the plurality of Indian societythe nationalistic vision should help incapturing the meaning of unity indiversity.

• Awareness of one’s rights

Realizing the rights accorded to everyindividual by our constitution is of greatsignificance. Education needs to actualisethe rights ensured in our constitution andalso the rights enumerated in UNconventions on children's rights (CRC-Convention on the Rights of Children),women's rights (CEDAW - TheConvention on the Elimination of AllForms of Discrimination against Women)and human rights (UNCHR-UnitedNations Commission on Human Rights).All children need to develop anawareness of one's own rights and therights of others.

• Awareness of Science andTechnology

All learners should get opportunity to


acquire current developments in the fieldof science and technology and apply thesame in real life situations. They need toenrich their knowledge and skills in tunewith such developments. The process ofeducation should have scope for this.

• Scientific temper

There is a need to differentiate betweenscience and pseudo-science. Learnersshould approach a problem based oncause and effect relationship. Aneducation that develops logical reasoningin children is crucial in this context. Theyshould play a key role in freeing thesociety from superstitions and prejudicesand should propagate the need for ascientific outlook in life.

• Cultural identity

Regional and traditional forms ofknowledge (related to agriculture,irrigation, resource management, art andhandicraft) can be utilised for thedevelopment of the society. The processof education we envision should help thelearners to identify such sources andpreserve what is useful and relevant.

• Vocational skills

Knowledge and labour arecomplementary. We must realize thevalue of labour in developing andtransforming the society. In this contexteducation should focus on thedevelopment of a positive attitude tolabour and inculcate in all children theability to work.

• Democratic values

Education should help the learner inimbibing democratic values - equality,justice, freedom, concern for others' well-being, secularism and respect for humandignity and rights. This should be done

in such a way that the learner gains abetter insight into democracy.

• Resistance

Strength to resist all sorts of invasions(cultural, economic, geographical) andundesirable tendencies triggered byglobalisation is vital for a democraticsociety. Education needs to recognise thisreality and develop the required strengthamong the learners to address thechallenges posed by globalisation.

• Construction of knowledge

Knowledge is a common good. Anyattempt to hide or mystify it must bequestioned. The process of constructingknowledge has its unique features.Knowledge is never viewed as a finishedproduct. It is refined in every act ofsharing. The process of education mustdevelop in learners, the ability toconstruct knowledge through interactionand sharing.

• Critical approach

The education we envision should havethe space for learners to engage in criticaldialogue. The practice of passive listeninghas to be discarded and in its placelearners need to become activeparticipants in the process of constructingknowledge. They should view theirexperiences in a critical manner andshould question all social evils. Effortsto resist temptations, obstinacy andprejudices are equally important.Looking at different ideas and generatingan integrated view is crucial. Learnersmust be able to analyse the ideas in vogueat social, political and cultural levels,discern errors and take positions byresponding to them. The educationalsystem should prepare the learners to


shift from the position of passive listenersto active constructors of knowledge.

2.5 Education and SocialJustice

We aim at the universalisation ofeducation up to the higher secondarylevel. We need to recognise theessentiality of ensuring the birthright ofall in the society to develop their potentialto the full as our goal.

Diversity is an essential feature of apluralistic society like that of ours. Weneed to ensure an educational system thataccepts and nourishes this diversity.Differently abled children and those whoface social challenges seek attention. Let’slist them:

• girl child

• children from SC/ST category

• the hearing impaired

• the visually challenged

• the mentally challenged

• the physically challenged

• HIV infected children

• children of parents with HIV

• linguistic minorities

• children from broken families

• drug addicts

• children of drug addicts

• the socially and economicallydeprived

• nomadic children

• the delinquent

• victims of natural and man-madecalamities

The list can be extended further. Thephysical and mental challenges that thesechildren face are varied. The problem ofeach and every child may be case-specific.

Still, we must identify the issues theyconfront and ensure quality education forall.

2.5.1 Gender discrimination

Equality of gender is a constitutional right.After the Education Bill-1957, the changesthat have taken place in the field ofeducation in Kerala had their reflectionson the education of girl child. It was theEducation Commission (1964 - 1966) thatmade suggestions on education forwomen and their empowerment. Anydevelopment index would indicate thatthe status of the women in Kerala is muchhigher than the national average. Yet, theissues that women and girl children facein Kerala seek special attention.

In Kerala, the number of girl childrenenrolled and continuing their studies isquite satisfactory. Many of them go on toachieve higher academic degrees. But, acorresponding surge in social interactionand involvement in the public sphere isnot satisfactory when compared to that ofwomen in other states. We need to ensurean education system that helps to build asociety which upholds gender equality.

(i) Current issues

• imposing stereotype roles on the girlchild by the society

• low literacy rate among girls in thetribal, slum and coastal areas

• gender discrimination inside theclassroom

• assigning domestic work to girls

• exploitation in the workplace anddisparity in wages

• dowry system and its consequences

• lack of opportunity to pursue studies


according to choice

• low representation of women indecision-making bodies

• lack of opportunity to grow anddevelop with self-esteem

• lack of awareness about suchdiscrimination

(ii) Suggestions for curriculumformation

• content organisation, language andpresentation of the text in a way thatensures gender equality

• building awareness that all types ofemployment can be taken up by bothmen and women

• addressing social issues such asdowry, gender discrimination andthe rights of the girl child in subjectslike social sciences

• Placing stress on the constitutionalrights of women and the legalprotection accorded to them

• exposing learners to know moreabout women who have excelled indifferent fields of life

• making adolescent education a partof the curriculum by giving attentionto adolescents’ problem

• introducing counselling as a part ofthe school system

• sensitising both boys and girls on theissues related to genderdiscrimination

• providing vocational education toboth boys and girls

• organising club activities anddesigning projects that help girls tonurture their leadership qualities

• encouraging co-education at allstages of schooling and ensuringgender equality within the schoolsystem

• organising physical exerciseprogramme at school with foci onphysical, mental and emotionalhealth of the students

• providing opportunity for girls fordeveloping their personality

• providing girl-friendly toilet facilities

• sensitising parents on genderequality

• highlighting gender equality in bothpreservice and inservice teachertraining programmes

2.5.2 Socially and culturallymarginalized

Ours is a plural society. Only if wesucceed in bringing the marginalized tothe mainstream will we succeed inactualising social justice. The educationalsystem in our state has not yet beentransformed itself to meet the needs ofchildren who are socially and culturallybackward. General education mustaccommodate all children who aresocially and culturally deprived.

(i) Current Issues

• non-availability of schools withineasy reach for tribal children

• poverty remains a roadblock ineducating such children

• child labour continues to pose amajor challenge

• non-availability of educationalconcessions on time

• lack of a conducive homeenvironment


• inadequate facilities in institutionsset up for the marginalized

• lack of learning materials that suit thedifferent languages of tribal groups

• discriminations that prevail amongthem

• superstitious practices that prevailamong them

• inferiority feeling arising out of themarginalised status

• children being left alone at home asparents cannot adjust their workinghours according to the school time

• lack of awareness among parentsregarding the emotional support tobe accorded to children

All these create hurdles in the educationalprogress of the marginalised. Thereshould be earnest efforts to address suchissues involving different functionaries.The traditional wealth of knowledge ofthe tribal and dalit children should bevalued. Their language, dress, customs,vocations, beliefs, health care, art andliterature are important elements of theirtradition.

(ii) Ethnic characteristics of every tribalgroup is inherent in their language.They should be given opportunity touse their language as the medium forinteraction and learning. Learningmaterials should be developed intune with this. Due recognitionshould be given to traditionalvocations such as weaving basketsand mats, collecting of forest produce,engaging in handicraft and artworkin curriculum. Folk tales, myths,

legends and lores of each tribe are theintegral part of their culture. Theseshould find space in the learning oflanguage and literature.

The identity of each diverse social groupneeds to be respected. Teachers shouldtry to inculcate self-confidence inchildren. Efforts should be made todevelop a scientific perspective onensuring justice to all.

Self-esteem and self-reliance of thechildren should be promoted. Teachersshould try to make children aware of theircultural heritage and the need to respectit. The process of accelerating thesocialization of the backward classes isalso a part of educational endeavour.Curriculum should have space formultiple channels for the continuousdevelopment of these children. Each childshould be provided guidance till he/sheachieves his/her goal.

An atmosphere that helps the child viewthe school as his/her own home shouldbe created. The child should be enabledto interact with every one in a naturalmanner and must engage in variousactivities with a sense of equality.

2.5.3 Inclusive education

The education policy formulated in acountry should aim at bringing allchildren to schools. In order to realise thisaim, children who are physically andmentally challenged must also be broughtto schools. As a part of this, children whoare differently abled should be broughtto the mainstream. That is the ultimateaim of inclusive education.


Policy of Inclusion

A policy of inclusion needs to be implemented in all schools and throughout oureducation system. The participation of all children needs to be ensured in all spheres oftheir life in and outside the school. Schools need to become centres that prepare childrenfor life and ensure that all children, especially the differently abled, children frommarginalised sections and children in difficult circumstances get the maximum benefitof this critical area of education. Opportunities to display talents and share these withpeers are powerful tools in nurturing motivation and involvement among children.In our schools we tend to select some children over and over again. While this smallgroup benefits from these opportunities, becoming more self - confident and visible inthe school, other children experience repeated disappointment and progress throughschool with a constant longing for recognition and peer approval. Excellence andability may be singled out for appreciation, but at the same time opportunities need tobe given to all children and their specific abilities need to be recognised and appreciated.

This includes children with disabilities, who may need assistance or more time tocomplete their assigned tasks. It would be even better if, while planning for suchactivities, the teacher discusses them with all the children in the class, and ensuresthat each child is given an opportunity to contribute. When planning, therefore,teachers must pay special attention to ensuring the participation of all. This wouldbecome a marker of their effectiveness as teachers.

(NCF-2005)


It is essential to maintain clarity on majoraspects of learning in a curriculum reformeffort. The rationale behind such a standand the measures taken for transformingit into a reality, as well, are important inthis context. The following questionsassume greater significance in thissituation.

1. Why do children learn?

2. What do they learn?

3. How do they learn?

The previous chapters detail the answerto the first question. Now , let us reflecton the remaining questions.

3.1 What is to be learned?

While designing the content of learning,we proceed based on the aims ofeducation. This is done by analysing theprevailing social conditions and bydefining the role of the individual in thesociety.

There exist many contradictory forces inour society. Society consists of peoplefrom different economic strata along withdifferent forms of power structures. Thereare certain hierarchical issues emanatingfrom cultural, social and gender-baseddifferences. Though the human race hasgained considerably through theadvancement of science and technology,the gains are not equally benefited by all.Besides, such advances have led tointensification of the existing

3 THE PERSPECTIVE ON LEARNING

stratification. Globalisation andcommercialisation too have weakenedthe gains attained earlier. Likewise, thegrowing tendency for accumulatingwealth, expanding trade and generatingdesires is widespread today.Disappearance of agricultural andtraditional trading practices is also seen.Corruption, aggressive tendencies, ratesof suicide, communalism andsuperstition have multiplied manifold.

At this point, the question of what thecontent of the curriculum should be,gains ground. It is a fact that only througha proper analysis of the yesteryears anda critical reflection of the present-daywould help in shaping a better tomorrow.As such, there is no scope for excludingpresent-day reality from the classroom.Everyday reality remains a decisive factorin the life of the child. It is only througheducation that a generation capable ofsocial commitment and critical reflectioncan be created. Knowing today's life is anessentiality for preparing for tomorrow.

The content of learning is unfolded basedon the child’s array of experiences. Theseexperiences are directly linked to theproblems faced by the society. We canmark an individual in different ways. Forthis, different parameters can be drawn.On a cultural plane, Kerala remains a richsource for many forms of ideas andexperiences. When the child analyses theregional, national and international


levels of realities, even while remainingwithin the concrete reality called Kerala,learning becomes more meaningful. It isexpected that the curriculum becomesreality-based when it is framed focusingon the issues faced by the Kerala societyand also having openings to connect tonational and international levels.Certainly, the problems that are faced bythe Kerala society are not confined toKerala alone. The causes and range ofimplications of these problems could benational or international. For instance,when there is a reference to anenvironmental issue in the state, there isevery chance to widen the prospect ofstudy to environmental issues at theglobal level. In short, while Keralaremains a concrete reality in thecurriculum, it would also become aspringboard for connecting to differentlevels of realities.

The values and perspectives that areenvisioned by the constitution and alsoidentified at the national level remainsignificant components of thecurriculum. Such a curriculum can helpin shaping the new generation with asense of patriotism, a democratic andsecular outlook, a perception of equality,a sense of pride in one's own culturalidentity, an awareness about theenvironment and a concern for themarginalized. Cultivating values ispossible only through a wide range ofexperiences. The learner goes through anexperience that gives him/her an insightinto the existing social issues which inturn leads to a point of realization. Forinstance, in generating environmentalawareness, we facilitate the students todiscover the contemporary reality thatleads to environmental degradation and

make them get involved in such issues tofind a solution. Otherwise, value-basededucation will not create any impact onthe child.

We have already stated that thecurriculum framework is formulatedbased on social issues. This does not meanthat the child gets exposed to social issuesright from the lower classes. The horizonof experience that the child builds in him/her, would be something that subscribesto his age as well as the range of exposurehe/she gets. Its volume increasesgradually. Sometimes it may become anacademic issue that is directly orindirectly related to a social issue.Anyway, what is needed is formulationof a curriculum constructed on issuebased and problem oriented approach.For identifying and analysing theseissues, the ideas propounded by scienceand the scientific method could be of use.Mathematics will be helpful for bothlogical and quantitative analysis of issues.Analysis of social aspects of the issuescould be performed with the help ofSocial Sciences. Languages function astools for discerning the problems andcommunicating them. Art Education,Physical Education and Work Experienceprovide space for gaining experience,developing expressions and findingsolutions to various issues. At the levelof the lower classes, an integratedapproach could be followed. As we moveon to the higher levels, there is scope fordiversification and specialisation.

Knowledge and skills in each subject areaare organised based on specific aims andapproaches. They are ordered in a spiralform in tune with the age, previousknowledge, learning methodology andlevel of interaction of the learners. The


new curriculum does not intend toinclude frozen fragments of knowledgejust because they were taught from timeimmemorial. New elements ofknowledge, methods of analysis,processes and activities which wereunknown hitherto will be incorporated inthe new curriculum. There should be therealization that knowledge is sociallycreated, culturally placed and historicallymarked. That should not get restrictedmerely within the content of the subjectconcerned. Instead, its relevance shouldbe highlighted by locating it in a widersocial reality.

However, we need to consider the basicideas articulated in NCF-2005. At thesame time, we may proceed further withthe knowledge that is socially relevant.Reformulation of the curriculum bylinking it to the receptivity of the childand the hierarchical gradation of ideasbecomes essential in this framework. TheNCF-2005 perspective on criticalpedagogy has greater meaning in ourcontext. We have already mentioned thatthe contradiction that is found in thesociety could be seen in the classroomalso. The classrooms may act as placeswhere such contradictions get recreated.There is a general tendency to portraycertain knowledge as noble and certainothers as of less value in our textbooks.Culture, language and situations in lifeare pictured from a hegemonic point ofview. The negative impact that suchtreatment of knowledge makes on thelearners from disadvantaged backgroundis immeasurable. Therefore, the content,language and presentation of knowledgein a textbook should be organised from acritical point of view.

'Learning' does not merely mean

understanding. It implies change. It is notjust a gathering of pieces of information.They certainly form the basic inputs forthe construction of knowledge. But thereis no meaning in merely drawingconclusions from the gatheredinformation. One should be able to movefurther by making suggestions regarding,or react against, the conclusions that aredrawn. The learners should be capableof reflecting on issues such as thepollution of rivers, the marginalization ofthe under privileged, commodification ofthings around us, lack of acceptance ofregional dialects, disappearance oftraditional labour collectives, increasinggender inequality, suppression of highreligious ideals by communal forces andthe forces behind imposition of war. Theyshould have the opportunity to expressthe acquired knowledge, share views,take a position and search for alternatives.In short, the curriculum should have thescope for reflecting the sociallyconstructed knowledge from a criticalperspective.

3.2 The Learning Process

Contributions of psychology and theirlogical treatment are important forunderstanding the learning process. Weshould accept what is relevant and castoff what does not appeal to reality.

Many streams of thought were evolvedin psychology in the past. Behaviourismdeeply influenced the field of educationand it was widely accepted for a longwhile. The behaviourists put forwardstimulus-response theory as the basicpremise for explaining the learningprocess. This theoretical positionprovided justification for the traditionalpractices, rote learning, corporal


punishment, transmission of knowledgeand the unquestioned position of theteacher in the classroom.

Principles of behaviourism were based onthe experiments done on animals andsuch principles formed the basis forunderstanding human learning. Animals,in general, follow the elder ones byimitating and repeating what they see.Certain behaviours are instinctive innature. They, unlike human beings, donot possess the modes of communicationor higher mental ability to analyseexperiences, or share their ideas with therest of the group. But the limitation of thebehaviouristic tradition is that it offersmainly stimulus- response and imitationprinciples to understand human learning.This compels us to look beyond theBehaviourist school of ideas and searchfor alternatives.

Another stream of thought is Humanismwhich has a deeper perspective abouthuman individuality. It propounded thatthe nature of the learner must berespected, his individuality be properlyacknowledged, learning must be directlylinked to the real problems faced by thechild and the teacher should intervene insuch a way as to make learning an easyprocess. When the learner himself/herself identifies an issue, engages in itand makes self-assessment, learningbecomes meaningful. Though this theorydoes not consider the social aspect oflearning, the perspective advanced by itspeaks of a curriculum that is democraticand child-centred focusing on humanqualities.

Yet another school of thought isConstructivism that looks upon learningas an active mental process that providesfor construction of knowledge.

Constructivism has two major streams.The first one looks at knowledge as anindividual construct. Here the stress isplaced on the child as an individual andhis/her innate and distinctive abilities.That the knowledge thus gained by thechild is incomplete and that it does notlead to the optimum level, are thecriticisms levelled against this.

The other stream is social constructivism.This approach looks upon the learner asa social being who interacts with everyonearound in the environment from birth andgoes beyond the existing level to higherlevels of ability. At the same time, thelearner gains both biological and culturaldevelopment. Human beings possesssuch mental tools as language andmathematical signs and symbols, higherlevel of cognition and acquired wealth ofknowledge. Child as compared to otherbeings, enriches all these by interactingwith the society. Obviously, the learnercan make use of human creations such asequipments, books, machines, institutionsetc. In short, social constructivism tellsus that the learner, by interaction withother members of the society usingcultural tools, attains higher levels ofdevelopment. Social constructivism,going beyond behaviourism andconstructivism, advances explanationsthat focus on human understandingfounded on the social aspects of humannature. It is significant to note that NCF-2005 underscores social constructivism inthe process of learning.

