The document discusses the National Curriculum Framework 2005 (NCF 2005). Some key points: - NCF 2005 aimed to reduce curriculum load, ensure quality education for all, and initiate systemic changes. - It focused on the child as an active learner and emphasized connecting knowledge to life outside school. - It recommended changes for various curricular areas like math, science and social sciences to make learning more meaningful. - It highlighted the need for continuous and comprehensive evaluation and introducing vocational courses to link education with skills.

1. ଜାତୀୟ ପାଠ୍ୟକ୍ରମ ଆଧାର-୨୦୦୫
ରାଜୟ ପାଠ୍ୟକ୍ରମ ଆଧାର-୨୦୦୭
ମାର୍ଗଦର୍ଗୀ ନୀତି
ପ୍ରସ୍ତୁତି
ର୍ିରିଜା ର୍ଙ୍କର ପଣ୍ଡା(DRG, Biology)

2. ଜାତୀୟ ପାଠ୍ୟକ୍ରମ ଆଧାର-୨୦୦୫
• ଜାତୀୟ ପାଠ୍ୟକ୍ରମ ଆଧାର-୨୦୦୫ ପ୍ରସ୍ତୁତିର ଆବର୍ୟକତା
ପଡିଲା କାହିଁକି ?

3. Salient Features of National Curriculum Framework 2005
• Introduction:
• NPE 1986, assigned a special role to NCERT in preparing and promoting NCF.
• Yash Pal Committee Report, ‘Learning without Burden’ (1993) observes that
learning has become a source of burden and stress on children and their
parents.
• Considering these observations, Executive Committee of NCERT decided at its
meeting of July 14, 2004, to revise the National Curriculum Framework.
• The process of development of NCF was initiated in November, 2004 by
setting up various structures like National Steering Committee Chaired by
Prof. Yash Pal and twenty-one National Focus Groups on themes of curricular
areas, systemic reforms and national concerns.
• Wide ranging deliberations and inputs from multiple sources involving
different levels of stakeholders helped in shaping the draft of NCF.
• The draft NCF was translated into 22 languages listed in the VIII Schedule of
the Constitution. The translated versions were widely disseminated and
consultations with stakeholders at district and local level helped in developing
the final draft.
• The NCF was approved by Central Advisory Board on Education in September,
2005.

4. • To uphold values enshrined in
the Constitution of India
• To reduce of curriculum load
• To ensure quality education for
all
• To initiate certain systemic
changes
Vision and Perspective

5. Guiding Principles
• Connecting knowledge to life outside the School
• Ensuring that learning is shifted away from rote
methods
• Enriching curriculum so that it goes beyond Text
Book
• Making Examination more flexible and non-
threatening
• Discuss the aims of education
• Building commitment to democratic values of
equality, justice, secularism and freedom

6. Focus on child as an active learner
• Primacy to children’s experience, their voices
and participation
• Needs for adults to change their perception of
children as passive receiver of knowledge
• Children can be active participants in the
construction of knowledge and every child come
to with pre-knowledge
• Children must be encouraged to relate the
learning to their immediate environment
• Emphasizes that gender, class, creed should
not be constraints for the child
• Highlights the value of Integration
• Designing more challenging activities

7. Curricular areas, school stages and
Assessment
• Recommends significant changes in Maths,
Natural Sciences, Social Sciences
• Overall view to reduce stress, make education
more relevant, meaningful
• 1. Languages
• To implement 3-language formula
• Emphasis on mother tongue as medium of
instruction
• Curriculum should contain multi-lingual
proficiency only if mother tongue is considered as
second language
• Focus on all skills
Continued

8. Curricular areas, school stages and
Assessment
2. Mathematics
• Teaching of Mathematics to focus on child’s
resources to think and reason, to visualize
abstractions and to solve problems.
3. Sciences
• Teaching of science to focus on methods and
processes that will nurture thinking process, curiosity
and creativity.
4. Social Sciences
• Social sciences to be considered from disciplinary
perspective with rooms for:
• Integrated approach in the treatment of significant
themes
• Enabling pedagogic practices for promoting thinking
process, decision making and critical

9. Curricular areas, school stages and
Assessment
5. Draws attention on four other areas
• a. Art Education: covers music, dance, visual arts
and theatre which on interactive approaches not
instruction aesthetic awareness and enable
children to express themselves in different forms.
• b. Health and Physical Education: Health
depends upon nutrition and planned physical
activities.
• c. Education for Peace: As a precondition to snub
growing violence and intolerance
• d. Work and Education: As it can create a social
temper and agencies offering work opportunities
outside the school should be formally recognized.

