NCF 2005
The
Executive Committee of NCERT had taken the decision, at its meeting held on 14
and
19 July
2004, to revise the National Curriculum Framework, following the statement made
by the
Hon’ble Minister of Human Resource Development in the Lok Sabha that the
Council
should take up such a revision. Subsequently, the Education Secretary, Ministry
of
HRD
communicated to the Director of NCERT the need to review the National
Curriculum
Framework for School Education (NCFSE – 2000) in the light of the report,
Learning Without Burden (1993). In the
context of these decisions, a National Steering
Committee,
chaired by Prof. Yash Pal, and 21 National Focus Groups were set up.
Membership
of these committees included representatives of institutions of advanced
learning,
NCERT’s own faculty, school teachers and non-governmental organisations.
Consultations
were held in all parts of the country, in addition to five major regional
seminars
held at the NCERT’s Regional Institute of Education in Mysore, Ajmer, Bhopal,
Bhubaneswar
and Shillong. Consultations with state Secretaries, SCERTs and examination
boards were
carried out. A national conference of rural teachers was organised to seek
their
advice.
Advertisements were issued in national and regional newspapers inviting public
opinion, and
a large number of responses were received.
The revised
National Curriculum Framework (NCF) opens with a quotation from
Rabindranath
Tagore’s essay, Civilisation and Progress, in which the poet reminds us
that a
‘creative
spirit’ and ‘generous joy’ are key in childhood, both of which can be distorted
by
an
unthinking adult world. The opening chapter discusses curricular reform efforts
made
since
Independence. The National Policy on Education (NPE, 1986) proposed the
National
Curriculum
Framework as a means of evolving a national system of education,
recommending
a core component derived from the vision of national development
enshrined in
the Constitution. The Programme of Action (POA, 1992) elaborated this focus
by emphasising relevance,
flexibility and quality.
SUMMARY OF NCF 2005:
Ø Reducing the curriculum load based on insights provided in ‘Learning
Without Burden’.
Ø Ensuring quality education for all children.
Ø Building a citizenry committed to
democratic practices, values, sensitivity towards gender justice, problems
faced by the Scheduled Castes and the Scheduled Tribes, needs of the disabled,
and capacities to participate in economic and political processes.
Ø Holistic approach in the treatment of learners’ development and
learning.
Ø Creating an inclusive environment in the classroom for all students.
Ø Language : A renewed effort should be made to
implement the three-language formula, emphasising he recognition of children’s
home language(s) or mother tongue(s) as the best medium of instruction. These
include tribal languages.
Ø Mathematics: Mathematisation (ability to think
logically, formulate and handle abstractions) rather than ‘knowledge’ of
mathematics (formal and mechanical procedures) is the main goal of teaching
mathematics.
Ø Science : Science teaching should engage the
learners in acquiring methods and processes that will nurture their curiosity
and creativity, particularly in relation to the environment.
Ø Social Sciences: Social science content needs to focus
on conceptual understanding rather than lining up facts to be memorised for
examination, and should equip children with the ability to think independently
and reflect critically on social issues.
Ø Art : Arts (folk and classical forms of
music and dance, visual arts, puppetry, clay work, theatre, etc.) and heritage
crafts should be recognised as integral components of the school curriculum.
Ø Peace: Peace-oriented values should be
promoted in all subjects throughout the school years with the help of relevant
activities.
Ø Peace education should form a
component of teacher education.
Ø Health and Physical Education: Health and physical
education are necessary for the overall development of learners. Through health
and physical education programmes (including yoga), it may be possible to
handle successfully the issues of enrolment, retention and completion of
school.
Ø Habitat and Learning: Environmental
education may be best pursued by infusing the issues and concerns of the
environment into the teaching of different disciplines at all levels while
ensuring that adequate time is earmarked for pertinent activities.
Important Facts:
Ø Availability of minimum infrastructure and material facilities, and
support for planning a flexible daily schedule, are critical for improved
teacher performance.
Ø A school culture that nurtures children’s identities as ‘learners’
enhances the potential and interests of each child.
Ø Multimedia and ICT as sources for two-way interaction rather than
one-way reception.
Ø School library as an intellectual
space for teachers, learners and members of the community to deepen their
knowledge and connect with the wider world.
Ø Quality concern, a key feature of systemic reform, implies the system’s
capacity to reform itself by enhancing its ability to remedy its own weaknesses
and to develop new capabilities.
Ø Institutionalisation of work-centred education as an integrated part of
the school curriculum from the pre-primary to the +2 stage is expected to lay
the necessary foundation for reconceptualising and restructuring vocational
education to meet the challenges of a globalised economy.
Ø Vocational Education and Training
(VET) need to be conceived and implemented in a mission mode, involving the
establishment of separate VET centres and institutions from
the level of village clusters and blocks to sub-divisional/district towns and metropolitan areas in collaboration with the nation wide spectrum of facilities already existing in this sector.
the level of village clusters and blocks to sub-divisional/district towns and metropolitan areas in collaboration with the nation wide spectrum of facilities already existing in this sector.
Ø Availability of
multiple textbooks to widen teachers’ choices and provide for the diversity in
children’s needs and interests.
Ø Sharing of teaching
experiences and diverse classroom practices to generate new ideas a n d
facilitate innovation and experimentation.
Ø Development of syllabi, textbooks and
teaching-learning resources could be carried out in a decentralised and
participatory manner involving teachers, experts from universities, NGOs and
teachers’ organisations.\
Ø SYSTEMIC REFORMS FOR CURRICULUM CHANGE:
It is in the context of 86th amendment to the Constitution of India and the explosive parental demand for education that we need to take a hard look at our continued failure to universalise school education at least up to Class X, to improve the quality of our schools and to transform the Indian educational system so that it is able to realise the vision of society enshrined in the Constitution of India.
It is in the context of 86th amendment to the Constitution of India and the explosive parental demand for education that we need to take a hard look at our continued failure to universalise school education at least up to Class X, to improve the quality of our schools and to transform the Indian educational system so that it is able to realise the vision of society enshrined in the Constitution of India.
Ø The entire system should be process-driven apart from being target-driven.
It calls for long-term intergenerational planning and not spurts of small projects
for small periods of time. The system, in addition, should have a style of
functioning that is receptive to the ground and provide for expertise and
technical support in a systematic fashion in response to the demands made by
teachers, professionals and educationists. In its annual review/report each
layer such as the CRC, BRC, DIET, SCERT, NCERT and all the Departments of Education,
Boards of Examination must give a record of number of policy modifications and
initiatives that they have made in response to the demands made by the schools,
teachers and community. Supply-driven teacher training programmes must be
avoided at all costs and time must be taken to build the confidence of the schoolteachers
whenever a “top-down” program is felt necessary. Further all decisions have to
be institutionalised and not to be adhoc based on personal responses or fund
driven agendas.
Ø Inclusive Curriculum: The curriculum should respect cultural diversities
and formulate policies, which will not exclude the beneficiaries of the system.
Ø There is a need to commission
studies and reports in a continuous manner to examine the functioning of
decentralisation of the education system as it is in operation and what have
been the systemic and organisational changes and a constant sharing of
experiences
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