This perspective provides for the naturaldevelopment of the individual,connecting the individual and the society;and ensuring the development of both,are important for the creation of a futuresociety based on democratic values.


When the learner engages in the criticalreflection of his/her surroundings andhimself/herself, he/she constructsknowledge that forms the basis forshaping the society. Social and culturalvariations affect the abilities of thelearners. Development is possible onlywhen one keeps on interacting andquestioning these limitations. As theprocess of construction of knowledgeprogresses, the outlook of life getstransformed. Education is a continuousprocess of construction andtransformation. The approach to learningshould be based on the ideas of socialconstructivism by assimilating the tenetsof critical pedagogy.

Neuro-psychology explains the changesthat occur inside the brain when learningtakes place. Any piece of information thatis gathered afresh is registered in thebrain in the form of complex web-likestructures. Today, instruments that arecapable of capturing the images ofchanges that take place in the brain whilelearning occurs are available. Braindevelopment happens mostly duringchildhood. There are phases ofdevelopment for each ability. If age-specific relevant learning experiences arenot provided to the learner he/she mayface irreversible loss in life. Theseobservations support the view thatinformal and varied games should beprovided to the learner at the pre-primarylevel. Learning that nourishes differentareas of cognition activates different areasof the brain. When we try to resolve anissue, the related parts of the brain as awhole get involved in this exercise. Thissubstantiates the fact that variety oflearning experiences that consider thedevelopment of all the cognitive areas of

the brain should be provided to thelearner at the school level. At the sametime, children may have a specialinclination towards certain areas ofcognition. Their mode of study will beclosely linked to this. Their developmentis also connected to this. A curriculumthat recognises the individual differencesof the learners provides scope for thelearners to locate their fields of interestand, by gaining progress in the field maylead to their own development along withthat of the society. Neuro-psychologyalso points out that the lack of properexperiences in life and nutritious food,as well, have an adverse effect on learning.

3.3 Execution of the LearningProcess

Learning is essentially an internalcognitive process. But, the school, homeand other social environments constitutethe physical and social aspects of learning.Incongruence between these two is likelyto create problems for learning. Thoughit doesn’t happen always, it remains aproblem. Teachers and learning materialsplay a major role in resolving thisproblem. Learning episodes can either beformulated based on social issues or canbe viewed as a form of knowledge that isessential for addressing social issues.Either way, the issues outlined in the textshould be capable of motivating thelearner who is a growing member of thesociety and a thinking individual. Thelearner begins to explore the issues. Here,the learner is not alone. The teacher andthe peers are with him/ her. The parentand the society, as well, are available forhelp. Obviously, discussion and sharingof ideas pave the way for seekingsolutions to the issues. Learner’s ideasand suggestions are given importance.


He/she gathers information regarding theproblem and analyses it with the help ofprevious knowledge, skills acquiredearlier, specially prepared learningmaterials and timely intervention of theteacher. There is scope for respondingindividually and collectively upon theconclusions drawn. Throughout theprocess, there is sharing, debate, analysisand scope for betterment. This keeps onchanging the individual as well as thesociety where he/she lives.

Teachers’ understanding of the physical,psychological and social strength andweakness of the learner is important.Limiting the objective of the learning tothe constraints around the learner is notadvisable. Instead, there should be a jointeffort to assist the child in overcoming thelimitations and seeking solutions forensuring higher levels of achievement.

Designing issue-based textbooks is ourpriority. Knowledge should not betreated as a finished product. Along withthe context that details the issue, thegeneral information for seeking solutionneeds to find space. If not, scope shouldbe there for gathering such information.A learner should not become helpless inthe search of prerequisite informationwhile engaging in the construction ofknowledge. This would especiallyfurther the handicap of disadvantagedchildren. At the same time, we shouldnot deny the learners the opportunity forenquiry. Local information should begathered locally. In this situation, theteachers, parents and the society aroundshould take a supportive stance in theendeavour of the learner. In this context,the textbook has other features too. Spacecould be provided for the learner torecord conclusions or reactions. Learning

activities too find space in the textbookso that parents can see what takes placein the school. PTA meetings held everymonth can be a source for providingspecific information and reflection.Without the participation of parents, nocurriculum can ever fulfill its objectives.

Handbook for the teacher should outlinethe curriculum objectives, social issues,the general approach towards learning,the approach towards the concernedsubject and the process of evaluation.Clarity on the processes that are to becarried out, the conclusions to be arrivedat, the attitude that must be developed,the responses that are expected and theresultant products, obviously needs to bemaintained. Creativity in teaching is whatwe aim at within the framework ofcurriculum. Teachers are expected toshare teaching models, examples andexperiences during professionaldevelopment programmes. Efforts shouldalso be made to make the curriculumlocally viable in such programmes.

In an issue-based curriculum, the localexperiences of the learner are quiteimportant. A curriculum becomes moremeaningful when the local issues arereflected well in the learning materialsand the lessons. Collective efforts in thisregard at the school level, cluster leveland panchayat level are advantageous.stress must be laid on access to locallydeveloped reading materials and books,supporting documents, referencematerials, IT-based learning materials etc.Children’s literature that is helpful forlearning is further required. Media havesignificant contributions in this area. Themarket based interference in the form ofready-made solutions that hinder thenatural process of learning is undesirable.


It should not happen. Teachers andparents should be made aware of this. Acurriculum functions at its best when theteachers imbibe its spirit and work on it.The curriculum that we design now is notmeant for the teachers who either impartknowledge as a finished product or leavethe task of knowledge constructionentirely to the students and stay awaycompletely. Instead, we need teacherswho are social engineers who set thelearning issues in the right direction, bycontinuously inspiring the learners,asking questions and providing hints andexplanations.

3.4 The Right to Education

Every child has a right to qualityeducation. There should be nodiscrimination in terms of economic,social, linguistic or gender-specific statusthat prevents the child from gaining accessto education. The limited facilities that areavailable should not prevent the learner

from getting access to quality education.The argument that facilities andopportunities that make learning easymust be provided at school has relevancein this context. The added facilities andlearning time that are extended to thelearner at school should be seen as aninitiative for justice towards the poor andneedy. Likewise, physical challengesshould not act as a hindrance to the childin utilizing the facilities at school. Toovercome the physical challenges,appropriate material support may beprovided. The school must cater to theneeds of such learners. Inclusiveeducation should be given maximumpriority. Girls need to get moreopportunities at school just as they do athome and in the society around them. Themarginalized sections of the societyshould be given education that helpsthem conserve their cultural identity andlinguistic originality. Curriculum shouldbe flexible enough to accommodate theseaspects.


The structure of general education inKerala spreads from pre-primary tohigher secondary. The various stagessuch as pre-school, primary, secondaryand higher secondary function asseparate entities today. They ought tobecome complementary to each other.Efforts are needed to maintain thecontinuity and complimentary nature ofthese stages.

4.1 Pre-School Education

At present, pre-school education is not apart of formal system of education. Pre-school education in the state, in general,is in the form of anganwadis which mainlyfocus on nutrition and child care. Theseinstitutions function primarily in ruralareas. The general education streambegins with the lower primary and endsat the higher secondary level. This shouldprovide the learners the opportunity todevelop the abilities, skills andvocational experience that help them tointeract creatively with the society.Primary, secondary and higher secondarystages must be conceived to facilitate this.As a system that provides for schoolreadiness in learners, pre-school must beunified and universalised.

4.1.1 The need

In a person’s life, the first five years aredecisive as this period is the foundation

4 THE STAGES OF SCHOOLING

for development of one’s personality.Each experience that the child is exposedto during this period results in thedevelopment of millions of neurons inhis/her brain. There, the building ofcomplex relations also takes place. Thisis the period that helps in the physical,emotional, cognitive and socialdevelopment of the child. Theeducational experience that is providedduring this period forms the basis of allthe fields that he/she engages in later life.

This is made possible by combining theinborn abilities and acquired experiencesof the child. This process starts at the timeof birth itself. Family background has agreat role to play in this. The factor thathas the strongest positive impact is ahealthy and friendly atmosphere in thefamily. The deterioration of the jointfamily system and the rapid rise ofmiddle class tendencies reduced thepossibilities of a child-friendlyatmosphere at home that helps in thenatural development of the child'spersonality. One can easily come acrossmany a family where the parents leavetheir infants at day-care centres as they donot find time to spare for the child due totheir busy work schedule. The transitionfrom joint family system to nuclear familysystem forces the children to switch toformal education at an early stage. At thisstage, pre-schools must function as


Gandhiji on the education of children

'The education of a child should start from the womb. Itshould start with the education of the mother.'

'As far as a child is concerned there is no difference betweenactivity and play. A child sees everything as play.'

'The first lesson of a child should be about cleanliness.Care should also be taken to improve his/herpronunciation. History and Geography can be combinedin the form of stories. One should not make a child writeletters. But he/she can be encouraged to draw geometricalfigures. Physical development should be ensured throughactivities like running and jumping.‘

‘’A teacher should be like a mother. It would be better ifmothers take up this task themselves.’’

centres of child care where such care isprovided scientifically. They should alsoprepare the children to get into thegeneral education stream.

4.1.2 The Present Perspective

Educationists like Comenius andRousseau had realised the importance ofchild education. Froebel and Montessorideveloped the idea of 'Kindergarten' and'Children's Abode'. Theorists like JeanPiaget, Bruner and Vygotsky, whilehighlighting the importance ofCognitivism put forward perspectives onlearning. The key features are :

• by nature children are active andinclined towards learning

• natural and effective learning takesplace while they play

• control imposed by elders curtail thenatural tendency to learn

• both at school and at home, the childneeds to get exposed to collectiveexperiences

• pre-schools are to be designedaccording to the needs andinterests of children

• the child ought to get ampleopportunity to gatherexperiences through his/herown culture and mothertongue

• no effort should be taken toimpart any kind of knowledgethat would be difficult for thechild to actualisemechanically

The pre-school system prevailingin Kerala is based on thesefeatures. But, the prevailing systemfollows multiple approaches varying in

perspectives. We should be able to unifyall these and provide a uniform pre-schoolsystem, thereby making it a part ofgeneral education. However, this shouldnot be a process that facilitates primarystage curriculum at pre-school level.

It is accepted that children have a naturaltendency to acquire the knowledge andthe ability to understand the world fromtheir immediate surroundings.Children’s interest, preferences andexperiences assume primacy in earlychildhood education. An atmosphere thatis replete with love, care and inspirationand abounding in opportunities thatenhance the quest for knowledge andexperimentation will make the childrencapable of doing things. Preschool is nota centre that promotes reading andwriting. It should not create any effort thatinsists on teaching foreign languagessuch as English either. Mother tongueforms the medium of learning in theseschools. In short, pre-schools should not


function as training centres to gain entryto primary schools.

4.2 Primary Education

Children in Kerala are brought up in asocio- cultural setting that is quitedifferent from those in other states. Mostof the students who enrol in primaryschools undergo pre-school education.With the background of socialisationgained through group activities - playing,singing and dancing together - they enterprimary classes. They are familiar withthe informal way of learning. Theirparents must have completed at least onestage of formal education at some pointin their lives and may show keen interestin getting their children educated.Prevailing conditions like geographicaldiversity, variety of vegetation, climaticconditions and water resources are richnatural sources for learning. Theimportance attached to health care andhygiene is quite visible, in the society.Our approach to primary education, inthis context should be dynamic andcreative. It implies :

• flexible curriculum

• the child who grows by interactingwith his/her surroundings shouldget ample opportunity empowerhim/herself in the ensuing period oflearning

• effective engagement of socialatmosphere for strengthening theprocess of learning

• The range of knowledge that thechild acquires should go beyond theboundaries of textbook

4.2.1 The rights of the learner

• A learning atmosphere that nurtures

the physical, emotional, social andcreative development of the childshould be provided. Learning is notmere gathering of information.Primary education must find spacefor activities that ensure socialinteraction.

• The need for designing an educationthat treats the child as an individualat the beginning of primary stage isthe felt need today. Scope forcreativity in all subjects andopportunity for self-expression arecrucial in this context. The variety inabilities should be recognised.

• The rights of the child to enjoy his/her leisure time by engaging inactivities of entertainment should notbe lost sight of. Engaging in variousmodes of entertainment is learningand provides for psychologicaldevelopment of the child. A closerelation between mental health andentertainment exists and it needs tobe strengthened.

• Primary education should beprovided in an informal setting,where every child should experiencethe warmth of love. Child-friendlyschool atmosphere is the key to this.

We need a curriculum that recognises thechild's nature. Quite often we see itsdilution at the stage of implementation.When the child is permitted to do artwork, or given tools for experimentationor toys or musical instruments, thereforms an atmosphere that encouragescuriosity and creativity. A process ofeducation that focuses on the creativenature of the child is expected from ateacher who follows a democraticapproach.


The child should be able to integrate theknowledge that he/she gains from lifesituations with that of the knowledge thathe/she learns from school. It enables tolook at a theme from different angles andto develop one's own perspectives. Suchan approach makes knowledgecomprehensive. During the constructionof knowledge, this approach strengthensthe relations among the various elementsof knowledge. The learner gets to knowhimself/herself and his/hersurroundings. He/she should be able toenvision the development of the themes.For instance, the theme - ‘food’ can bedeveloped in an inter connected way suchas types of food, collection of foodmaterials, preparation of food, scarcity offood, food habit, nutrition provided atschool, food during festivals, myths,proverbs and stories connected to food,buying and selling of food items, itspreservation, expenditure on food etc.This will pave the way for connectingknowledge to life. The subjects that he/she learns should be viewed as a meansfor such a learning.

• By the end of the upper primary stagethe child ought to be capable ofanalysing and understanding thesocial life in his/her locality. He/sheshould gather a comprehensive ideaabout the administrative system,democracy, organizational activities,folk traditions, cultural activities,service sector, physical environment,geographical characteristics, soilvariety, methods of agriculture,employment, issues concerningdevelopment, bio-diversity and thelives and challenges faced by themarginalised. The learners shouldapproach all these in a criticalmanner. The curriculum should be

designed based on the connectivitybetween knowledge and society. Itmeans construction of knowledgeshould help in seeing such aconnectivity.

4.2.2 The method of learning

A curriculum that favours construction ofknowledge becomes the focus today. Atthe primary level stress is placed ondirect experience. He/she should analysehis/her learning experiences and arriveat certain conclusions. When there isscope to provide direct experience,descriptive approach or a visualpresentation using technology need notbe attempted. The experience providedshould give importance to sensoryperceptions and co-operative learning.Teachers are part of the learning processand this process should be enriched withcreative activities including games. Eachlearning instance should have space forvalues and attitudes. The learner mustbe enabled to interact with everyone in ademocratic manner without any kind ofdiscrimination. Right from the lowerclasses all the learning activities mustfocus on developing the inquisitivenessof the learner. Experiences andobservations of the adult should beappropriately blended with theobservations of the child who is engagedin investigative learning.

At the upper primary level, childrenattain the capabilities to seek knowledgefrom different sources. Schools shouldnurture and provide a democraticatmosphere for pursuing all activities. Acollaborative way of learning will makedifferently - abled children moreconfident. Opportunities must beprovided for learners to interact on the


social issues for developing their horizonof knowledge and social skills. The rightof the learners to question inequality andinjustice that exist in society must berecognized. They need to be exposed tovarious methods of learning that developa critical conscience. It is desirable topresent the same idea in multiple waysto help the learners of different abilitylevels. A collaborative way of learningwill make them more confident.

When such formulations on learning areeffected in the school system, thecommunity should be informed. Teachersshould understand the rationale of sucha learning approach and interact with theparents on the rationale. Constructivediscussion in our society on the activeinvolvement of children from all sectionsof the society in the educational processis an essentiality.

4.3 Secondary Level

In a broader sense, secondary educationcovers classes from the VIII to the XII. Butin practice, classes from the VIII to the Xare part of the secondary level ofeducation and classes XI and XII are partof higher secondary. All the children whocomplete primary education are givenadmission to the secondary level. Thosewho wish to do higher secondaryeducation have the chance to pursue it.

When we discuss the secondary stage, theage-level of the learners assumesmeaning. At this stage learners areteenagers. The emotional and physicalfeatures of the learners have widerimplications while designing thecurriculum. We must create in them:

• awareness about the physicalchanges they undergo

• inclination for high imagination

• readiness to engage in activities thatrequire leadership

• inclination towards group learning

• commitment to principles

• tendency to establish one’sindividuality

• awareness regarding gendersensitivity

• the ability to imbibe and engage inabstract ideas

• willingness to engage in adventurousactivities

The curriculum at this stage shouldconsider these aspects. It should alsocreate awareness in the learners on thevarious branches of knowledge and thepossibilities.

At present, children are introduced tosubject specific learning in standard VIII.At this stage the activity-based approachrooted on concepts and principlesbecomes the mode of learning. This is thestage where the learner makes consciouseffort to enquire and understand thevarious forces that operate in the society.They try to learn different ideas andtheories at this stage. Emphasis is laid onlearning mother tongue and otherlanguages, developing linguisticcomponents and strengthening one’s ownlanguage competence. This is the stagewhere the learner is able to express his/her ideas, construct knowledge andacquire the skill to use languageeffectively. The aim and duration oflanguage learning at this level need to bedefined more scientifically. The study ofcore subjects at this stage gains moredepth and range, and at times creates


difficulty for the learners. At present,Science and Mathematics equip thelearner for higher studies. In the case ofscience, there is a clear distinctionbetween Physics, Chemistry and Biologyfrom IX standard onwards. Secondaryeducation in Kerala is universal and itcovers learners of all sections of thesociety. This phase ought to createawareness in the learners regarding allfields of knowledge and to acquaintthemselves with the resources availablein each. The activities must lead thechildren to recognize their abilities andidentify the vocation that they should getengaged in, in future.