10. School and Classroom environment
• Critical pre-requisites for improved
performance – minimum infrastructure and
material facilities and support for planning a
flexible daily schedule
• Focus on nurturing an enabling environment
• Revisits tradition notions of discipline
• Discuss needs for providing space to parents
and community
• Discuss other learning sites and resources
like Texts and Books, Libraries and
laboratories and media and ICT
• Addresses the need for plurality of material
and Teacher autonomy/professional
independence to use such material.

11. Systemic Reforms
• Covers needs for academic planning for
monitoring quality
• Teacher education should focus on developing
professional identity of the Teacher
• Examination reforms to reduce psychological
stress particularly on children in class X and XII

12. Examination reforms highlight:
• Shift from content based testing to problem
solving and competency based assessment
• Examinations of shorter duration
• Flexible time limit
• Change in typology of questions
• No public examination till class VIII
• Class X board exam to be made optional (in
long term)

13. Guidelines for Syllabus Development
1. Development of syllabi and textbooks based on following
considerations
• Appropriateness of topics and themes for relevant stages of children’s
development
• Continuity from one level to the next
• Pervasive resonance of all the values enshrined in the constitution of India
the organization of knowledge in all subjects
• Inter-disciplinary and thematic linkages between topics listed for different
school subjects, which falls under different discrete disciplinary areas.
• Linkage between school knowledge and concern in all subjects and at all
levels
• Sensitivity to gender, caste, class, peace, health and need of children with
disability
• Integration of work related attitudes and values in every subject and all
levels
• Need to nurture aesthetic sensibility and values
2. Linkage between school and college syllabi, avoid overlapping
3. Using potential of media and new information technology in all
subjects
4. Encouraging flexibility and creativity in all areas of knowledge and its
construction by children.

14. Development of Support Material
• Audio/video programmes on NCF-2005 and
textbooks
• Source-book on learning assessment
• Exemplar problems in Science and Mathematics
• Science and Mathematics kits
• Teachers’ handbooks and manuals.
• Teacher Training Packages.
• Developed syllabi and textbooks in new areas such as
Heritage Craft, Media Studies, Art Education, Health
and Physical Education, etc.
• Taken various initiatives in the area of ECCE (Early
Childhood Care Education), Gender, Inclusive
Education, Peace, Vocational Education, Guidance
and Counseling, ICT, etc.

15. Overall Evaluation
• NCF 2005 highlights the following
aspects:
• The value of Interaction with
environment, peers and older people to
enhance learning.
• That learning task must be designed to
enable children to seek knowledge other
than text books.
• The need to move away from
“Herbartian” lesson plan to prepare
plans and activities that challenge
children to think and try out what they
are learning.
•

16. ଜାତୀୟ ପାଠ୍ୟକ୍ରମ ଆଧାର-୨୦୦୫
• ସୃଜନର୍ୀଳତା ଓ ର୍ିର୍ୁ ସୁଲଭ ଆନନ୍ଦମୟତାରୁ ର୍ିର୍ୁ
ଦୁରରଇଯାଉଛନ୍ତି।
• ପାଠ୍ୟକ୍ରମର ରବାଝ ହ୍ରାସ କରିବା
• ସମାଜରର ର୍ଣତାନ୍ତ୍ରିକ ମୂଲୟରବାଧର ହ୍ରାସ ପାଉଛି।
• i) ସ୍ୱାଧିନଭାବରର ଚିନ୍ତା କରିବା ଓ ଏହାର କାଯଗୟକାରିତା
• ii) ଅନୟ ପ୍ରତି ସହାନୁଭୂ ତିର୍ୀଳ ରହବା ଓ ସରମେଦନତା ପ୍ରକଟ
କରିବା
• learning to respond to new situations in a
flexible and creative manner
• ରଦର୍ର ଆର୍ଥିକ ପ୍ରର୍ତିରର ଭାର୍ିଦାର ରହବା
• ସାମାଜିକ ପରିବର୍ତ୍ଗନ ଆଣିବା

