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Ncf 2005

  2. 2. Changing the face and spirit
  3. 3. Came in to Existence • Chairman Prof. Yash Pal, formerly Chairperson University Grants Commission • Assisted by Twenty-one focus groups • Methodology: Analysis of existing curriculum, consultation of commission and committees documents, consultations with Educationists, planners, Administrators, Principals, headmasters, teachers, parents, students, general public
  4. 4. Input Documents • National Curriculum Framework: 1975,1984, 1988, 2000 • Secondary Education Commission: 1952-53 • Education Commission: 1964-66 • National Education Policy:1968, 1986, and POA:1992 • Chattopadhyay Commission: 1984 • Learning Without Burden: 1993
  5. 5. Five Guiding Principals 1. Connecting knowledge to outside world 2. Shifting focus from rote learning 3. Enriching curriculum beyond text books 4. Making evaluation/monitoring more flexible and integrated to classroom work 5. Nurturing and overriding identity informed by caring concerns with in democratic polity of the country
  6. 6. Basic spirit behind NCF-2005 • Constructivism: Believing in ability of child to construct the knowledge. • Freedom to learn and participate • Teacher as an autonomous Facilitator • Evaluation as tool to find strengths rather than weaknesses • Quality, Quantity and Universalisation • Commitment to democratic values and ways
  7. 7. Observations about Indian Schools • Inflexible and resistant to change • Learning is isolated activity • Discourage creative thinking • Human capacity to create is ignored • Pretends to make future ignore present • Lack of Equality, Equity and Quality
  8. 8. Questions NCF-2005 Addresses • What educational purposes should the school seek to achieve? • What educational experiences can be provided that are likely to achieve these purposes? • How can these educational experiences be meaningfully organized? • How can we ensure that these educational purposes are indeed being accomplished?
  9. 9. Learning and Knowledge • Learners in context: child’s voices, experiences and interests a say in classroom proceedings • Holistic curriculum: inclusive knowledge and participation • Use inherent motivation: to know, understand, apply and for higher cognitive abilities • Use variety: ways and means to teach as they learn in variety of ways
  10. 10. Learning and Knowledge (contd.) • Use experiences attained from inside and outside school. • Engage the child in concept generation for deeper learning and longer retention. • Allow constructivism to operate in the class • Interactions are the most effective tool of learning. • Neither teacher and nor text books are authority to learning.
  11. 11. Learning and Knowledge (contd.) • learning experiences for competencies rather than measurable traits. • Individualized activity based lessons • Involve critical pedagogy in teaching • Ignore stereotype regarding learn ability • Use conflicts as opportunity to teach social concepts in true perspective. • Knowledge be covered under domains: cognitive, affective and co native
  12. 12. Learning and Knowledge (contd.) • Objective and subjective knowledge are complementary • Associate child knowledge with local knowledge • Associate school knowledge with community knowledge • Knowledge be started from integrated form to disciplinary form beyond elementary stage.
  13. 13. Curricular Areas • Language: Rationale – Primary be covered in home language. – Allow multilingual expression. – English need be studied. – In English medium schools Indian languages need be valorized. – Performance should be assessed as language proficiency. – Language teacher need to have high proficiency. – Language skills cut across all subjects. – Three language formula be revitalized.
  14. 14. Curricular Areas (contd.) • Mathematics: Ratinale – Making attitude is the key, learn to enjoy, no fear. – Develop as interdisciplinary manner to make meaningful. – Less stress on computation use integrated approach between different branches of mathematics. – Arrest interest and enhance resources of student. – Use variety of tools available to mathematics – Curriculum should progress from play way to abstract terminology, symbols, procedures and techniques. – Should be taught at more than one levels.
  15. 15. Curricular Areas (contd.) • Computer Science: – Ensure availability and accessibility of both hardware and software. • Science: Need be true to the child true to life and true to science. it needs be valid in all dimensions. – Cognitive validity – Content validity – Process validity – Historical validity – Environmental validity – Ethical validity
  16. 16. Curricular Areas (contd.) • Science (contd.) – Use science to eliminate social evils, superstitions, injustice, poverty discrimination and highlighting oneness of humanity. – Science be used to inculcate values like industriousness, patience, env. intellectual honesty and the like. – Rote learning be replaced by experimentation, creativity and heuristics.