We must foresee all these whiledesigning the transactional strategy andcontext of the core subjects at thesecondary level. We should alsoexamine if the learning of the core subjectscould be divided into the general leveland the specialised level from class IXonwards. The general level must openup the possibilities of different branchesof knowledge for learners of all sectionsof society. The learners must be enabledto select their own respective field ofinterest. At the same time, the specializedlevel ought to provide an opportunity forthose learners who identify certain areasof interest like Mathematics or SocialSciences and show readiness to masterthem to go further in these subjects. Allthe learners are familiarized with thegeneral level of core subjects while theyget a deeper knowledge of thespecialized subject they have chosen. Thelearner should have the freedom to selectart, work experience or sports as thespecialised subject of his/her choice. Butthe specialisation in a subject should nothinder the higher studies of a student afterhis/her secondary education. The

division of subjects should be done insuch a way that a learner who recognisesthat he/she has made a mistake in thechoice made first, should have thefreedom to choose another field that mayattract him/her and take up that subjectwithout any difficulty. There should bea detailed discussion on how thispossibility could be ensured to see thatthe freedom and choice of the learner isno way curtailed. The learners should beable to decide their paths for themselves.But the secondary level, which is thecritical phase in general education shouldnot form the platform for any kind ofdiscrimination. This should provide forchanging the prevailing system ofdividing students into the general streamand the technical stream.

4.4 Higher Secondary Level

The Higher Secondary level is theterminal stage of general education.Education at this level should bediversified so as to form a foundation forthose who go for higher studies and thosewho opt for employment. We must retainthe students who are forced todiscontinue their studies at thecompletion of class X by providing themopportunities to join higher secondarycourses. They should have options forgaining vocational skills that wouldenable them to contribute to the society.It is not desirable in a progressive societyto have a section of students as unskilledand unemployed after the completion ofconventional higher secondary courses.Further, a situation wherein students aredenied the opportunity for higher studiesbecause of social and economic reasons,is also not desirable. The learners whocomplete general education shouldpossess the competency to enter the


employment sector directly. Those whowish to pursue their studies furthershould not be denied of the opportunity.They should have opportunities either towork while studying or enter jobs for acertain period and join higher studieslater on. For this, the present division ofcourses into higher secondary andvocational higher secondary streamsshould be done away with. Instead, thehigher secondary stage of generaleducation should provide opportunityand freedom for the learners to selectsubject combinations that have bothvocational and academic components.

The National Curriculum Frameworkopines thus in this regard:

The possibilities of choosing optional coursesof study for exploring and understandingdifferent areas of knowledge, both in relationto one’s interest and one’s future career, isintegral to this stage. Exploring disciplinesand approaching problems and issues fromrich interdisciplinary perspectives arepossible at this stage. There is a need to allowfor such investigations to take place betweenand outside the ‘subjects’ chosen for study.

Most boards of study offer a variety of subjectareas in addition to the compulsory languagecourses. There is a concern about the formalor informal restrictions that operate tonarrow the choice of subjects of study forstudents. Several boards restrict thecombinations in the form of ‘the sciencestream’, ‘the arts stream’ and ‘the commercestream’. The CBSE does not restrict thepossibility of combinations that students canchoose, but in view of the increasingpopularity of some combinations of subjectsof study, and also because of a perception ofstatus of subjects in relation to each other,many such options are now foreclosed tostudents. Further, universities also need to

review their admission criteria as theycurrently restrict admission based on thekinds and combinations of courses studiedat the +2 stage. As a consequence, manysignificant and meaningful combinations ofstudy, such as, for example, Physics,Mathematics and Philosophy, or Literature,Biology and History, are closed to students.

Recent trends of school tailoring their classesto medical and engineering courses have ledto an artificial restriction on the courses theyoffer at school, arguably on grounds ofpopularity and timetabling. In many partsof the county, students who want to studythe arts and liberal subjects are left with veryfew options. Schools also discourage studentsfrom opting for unconventionalcombinations, often on account oftimetabling considerations. We believe it isessential to keep all options open for students.In case there are not enough students in aschool opting for a particular subject, schoolscould consider working out arrangementswith other schools in the neighbourhood sothat they could employ a resource teachertogether. Such resource teachers could alsobe employed at the block level to teach suchspecial subjects that would not otherwise beavailable in a school. School boards may alsoconsider a more active role in promotingsubjects and streams of study.

But the higher secondary education inKerala maintains a difference in thisregard. Our aim is to make this stage ofeducation accessible to everyone.However, we cannot frame the highersecondary curriculum and the subjectstreams to meet the needs of those whoprefer higher studies. The problem ofunemployment that the Kerala societyfaces is mostly among youths in the agegroup of 18 and 25. It is only when a childwho completes his/her higher secondary,


gets equipped to plunge into the field ofemployment, that we can solve theproblem of lack of skilled labourers andunemployment of the educated. We needto reform the higher secondarycurriculum to address this concern.

What is desirable at present is a unifiedhigher secondary curriculum. Efforts areneeded to break the boundaries ofprevailing streams of studies-Science,Humanities and Commerce that areformulated solely for higher studies. Thesubject combination at higher secondarystage can be Science, Social Sciences,Commerce, Culture and Vocationalstudies. Each subject combinationprovides the learner a deep learningexperience in three subjects. As the fourthsubject, the learner can have a subject ofhis/her choice. For instance, a studentwho selects science stream can haveHistory, Dance, Hindi or Music as his/her fourth optional. The number oflanguages to be taught is to be decidedbased on the aims of language learning.This should also be based on the availableworking days and working hours. Atpresent institutions such as NavodayaVidyalayas, which follow a centralisedsyllabus, have only English as acompulsory language. Taking intoconsideration the conditions prevailing inKerala, there should be opportunity tostudy languages including the mothertongue. The details of this have to beworked out later through discussions.

The learners who complete their highersecondary course get trained in a

vocation of their choice. For example, alearner who takes up science can studyone of the related vocations (CommunityMedical Service, Lab Technicians,Architecture, Draftsmen, Farming, Dairy,Fisheries etc.) and can gain practicalexperience and expertise in it. Vocationaleducation must be provided throughlocal centres.

During this period it is advisable for alllearners to gain experience asapprentices. For this, job clusters arecreated at the Block level and qualitytraining centres are recognised andauthorised to impart training. Learnerswill be given opportunity to get trainedin vocations that are useful to society suchas draftsmen, farmers, dairy farmers,horticulturists, plumbers, architects,electricians, automobile repairers,mechanics, computer hardwaretechnicians, repairers of electronicequipments and mobile phones, labtechnicians, community workers,carpenters, hotel managers, caterers,cooks, masons, sculptors etc. at differenttraining centres.

Along with the higher secondarycertificate, there will be certification on theskill of the learner in any particularvocation. On completion of highersecondary, those who opt for academicpursuit can continue in their respectivediscipline while for those who seek job,the certificate will give scope foremployment.


There is a need to effect changes in thetransactional strategies of subjects in tunewith the new curriculum. The nature ofcontent, the method of learning and therole of the teacher should reflect suchchanges. Let's examine the various ideasthat have been formulated in differentsubjects.

5.1 Language Learning

The formulation of the curriculumframework should seriously consider therelevance of language learning in schooleducation. Modern Linguistics andPsychology underline the possibilities ofmultilingualism. Language learninghelps cognitive development as well asenhancement of logical reasoning. Theeducational policy of post-independentIndia is based on three-language formula.It is suggested that in Hindi speakingregions, Hindi, English and one of theSouth Indian languages are to be taught.In non-Hindi regions, along with regionallanguage, English and Hindi are to betaught. Kerala has effectivelyimplemented the three-language formula.Along with the three-language formula,there is also opportunity in the state tolearn Arabic, Sanskrit and Urdu from theprimary level itself. This has been ofgreat advantage to the learners of the state.

The importance accorded to literacy inKerala has become a model to the entire

5 APPROACH TO SUBJECTS

country. Mass movements like theLibrary Movement and the LiteracyMovement in Kerala could create greatimpact in the society. These movementspaved the way for the awakening andempowerment of the oppressed. Printmedia exert their increasing influence onthe people of the state and this reflects oneof the gains of the prevailing languagelearning environment.

Since 1997 - ’98 a total transformation hastaken place in content, methodology andevaluation. This has enriched languagelearning. The process-orientedcurriculum creates a conduciveatmosphere for the generation oflanguage. This has helped in promotingthe creative skills of the learners. Asystem of examination that tests thelanguage competency and the mentalprocess of the learner has replaced theexamination system based on the memorypower of the learner. Efforts have beenmade to design the textbooks intocomprehensive units with integratedactivities. The new curriculum helped toactivate the functioning of schoollibraries. A number of publications forchildren have sprung up as a result of theimportance given to language learning inthe curriculum. There are also efforts toinclude technology as well in languagelearning.


5.1.1 Issues

Though the infrastructure has improvedconsiderably, the learning atmosphere inmost schools continues to be unattractive.For meaningful language learning,activities that are process-oriented andattractive are indispensable.

The new curriculum of language is basedon the principles of SocialConstructivism, Linguistics and Neuro-Psychology. But at the level ofimplementation it has yet to take roots.Inadequate teacher empowermentprogrammes, absence of monitoring,limitations of awareness programmesand insufficient supporting system addon to the prevailing conditions.

Studies reveal that the existing languagetextbooks have limitations on thefollowing grounds:

• lack of effort for meaningful use ofintegrated approach

• loaded content

• less scope for self-learning in thetextbooks

• over looking child's perspective inthe selection of certain texts

We are yet to overcome problems relatedto planning of learning activities,strategies for providing properscaffolding, process of implementationand evaluation process. Time constrain,abundance of activities, activities of thesame kind in different subjects, rigidperiod structure etc. are different set ofproblems that seek answers. Teachers areyet to be empowered to design activitiesthat suit the needs of multi-level learners.The process of refining learner productshave not been done. The learners shouldget opportunities to examine their

products by themselves and in groups.The problems in sentence structure, theselection of words, the relation betweenlanguage and expression and relatederrors made while constructingdiscourses need to be refined.

Library activity is an essential factor inlanguage learning. Schools wherelibraries function are neither effectivelyutilised nor follow a satisfactory lendingsystem.

5.1.2 Language Learning -A General Approach

Let's look at the ideas NationalCurriculum Framework puts forwardregarding language learning.

‘It is clear that through their innate languagefaculty and interaction with the family andother people around them, children come toschool with full-blown communicativecompetence in their language, or, in manycases, languages. They enter the school notonly with thousands of words but also witha full control of the rules that govern thecomplex and rich structure of language atthe level of sounds, words, sentences anddiscourse. A child knows not only how tounderstand and speak correctly but alsoappropriately in her language(s). She canmodulate her behaviour in terms of person,place and topic. She obviously has thecognitive abilities to abstract extremelycomplex systems of language-from the fluxof sounds. Honing these skills byprogressively fostering advanced-levelcommunicative and cognitive abilities in theclassroom is the goal of first-language(s)education. From Class III onwards, oracyand literacy will be tools for learning and fordeveloping higher-order communicativeskills and critical thinking. At the primarystage, child’s languages must be accepted asthey are, with no attempt to correct them.By Class IV, if rich and interesting exposureis made available, the child will herself acquire


the standard variety and the rules of correctorthography, but care must be taken tohonour and respect the child’s homelanguage(s)/mother tongue(s). It should beaccepted that errors are a necessary part ofthe process of learning, and that children willcorrect themselves only when they are readyto do so. Instead of focusing attention onerrors and ‘hard spots’, it would be muchbetter to spend time providing childrencomprehensible, interesting and challenginginputs.

It is indeed hard to exaggerate theimportance of teaching home languages atschool. Though children come equipped withbasic interpersonal communicative skills,they need to acquire at school cognitivelyadvanced levels of language proficiency.Basic language skills are adequate for meetingsituations that are contextually rich andcognitively undemanding such as peer-group interaction; advanced-level skills arerequired in situations that are contextuallypoor and cognitively demanding such aswriting an essay on an abstract issue. It isalso now well established that higher-levelproficiency skills easily transfer from onelanguage to another. It is thus imperative thatwe do everything we can to strengthen thesustained learning of Indian languages atschool.’

(NCF-2005, P-37,38)

Language is not a mere medium ofcommunication. It is also the social andcultural reflection of a society. Weexpress our thoughts and ideas throughour language. One also engages increative activities and enjoys works of artwith the help of language. Language isalso essential to weave the threads ofsocial life and to understand and analysethe ways of the world. Thus language hashad a crucial role in the evolution anddevelopment of human kind.

Instead of banking on the behavioural

psychology, the new curriculum aims atutilizing the innate competency of thechild to use the language. This methodmakes use of the child's ability to use thelinguistic skills he/she already has andenables him/her to engage in dailyactivities and express his/her ideascreatively. The experiences gained inlearner centric situations in and outsideKerala assume meaning in this context.The idea of Social Constructivism putforward by Vygotsky and Bruner and thefindings by Noam Chomsky inLinguistics form the foundation of thiscurriculum. Besides the ideas emergingfrom gestalt psychology and humarismalso helped in shaping the perspective oflanguage learning.

The method of learning one follows has acrucial role in one’s learning. It also helpsone to acquire ideas in a natural way. It is aset of competencies that enable an individualto approach knowledge or objects, to collectinformation and to analyze them.

Competencies like:

· Intervening in group activities

· Participating in activities

· Establishing relationship with others

· Solving problems

influence one’s method of learning

A recognition of the method of learning willhelp the teachers to choose the responsibilitiesto be allotted in the process of learning. Itwill also help the teachers to select the toolsthat can be used. Teachers should be awarethat students have different methods oflearning and that the experience of learningshould be suited to the individual's uniquemethod.


Activities

The quintessence of learning a language is amethod of learning that is co-operative andcollaborative. We have to go much furtherin this field. Teachers are not able to providethe scaffolding necessary for children toacquire new knowledge through groupactivities. Teachers should be able toconvince the students of the need for aparticipatory method of learning and tocreate suitable circumstances to encouragethis. Models of teaching that inculcate thisskill should be developed and these modelsshould be made widely available to teachers.

Multiple intelligence of the learner need tobe addressed and experiences in learning hasto be provided to the learner in such a wayto connect the languages across thecurriculum and the subjects with each other.Classes that promote the learning oflanguage in connection with the experienceof the content of other subjects should bearranged. This is one way of consideringthe method of learning of each student.

5.1.3 Whole-Language Approach

The important features of Whole-Language Approach are given below:

• learner autonomy promotes learning.Learning gets maximised when thelearners engage in activities. Acommunity of learners who take upactivities controlled by themselves isenvisioned

• the innate abilities of the children togrow and learn are taken into account.This ability needs to be nourished

• learning gets enriched by socialinteraction. It is advisable to engagethe children in discussion, shareideas and act collectively in findinganswers to problems

• major part of language learning doesnot take place as a result of directteaching. One learns language nonconsciously by interacting withelders

• the learner has the ability to acquireeven the complex processes and it isessential to provide themopportunities to engage in suchprocesses

• language has multiple functions indaily life and participation in suchfunctions provides for developmentof language proficiency

• language learning progresses fromwhole to part. It is natural andpsychologically meaningful to movefrom the holistic form of ideas to theelemental form of words

Like the whole-language approach, thetheory of Multiple Intelligence is anothersource of influence in the curriculumreform effort. The theory outlines that thedifferent parts of the brain are related todifferent abilities of the individual. Asbrain development takes place at a greatpace in early ages, the child needs to getexposed to a variety of experiences. Moreresearches are needed for unfolding thevarious aspects of Multiple Intelligence.

The new approach recognises the socialaspect of learning. The construction ofknowledge takes place by means of socialinteraction and sharing. This is essentialto enable the child to understand theworld that he/she lives and also todevelop the skills essential to reactcreatively and effectively. Generally, thisform of learning seeks dialogical,collaborative and co-operativeatmosphere.


5.1.4 Learning materials

Though we recognise the fact that a varietyof learning materials, instead of a singletextbook is essential for learninglanguage, this has yet become a reality.Organised efforts are needed in thisdirection. The school and class librariesought to provide better facilities. Ifnecessary, reading materials have to bedeveloped at the district level or at thelocal level.

At the State level, we need focus on acommon curriculum, a framework for thetextbook and teachers’ handbook. Thetextbooks may be prepared at the districtlevel, considering the regional elements.As a first step, this can be initiated at theprimary stage.

Movies that would be interesting tochildren, extracts from newspapers whichcontain social issues and interactive CDscould be used for language learning. Thiswill be of help in deciding the mode ofstudy of each learner and once the modeof study is identified, learning becomesenjoyable.

5.1.5 The teacher

Our vision of language teachers suggestthat they:

• demonstrate keen interest in readingand developing knowledge. Theyalso engage in cultivating readinghabits in children

• should be capable of interacting withthe learners effectively

• should be capable of clarifying thedoubts raised by the learners andkindle the spirit of enquiry in them

• should have the ability to ask thoughtprovoking questions and lead thelearners in the process of learning

• should be creative and possess theability to provide constructivesuggestions on the work of the learner

• develop a critical perspective of theworld around them and also equipthe learners to do the same

Formation of such a community ofteachers would result in the creation of ageneration that uses language for criticaland creative purposes. Keeping this inview, well-conceived teacherempowerment programmes are to beplanned and executed covering all theteachers of the state. Evolving amonitoring mechanism for ensuring thequality of curriculum transaction isequally important. A mechanisminvolving local self-government,education officers, DIETs and BRCswould help in strengthening teacherquality.

5.1.6 Evaluation

We should carry out a comprehensiveand continuous evaluation programme inorder to assess the level of achievementof the learner and to plan activities on aregular basis. Practical methods that helpus to classify every learning activityunder specific areas of study should bedeveloped. The evaluation programmeshould gradually upgrade itself byreducing the importance of terminalexamination and by strengthening thecontinuous evaluation process.

5.1.7 Learning the mother tongue

During the phase of language acquisitionmother tongue gets strongly rooted in thelearner's mind. It is the best medium forthe learner to express his/her emotionsand ideas. Mother tongue can be madeuse of for a variety of purposes in the


school curriculum. It providesenabling conditions for theconstruction of knowledge.

Our curriculum provides spacefor the study of different Indianlanguages and foreignlanguages as well. It gives anopportunity for the learners to interactwith different streams of culture as theylearn different languages. This is helpfulto attain excellence in different fields oflife. But, at the same time, we have notbeen able to make the study of mothertongue comprehensive and mandatory toall. The prevailing complacency hasaffected the study of mother tongueadversely. We are quite late in realisingthe negative impact of overlooking theimportance of mother tongue. In otherstates of India, while learning of mothertongue is mandatory in Kerala, one cancomplete school education withoutlearning mother tongue. The study of anysubject is done basically throughlanguage. It becomes meaningful if it isdone through mother tongue. Thelearners must be given the opportunityto learn their mother tongue in all stagesof schooling. Learning mother tongueneeds to be viewed as the learners' right.

At the primary stage focus should beplaced on language learning. Anintegrated approach that is flexible innature can be help us in accomplishingthis. For instance, Mathematics or studieson the environment can be studiedthrough integrated approach.