19. ମାର୍ଗଦର୍ଗୀ ନୀତି-୧
• ଆରମ ରଯରତରବରଳ ପିଲାଟିକୁ କିଛି ପଢାଉର୍ଥାଉ ତାହା ତା ପାଇଁ
ଅର୍ଥଗପୂର୍ଣ୍ଗ ରହବା ଆବର୍ୟକ ।
• ପିଲାଟି ବୁଝିବା ଦରକାର ରସ କାହିଁକି ଏହା ପଢୁ ଛି, ତାହାର
ଅଭିଜ୍ଞତା ସହ ଏହା କିପରି ସମ୍ପକିତ ଓ ରସ ଏହାକୁ କିପରି
ବୟବହାର କରିବ।
• ପାଠ୍ଟିକୁ ପିଲାଟିର ପରିଚିତ ପରିରବର୍ରୁ ଆରମ୍ଭ କରିବା ଦ୍ୱାରା
ରସ ଜଣାରୁ ଅଜଣା ଆଡକୁ ସହଜରର ଅଗ୍ରସର ରହାଇର୍ଥାଏ।

20. ମାର୍ଗଦର୍ଗୀ ନୀତି-୨
• ପିଲାଟିପାଠ୍ ର ାଷି ମରନ ରଖିବା ଦ୍ୱାରା-
ଚିନ୍ତାମୂଳକ, ବିରର୍େଷଣାତ୍ମକ,ପ୍ରରୟାର୍ାତ୍ମକ
ପରିସ୍ଥିତିର ସମ୍ମୁଖିନ ରହବା ତା ପାଖରର ସହଜ ହୁଏ
ନାହିଁ।
• ପିଲାଟିପଯଗୟରବକ୍ଷଣ, ପରୀକ୍ଷଣ, ପ୍ରର୍ନପଚାରି, ତର୍ଥୟ
ସଂଗ୍ରହ କରି,ଆରଲାଚନା କରି,ବିଭିନ୍ନ କାଯଗୟକରି
ଅରନକ କର୍ଥା ର୍ିଖିର୍ଥାଏ।ଏହା ଫଳରର ପିଲାଟି
ସକ୍ରିୟ ରହାଇର୍ଥାଏ।

21. ମାର୍ଗଦର୍ଗୀ ନୀତି-୩
• ଶିକ୍ଷକ ପିଲାଟିକୁ ସବୁକଥା ଶିଖାଇବା ଦ୍ୱାରା ପିଲାଟି
ନିଜେ କିପରି ଶିଖିବାକୁ ହୁଏ ତାହା ୋଣିପାଜର
ନାହିଁ।
• ପିଲାଟି ନିେ ସାମଥ୍ୟକୁ ବିନିଜ ାଗ କରି
ଜସଗୁଡିକର କାରଣ ଜଖାଜେ ଓ ବିଜଶେଷଣ କଜର
ଜସଜତଜବଜେତାରଆତ୍ମବିଶ୍ୱାସବୃଦ୍ଧିପାଇଥାଏ।
• ପିଲାଟିଶିକ୍ଷଣର ବିଭିନ୍ନ ଉତ୍ସ ଜ ପରି ହାଟ ବୋର,
ଘର, ମନ୍ଦିର, ଗ୍ରନ୍ଥାଗାର, ବିଦ୍ୟାେୟ ଓ ବାହାର
ଦ୍ୁନିଆ ସହିତପରିଚିତଜହବାଆବଶୟକ।