  17. 17. Curricular Areas (contd.) • Science at school stages – Primary stage: Nurturing curiosity about the word around the child. – Upper primary: Learning principals of science through hands on experiences and familiar observations – Secondary : Experimentation as a tool to verify theoretical bases. – Higher Secondary stage: As separate discipline with emphasis on experimentation/technology usage to learn problem solving. Introduce optional science disciplines rather than adding more contents to the existing disciplines.
  18. 18. Curricular Areas (contd.) • Social Science – should aim at raising students’ awareness through interdisciplinary critically exploring and questioning the familiar social reality and visualizing the means to attain a socially just order, sustainable environment and thriving democracy by inculcating fundamental values enshrined in constitution. – Focus on conceptual understanding rather lining up of facts to be memorized for exam. – Use term Political science instead of Civics. – Include human rights and gender justice other social issues – Development be one of the contents.
  19. 19. Curricular Areas (contd.) • Social sciences at school stages – Primary: integration of natural and social environment taught through illustrations from immediate environment – In class III to V Environmental science EVS will focus on health of environment and urgency to save it. – Upper primary: history, geography, political science and economics – Secondary: History, Geography, Political Science, Sociology and Economics. It should include problems and opportunities they have.
  20. 20. Curricular Areas (contd.) – Higher Secondary: offer number of choices without putting under streams including philosophy, Psychology, anthropology and even commerce. • Art Education: – both visual and performing arts need to be brought back to glory from state of neglect. – Should be made compulsory till Xth class and variety of options be offered in music, dance, visual arts including crafts and theater.
  21. 21. Curricular Areas (contd.) – Highlight rich heritage o the country. – At +2 stage art should be offered as specialized course with intention of deep understanding of aesthetics. • Health & Physical Education: – Should be a core subject till secondary stage and optional at higher secondary stage. – Medical care, Hygienic school environment, school lunch (mid day meal), health including Yoga and physical education programme be made components of the curriculum. Ensure participation of every student in HSP.
  22. 22. Curricular Areas (contd.) • Work Education: – Work related generic competences be pursued at every level. Use it as potential pedagogy for knowledge acquisition. • Education for Peace: – Nurturing non-violent peaceful conflict resolution behaviour and skills. – Encompasses respect for human rights, justice, tolerance, cooperation, social responsibility, respect for cultural diversity and commitment to democratic values.
  23. 23. Curricular Areas (contd.) • Education for Peace: (contd.) • Infused in all subjects and activities of the school. • Pieces activities may include peace clubs, peace educating films, peace workshop, celebrating cultural diversity and gender justice etc.
  24. 24. School and Classroom Environment • Physical Environment: – Space – Building – Furniture – Equipment – Time • Psychological Environment • Participatory Environment • Inclusive and Barrier free Access • Discipline and Participatory Management
  25. 25. School and Classroom Environment (contd.) • Space for Parents and Community • Learning Resources – Library – Text Book – Education Technology – Tools & Laboratories – Other space and sites – Local resources – Pooling resources – Teacher’s Autonomy
  26. 26. Systemic Reforms • Paradigm shift – Teacher centric stable design to learner centric flexible process. – Teacher direction and decision to learner autonomy. – Teacher guidance and monitoring to facilitator and agent of encouragement to learning. – Passive reception to active participation in learning. – Learning in classroom to learning in wider social context. – Knowledge given to knowledge constructed and evolved. – Disciplinary focus to multidisciplinary focus – Linear exposure to multiple and divergent exposure – Exam and appraisal at times to CCE
  27. 27. Envisioned Examination Reforms • No board exam before 10+2. • AS many exam as student want to appear. • Replace “Pass”, “Fail” terminology with reappear, retake re-examination. • Re-examination at the earliest to save an year. • Difficult subjects may be examined at standard and higher level. • Flexible time limit. • Guidance counseling/helpline. • Question banks and Open book exams
  28. 28. Examination (contd.) – Grades and percentile ranks – Transparency in evaluation and re-evaluation • Concern for Quality • Work Centered Education • Vocational Educational Training
  29. 29. Innovations in Ideas and Practice • Plurality of Text books • Encouraging innovations • Use of technology • New Partnerships- Role of NGOs, Civil Society Groups, Teacher Organizations
  30. 30. Thanks For Attention Grover Vijay K D A V College of Education, Abohar (Punjab) grovervijayk@gmail.com