Language learning at the primary levelshould be based on the experience of thechild. He/she should learn the languageby reacting to his/her surroundings andby analyzing them in an imaginativemanner. There is a need to create familiar

situations for engaging the learner indifferent language discourses. We shouldalso create an atmosphere that helps eachlearner develop a genuine inclination forlanguage.

In general, three language formula isfollowed from classes V to X. But inKerala, there is an opportunity to learnfour languages. Along with the mothertongue, English, Hindi and opportunityto learn Arabic/ Sanskrit/Urdu isprovided. Those who opt languagesother than mother tongue should havescope for gaining proficiency in mothertongue.

At the higher secondary level, morelanguage combinations should be framed.Here, opportunity should be created tolearn different languages by relating themto art, culture, technology and commerce.Learning methodology could be arrangedin such a way as to initiate theinquisitiveness of the learner regardingthe possibilities of language. The benefitsof Applied Linguistics must be made useof. An integrated mode of teachingsubjects like Ayurveda with languages isadvisable.

5.1.8 The medium of instruction

In a multilingual society, the medium ofinstruction is an area of concern. There isa general belief that English should be themedium of instruction at schools ashigher education is in English. But everydemocratic society recognises the

The baby takes its first lesson from its mother. I, therefore,regard it as a sin against the motherland to inflict uponher children a tongue other than their mother’s for theirmental development.

Gandhiji


relevance of mother tongue as mediumof instruction. Beyond the role of merecommunication, language reflects theculture and heritage of a society. It is alsothe medium of thought. This realisationforms the basis for recognising mothertongue as medium of instruction.

Further, research in psychology hasunderlined the fact that individuals havemuch to gain if they learn an idea inmother tongue. Learning languages otherthan mother tongue becomes strenuous.Processes like concept attainment andconstruction of knowledge take placemeaningfully and effortlessly throughmother tongue. Construction ofknowledge does not mean a meregathering of information. It is an internalbiological process. The development ofneurons and the establishment of theirinter-relativity results in learning. Everyexperience creates a web of neurons andthe new web of neurons forms over theexisting web. This process provides forcognitive development. The process ofcognitive development becomes naturaland effortless if the process of learning isset through mother tongue.

Theorists like Piaget, Vygotsky andChomsky have made observations on thelink between thought process andlinguistic ability. Vygotsky opines thatlanguage is the tool for the execution ofthought. When thought and languagecommingle, linguistic development takesplace.

Psychologists like Bruner points out thateducation leads to the process of identitylearning. Learning an idea in a foreignlanguage as the medium hampers theidentity learning process.

In the document titled 'Education in the

Multilingual World', UNESCO states thatkeeping a language away in the processof education would lead to its death. Inthe international pact that was drawn onlinguistic rights it is stated that:

• everyone has a right to be educatedin one’s mother tongue

• at the national level, language of thelinguistic majority has a space

• there should be scope for learningdiverse cultures so as to developpositive attitude towards minorities,regional languages and sub-cultures

• there should be opportunities forlearning international languages

Today, Kerala has schools withMalayalam as well as English as mediumof instruction. Privatization and thegrowing competition that take place in thefield of education promote Englishmedium schools. This tendency can beseen in the middle and upper strata of thesociety. The National CurriculumFramework points out that there is adeterioration of values among learners ofsuch elite schools. This can be attributedto the medium of instruction followed inthese schools. A language that does notassimilate the thoughts and ideas oflearners of Kerala society cannot facilitatewell their cognitive development.

We should avoid abstract experience thatfails to communicate with the learners.Language used in textbooks should becomprehensible.

The importance accorded to the standardvariety of language affects the mothertongue adversely. The domesticlanguage and the dialectical variant of themother tongue used by the child shouldbe recognised. Language should not be a


stumbling block in the construction ofknowledge and self-expression.

5.1.9 Learning English

Language learning has great importancein empowering the individual. As auniversal language, English has beengiven due importance in the curriculum.In Kerala, learning of English languagebegins at class I. At the higher secondarylevel, English is taught as the FirstLanguage.

The present learning materials andpedagogic practices do not consider theinnate linguistic ability and thoughtprocess of the learner. The inherentlimitations of language-learningpackages based on behaviouristic ideashave been realised recently. Yet, thisaspect is not considered in ourdiscussions on language teaching.

It is in this situation that we need toanalyse the real issues embedded in thelearning of English rather than trying toswitch over the medium to English.Ensuring quality in the process of learningEnglish assumes primacy in this context.

We must provide essential conditions forthe acquisition of language in a naturalmanner. The basic premises are:

• there is an innate linguistic ability inchildren

• language learning is a non-consciousprocess

• language-learning takes place bydeveloping an intuitive theoryconstruction in the learner

• language ability is the developmentof an inner competence to make useof all language skills

• language learning is a spiral process

• language learning takes place fromwhole to part

• texts that generate organic experiencemust be provided to the child to helphim/her traverse through a varietyof discourse forms

• the language used should influencethe emotional orbit of the learner

• the quality of the language usedmatters more than its quantity

• language exists as meaningfuldiscourses and the child gainsexperiences at the discourse level

• free thinking and the expression ofideas need to be stressed at all levels

5.1.9.1 The Primary level

• integrated approach is significant atthis level

• simple discourses such asconversation, rhymes and story needto be focused

• it is desirable to introduce childrento writing at class II

• English language learning could bestarted in standard I without makingit a burden for the child

• code Switching will be an effectivestrategy at the lower levels in orderto make the students imbibediscourse forms in language

• avoid written examinations at theLower Primary level

• at the Upper Primary level,comparatively higher discourses likestory, poem, conversation, proverb,notice, letter, poster, report and diarycould be included


5.1.9.2 The Secondary level

• at this stage, discourse forms like oneact play, autobiography, travelogue,screenplay and biography could beattempted, apart from the onesenvisioned in the upper primarylevel

5.1.9.3 The Higher Secondary level

• at this stage higher order discourseslike novel, essay, screenplay, scriptand seminar could be included alongwith the discourses that are includedat the secondary level

• the learner has to be givenopportunities to realise thepossibilities of these discourses in thevisual and print media

• critical analysis of texts to realise howsemiotics work in manufacturingconsent is relevant at this level

• at present, Communicative Englishand English Literature are part of thehigher secondary syllabus. Thecommunicative aspect of anylanguage is an essentiality and assuch both need not be seen asseparate entities

5.1.10 Hindi

Hindi deserves to be given moreimportance as it is the official languageof India. We must equip the learner todevelop communication skills in Hindithat could be of use in real life situations.The system of learning must stress uponconversation, reading and writing. It isfrom the fifth standard that the learnersare introduced to Hindi. We mustdevelop in the learner:

• the ability to use various discourseforms in a confident manner

• the skill to read and comprehendliterary forms

• the readiness to engage inconversation

• the ability to respond in the targetlanguage spontaneously

5.1.10.1 Higher Secondary

• opportunity should be made tochoose Hindi from among differentlanguages

• learning experiences should bedesigned to develop ability tocommunicate effectively. Thisshould take into account the formaland informal use of language.

• learners need to be familiarised withHindi literature

• Hindi language and literature couldbe made an optional subject at thislevel

5.1.11 Arabic

Arabic could be taught from the firststandard itself for those who opt it. Thelearners who choose Arabic shoulddevelop the skill in communicating inArabic by the time they reach thesecondary level. The cultural aspect ofArabic need to be meaningfullyaddressed.

At the higher secondary level Arabiccould be considered as an optionalsecond language. It could also be anoptional subject of study.

5.1.12 Sanskrit

Learners who opt Sanskrit could be giventhe opportunity to learn it from the fifthstandard onwards. At the secondary levelstress must be placed on learning thelanguage as well as its cultural aspects.


At the higher secondary level, it could betaught as an optional second languageand also as an optional subject. Literatureand culture must be given prominence atthis level.

5.1.13 Urdu

Those who opt for Urdu can learn it fromthe fifth standard onwards. At thesecondary level, more stress must be laidon learning the language as well as itscultural aspects.

At the higher secondary level, it could betaught as an optional second languageand also as an optional subject. Learningliterature and culture must be givenprominence at this level.

5.1.14 Foreign Languages

Learners who wish to study a foreignlanguage should have the freedom tostudy it at the Higher secondary level.Necessary arrangements could be madeaccording to the availability of teachers.It is not advisable to let students choosea language even if no teacher is availableto teach that language. The learningprocess must be based on discourseforms. Proper exposure should beprovided to learn the literature of thechosen language.

5.2 Learning Science

During the primitive period of life,human beings explored the world aroundthem through physical interactions, usingsensory organs and intellect. Theyobserved their surroundings andanalysed what they perceived. Physical,intellectual and social interactions withnature helped them to generateknowledge and appropriate tools as well.Later, the knowledge and tools thus

constructed socially is termed Science andits applications, technology. Thesedevelopments helped in the survival ofhuman beings. It is the responsibility ofthe society to hand over the knowledgeand tools thus generated to the nextgeneration.

While handing over the wealth of scienceto the next generation, it is important thatthe following ideas are considered:

• science cannot be viewed as afinished product. Knowledge isconstructed through experience. Theprocess-oriented method of learninghelps the learner construct new formsof knowledge

• concepts and ideas in science that thelearner constructs should havelinkage with real life situations

• considering the nature of content,science is organised in terms ofPhysics, Chemistry and Biology. Thisform of organisation does not help inunderstanding how things exist orevents occur in the universe. It failsto provide a comprehensiveunderstanding of how science isintegrally linked to different spheresof life. What we need in this contextis an integrated idea of science. It isdesirable to branch of Science asdifferent subjects for in-depth studyat higher levels

• the prevailing dichotomy of theoryand practice needs to be replaced bycreating opportunity to form theorybased on practical experience

• every society has its own traditionalform of knowledge. Such knowledgeneeds to be analysed scientificallyand what is acceptable should beinterrelated with the realm ofmodern science


• the society in which the learner livesis full of contradictions anddiscriminations based on gender,wealth and cultural experiences. Thismay influence the treatment ofconcepts in science curriculum to suitthe privileged class. It is essential inthis context to view science as a toolfor liberation. The study of science ina competitive society should enablethe learner to realize his/her identityand take a firm stand on what is right

• knowledge is dynamic. It does notprovide a final answer. The historyof science and evolution ofknowledge prove this. This verynature of science needs to be realizedby the learner

• science should not become a tool forcreating imbalances in nature. Itshould be used based on social and

environmental values and for thewelfare of the society. Scienceeducation should aim at equippingthe learner against the misuse ofscience

5.2.1 Background

Science Education in Kerala and in thecountry is facing myriad challenges.Perhaps it is an area that has been widelycriticized for its content and pedagogictreatment. The criticism, to a certainextent, appears justified as we are not ableto device a suitable approach for thelearning of science and to accommodatelatest development and trends in thefield. The experiments that are given inthe prevailing textbooks are not indentedto make the learner discover facts andthey also limit the scope for enquiry. Therelevance of doing experiments andobservations is either lost or undermined

Awareness of Science It is hard to provide a universal definition for the term awareness of Science. It

could be referred to as an attitude that we develop while approaching an issue.The thought process that is involved is also important. Such awareness if basedupon the spirit of enquiry, the readiness to question and the willingness to be ques-tioned. It accounts for:

• the ability to observe things in a minute and perfect manner without prejudice• the skill to measure and document a piece of sample information• the ability to analyze and interpret data• the skill to arrive at certain conclusions according to the data collected• approval of the right to question and to be questioned• insistence on decision-making according to the evidence gathered• the readiness to re-examine the conclusion that is made, in the light of new evi-

dence that is gathered• the ability to identify what is unscientific• broadmindedness• a respect for the right of others to take a different stance• the commitment towards logical reasoning and factual enquiry• awareness of the possibilities and limitations of science


by the practice of giving in the textbookall the details that are to be explored. This,intern, curtails genuine interest of thelearner and the scope for enquiry. Lifearound us is more complex and differentthan what we see in our textbooks. In fact,science education does not help infostering the competency for analysingand discussing possibilities for solvingproblems that the individual and thesociety face. It also fails in creating eventhe right attitude that is required forsolving a problem. There is no scope fordeveloping scientific awareness. Sciencefails to become an enabling area of studyif the learner does not get access to theprocess of learning science such asobservation, data collection, dataanalysis, arriving at conclusions etc. Alearner, like a scientist, should getopportunities to engage in differentprojects and to be familiarized with theprocess of scientific enquiry.

5.2.2 Major criticisms

The major criticisms levelled against theprevailing science education mayinclude:

• there is a notion that the aim ofscience education is to transmitknowledge that has already beengathered

• the learning process is neitherprocess-oriented nor learner-centred,thus the learners do not have theopportunity to engage in learningactivities and construct knowledge

• there is a tendency to promote rote-learning of concepts in science toexcel in examination

• the innate curiosity and scientific

temperament of the learner are yet tofind space

• examination centric textbooks andlearning process

• incongruence between the content,and the level of the learner

• scientific temperament and scienceliteracy are not addressed adequately

• learning of science fails to becomeinteresting and challenging to thelearner

• construction of knowledge has notbeen duly recognised

• science education has yet to becomelife related

• mechanisms for empoweringlearners in the pedagogic practicesare yet to be strengthened

• the assessment of effectiveness ofteaching science is completelyneglected

5.2.3 What the Society Demands

While deciding curriculum approach,teaching learning process and content, itis essential to keep in mind long-term aswell as short term needs of the society.We have to aim at creating a generationthat can construct knowledge and resolveissues in the fields of agriculture,industry, health, communication,information technology etc. Keeping inview the concept of sustainabledevelopment of Kerala society we haveto make new strides in production sectorby linking the resources and the humancapability available in our society. In thiscontext the following need to beconsidered:

• emerging opportunities in


employment sector need to beutilised to the maximum

• locally viable technology needs tobe developed

• scientific vision of the universe,scientific method of enquiry,awareness of the environment,concept of sustainable development,value consciousness etc. are tobecome an integral part of the civilsociety

• process skills are equally importantas the content

• inter-disciplinary approach isgaining ground today in the field ofscience including research

5.2.4 Aims

By the time the learner of today getsinvolved in the process of production inthe society, the nature and the needs ofthe society would have changedconsiderably. Besides, the changes occurat a rapid pace and Science andTechnology would continue to occupy acentral position in becoming theinspiration behind such changes. Everystudent should ideally have imbibed ascientific literacy, that would consist of anawareness of scientific ideas and scientificmethods that will enable him/her tointervene effectively in such a society withself-confidence and to contribute towardsits progress. The main aim of scienceeducation is to equip a student with ascientific mind which will enable him/herto deal with the problems logically andto take decisions. Along with these, it isnecessary to take into account theinterests and aptitudes of the learnerswhile designing the curriculum.

Thus, the aims of science educationinclude:

• development of scientifictemperament and its application indaily life

• engagement in scientific methodslike observation, experimentation,data collection, interpretation of data,analysis, theorising, examining forconstruction of knowledge

• nurturing the ability to examinescientifically the problems of dailylife as well as social issues andseeking logical solutions

• recognising and developing one’sown interests and abilities intechnical and vocational fields

• encouraging the development oflogical thinking

• imbibing a humanistic outlook anddeveloping a world view based on it

• recognising the importance ofunderstanding historicaldevelopment of ideas

• nurturing lateral thinking ability forenabling the learners to look at thingsfrom different perspectives and toseek new solutions

• developing scientific literacy thatprovides for building awareness ofscientific process

5.2.5 Changing Approaches

The approach of science education has tobe changed to achieve the aims statedabove. The conventional notion on scienceeducation that transferring accumulatedknowledge about the universe has beenchanged almost four decades ago. Afterthis, the idea that process of learning


science is as important as the content ofscience came to the fore. But nowprominence is given to the view that thereare other areas to be considered apart fromprocess and content. They are:

5.2.5.1 Knowledge Domain

Every student of science ought to beaware of the latest theories anddevelopments in the field of science. Thisaccounts for facts, ideas, laws, the presentstatus of learning and the correlation ofscience and social issues. These could beaccomplished by observation andexperiment, discussion, debate, projectwork and reference.

5.2.5.2 Science Process Domain

This area helps to understand howscientists construct knowledge and howthe learner can do it by himself/herself.A process could be defined as a series ofsteps that aim at a particular result. Theability to identify new ideas and analyzethem to reach a conclusion is termed asprocess skills. Process skills aredeveloped by collecting ideas and proofand by arriving at conclusions afterdeeper analysis.

Concept formation is an essential part ofany kind of study. One can distinguish a‘being’ which one has not seen before asa ‘living being’ as one has attained aconcept of what a ‘living being’ is. Whena particular matter gets disappeared inwater, a learner realises it as dissolved inwater as the concept of dissolving isimbibed by him/her. But, in order tointernalize an idea, the learner has to gothrough a series of learning process. Theidea that the learner forms throughobservation and experimentation is his/her own. There are certain process skills

that the learner ought to possess in orderto engage in scientific study. They are:

• observation• data collection and documentation• classification• measurement and charting• data analysis• engaging in experiments• identifying variables• questioning• generalisation• problem solving• arriving at a hypothesis• decision-making• communication• predicting and inferring• handling tools

5.2.5.3 Creativity Domain

Science education is now viewed upon asthe process that helps the learner gatherinformation about some aspects ofscience. This perspective overlooks thecreative thinking of the learner. Thelearner should be given chances toexplore new paths in the acquisition ofscientific knowledge. The learner should:

• develop the potential forvisualization

• develop the skill to design anexperiment

• correlate ideas and facts in a newmanner

• find an alternative utility formaterials

• find answers for problems andpuzzles

• start fantasizing• design tools and equipment• start dreaming• think differently


5.2.5.4 Attitudinal Domain

The essential aim of science education isto crate a change in attitude and developnew ideas regarding values. Even afteracquiring new ideas and process skills, ifthere is no change in the learner's attitudetowards the society, science educationwill have no practical meaning. Even theones who have reached higher levels ofscience education are seen to be makingunscientific decisions in life. Scienceeducation should try to bring in a changein aspects like attitude, values anddecision-making. Therefore, scienceeducation has to take into considerationthese aspects as well:

• the learner ought to develop aninclination towards scientificknowledge and science education

• he/she should develop faith in one’sability

• he/she ought to understand andvalue human emotions

• he/she ought to be sympathetic to theothers and their attitude

5.2.5.5 Application Domain

If the learner is not able to apply theknowledge that he/she has gathered,there is no meaning in imparting scienceeducation. If the practical level of scienceeducation could not be related to life, thelearner will not find it to be of anysignificance.