22. ମାଗ୍ଦ୍ଶ୍ୀ ନୀତି- ୪
ଜାତୀୟପାଠ୍ୟକ୍ରମ ଆଧାର-୨୦୦୫ଅନୁସାରରମୂଲୟାୟନରଉରେର୍ୟ:
• ଭୟରଚାପପକାଇପଢିବାପାଇଁପିଲାଙ୍କୁ ଅଭିଜେରିତନକରିବା
• ପିଲାଙ୍କୁ ମନ୍ଥରଗାମୀ,େତିଭାଶାେୀକିମବା ସମସୟା ୁକ୍ତ ଭାଜବ ଚିହ୍ନଟ
କରିବା
• େତିକାରମୂେକଶିକ୍ଷଣ ପାଇଁଆବଶୟକ କରୁ ଥିବାପିଲାଙ୍କୁ ଚିହ୍ନଟ କରିବା
• ଶିକ୍ଷଣ ଲକ୍ଷୟ ପୁରଣଦ୍ିଗଜରଶିକ୍ଷାଥ୍ୀକୁ ଆଜଗଇଜନବା
• ପିଲାରଧାରଣାକୁ ସ୍ପଷ୍ଟକରିବା ପାଇଁ ଶିକ୍ଷଣ ସାମଗ୍ରୀ ଓ ଶିକ୍ଷାଦ୍ାନ
ପଦ୍ଧତିକୁ ଉନ୍ନତକରିବା
• େଜତୟକପିଲାରଶିକ୍ଷଣ ଆବଶୟକତାକୁ ଚିହ୍ନଟକରି ତାକୁ ଆଜଗଇ
ଜନବାପାଇଁସାହା ୟ କରିବା

23. ମାର୍ଗଦର୍ଗୀ ନୀତି-୫
• ଗଣତାନ୍ତ୍ରିକଶିକ୍ଷାର ଲକ୍ଷ ଜହଉଛିେଜତୟକ ବୟକ୍ତିର ବୟକ୍ତିତ୍ୱର ପୂର୍ଣ୍୍ଓ
ସବ୍ାଙ୍ଗୀନବିକାଶ କରାଇବା।
• ସମାେର ପରିବର୍ତ୍୍ନ ପାଇଁ ଶିକ୍ଷା ଏକ ଗୁରୁ ତ୍ୱପୂର୍ଣ୍୍ ଭୂ ମିକା
ଜନଇଥାଏ।ଶିକ୍ଷା ଏକ ଜଦ୍ଶ ଗଠନର ଛାଞ୍ଚର ସଂଜ୍ଞା ନିରୁ ପଣ
କରିଥାଏ।
• ଗଣତନ୍ତ୍ରକୁ ତ୍ୱରାନିବତ କରିବା ପାଇଁ େଜତୟକ ଭାରତୀୟ ପିଲାଙ୍କୁ
ଗଣତାନ୍ତ୍ରିକ େଣାେୀଜର ଅଂଶ ଗ୍ରହଣ , ଅନୟମାନଙ୍କ ସହ
ଆଜଲାଚନା କରିବା ତଥା ସହଭାଗୀ ଜହବାକୁ ଏକ ପୃଷ୍ଠ ଭୂ ମି
ଜ ାଗାଇଥାଏ।
• ବିଜଶେଷଣାତ୍ମକ ଚିନ୍ତାଧାରା ମାଧ୍ୟମଜର ଆଜମ ସମାେରୁ ବିଭିନ୍ନ
ବିଷୟ ଶିଖିବାର ସୁଜ ାଗ ପାଇଥାଉ। ଭାରତୀୟ ସଂସ୍କୃତି ଆମକୁ
ଶାନ୍ତି, ଅହିଂସାଓ ସଜମବଦ୍ନଶୀେଜହବାକୁ ଶିଖାଇଥାଏ।
• ୋତୀୟ ପାଠୟକ୍ରମ ଆଧାରଜର ଏକ ସାମାେିକ ପରିବର୍ତ୍୍ନ ଏବଂ
ସମାନତାର ସମାେ ଗଠନ ପାଇଁ ଶିକ୍ଷା ଏକ ମୁଖୟ ସାଧନ ଭାବଜର
କା ୍ୟକରିବାଉଚିତ।