National Curriculum Frame Work-2005

INTRODUCTION
NCF 2005 is a document consisting of five chapters. It frequently revolves round the question of curriculum load on children.It is National Curriculum Frame work of School Education
STEERING COMMITTEE
Ten months and 21 national focus groups. Supervised by a National Steering Committee  and chaired by Prof. Yash Pal.The steering committee comprising 35 highly respected educationists — professors, NGO leaders, school teachers and intellectuals from across the country
ACHIEVEMENTS IN SCHOOL EDUCATION
82% Of the habitations have primary school within a radius of one km.75% of the habitations have upper primary school within a radius of 3 kms.50% of children pass out X board exams.53% students drop out at primary level.37% of Indians lack literacy skills.75%  of rural schools are multigrade
DEMERITS
There is a deep disquiet about several aspects of our educational practices. They are –
Inflexibility , Learning an isolated activity, Discourage creative thinking, By pass human capacity to create new   knowledge, “Future” of the child has taken center stage to the near exclusion of the child’s “present”
THE BASIC CONCERNS
Mutual interdependence – Greatest happiness is when we realise ourselves through others – TagoreTo enable children to make sense of life and develop their potential,To define and pursue a purpose and recognize the right of others to do the same.Exclusively competitive relationship, puts unreasonable stress on children, and thus distorts values.
Education must be able to promote values that foster peace, humaneness and tolerance in a multicultural society
PERTINENT QUESTIONS
Any curriculum should address some basic questions:What education purpose should the school seek to achieve?What educational experiences can be provided that are likely to achieve this purpose?How can these educational experiences be meaningfully organized?How do we ensure that these educational purposes are indeed being accomplished?
RETROSPECT
Mahatma Gandhiji’s educational phylosophy in Nai Talim  emphasized self reliance and dignity of individual and non violence.Immediate environment and mother tongue  and work to be used to impart educationAfter Independence, the concerns of education articulated during the freedom Struggle were revisited by  the Secondary Education Commission (1952 – 53) and the Education Commission (1964-66).Initial attempts –  the National Educational Policy of 1968 and the Curriculum Framework designed by NCERT in 1975. For the first time in 1986 the country as a whole had uniform National Policy on Education. The NPE (1986) recommended a common core component in the school curriculum throughout the country. In NPE 1986, NCERT was given the responsibility of developing a National Curriculum Frame work and reviewing the same at frequent intervals.
High stake exams based on text books
In spite of the recommendations of the NPE, 1986 to identify competencies and values to be nurtured at different stages, school education came to be driven more and more by high-stake examination based on information-loaded textbooks.
Learning Without Burden – 1993
In its report, Learning Without Burden,(1993) the committee under the chairmanship of Prof Yashpal pointed out that learning at school should be  a joyful experience.We should change our perception of the child as a receiver of knowledgeMove beyond the convention of using textbook as the basis for examination.Have faith in children’s own creative instinct and their capacity to construct knowledge out of their experience.Learning Without Burden recommended a major change in the design of syllabi and textbooks, and also a change in the social ethos, which places stress on children to become aggressively competitive and exhibit precocity. (too early ripeness of mind).
NCF 2005 – a Misconception
The term National Curriculum Framework is often wrongly construed to mean that an instrument of uniformity is being proposed.NPE 1986 proposed a national framework for curriculum as a means of evolving a national system of education in the light of India’s diversity  while ensuring a common core of values along with academic components.
NPE POA
The NPE – POA envisaged universal retention of children up to 14 years of age and substantial improvement in the quality of education in the school”. NCF is a means of modernising the system of education in India.Both aim  at modernizing Indian education system
GUIDING PRINCIPLES
Connecting knowledge to life outside the school.Ensuring that learning is shifted away from rote methods.Enriching the curriculum to provide for overall development of children rather than remain textbook centric.Making examination more flexible and integrated into classroom life andNurturing an over-riding identity informed by sharing concerns within the democratic polity of the countryCurriculum design must reflect the commitment to UEEDecentralization and emphasis on role of PRI – as a systemic reform in educationThe development of self esteem and ethics, children’s creativity must receive primacy.
Respect children’s native wisdom and imagination.
Teachers must be more accountable.Schools should be more autonomous and responsive to the needs of children.CRITICAL PEDAGOGY – To adopt curricular principles of moving from “Known to the unknown”  and from “concrete to abstract” and from “local to global”Make children sensitive to the environment and its protection through curriculum.Building a culture of peace should be an uncontestable goal of education.Education should aim at making individuals managers rather than spectators of conflict.Creation of citizenry conscious of their rights and duties, promote equality, justice, and liberty and practice tolerance and secularism as a way of life.
QUALITY DIMENSION
J P Naik’s elusive triangle – equality, quality and quantityUNESCO’S Global monitoring reports – systemic standards – as an appropriate indicator qualityEnsuring quality education to children with good infrastructure.Recruiting and training qualified and motivated teachers through proper procedure.No system of education can rise above the quality of its teachers.QUALITY  through designing curriculum and text books by giving ample room for child’s experiencesQuality and social justice – the central theme of curriculum reformQuality in education should ensure quality in life in all dimension (peace, tolerance, protection of environment) not just results, physical resources

The Social Context of Education
Education system to be broad based should take in to  its fold the socio economic cultural diversities in framing the curriculum and related areasEducation and other sectors of the state to work for facilitating and achieving UEE (Universal Elementary Education)Globalization and competition increased the burden of stress and anxiety and thwarts inculcation of  joy of learning.73 and 74 Constitutional amendments enables local communities to participate in decision making in education for their childrenTo accommodate social context in education by including new areas of knowledge and experience,inclusivity in pedagogic practices and  engaging with the community to explain and share curricular decisions
AIMS OF EDUCATION
The Aims of education reflect the current needs and aspirations of a society and  its lasting valuesAn aim is a foreseen end; it is not an idle view of a mere spectator – available means, hindrances, proper order, possible alternativesEducation should aim to build a commitment to the values of democracy, equality, justice, freedom concern for others well being, secularism, respect for human dignity and rights.Value based decision making both independently and collectively.Learning to learn and the willingness to unlearn and relearn are important as means of responding to new situations.The curriculum should emphasize the process of construction of knowledge.Education must develop the ability to work and participate in economic processes and social change.Education must provide the means and opportunities to enhance the child’s creative expression through art literature and other domains.Education should aim at building capacity for aesthetic appreciation of beauty in all forms and creativity which should ensure respect to women and persons with disabilities.

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Author: kv1devlalilibrary

Kendirya Vidyalaya No.1, Devlali Near Devi Mandir, Rest Camp Road, Devlali Nashik, Maharashtra-422 401 E-mail: kv1devlibrary@gmail.com Web site: www.kv1devlalilibrary.wordpress.com

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