The elements of Application Domain are:

• observing science concepts in dailylife

• making use of the concepts and skillsthat are imbibed for solving issuesrelated to technology

• forming ideas about the scientificprinciples behind the working of

tools and equipment used at home• making use of the process of science

to solve the issues in daily life• developing ability to evaluate the

events related to science• taking scientific decisions in matters

of food, health and life style• developing an inter-disciplinary

approach

5.2.6 The Importance of ScientificEnquiry

The pivot of science education should bethe development of the spirit of scientificenquiry. With the help of scienceeducation, all learners should acquireskills like investigating, planning andexecution of experimental study andidentification of the tools and equipmentto be used and data collection. Thereshould be a spirit of enquiry in thelearners to understand the researchmethodology of scientists and constructnew forms of knowledge.

5.2.7 Learning Methodology

When there is a change in the attitudetowards the skills that are to be inculcatedin science education, there will be achange in the learning methodology aswell. Science learning is something thatstudents do, not something that is doneto them. Science education should be anactive learning process. We shouldremember that it is not only manualactivities that can be creative, even mentalactivities too can be creative.

5.2.8 Activity-Based

It is not a point of debate that learning isactivity-based. What we hear, we forget.We may remember what we see. Butwhen we do something, we understand


it fully. But there is every chance toconclude that activities like playing,songs, dramatisation, experiments inwhich the learners physical participationis needed alone can be termed asactivities. The problem of such an attitudeis that activities are taken up for the sakeof activities. Learners may derivepleasure out of it but there is no assurancethat to has taken place.

A good learning activity has to:

• help in forming concepts anddeveloping skills

• ensure participation of all

• motivate the cognitive developmentof the child

• be planned in advance so that thelearner must feel it enjoyable andchallenging

• be suitable to the age and nature ofthe learner

In science education due focus needs tobe given not only to content and processbut to the different areas discussed aboveas well. The teaching learning strategiesfor this need to be discussed further.

5.2.9 Construction of Knowledge

All the new schools of thought give equalimportance to knowledge, process skills,thinking skills and attitudinal-creative-application domains in the process oflearning. This is a general idea that hasbeen accepted by the modernconstructivist school. Human beings arenot passive recipients of knowledge; theyare the constructors of knowledge.Learning takes place in a social setting.Real learning does not take place by amere gathering of information, it is doneonly by looking at the piece of

information through the right perspectiveand by analysing and interpreting it.

5.2.10 Connecting to PreviousKnowledge

Social constructivism aims at thereorganisation of knowledge alreadyacquired by the learner. This has greatrelevance in science education. Studiesreveal that the learner's mind is not emptyregarding scientific knowledge; he/shehas certain ideas and opinions aboutclouds, gases, motion, living beings andchanges that are perceived in the world.It is quite natural that children possess abasic idea about the aspects of nature justlike adults. These notions may differ fromthose of the scientists and need notsubscribe to reality.

The traditional pedagogy was notconcerned about the previous knowledgeor thought process of the learner.Therefore, the teacher-centredpedagogical system had no intention ofchanging this situation. However, studiesconducted in the last decades have shownthat the amount of previous knowledgethat the learner possesses could becreatively influenced by the constructivistidea of teaching.

There are children who believe that aparticular form of energy emitted by theeye falls on the objects and that helps ussee them. We can also find learners whobelieve that solids and water areconsumed as food by plants. Such wrongnotions are the basis of their scienceeducation. These ideas, wrong inthemselves, should provide a platformto analyse one's ideas by experimentationand observation and to lead one to acorrect conclusion. If this process doesnot take place, the learner would have the


tendency to maintain the traditionaloutlook on the different aspects of nature.Therefore, it is the duty of educators tolead the child to unlearn wrong notions.The learner should be enabled to relatehis/her new experiences and ideas withthe previous knowledge he/she hasacquired and examine them with the helpof the teachers and apply the newlyconstructed knowledge in a practicalsituation.

5.2.11 Co-operative Learning

Co-operative learning is an effectivelearning method in science education.Though this is another version ofcollaborative learning, we must bear inmind the fact that it is best executed insmaller groups.

There can be three methods for ScienceLearning:

1. Individual learning: Every studentfixes a specific aim and workstowards the achievement of it.

2. Competitive learning: Studentscompete with each other and learn.

3. Co-operative learning: Students co-operate and work towards theachievement of a common goal.

The traditional classroom wascharacterized by the first two types oflearning. But, the third method is foundto be more effective. This method helpsthe learners to develop a creative attitudetowards others and the field of studyitself. Certain points have to be borne inmind while executing this in theclassroom:

• a heterogeneous group will be ofhelp

• each member should be given a

specific task. If not, there is everychance for some of the groupmembers to dominate and for someothers to remain inert

• the involvement of each groupmember should be evaluated

• an effective monitoring systemshould be in place

5.2.12 Team Teaching

It is proven fact that the collective effortsof teachers is highly effective not only inplanning teaching-learning activities butin actual classroom teaching as well.When a group of students engage in anexperiment, the presence of two or moreteachers will be of great help. Teachercompetence alone need not ensureteacher effectiveness. For this, innovativetechniques like team teaching should betaken up by teachers.

5.2.13 The Nature of Science andScience Education

By interacting with the society, a childdevelops a variety of notions about thenature of science. The supremacy ofscience and the perfection of scientifictheories form a part of this. The personalexperience of the learner through suitablelearning activities provides him/herproper awareness on this. A merelearning of scientific ideas and theorieswill not enable the learner to understandthe nature of science. Acquisition ofscientific ideas will not, by themselves,develop a scientific perspective.Experiences that facilitate this should beprovided to the learner right from thebeginning of his/her schooling.

At the beginning stage, the studentshould go through concrete experiences


that help him/her get acquainted withvarious aspects of nature. This does notmean that the curriculum should avoidabstract ideas. A learner who goesthrough a proper learning experiencewould gradually gain processing skillsand the ability to internalize abstractideas. A learner who possesses the spiritof enquiry should be encouraged todiscuss and share his/her findings withthe peer group. This will enable thelearner to internalize the concreteexperiences and to assimilate the abstractideas. We must remind ourselves of thefact that presenting scientific facts throughtextbooks or lectures is not a suitablemethod for science education. At everypoint during the lesson the studentshould feel like asking 'How do you knowthat is right?' It is only when suchquestions arise that the curriculum andthe textbook and the teaching are justified.

5.2.14 The Relevance of theHistory of Science

It is not suggested that the learner shouldfind out everything for himself/herself orthat he/she should find answers to allquestions. Depending on the learner'sage, nature, the specific subject taught,other methods may have to be used. Atsome points, a historical method mayhave to be used. This is also essential toinculcate a scientific temperament. Thisis one field that is not sufficientlyconsidered in present-day textbooks.This is necessary for the student tounderstand how science works, and forthe recognition that the present advancedstate of science and technology is theaccumulated result of the work of manyscientists over the centuries. However,we must be conscious of the fact thatwhen studying about the revolutionary

contributions of some of theextraordinarily brilliant scientists (thecontributions might have arisen from theirintellectual brilliance, from theopportunities they came across, or evenaccidentally) the learner may come to theconclusion that science is a field ofendeavour meant only for theextraordinarily brilliant. Learners mustbe made to understand that there areseveral others who are actively engagedin scientific enquiry around the world.They should believe that activity inscience is meant for everyone.

5.2.15 Time constraints

It is widely accepted that scienceeducation and evaluation should beactivity based. While planning activitiesthe time available for the learner shouldalso be considered along with the learner'snature and the suitability of the activity.The time that the learner gets inside andoutside the classroom and that which he/she dedicates for the learning activitiesrelated to other subjects should be takeninto consideration. This shows the needfor an integrated approach towardssubjects and the collective efforts ofteachers handling different subjects in aclass.

5.2.16 Relevance of Laboratory

A well-equipped laboratory is not a anindispensable factor at the lower level tomake science education effective.Teachers can make use of low costmaterials that are easily available foreffective teaching-learning process.Science education is at its best whenlearning takes place tapping thepossibilities of relating scientific conceptswith the surrounding of the learners. Ofcourse, along with all these, there should


be provision for a good laboratory,especially in the higher classes. Thelearners must be familiarised with howto handle the laboratory equipment.

For the effective use of laboratoriesteachers need to think of:

• keeping the laboratory clean

• classifying and labelling every pieceof equipment

• ensuring freedom and opportunity toall teachers to handle the equipmentin the laboratory

• providing opportunities for alllearners to handle all equipment andarticle in the laboratory

• ensuring safety measures in handlingthe equipment, but it must not be atthe cost of opportunities provided tothe learner

• providing the learner the opportunityto do the experiments instead of theteacher doing all experiments for thelearners

5.2.17 Evaluation

A comprehensive and continuousevaluation is the practise of evaluation weput forward for all subjects. Thetraditional method of class tests is notsufficient to evaluate the child. All theabilities of the child should be subjectedto evaluation. Multiple choice questionsare not suitable to evaluate mentalprocessing of the highest order. Thefollowing elements have to be consideredwhile evaluating the learner:

• learners should not be evaluatedsolely by the written mode ofexamination. Skills developed by theprocess of science educationincluding the ability to do

experiments should be evaluated

• the relevance of multiple choicequestions in evaluating sciencelearning has been widely criticized.They are inadequate to evaluate thehigher order mental processes

• evaluation should give importanceto assessing performance in whichskills of the hands and the mind areat work

• in science education, it is difficult toseparate the process of evaluationfrom the teaching-learning process

The following areas of science educationneed to be evaluated:

• experiments• the process of experimentation and

observation• projects• skills that exhibit a scientific

temperament• attitude• outdoor activities• journals• the use of library• co-operative tests• self-learning• concept mapping• drawings• problem solving• research• debate/group discussions

5.3 Social Sciences

The study of Social sciences needs to helpthe learner understand social reality andequip him/her to react to socialsituations. The learner of social sciencecan not go forward ignoring the growinginfluence of caste, race, superstitions and


unscientific practices in society. Thelearner needs to understand socialrealities like unemployment, alcoholism,drugs and increasing rate of suicide in oursociety and analyse the cause and effectof such issues for finding solutions tothem. The employment opportunities inthe fields related to science attract mostof the learners towards science.

The concept of activity-based, process-oriented learning could not be actualisedin the learning of the social sciences. Thecurriculum revision of 1997 made effortsto make the study of social sciencesactivity-based and process-oriented. Atthis stage the values and attitudes thathave to be inculcated by learning socialsciences were stressed upon. Thepossibility of integrating science andsocial sciences was discussed. Utilizationof local resources in order to facilitate thelearning of social sciences was also putforward.

Social sciences was integrated withlanguage and mathematics in I and IIstandards. In the III and IV standards,science and Social Sciences werepresented as Environmental Studies.From the V to X standards, PhysicalSciences were separated from SocialSciences. In the higher secondary classesa completely subject oriented approachwas put forward.

Social Science curriculum that stresses onsocial justice faced a lot of limitations.Lack of proper infrastructure and inabilityto utilize local resources caused problemsin learning Social Science as in the case ofother subjects.

The above observations are based on thesuggestions made by the NationalCurriculum Framework 2005. But yet, the

Kerala experience has helped us inanalysing things beyond the ideas putforward by NCF 2005.

5.3.1 Issues and Limitations

• teachers are not equipped toapproach the curriculum in acomprehensive manner and totransact it in true spirit

• most of them have a wrong notionthat textbook and handbook are theonly materials for curriculumtransaction

• lack of competent resource personsin teacher training programmes

• lack of awareness about textbookssuitable to activity-based classroom

• classrooms that depend only on thetraditional learning materials

• inefficiency of teachers inovercoming the academic issues byproper planning

• lack of continuity of cluster meetingof teachers, complacency in utilisinginnovative strategies in teaching-learning process and lack of effectivemonitoring system

• lack of books and other materials thatare required for gatheringinformation

• difficulties faced in continuousevaluation

• lack of means to ensure whetherlearners make use of the values andattitudes they have acquired in theirdaily lives

• lack of parental awareness on latestlearning principles

• lack of proper interventions from thepart of local self government bodies

• the different subject combinations in


social sciences/commerce at thehigher secondary level

• over loaded content, andarrangement of it not suitable forspiralling of facts and figures

• lack of possibility for criticalassessment of information given

• dearth of scope for converting piecesof information gathered toknowledge

• over looking the fact that differentsubjects that come under SocialScience have there on method ofstudy and approaching all subjectsin the same fashion

• lack of proper accessibility toresources such as reference book,internet and other media

• the existing period structure

• the inability of the curriculum toaccommodate the different culturalsects within our society such asadivasis and dalits and their resultantalienation. It also results in ignoringdignity of labour and the knowledgeof the marginalised

• lack of integrated approach at higherlevels

5.3.2 Aims

• creating opportunities fordeveloping awareness on thecomplementary nature of theindividual and the society and his/her physical surroundings

• developing opportunities tounderstand the present status of thesociety and compare it with earliertimes for developing perspectiveabout the future and intervening formaterialising it

• creating awareness on productionand distribution of wealth andeconomic relations in society and toequip the learner to intervene ineconomic matters in favour of thelarger interest of the society

• formulating ideas regarding socialstructures , its development and itsrelationship with social contexts andthe role of economic relations in socialdevelopment process

• forming conclusions about powerstructures evolved in different stagesof human development, systems ofadministration and the state

• developing awareness on democracy,social justice, equality and secularismand forming stance against the forcesthat are opposed to them

• understanding problems faced by themarginalized and taking stand pointsfor helping them to get equal justice

• familiarizing with the methodologyof learning social sciences anddeveloping skills related to it

5.3.3 Primary Level

At the primary level, an integratedapproach is desirable. The learnersshould be able to link the experiencesgathered by them with the learningmaterials. There should be provisions forthe learner to from ideas based onconcrete facts. Learners must not be forcedto attain a level which is beyond his/herreach. There should be scope for thelearner to apply what he/she hasgathered.

At the upper primary level a continuationof what is suggested for lower primarycan be made. The possibility ofintegrating different subjects under social


sciences may be explored. At this stage,the range of experience of the learner isexpanding and when the learner passesthrough learning experiences related tohis/her own locality he/she must be ableto extrapolate it to the state and nationallevels and analyze it as well. The learnershould view history by fixing himself/herself in his/her immediate socialsurroundings and evaluate thesesurroundings against the backdrop of thehistory of the nation.

The learner needs to be familiarizedhimself/herself with the administrativesetup and public institutions in his/hervicinity.

At this stage the learner should get anopportunity to involve himself/herself ingroup activities that help him/her toacquire values such as democracy,equality, and social justice and to collectdata by interacting with the society toconstruct new forms of knowledge.

5.3.4 Secondary Level

The learners at this level belong to an agegroup that enables them to take upresponsibilities and to interfere creatively.The learning activities should bedesigned in such a way as to create anintegrated experience of all the subjectsthat come under Social Sciences. Hereintegration of ideas and varied learningmethods should go hand in hand.

The learner is capable of internalizingabstract ideas at this stage. Therefore inlearning Political Science there should beprovision for him/her to learn ideas suchas equality, justice, brotherhood and selfesteem. He/she should be able to liberatehimself/herself from all forms ofexploitation. The child should gather

knowledge about historical events aswell.

The learners at the secondary level havea high sense of self-esteem and selfrealization. The education oncontemporary subjects should focus onassimilating the experiences of themarginalized and must use the vastquantity of knowledge that they possess.The same perspective has to bemaintained in the learning of History aswell. In learning the history of thefreedom movement of India learnersmust be aware of the involvement of thedifferent regions and social classes in it.

The learning of Geography shouldprovide the learner boarderenvironmental perspective that upholdsthe idea that the earth is an invaluableasset handed over to us by ourpredecessors and that it should beproperly conserved for the generations tocome.

The study of Economics should helphim/her go beyond statistical datacollection. Instead it should equip him/her to formulate ideas in economics whichare socially relevant.

When we say that the learner mustfamiliarize himself/herself with thelearning methodology of differentsubjects we do not mean to say that itshould be a process that aims at collectinginformation from different subjects. Theplethora of information should not hinderthe construction of knowledge.

At this stage, the students are capable ofsocial interaction. Therefore thecurriculum should provide moreopportunity to the learner forcommunication with the outside worldand the realization of information that he/


she has internalized. The formation ofschool parliament and club activitieswould serve to familiarize the studentswith administrative set ups and theirfunctioning.

5.3.5 Higher Secondary Level

This stage can be looked at in twodimensions.

In the case of a few learner, this stage isthe final phase of formal education. Ithelps them enter the job market. It alsodevelops in them the ability to interactwith the society. For some others, thehigher secondary is the spring board forhigher studies. These learners shouldacquire the basic skills to pursue thestudy of a subject of their own interest.Along with that, the learner should get anopportunity to acquire social skills.

Both these groups of learners should geta chance to select subjects according totheir interests and develop the ability tohandle abstract ideas. They should gothrough different learningmethodologies. Learning experienceshave to be arranged in such a way as tofacilitate learners from all regions andsocial classes. The self esteem of all thelearners should be elevated.

Different subjects have different modes ofapproach in the learning process. Still,we must ensure a link between all theseto the extent possible. Along with that,we must develop learning materials thatcan provide a variegated experience to thelearner.

The learners at this level are able tointeract with the society in a moreaccomplished way and they must be ableto apply knowledge that they create in realsocial situations. The activities taken up

by the learners should be approved asvalid learning activities.

Within the school atmosphere, thereshould be practical situations to utilizeknowledge that the learners create. Forinstance, the history museum created bylearners as part of learning history or aco-operative society led by the studentsas a part of learning economics should beconsidered as learning activities.

The learning experience of all levelsshould be organized by considering thecurriculum objectives of social sciences.Apart from the information a learneracquires by learning Social Sciences theknowledge to be constructed by thelearner must be clearly defined. Thelearning objectives need to be fixed inaccordance with it. It must be born inmind that the development of differentlevels of learning of Social Sciences getexemplified in making absoluteknowledge a dynamic social praxis.

5.4 Mathematics

The basic characteristic of mathematics isto analyze and interpret the world on thebasis of numbers. Most of the times whenfacts are explained with figures they areunderstood better. When we present thenumerical relations inherent in naturalphenomena through algebraic equations,it becomes possible to arrive at minuteforms of knowledge and accuratepredictions. From this angle, mathematicsis a numeric-centred language. Just likelanguage that has a creative templateother than the practical discourse level,mathematics has an independent logicaltrajectory other than the practicalnumerical calculations.


5.4.1 Why is Mathematics Difficultfor Students?

Students find it difficult to imbibe thebasic tenets of mathematics. Thecondensed forms of mathematicaltheories are not palatable to a largesection of the student body. As thesetheories begin to explain primarynumbers and abstract ideas thefissure widens. The spirit of enquirythat led to such theories or thecausative conditions are not beingbrought to the discourse.

