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The recomendations of ncf 2005 and 2009

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The recomendations of ncf 2005 and 2009

  1. 1. jakeerhusain B Ed first year 2nd sem (2018-20) K.L.E SOCIETY’S COLLEGE OF EDUCATIONVIDYANAGAR,HUBBALLI-31.
  2. 2. INDEX THE RECOMMENDATION OF NCF 2005 AND 2009 Introduction to NCF Brief History of NCF Recommendation of 2005 Recommendation of 2009 Conclusion Reference
  3. 3. THE RECOMMENDATIONS OF NCF 2005 AND 2009 : INTRODUCTION TO NCF:  The National Curriculum Frameworks is one of four National Curriculum Frameworks published in 1975,1988,200 and 2005 by the National Council of Educational Research and Training (NCERT) in India. The NCERT is a unique organization.Perhaps no other country has such an agency that keeps all areas of school education and experts in different school subjects and in disciplines of higher learning under one umbrella.The NCERT functions as an advisory body to the Ministry of Human Resource Development in mattress of school education at all levels.  In the drafting of the National Curriculum Frameworks 2005, 21 national groups were formed in all subjects, including those had till recently been relegated to the background.NCF 2005 reflects a commitment to preserve the secular character of education.
  4. 4. BRIEF HISTORY OF NCF:  Until 1976, Indian constitution allowed the state governments to take decisions on all matters pertaining to school education including curriculum the centre could only provide guidance to the states on policy issues.  It was under such circumstances that the initial attempts of National Education Policy of 1968 and Curriculum Framework designed by NCERT in 1975 were formulated.  NCERT developed NCF in 1975 following the recommendations of education policy on 1968.  In 1976, the constitution was amended to include education in the concurrent list, and for the first time in 1986 the country as a hole had a national policy on education (NPE-1986) which envisions National Curriculum Framework as a means of modernising education
  5. 5. RECOMMENDATION OF NCF 2005  In order that education may be relevant to the present and future needs, NCF 2005 recommends that  1. Subject boundaries be softened leading to integrated knowledge and understanding.  2. Textbooks and other material should incorporate local knowledge and traditional skills.  3. School should provide a stimulating environment that responds to the child's home and community environment.
  6. 6. RECOMMENDATIONS OF NCF 2009:  We observed the present teacher education programmes as pupil-teacher and acquainted with a large numbers of trainee teachers. With this view we like to mention some points of view concerning teacher education and NCFTE, 2009.  i. The approaches of trainee teachers are very negative towards developing teaching skills. So, the curriculum framework for teacher education should emphasize to change the negative approaches of trainee teachers towards developing teaching skills.  ii. Now-a-days teacher education programmes have become examination oriented. There is a need for urgent change.  iii. NCFTE, 2009 will remain paper-work if all the states of India do not actively consider the issues of this framework.  iv. According to us, a flexible teacher education system should be maintained specially for the in-service teachers. The teacher education programme should help the teachers time to time to solve their problems relating to the changes of educational perspectives.
  7. 7. CONCLUSION:  Education Commission (1964-66) accepted education as the man instrument of change which can engineer national development through self-sufficiency in food, economic growth and full employment, political development and social and national integration. It is also true that teachers are playing a vital role in this process. Thus Education Commission says, “The destiny of India is no being shaped in her classrooms”. Teachers can play their role significantly if they are properly prepared or trained. From the above discussion we conclude that the National Curriculum Framework for Teacher Education (2005-2009) has been made to achieve the said goal and hailed the contents of this document as being revolutionary and extremely relevant to the present-day needs.
  8. 8. REFERENCES:  Mattikoppa Sharada , (2017), Understanding Discipline And Pedagogy: Language, Vismaya prakashana, Mysore.  Basavaraja.P, Devika. H. G , Menakumari G. S , Ramachandraiah. B. R , (2017), Understanding Discipline And Pedagogy: Language, Vismaya Prakashana, Mysore.  www. allresearchjournal. Com/pdf  http://bednotes.blogspoy.com/2014/12/national- curriculum-framework-2005.html?m=1
  • YashaswineeSahoo

    Jun. 3, 2021



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