The established methods ofmathematical calculations have beenmoulded over centuries. Learningmathematics becomes a herculeantask when the student is not familiarwith the early methods and withouttraining in the proper method for theformation of ideas. The repetitivenature of exercises in order to gainproficiency in mathematicalcalculations makes the learning ofmathematics uninteresting.Mathematics is a language thatpresents facts through figures. Thereis no need for the children to applymathematics in their real life. Thisis one of the reasons why they stayaway from the subject. Mathematicalsigns are suddenly introduced and theimportance given to the establishedmethods of calculation are other factorsthat distance the learners from the subject.

5.4.2 Why Do We Learn Mathemat-ics?

Usually, noble ideas such as 'mathematicsis essential in daily life' or 'mathematicshelps in the evolution of logicalreasoning' are presented during thediscussions on the necessity of learning

mathematics. More clarity is required inthis regard. In the present system, allstudents from the 1st standard to the 10thstandard are compulsorily made to learnmathematics. At the Higher Secondarylevel, it is an optional subject.Mathematics taught till the 10th standardhas many levels.

They are:

• Mathematics that is required in dailylife.

e.g. basic calculations, percentage,measurements etc.

• Mathematics that is useful for higherstudies.

e.g. Trigonometry, statistical datainterpretation, Algebra andGeometry.

As we make arrangements to teach mathematics andscience with more priority than given in earlier times,and even as we stress the importance of practicalknowledge, we have to insist on someting else as well.This is 'methodology'. Whatever one thinks about, theprocess of thinking should be systematic and methodical- this is what is meant by methodology. Whatever thesubject taught, an additional benefit that is aimed at isto make the student capable of and inclined to systematicand methodical thought. Mathematics and science arethe two subjects that are ideal for the development ofthis capacity. However, the method by which thesubjects are taught is in no way capable of doing this.The aim being to attain pass marks in some examination,notes are given on each subject in the curriculum andthe students are encouraged to repeat the answer tentimes by rote to enable them to reproduce it. This is notsurprising in a system where education is aimed onlyat passing examinations. But, this means that the efforttaken to teach subjects like Mathematics andScience are wasted for the most part. It is past timethat we learnt to avert this tragedy.

(Pulic Education - For What? How? JosephMundassery)


• Ideas that go deeper into the complexdetails of Mathematics:

e.g. Proof of geometrical principles,the latent infinite character that isinherent in irrational numbers etc.

Learners who do not acquire knowledgein these three levels fail in the Secondarylevel examination. A learner who isexcellent in languages or social scienceshas to terminate his/her studies becauseof his/her lack of knowledge intrigonometry.

There is a specific behavioural change thatthe learning of each subject can bring in aperson. In the National CurriculumFramework, the chief aim of learningmathematics is for the mathematisation ofthought process. The characteristics ofthis process are clarity of thought, theability to arrive at logical conclusions, theability to handle abstract ideas and thecapacity to analyze facts systematically.The study of Mathematics can surelyassist in the assimilation of facts in adetailed manner. As stated earlier, themethod of mathematics is to comprehendthe world through numbers. As a firststep, facts are presented in the accurateforms of numbers. Mathematisationattains perfection when variables areintroduced to demonstrate facts which areinconsistent and the connection betweenthese facts are explained with the help ofalgebraic equations. When Geometry,which is the study of figures, getsconnected to numbers and Algebra,mathematical branches such as Calculusdevelop.

The suggestions of the NationalCurriculum Framework regarding thelearning of Mathematics are:

• learners should enjoy learningMathematics

• they should gain a deeper insight intothe subject than a mere study ofnumbers or theories can give.Mathematics does not comprisemerely of equations and mechanicalsteps

• learners should be able tocommunicate in numerical terms

• study of the subject should help thelearners raise sensible issues, thesolutions for which should be arrivedat

• learners ought to equip themselvesto understand mathematicalrelations, perceive structures, thinklogically and differentiate betweenwhat is right and what is not, whileexamining statements and facts

• learners should understand thebasics of Mathematics

• every learner should be confident thathe/she can manage Mathematicswell

• the basic content of mathematicsprovided at school in the form ofArithmetic, Algebra andTrigonometry provide the ability tounderstand abstraction,structuralization and generalization

We must understand the fact that thechild acquires numerical ability to someextent even before reaching school. Byproviding more ideas regardingMathematics, we can supplement thisability. The learner, after co-operative,collaborative learning, should be able toexplain what he/she has internalized.This can be illustrated as shown overleaf.


5.4.3 Necessity of LearningMathematics

Different mathematical ideas are used fordifferent purposes. During the formationof any idea, the necessity for such aformation makes us use whole numbersand fractions as the case may be. Byorganizing discussions and activities thatinspire the learner, we can relate theactivities and the problems to the learner'slife.

5.4.4 Open-Ended Questions andDivergent Thinking

The teacher should ask questions that areopen-ended. There should be chances togenerate many conclusions which can bedirectly or indirectly connected to thequery. Thus, there is scope for divergentthinking. And, we move away from the

Directconcrete

experience

Explanationsthrough

language

Making use ofmathematical

symbols

Formulatingideas using

pictures

conventional method of finding a singleanswer to a question.

5.4.5 Mathematics - a Language

Mathematics is a language. The factorslike letters, writing, reading and grammarin language can be seen in mathematicsas well. Through this language,communication and translation also takeplace. Just like the discourse forms inlanguage, we come across discourseforms such as figures, tables and graphsin mathematics. Therefore, the child hasto use these discourse forms in order tounderstand mathematical ideas andcommunicate through them. The learnermust be enabled to use mathematics toform new mathematical relations and toclarify his/her thoughts. This skill helpsin problem solving.

5.4.6 Establishing the Logic of Math-ematics

By learning mathematics, the learnershould be able to come to conclusions byrealizing the cause and effects of aproblem. There is no point in learning adefinition or a formula by heart. In orderto reach certain general ideas, the learnerhas to go through phases like guesswork,

Estimation and Guesswork

It is often stated that accuracy is the hallmark of mathematics. However, in finding a solutionto any problem that occurs in real life situations, it becomes relevant to arrive at an estimate.Frequently, this becomes more important than arriving at an exact answer.

A student who calculates how much money is required for textbooks and uniform, a fatherwho calculates how much money is needed to conduct his daughter's wedding, a farmer whocalculates how much harvest he is likely to get that year - many people like that depend on anintelligent guess or estimate to arrive at the answer rather than an exact amount. That is whyit is important that a child should be taught to arrive at an estimate in this way or to make anintelligent guess. A child who is doing the addition 238+759 should be given an opportunityto guess whether the answer would be above or below one thousand. Such a guess will quiteoften lead the child to the correct answer as well.


analysis, interpretation, generalizationand inference.

5.4.7 Problem Solving

We have learnt that by learningmathematics, one is able to face theproblems in daily life and come toconclusions after a deep analysis. In orderto achieve this end, problem solvingcapacity has to be developed as a life-skill.To execute this, a mechanical exercise ofmathematical steps will be of no use.Instead, a lot of opportunities forproblem solving should be provided.There should be provision for problemssuch as abstraction, approaching aproblem in a step by step manner,verification and speculation and casestudies. The ability to expand a givenproblem according to one's own level ofunderstanding and that of giving a newdimension to mathematical posers areinstances of problem solving.

5.5 Vocational Education

Though as a part of the Education Policyof 1986 extensive planning for vocationaleducation had been done it did notmaterialise. If vocational education is tobe implemented effectively there mustbe thorough changes in all fields ofeducation such as curriculum, textbook,teacher training, monitoring, evaluationetc.

In Kerala, three types of institutions arethere in vocational education sector:

(i) Technical High Schools

(ii) Technical High Schools and HigherSecondary Schools under IHRD

(iii) Vocational Higher SecondarySchools

The Technical High Schools provide

admission to students who havecompleted their VII standard in thegeneral education stream. The learnerswho qualify the X standard from theTechnical High Schools are givenadmission in the Higher SecondarySchools under IHRD, Vocational HigherSecondary Schools and PolytechnicColleges. There are 37 such schools in thestate. For vocational subjects no specialtextbook is prescribed. Sourcebooks forteachers are made available. All theTechnical Schools in the state are in thegovernment sector.

5.5.1 The Institutions under IHRD

There are 25 schools under IHRD. Amongthese, 9 schools have provision foradmission at the Secondary level.Subjects that come under Physical Science(Electronics, Computer Science, Physics,Chemistry and Mathematics) andIntegrated Science ( Biology, ComputerScience, Physics, Chemistry andMathematics) are taught here. Learnerswho have qualified VII standard in thegeneral education stream are givenadmission here.

5.5.2 Vocational Higher SecondarySchools

There are 375 Vocational HigherSecondary Schools in the state. Most ofthese are in the rural area. These functionwith Central Government aid. Thecurriculum as designed by SundarlalSarma Central Institute of VocationEducation, Bhopal, is followed in theseschools, though a number of changeshave been brought in to suit theconditions of Kerala. A thousand batchesexist at present, in forty two differentcourses spread over four groups.


Issues that are related to infrastructurepose a problem in this stream. Thelaboratories, libraries and work sheds arenot properly equipped. No dairy farm isavailable at the centres where courses onLivestock Management are introduced.LCD and Internet are not available wherecourses related to them are taught. Evenbasic necessities are not available in mostof the schools. No facility has beenprovided to learn arts or sports.

The curriculum of vocational subjects isoutdated and rigid, and so, does notprovide importance to learning. Noexposure to English is provided and sothe students lack skills incommunication. The content is notsuitable for the age and nature of thechildren. The curriculum does not helpthe child to face the challenges in themanufacturing or marketing sectors.Though the vocational higher secondarycourse was launched for vocationaleducation, other subjects started creepingin gradually. The course turned out tobe an easy path for higher studies.Therefore, the learner could not gain anydeep experience in the vocation chosen.

Along with all these, learning materialsand facilities like library, text books,practical manuals and reference materialsare not provided in sufficient quantity.

The situation gets worse because of thelack of teacher training programmes andineffective on-the-job training.

The course content is too heavily for theteachers to handle effectively. Ironically,permanent teachers are not provided inmost schools. There is no scope for higherstudies in the vocational subject chosen.The Public Service Commission and theuniversities do not recognise the courses

in vocational higher secondary asqualifying courses.

No financial assistance is provided to theproduction-cum-training centres to comeup with products and to market them.For training in the respective job, learnersget only ten days in an academic year.This is quite insufficient. Career guidanceand placements are conducted just for thesake of conducting them.

5.5.3 The Approach to VocationalEducation

An activity-based curriculum that equipsthe learner to acquire self-confidence andself-sufficiency should be introduced.The learner should be given opportunityto interact with his peers and also withthe society. He/she should utilize his/her reasoning ability to analyse and reactto learning experiences. He/she shouldbe able to understand the available jobopportunities and should be given on-the-job training by experts in the field.This should be planned by consideringthe locally available opportunities and byobserving the job market. There shouldbe an opportunity at the schools wheretraining programmes are conducted byservice providers and skilled artisans tohelp the learners attain their goals.

The learners should be able to choose avocation of their choice from the HighSchool level onwards. At the HigherSecondary level, vocational educationshould be given more importance.Academic subjects should also beincluded. As part of the course, thelearners must visit various institutionsthat are related to their particular vocationand must get trained. Hospitals andindustrial units in the locality should beutilized for this purpose.


• workshop training should beprovided with the assistance ofexperts and the local work units

• diary farm is to be ensured wherecourses on agriculture and cattlerearing are given

• case study should be carried out tounderstand the issues in the jobmarket

• opportunities should be made to holdinterviews with experts in the fieldand there should also be provisionfor conducting short term projects

• scope for practical application shouldbe given more importance thanlearning theory

5.6 Art Education and Healthand Physical Education

The role of Art Education in learning hasbeen recognised for decades now. Thecultural heritage and tradition of a localityis closely related to its art forms. Arteducation serves as the channel to makethe learner study his/her surroundings.Modern educational theories andperspectives underline the necessity ofart education. The application of MultipleIntelligence Theory is of great importancein concept formation and creativeexpression. Art education promotes alearner's constructive and creative skills.

Physical fitness and a healthy mind areessential for a learner in his/ her learningprocess. Being dynamic is an inborninstinct of the child. Health, whetherphysical or mental, is a decisive factor inpersonality development. It getsinfluenced by factors that are organic,social, cultural, economic and political.

5.6.1 The Present Condition

Though art education, health andphysical education are identified to becrucial in the development of a learner,the curriculum has not been designed toinclude these so as to assist thecomprehensive development of thechild's personality.

Art education has been reduced as a merepractice for art festivals which havebecomes the prerogative of a few selectedlearners who are given intense coachingeven at the cost of instructional hours andwithout any continuation in theperformer's life once the festival is over.Art festivals are accessible only to eliteclass of learners. No provision is madefor identifying those who are talented butlack facilities. The curriculum does notoffer any chance for such children toimprove their artistic abilities.

It is only by organizing sports meets thatwe make the students engage in anysporting event of their interest. Talentedstudents are not given sufficientconsideration or opportunity. Propernutrition is not provided. The learnersare not provided with any information onhygienic and healthy lifestyle.

5.6.2 Learning Art

The learner’s natural and inborn talentsand attitudes need to be tapped fully inthe process of knowledge constructions.This helps the learner to understand his/her surroundings deeply and to realisehis/her cultural identity as well. As arteducation involves factors that influencethe learner's constructive and creativetalents the various methods of arteducation need to be included in thecurriculum.


Visual and performance art that pave theway for creative interaction with one’ssurroundings need to be givenprominence. Art forms like acting, dance,music, visual arts, should be included inthe curriculum. This should be madepossible by integrating art education withother subjects of study. The possibilitiesof art education can be explored at allstages in learning languages and theenvironment. Learning experiences thatare provided should create an awarenesson values and a social perspective. Thelearners should be made aware of theimpact of consumerism and urbanisationon art.

Learning experiences that help the learnergo for higher studies should be provided.The curriculum of art education shouldbe flexible so as to incorporate the localvariants of art forms. Theatre studies fordeveloping skills in expressions and folkart and folk songs for identifying one'scultural identity need to be familiarised.There should be opportunities forfamiliarising the learners with differentmusical instruments and different streamsof music. Using organic colours forpainting needs to be promoted. Scope forlearning animation using multimediapossibilities needs to be provided.Opportunities for learning folk dance,traditional dance forms, and classicaldance forms, cinema and modern audio-visual media need also be provided.Learners should get first-hand experiencein documenting issues of their localitiesvisually. For this learners are to be givenopportunities to view good films.

An integrated approach for learning artis desirable at pre-school and primarystages. But in secondary and highersecondary along with the integrated

study of art there should also beopportunities for learning art as a separatesubject. In higher secondary different areasof art education such as drawing, theatre,music and dance are to be introduced asan optional subject so as to help thelearner pursue the learning of that artforms in higher studies as well.

5.6.3 Health and Physical Education

The health and physical education shouldhelp in the physical, mental, emotionaland social development of the learner.Health is an important factor in theoverall development of a child. The childshould develop awareness regarding ahealthy lifestyle, nutritious food andhealth issues. The curriculum shouldinclude personal hygiene, cleanlinessand food habits. It should also addressthe problems and emotional stress that achild faces during every phase of his/hergrowth.

A proper awareness regarding genderequality should also be provided to thelearner. As part of the curriculum, learnerswith higher physical capabilities shouldbe recognized and given ampleopportunity for developing that faculty.

The curriculum experience of health andphysical education need to be given atdifferent levels and a slow gradation andgrowth from the pre-primary to the highersecondary levels need to be thought of.

The learners must have an awarenessregarding food habits, first aid, adolescenteducation, disease and prevention,kinaesthetic and rhythmic activities,gymnastics, athletics, minor games,native games, major games, yoga,swimming, cycling and martial arts.

According to the inherent tastes of the


learners, these skills should be impartedto them from pre-school to highersecondary levels - in an integrated mannerup to the lower primary level and as aseparate subject at the secondary level.

Students who display excellence in thefield should be allowed to opt for healthand physical education as an optionalsubject at the higher secondary level.

The curriculum must create in the teachersand students awareness on populationand growth and must evolve a responsibleattitude towards them. They should alsoknow the adolescent issues and developawareness about a healthy man-womanrelationship.

Population studies should be integratedwith other subjects. It should not betaught separately. It should also beaddressed in teacher trainingprogrammes.

5.6.4 Local Resources

The importance of local resources shouldbe realized in the field of art education,health and physical education and workexperience. By identifying the socialsetup and possibilities for each school,resource mapping should be conducted.Each resource centre can be considered asa study centre. This can be done with thehelp of local self-government bodies. Thecollective effort of the PTA can also besought in this regard.

5.7 IT-Assisted Education

The present status of IT education in highschools in Kerala helps only to developcertain fundamental IT skills. Thelearning process of different subjects canmake use of IT to make learning effectiveand meaningful. This deepens the rangeand scope of knowledge that each learner

gathers. IT can also help in teacherempowerment.

First of all, we must realize that computersare essential in our present age in almostall fields. With the help of computers, itis possible to solve almost all theproblems associated with the learningprocess. It can provide assistance to boththe teachers and the students. The mostimportant element in such a learningprocess is that computers have a widerange of interactivity that most otheraudio-visual aids lack. Therefore, it is themost effective learning aid. It is advisableto identify the areas in each subject, wherecomputers could be used to carry out thelearning process.

5.7.1 The Curriculum Possibilitiesof IT-Assisted Education

We must identify the different areas indifferent subject which could be taughtwith the help of computers. We shouldalso be able to develop learning materialsfor this. Teachers should be given trainingto use these learning materials. Propersupport systems should be provided tothe teachers.

IT should be used in education assuggested in National CurriculumFramework. We should employ ITeducation by taking into consideration,the available resources in a school, theneeds of the school, its limitations andpossibilities. In every school, atechnology plan should be prepared.

We should aim at accomplishing theeducational aims from the pre-school tothe higher secondary levels and shouldsupport the teachers as well as thestudents. The new approach should bechallenging, interesting and creating


responsibility both in the teachers and thestudents. All learners should use thecomputer for their different learningneeds. They should learn IT skills. Theinfluence of IT on society should berealized and learners have to use it forsocial welfare. The learner must becapable of critically analysing theknowledge based in IT and evaluate it.More over the learner and the teachermust acquire skills in data consolidationand analysis using IT.

IT would help the teachers to executetheir roles in the best way possible. Thesepossibilities could be utilized in schooladministration, planning learningactivities and evaluation. Thereforeteachers should engage in experiments,studies and research on the possibilitiesof IT.

They should develop software related tothe content of different subjects. This caninclude tutorial software, simulation CDsand interactive multimedia packages.Types of software like the Office package,DTP, and graphic painting could be usedto develop IT skills. Teachers can makethe students use these types of softwarefor data collection, analysis andpreparation of reports.

5.8 Evaluation

Evaluation is an inevitable part of theprocess of education. This helps theteacher to identify the areas of excellencein the learner. It can also suggest a properdirection to the process. Evaluationprocess can direct the course of studiesand provide a proper direction forstudies. It is not desirable to limitevaluation as a means for remidialteaching or as the basis of classificationof learners.

Teachers should take up theresponsibility of organizing class-wiseactivities as a part of the learning processto identify and solve the limitations of thelearners. Evaluation, in the broader senseof the term, is not essential for this. TheNational Curriculum Framework 2005suggests that evaluation should not belimited as a means remedial teaching.The lack of competence of the learner inmathematical calculation could beidentified as a part of the learning process.By providing newer leaning experiencesthis could be solved. For a learner whois weak in using the proper morphemeswith words should be provided learningexperiences based on that. Here also,evaluation that helps remedial teachingtakes place. But this does not help inidentifying the area of excellence of alearner.

The practice of assessing the excellenceof a learner by standardized examinationsconducted at a particular stage alone hasmany limitations. Assessment has to becarried out by considering the responseof the learner in different situations.Therefore evaluation has to becontinuous and be carried out along withthe learning activities. The result ofevaluation has to be an indicator forinclusion and acceptance and not to be anorm for exclusion.

5.8.1 Lessons learnt from experience

The curriculum revision of 1997 broughtin considerable change in the process ofevaluation. It spread the message thatevaluation ought to be continuous andcomprehensive. In order to avoidunhealthy competition, the gradingsystem was introduced. It was decidedthat questions for the terminal


examinations should be in confimity withthe learning activities. The influence ofsuch an evaluation system was seen upto the higher secondary classes by the year2007.

The new curriculum put forward alearning practice that is activity-basedand process-oriented. It was widelyaccepted that process skills likeobservation and experimentation couldbe evaluated only by a continuousevaluation process. Teachers learnedhow to evaluate students according toclassroom activities. This has led to theplanning of teachers to become moreeffective and meaningful. Specific areasfor continuous evaluation were fixed. Theintroduction of indicators for each areamade evaluation easier. In the primaryclasses, different skills could be gradeddirectly. In the upper primary and highschools, each indicator was given a scorewhich in turn led to a grade. The samesystem was implemented at the highersecondary level with slight changes.

In the higher secondary level, the process-oriented learning and continuousevaluation were implemented withoutmuch changes in the content area ofdifferent subjects. Hence the process ofevaluation was done as envisioned. Buta change in the nature of the publicexamination could me made possible.The supremacy of content orientedquestions was given up. It was generallyaccepted that the process of learning andthought process have to be tested. Thenew evaluation was based on the premisethat any learner who passes through aprocess of learning should be able toanswer a particular level of questions.

The new system of evaluation has a lot ofpractical limitations. It was not acceptedat the higher levels. Though it wasenvisioned as a daily activity, in practiceit was observed to be detached fromlearning. Most often, it remained anevaluation of the learner output alone.Lack of flexibility in deciding the areasfor continuous evaluation and theinclusion of certain elements of terminalexamination made the entire process loseits substance. The anxiety among parents,teachers and learners about the traditionalnature of most of the competitiveexaminations made continuousevaluation a meaningless activity.

The grade and promotion to higher classeswere decided up on by adding the scoregiven for continuous evaluation andterminal examination in a specific ratio.But, while awarding the continuousevaluation scores, most of the teachersturned subjective rather than objective.The standard of continuous evaluationhas to improve if the process is to bemeaningful.

At the national level, a lot of new reformsare taking place in the field of evaluation.The National Curriculum Framework hasmade some interesting observations onthis: "The aim of evaluation is to measurethe progress made by the teacher and thelearner in achieving the curriculumobjectives. This will, in turn, help themscore better in future. There is anopportunity for the child to improve his/her performance without fearing theexamination or the evaluation process."

Correction of mistakes and grading thattakes place in the presence of the learnersis successful in convincing them about theerrors they have made. Learners are


given a chance to correct their errors andto improve. It is not only the result of thelearning activities that should beevaluated. The learning experienceshould also be taken into consideration.The learners should be allowed to speakfreely about their learning experience andshould be able to evaluate them. Thisgives the teachers a proper feedback onthe learning process.

5.8.2 How Can We Make ContinuousEvaluation Better?

1. Continuous evaluation should be anintegral part of the teaching-learningprocess. It should not be a mereappendage, but an active element ofthe process.

2. The relationship between continuousevaluation and learning outcomeshould be indicated accurately andensured.

3. The continuity of continuousevaluation must be ensured. Theelements of continuous evaluationshould be included in all classroomactivities. For example, continuousevaluation takes place in an informalway while checking the homework,asking questions or observing thelearner. Methods like test papers,oral examinations, performanceassessment tasks, projects andportfolio could be used forcontinuous evaluation.

4. Different techniques could be usedfor continuous evaluation. Thecurriculum must be flexible enoughto accommodate all these for the sakeof the learners as well as the teacher.

5. There should be liberty for thechildren to choose different modes of

study and learning activities that suittheir inclinations.

6. The development of multipleintelligence of the learner should bemade possible through the learningprocess. Along with tests thatmeasure logical and linguisticabilities, other tests like datacollection, exhibition, preparation ofjournals, diaries and projects couldbe included. The teachers shouldprepare checklists, rating scales andother means of observation toevaluate the learner.

7. Techniques of grading should beflexible, effective and transparent.Factors like personality, behaviourand attendance should not beconsidered to grade the learner. Theactivities of each term should beplanned by the teachers and thestudents. The teacher should analysethe evaluating activities along withthe students. The learner should getan opportunity to improve. Thereshould be scope for self-evaluationand peer evaluation.

8. Term evaluation and continuousevaluation should be madecomplimentary to each other. Theaim of both is to satisfy thecurriculum objectives. Evaluationresults and grades should enable thelearner to realize his/her strengthsand weaknesses.

9. The teacher should develop suitabletools for continuous evaluation. It isthe performance of the learner and theproduct of the particular learningactivity that are subjected tocontinuous evaluation. Theindicators that facilitate this should


be identified in the sourcebook. Inorder to evaluate the products theteacher ought to understand theprocess that the learner hasundergone. There should be scopefor the learner to evaluate himself orherself. This should be based on clearindicators. While evaluating theprocess and the product, the processshould be given more importance.

10. Continuous evaluation should befeasible and just. The processes ofevaluation should touch all the skillsand content suggested by thecurriculum. It is only when thelearner is given the freedom to takeup activities that he she can executethat evaluation becomes meaningful.

The Recording of ContinuousEvaluation and Grading

In the I and II standards, the consolidationof continuous evaluation could berecorded as qualitative statemnts. In theIII and IV standards, these qualitativestatemnets could be recorded as lettergrades. This record helps to inform theparent about how effectively the learnerengages in the process of learning.

Continuous Evaluation in the UpperPrimary and Secondary Levels

We must ensure that all the curriculumobjectives put forward by the curriculumare achieved by the learner. Termevaluation and continuous evaluationcould be employed for this. This shouldbe recorded as letter grades and sharedwith parents.

At the secondary and higher secondarylevels, promotions to a higher standardcould be made based on annualevaluation and continuous evaluation.

Monitoring should be strengthened atdifferent levels with proper assistance.

Suggestions for Improving Evaluationsystem

1. It is the teacher who has the right toevaluate the academic achievementof the child.

2. As there is continuous evaluation,only an annual examination isnecessary at the Lower Primary level.As for the I and II standards, there isno need for an annual examination.

3. At the upper primary level, alongwith the terminal examination, awritten examination could be held inthe middle of the academic year.

4. The learner should be able to discussthe learning experience with theteacher. Continuous evaluationshould help in sharing the excellenceand the limitations of the learners.

5. At the high school level, periodicalfeedbacks, a half-yearly examinationand the terminal examination couldbe held. The same system could befollowed in the higher secondarylevel.

6. The learner should be able to makean answer key and evaluate him/herself.

7. Question papers should stress on thepractical aspects of knowledge.

8. There should be provision forparents, teachers and media tounderstand the educational systemsof other countries.

9. Teachers and educationists should beencouraged to develop new modesof evaluation.


10. In X and XII standards BoardExaminations should be held.

11. In IX and X standards, there shouldbe opportunity to choose subjectsaccording to one's taste.

12. There should be an opportunity toopt for either the general or thespecial levels of subjects for theBoard Examinations.

13. The portfolio analysis of the learnercould also be made a part of themonitoring system.

14. A system that allows the learner towrite the examination only when he/she is ready should be implemented.

15. Parents can be made unofficialmonitors.

16. Open book examinations,examinations which publicize thequestions earlier and onlineexaminations could be introduced.

17. The schedule of public examinationsshould be arranged in such a way asto ensure that there are 200 academicdays.


Changes have to be affected at variouslevels of school education in accordancewith the visions put forward by the KeralaCurriculum Framework 2007. Thesechanges have to be segmented as thosethat can be implemented with immediateeffect and those in a phased mannertaking into consideration Kerala's specialsituation, complexities involved inexecution, order of priority and so forth.The detailed plan layout of each changeto be affected is also required.

The systemic reforms envisioned in thelight of the curriculum approaches andthe ones which can be implemented aregiven below.

6.1 Stages of Education

The general education sector in Keralaconsists of pre-school, primary, secondaryand higher secondary stages. Hence, thegeneral education policy should beplanned in a comprehensive and diversemanner, keeping in mind the peculiarcharacteristics of the children in differentstages.

6.1.1 Pre-School

A scientific and healthy childcare andchild educational environment must beensured in every pre-school. The physicalenvironment of all anganwadis and pre-schools should be improved to meet theabove mentioned objective. Spacious,

6 SYSTEMIC REFORMS

airy and shady atmosphere, qualityplaying materials, qualified instructors,supply of nutritious food and medicalassistance are the basic facilities requiredin pre-schools.

The system of learning and the materialsbased on a unified curriculum should beimplemented in all schools. However, thecurriculum of pre-schools should beflexible and there should be scope foradapting the curriculum according toregional diversities. The curriculummust ensure opportunities for learningto tribal children, specially abledchildren, children belonging to sectionsof socially and financially backwardcommunities as well.

The academic affairs of the pre-schoolstage must be undertaken by generaleducation department and the child careactivities by the social welfaredepartment. SCERT, the apex academicinstitution in general education sectorshould exercise complete control of theacademic affairs of pre - schooling.

Supply of nutritious food, maintenanceof hygiene and health care should beunder the control of the social welfaredepartment. The department of socialwelfare should also make arrangementsfor issuing health cards to all children.The overall responsibility of pre-schooling must be taken by the local self


government organizations and welfarecommittees are also to be formed andequipped in each institution.

The minimum qualification for ayahs andteachers should be fixed and in-servicetraining have to be provided to themperiodically. A professional approachshould be developed in this sector byarranging venues for cluster-level sharingof experiences. It is possible to strengthenthe community participation of pre-schooling by floating the idea ofneighbourhood schooling. Acomprehensive pre-school bill must beformulated keeping in mind these factors.The bill must have strongrecommendation for ensuring pre-schooleducation to all children in the age groupof 3 to 5.

The instructional hour of each pre-schoolshould be flexible considering the socialneeds of the community of parents. Pre-schools need to impart only a kind ofinformal learning for 2 to 3 hours and therest of the time has to be focused onchildcare activities.

6.1.2 Primary Level

Primary education which spans fromclass 1 to 7 is the longest phase in theexisting system of school education andit is divided as lower primary (1 to 4) andupper primary (5 to 7). Furtherclassifications can be considered keepingin mind the diversity of growth inchildren of the stage.

6.1.2.1 Subjects for Learning

• The main subjects of study in lowerprimary level should be learning ofmother tongue, Mathematics,Environmental Studies, ArtEducation, Physical Education and

Work Experience. Learning of Englishshould also be included as one of thesubjects for learning considering thedemand of the public. Learning ofArabic language needs to becontinued due to certain specialreasons.

• In upper primary stage subjects likeBasic Sciences, Social Sciences andHindi should be included. Anintegrated approach in learningdifferent subjects has to be followedwherever possible. The history teacherwho teaches about pyramids mustpresent the creative and mathematicalawareness behind using the structureof a solid in constructing a pyramid.The curriculum of mathematics has tobe in proximity with real lifesituations and the study of othersubjects. The approach of learning atthis stage is a bit different from theintegrated approach followed at thelower primary level. It views things incloser and more micro levels. In suchan approach though subjects getseparated as different entities learningexperiences have to be provided so asto clarify their inter-linkage.

• There should be provision forstudents at the upper primary stageto learn their mother tongue, other firstlanguages, English, Mathematics,Social Sciences, Basic Sciences, Hindias well as Art Education, PhysicalEducation and Work Experience,cultural activities, library activities andother creative activities.

• Opportunity to learn Malayalamshould be provided for students wholearn languages like Arabic, Urdu andSanskrit as first languages. LearningMaterials conducive to this must be


developed. The proficiency inlanguages (mother tongue, English,Hindi and other languages) shouldempower the learners and they shouldfeel proud of the fact that they areequipped with the power of language.

6.1.2.2 Learning Materials

The fact that in spite of the introductionof activity based curriculum we have notyet been completely liberated fromtextbook-centred learning is to be takenas a major lesson. The conventionalnotions regarding learning materialsshould not continue.

Any context or object that might facilitatethe transaction of curriculum must beconsidered as a learning material. Theresources available in one's locality(lakes, hills or farm lands), one’s school(the lattice work in windows, corners,angles, patterns, distribution of drinkingwater, plant diversity etc.), authenticmaterials (news papers, notices,intimations, boards, forums, name slips),formal occasions (Gramasabha, meetings,observance of certain special days),learner groups’ products (supplements,constructions, exhibits, reports,documentaries), learning aids that aremade in advance by teachers (models,picture cards, albums, compact discs,charts, collections, special editions,constructions etc.), materials createdcentrally (text books, work sheets, worksheets for assessments), should all beconsidered as learning materials.

6.1.2.3 Environment for Learning

• considering the child's nature• protecting the rights of children• suitable for the learning approaches

adopted

• considering the democratic-secularvalues of the society

• ensuring equal opportunities• attractive to students• containing possibilities for learning

outdoor• with adequate number of equipment

for playing• ensuring continuum of pre-school

experience (in 1st standard, specifically)• providing environment for learning

languages like Tamil and Kannada intheir regions

• providing learning environment intribal areas to use their local dialectsin standards 1st and 2nd and then shiftto formal language

• friendly and non-intimidatingenvironment

• opportunity for students and teachersto come to a common platform.

• with hygienic classrooms and properseating facilities

• airy classrooms with sufficient lightand with proper locking arrangements

• with facilities like class library,laboratory, experiments corner andplaying equipment corner

• with drinking water facility in eachclassroom

• with boards that can be used as andwhen the teacher or learner wishes touse

• providing teacher learning material,first aid kit and playing equipment

• providing Information Technologyfacility for monitoring the functioningof the class, continuous evaluation andclass level PTA meetings

• ensuring environment for encouragingstudents to exhibit their products andconstructions


6.1.3 Secondary Level

At the Secondary Level, students shouldacquire in-depth knowledge ofMathematic, Science and Social Scienceand should also acquire the learningmethods of these subjects. Theknowledge gathered should be sufficientenough to be used in daily life and itshould help them obtain training in oneof the vocations that would facilitate theirsocial life. The secondary level shouldalso help them realize their aptitudes andequip them for higher studies.

The selection of optional subject shouldbe done keeping in mind the possibilitiesfor higher studies. The method oflearning at this level can be carried out asprojects or assignments. Teachers have toprovide necessary guidance for learnersin undertaking the projects andassignments.

The instructional hours in a week will be25 hours and it can be arranged as 5periods of one hour duration a day. Thistime must be utilized for learning the firstlanguage, English, Hindi, core subjects,and also to engage in vocational training,Art Education, Physical Education andlibrary and literary activities.

6.1.4 Higher Secondary Level

The higher secondary level, which is acontinuation of class 10, combines theacademic and vocational streams andbecomes a single structure. The learnersat this level have chosen their optionalsubjects according to their aptitudes andpreferences at the secondary level itself.

The following combinations can beconsidered as main core subjects at thislevel:

1. Science - Mathematics/Biology,Physics, Chemistry.

2. Social Sciences - History, PoliticalScience/Sociology, Geography/Economics.

3. Commerce - Accountancy,Economics, Business Studies.

4. Culture - Kerala Culture/IndianCulture, any one language and oneof the art forms.

5. Vocational Proficiency - Theory andpractical of the selected vocation,Practical/Marketing, Proficiency inComputers, General FoundationCourse.(The course material will enable the learnerto gain expertise in a particularproduction or services sector. Regionalspecialities, availability of institutions forpractical experience are factors that shouldbe considered for introducing a vocationalcourses.)

Geology, Statistics, Islamic History,Computer Application, Journalism,Psychology, Computer Science,Computerised Accounting, Co-operation,Gandhian Studies, Social Work,Anthropology, Sociology, Philosophy,Home Science, Vocational Education,other core subjects, languages etc. can beone of the subjects chosen as the fourthoption.

The three subjects in the five combinationsmentioned are mandatory but a learnercan opt for one of the subjects from thelist as the fourth option. For example, astudent studying in science combinationcan also learn computer application anda student studying in vocational groupcan study economics or psychology. Thusit is ensured that a student learns a totalof four subjects. There will be two levels


for the study of languages. One, ascomplementary to the study of coresubjects and the other as a focused studyin literature and culture as an optionalsubject.

The instructional hours proposed at thislevel is thirty hours spanning five days aweek and on the sixth working day,students carry out independent learningwith the help of teachers. This activityneed not necessarily be conducted inschools. Any topic from the vocationalsubjects or music or painting or sports canbe learnt on the sixth day. A student canalso learn independently from arecognized industrial unit or under alocal educator as well. It can also beeffectively utilized by the studentengaging in library work, seminars,educational visits or group studies orcollaborative studies under the guidanceof teachers. The nature of the sixthworking day will differ from school toschools and subject to the availability oflocal production centres. There will beprovision for issuing certificates to thelearners who attain proficiency in aparticular vocation within a time span oftwo years. This will be compulsory for allstudents.

Schools should make newerarrangements considering the availabilityof resources. It must be done consideringthe possibilities of different options forlearners in future. The approach we haveto adopt is to keep the diversity of highersecondary education without sacrificingthe spirit of general education.Discussions need to be conducted in thisregard for obtaining further suggestions.

6.2 Administrative Reforms

The quality of education is determined

on the basis of the content of education,method, execution and the impact itcreates in society. Communityparticipation, perspective on education,the availability and utilization of learningmaterials, child-friendly environment, thepreparation by teachers, making use ofthe support systems and continuousassessment also play a crucial role indetermining the quality of education.

Quality can be attained only by thecombined efforts of different agencies atdifferent levels and administrativereforms are necessary in the educationalsector in order to achieve this.

6.2.1 Neighbourhood Schools

It is essential to develop the concept ofneighbourhood school which envisionsthe learners of a locality studying togetherin a nearby school and the communityaround the school joining hands for theprogress of the school. Neighbourhoodschools are critical in a curriculum thataims at making the learner realize oneselfand one’s society. The process of learningbecomes effortless if students have theopportunity to study in schools inwalkable distance. Free conveyanceshould be provided if it is necessary forthe learners to reach the neighbourhoodschools. There must be a limit to thenumber of students admitted in a schooland the area of operation of each school.The primary section can be separatedfrom secondary schools.

6.2.2 Children with Special Educa-tional Needs

Inclusive education is to be encouragedwith a view to helping learners withphysical and mental difficulties to cometo the mainstream of society. However,


students with very serious disabilitiesshould be given facilities to join specialschools. Different agencies like SCERT,SSA and the Department of Educationworking in special education field haveto be converged keeping in mind thecommon aim of helping children withspecial educational needs.

6.2.3 Medium of Instruction

Mother tongue is the most effectivemedium for any individual for properreception of ideas and exchange of thesame. The declaration of nationaleducational policy in 1986 regarding theuse of mother tongue or regionallanguage categorically endorses thisview. But such declarations remainmostly on paper. It is not fair to promotea foreign language as a medium ofinstruction except in special situations. Itis imperative that English and Hindi aretaught and learnt more effectively. Effortshave to be made to clarify the prevalentwrong notion regarding medium ofinstruction. The medium of instruction up

The school annual calendar is currently decided at the state level. Several suggestions havebeen made in the past that the annual calendar could be planned at a more decentralised level,so that it is closer to the calendar of local activities and climate/weather. The plan for suchcalendars could be decentralised to the district level, and decided in consultation with the zillapanchayats....

The timings of the school day could be decided at each school level, in consultation with thegram panchayat, keeping in mind issues such as how far children need to travel to get to school.This flexibility is suggested only in order to facilitate children’s participation in school. Whilesaying this, we strongly maintain that the time spent in school itself, and on learning in theschool, cannot be in any way compromised or reduced below six hours a day (and three hoursfor the ECCE period). Where teachers and children travel to school from a far - off place, itwould be fit the overall societal concern for children if bus timings are changed to enableteachers and students to reach the school and leave at a convenient time, instead of compellingthem to routinely come late and leave early.

The school day, week, month, term and year need to be planned for as a mixture of routine andvariation, as children need a little of both, and the kinds of learning we would like them toexperience have different requirements. We share some organisational ideas that could form thebasis for planning and enriching children’s time spent in school, and also some aspects thatrelate to institutional arrangements for the same. NCF - 2005

to higher secondary level should beflexible enough in order to augment thestudent's ability to acquire knowledge.

6.2.4 Admission to School

The minimum age of admission to aschool in many states of our nation is sixyears, but it is seven years in manycountries. However, the society of Keralagenerally favours the age of five as aptfor admission to school. Considering thesituation in Kerala, it is desirable tocontinue the existing practice.

6.2.5 Instructional Hours

The instructional hours proposed is fivehours a day. Provision for continuingstudies should also be take care of.Laboratories and libraries are imperativefor effective curriculum transaction. Timefor art and work experience educationand vocational education need also beprovided. The school hours need to bearranged in such a fashion toaccommodate learners who are sociallyand economically backward and those


who do not get support or encouragementfrom their homes. The existing forty fiveminute periods must be rearranged to onehour periods and the teachers workloadmust also be rearranged accordingly.Studies indicate that it is ideal to beginschool hours early in the morning. Wemust realise that learning is not a processthat happens at school alone.

6.2.6 Attractive Public Schools

If schools in the public sector need tosurvive in the modern society theyshould be made more attractive. Theymust seek the support of the local self-government institutions and the localpopulace in this attempt and make theschools conducive for transacting the newcurriculum.

The aided school managements shouldalso take necessary steps in this regard.In the primary schools, there should beclass library and laboratory system.Secondary and the higher secondaryschools ought to possess a school libraryand laboratory along with facilities toutilize modern technology.

6.2.7 Decentralisation andEducation

The National Curriculum Frameworkviews decentralisation quite seriously.The Framework observes thatdecentralisation process in education inIndia is only on paper except in the caseof Kerala. Even in Kerala, the real spiritof decentralisation has not beenassimilated adequately. Convergentefforts of the department of education andthe local self-government bodies isnecessary for this. Systems like SSA needto work in tandem with the departmentof education and the local self-

governments. A district educationcommittee and panchayat educationcommittee should come into force. Thedevelopment models that were emergedunder the leadership of certain local selfgovernments have to be properlyanalysed. The present administrative setup has to be restructured.

It has been fifty years since the KeralaEducation Rules was formulated. Thestructure of the classroom, theadministrative set up, the appointment ofteachers, conduct of examinations and theteacher-student ratio have to be reformedin tune with the visions of the newcurriculum. The teacher-student ratio hasto be fixed at 1:25 at the primary level,1:30 at the secondary level and 1:40 at thehigher secondary level. Timely reformsneed to be introduced in fixing thequalification of teachers and making theirappointments.

• A curriculum that views pre-school tohigher secondary levelcomprehensively and a supportiveadministrative set up has to beenvisioned.

• There should be additional directorsunder the Director of PublicInstruction to carry out differenteducational activities effectively.(Primary and pre-school, secondary,higher secondary and examinations).

• The educational set up has to berestructured in concurrence with thegeneral structure of the local self-governments. There should beseparate officers for corporations andmunicipalities. They should functionas the educational convenors of thecorporation and municipalcommittees and should carry out


leadership role in the educationalactivities up to the higher secondarylevel. Considering administrativeconvenience the block educationofficers can be given the responsibilityto supervise all the schools within thelimits of the block.

• There should be education officers atthe village panchayat level. Theyshould act as convenors of thepanchayat education committee.

• The academic leadership of the stateis vested in the hands of SCERT. SIET,SIEMAT, IT@School, and othersshould function as the subdivisions ofthe SCERT.

• There should be a restructuring of thefaculty and the responsibilities ofSCERT considering its crucial role asthe head quarters of all academicactivities of the state. Thisorganization, which functions withlimited autonomy should beentrusted with the task of re-examiningteacher training programmes up to B.Ed level on the basis of the changesthat take place in curriculum. SCERTshould give more prominence toresearches in the field of education.

• DIETs should function as the centralacademic institution at the districtlevel and necessary structural changesare to be brought in for this. Thedistrict level training institute shouldbe able to take up the academicleadership of educational activitiesfrom the pre-school to the highersecondary levels. New posts of facultyshould be granted keeping in mind thetrainings to be conducted at the pre-school and higher secondary levels.Academic freedom should be given to

the institution for developingregionally relevant curriculummaterials and learning materials. Thisshould be done only in consultationwith the district administration.SCERT should provide academicsupport in such ventures.

• BRCs and CRCs reformulated on thebasis of the visions of the newcurriculum have to be functioned atthe block and panchayat level.

6.2.8 School and RegionalCommunity

Parent Teacher Association (PTA) is theonly statutory body that exists inconnection with a school. Schooldevelopment committee and schoolresource group are active nowadays. If theconcept of neighbourhood school is tobecome a reality, they should also begiven statutory status. The schooldevelopment committee is the vital linkthat connects the school with local selfgovernment institutions.

6.2.9 Students and Democracy

Democratic forums by students arerelatively weak in schools. Balasabha inprimary schools and school parliament inhigh schools and higher secondaryschools should be given moreopportunities to be active. In monitoringthe functions of a school activities of theparliament can also be considered. Schoolparliaments should not be focused on aclass leader or the school leader. It wouldbe desirable to form a class council ofministers which that upholds the spirit ofcollective leadership.

6.2.10 Mid-Day Meal

The need for extending the mid-day meal


scheme to higher secondary level is beingdiscussed. All needy students should beprovided with diverse and nutritiousfood. It is also important to have dininghalls where students can sit together andhave their food. The idea of teachers andstudents having food together from theschool and those who can pay for theirlunch can pay can also be thought of.

6.2.11 School Fests

The excess of different school festivals likesecondary, higher secondary, vocationalhigher secondary and technical schoolsshould be avoided. They can be combinedas a single festival. Festivals for the lowerprimary level need only be conducted atpanchayat level and upper primary leveland other levels can have block level andrevenue district level festivalsrespectively. These festivals, if possible,can be conducted during vacation time.Arts, sports and work experience, science,social science and literature are part of thecurriculum and hence the festivals shouldbe conducted in connection with thelearning process. It is an unhealthy trendto make festivals an occasion for merecompetition. Prominence is to be givenfor gaining training in respective fieldsand sharing of excellence.

6.2.12 Examinations

The systems for conducting examinationsin accordance with the new curriculumare not yet operational. Evaluationmethods to be implemented must beformulated locally and this must befollowed from state level to local leveland there must be responsible officials forthis in every district. The procedure forrecording the same should not becomplicated and students must be ableto obtain feedbacks and the activities

aiming at creating awareness to thecommon public about the new valuationmethod must also be carried outsimultaneously. Parental education mustbecome a regular feature. The publicexaminations conducted by differentboards should be brought under a unifiedboard and faculty of all subjects shouldbe there with the board. In a system thatfocuses on continuous evaluation, onlyone or two public examinations areneeded (X, XII).

6.2.13 Monitoring

Giving proper direction is realmonitoring. Monitoring is a process thatextends right from the beginning to theculminating point of curriculumexecution. The responsibility of schoollevel monitoring is entrusted to theheadmaster of the school. Lower levelmonitoring can only be strengthened bysetting the headmasters free from chargeof classrooms. CRCs, Panchayateducation officer, BRCs, officials atdifferent levels, panchayat authorities,AEOs, DEOs, faculty members of DIETsand DDEs are to perform monitoring atdifferent stages. Monitoring reportsshould be analysed at different levelsevery month. Monitoring should also beteacher-friendly.

6.2.14 Teacher Education

In the context of a comprehensiblecurriculum revision the chief factor inimproving the quality of education ishaving a total reform in teacher education.Teacher education must be responsive tothe changing demands of schooleducation system. Pre-service teachereducation and the in-service teachertraining programmes need to beredesigned. A crucial transition has to


take place in the role of the teacher.Tomorrow's teacher is not the centre of allthe knowledge. He/she functionsprimarily as a motivator and guide inhelping the children transforminformation to knowledge. He/sheextends continuous scaffolding to thelearners in achieving the curriculumobjectives. There should be changes inteacher education in accordance with thechanged perspective.

• The fact that learner can constructknowledge has not been assimilatedproperly in teacher education. Theteacher trainee continues to be anobedient recipient of knowledge. He/she is destined to listen to long lectureson the nature of the learner anddifferent methods of teaching.Experimental pedagogy shouldbe implemented at first in teachereducation.

• The present situation is that thereforms in teacher education lagbehind school curriculum reformefforts. Teacher education should bethe field that incorporates the latesttrends in education with a criticalapproach. It is only after familiarizingthe latest trends in education to thefuture teachers that they should beimplemented in the schools. Teachereducation centres should be dynamic.The role of SCERT should be ensuredin developing the curriculum forteacher education in order to establishits relation with the school curriculum.

• The methodology in teacher educationprogramme should lay stress onexperimental activities that constructa new insights in pedagogy. It is onlyby constructing new forms of

knowledge and by renewing the entiresystem that professionalism can bebrought in to this field.

• Democracy in classrooms is animportant element in teachereducation programme. There is ageneral tendency to intimidatelearners and suppress their creativityand liberty in the name of internalassessment. The teacher trainee shouldbe able to critically analyse theeducational process that he/she goesthrough. They should be given thechance to evaluate their trainers. Thereshould be opportunities to evaluatethe teacher trainee during practiceteaching and this should be naturaland democratic.

Evaluation in teacher education shouldbe transparent and democratic. Theteacher trainee should be able to reactdemocratically to the internal assessmentprogramme and should possess the rightsto get sufficient explanation regarding it,if necessary. The board of examinationthat is entrusted with practicalexamination should be given theopportunity to evaluate all theprogrammes and trainers in theinstitution. Institutions could be giventhe liberty to develop novel techniquesin evaluation. New methods ofevaluation could be developed byblending organically the self-evaluationof teacher trainees, peer evaluation andthe evaluation of the trainer.

The evolution of Information Technologyhad general impact on the educationalprocess and specific impact on teachereducation. In teacher education, the useof IT is of supplementary nature. Forinstance, providing opportunities forreading from a computer screen, instead


of reading from a book. This does notmake the use of IT indispensable. Theuse of computers should be ofcomplementary nature. The process oflearning has to be deigned in such afashion that when a particular stage isreached it won’t be possible to proceedany further without the help of IT. In orderto develop such processes, all teachertrainers should get in-depth training in theuse of ICT.

6.2.15 Reforms in In-ServiceTeacher Training

In-service training for teachers serves asthe source that brings in changes that arein concurrence with the curriculumreforms that take place from time to time.It maintains the research aptitude,technical excellence and professionalupdating of the teachers.

There are different agencies in Kerala thatprovide in-service training. Several daysare dedicated for this every year. Still, wefind a lot of unscientific methods andconfusions in the field. There is noconvergence among the agencies inorganizing programmes, monitoringthem or in holding follow-upprogrammes. The yardstick to measurethe quality of in-service training is tocheck if it serves the needs of the teachers.Scientific studies are not conducted toidentify the training needs of the teachers.

When the teachers stay away fromschools for longer periods in order toundergo training, it creates a lot ofdifficulties back at the school. Toovercome this, a phase of training can beconducted during the summer holidays

every year. After the completion of aparticular period of service all teachershave to undergo a training programme ofone month duration.

Long-term in-service teacher trainingprogrammes could be conducted onlythrough distance education. Teachersshould be encouraged to take part inthese. Monitoring and follow-up couldbe done making use of the strategies ofthe distance mode of learning.

Teacher educators and teacher traininginstitutions stay away from in-servicetraining programmes. Their participationin such programmes must be ensured.

An annual calendar for in-service teachertraining converging different agenciesshould be prepared. The selection oftrainers, the duration of training period,its monitoring and follow-up should becontinuously evaluated and improved.

Along with in-service training, thereshould be facilities to achieve higherdegrees.

In the primary level, there are teacherswho have not received pre-service teachereducation. These are language teacherswho teach Hindi, Sanskrit, Urdu andArabic. Those who are in the serviceshould be given in-service training.Instead of examinations conducted by theDPI for the teachers of these languages,teacher education programmes in themodel of TTC should be conducted fortwo years. The siksha visharad andsiksha sastri courses should berestructured in order to match the teachereducation curriculum in Kerala. Anexpert committee has to be constituted forthis.


Appendix

The Process of Curriculum Framing

The process of curriculum framing is envisioned in a democratic manner. Large scaleaction programmes that are related to the development of Kerala have been designed.There are opportunities for social activist, educationists, teachers, people'srepresentatives, officials in the education department and cultural activists tosuppliment the ideas put forward in the curriculum draft. The nature of discussionswere published in the website and transparency in the reform process has beenensured. Discussions on the draft curriculum have been held even at school andpanchayat levels. Media also reflected the nature of discussions that have taken placein Kerala society. Incorporating all relevant suggestions an open and transparentapproach has been taken in formulating the curriculum.

The details are given below:

The Course of Curriculum Revision

Based on the National Curriculum Framework 2005, efforts to revise the Kerala SchoolCurriculum began in August, 2006. The first phase of the revision process is culminatedby the publication of the Kerala Curriculum Framework 2007. It has been made areality through the process detailed below.

• The plan of action for curriculum revision was prepared and was subject to theconsideration of the NCERT and the Kerala State Government.

• The Malayalam version of National Curriculum Framework 2005 was printedand distributed.

• A two-day workshop comprising curriculum committee members, experts inthe field of education, representatives of the state advisory committee foreducation and SCERT faculty was conducted to form the plan of action. 14 subjectareas were fixed and 14 subject groups were formed. A 30-member core groupand 14 focus groups with 230 members were proposed to be formed.

• The first meeting of the core group that was formed by the Kerala Governmentwas held at SCERT. A combined workshop for all the 14 focus groups was planned.The curriculum revision process was sanctioned.

• A three-day workshop was conducted, including the focus group members andthe core group members. The participants could familiarize themselves withNCF 2005, collect observations, fix the educational needs of Kerala, decide themode of operation of the focus groups and analyze the curriculum. Dr. M. A.Khadar, the head of the curriculum group of the NCERT, Dr. Anita Rampal, fromthe curriculum division of Delhi University and Dr. Manjula Rao from theevaluation department of the Regional Institute of Education attended theworkshop.


• The activities of the focus group were centred on the DIETs of all the fourteendistricts. In order to discuss the curriculum revision programme, DIET principals,DDEs, representatives from local self government bodies, representatives of SSAs,SCERT faculty and DPI held meetings and seminars to form opinions at the districtlevel.

• 14 district level seminars were organized by DIETs and local self-governmentbodies.

• A three-day workshop was organized to form a general approach for curriculumrevision.

• A three-day seminar was organized for a detailed study of the problems in differentfields.

• A meeting of DIET principals was held to unify the district level activities.

• A web portal titled www.kerala.gov.in was formed to facilitate interaction with thepublic.

• The focus group conducted a detailed study for two months in all the 14 districtsunder the leadership of the DIETs. 14 position papers were formed after schoolvisits and surveys to evaluate different textbooks and learning materials.

• An interim evaluation of the activities of the focus groups was conducted.

• The position papers were brought for discussion in a three-day workshop attendedby curriculum committee members and the members of the core group.

• Based on the suggestions in the position papers, the Kerala Curriculum Frameworkwas formed.

• This Framework was presented for discussion and approval before the Keralasociety. As a part of this, the main suggestions therein were presented at the district,panchayath, municipality and school levels. The suggestions made in thesediscussions have been consolidated at the district and state levels. On the basis ofthese suggestions as well the curriculum framework was prepared. We have tonow take up the framing of the syllabus up to the 12th standard, the preparation oflearning materials, try-out, preparing teachers to use the new materials and makestructural reforms.

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