1.
WELCOME

2.
National
Curriculum
Framework ( NCF )
Kripa Susan Babu
I MEd
KRTC Kollam

3.
What is NCF
 It is a document seeks to provide a
framework within which teachers and
schools can choose and plan experiences
that they think children should have.
NCF came in 1975, 1988,2000 and 2005
Earlier NCFs were based on behaviourist
psychology but NCF 2005 based on
constructivist psychology.

4.
Development Of NCF 2005
NCERT decided at its meeting of July
14, 2004 to revise the National
Curriculum Framework.
National Steering Committee was setup
under chairmanship of prof. Yash Pal and
21 National Focus Groups.
Finally discussed and passed in CABE
on 7 September 2005

5.
5 AreasThe document NCF 2005 is divided into 5 areas :
• Perspective
• Learning and knowledge
• Curriculum areas, school stages and assessment
• School and classroom environment
• Systemic reform

6.
Vision Of NCF
• To uphold values enshrined in the
constitution of India.
• To reduce the curriculum load
• To ensure quality education for all
• To initiate certain systemic
changes

7.
Guiding Principles
Connecting knowledge to life outside school.
Learning is shifted away from rote methods.
Overall development of child not textbook
centric.
Exam system more flexible and integrated with
classroom life.
Building commitment to democratic values of
equality, justice, secularism and freedom.

8.
Focus
• Learning without burden
• Making learning a joyful experience
• To develop a sense of self-reliance and dignity
of the individual
• It focussed on overall development of the
students
• To develop a child centred approach
• Problem solving abilities and creative thinking
in students

9.
• NCTE developed the National Curriculum Framework
on Teacher Education, 2009 on the basis of NCF 2005
and the Right of Children to Free and Compulsory
Education Act, 2009 (RTE,2009) as well as the
fundamental tenets enshrined in the constitution of
India.
• The framework is an endeavour towards qualitative and
quantitative improvements that could be achieved in
educating teachers at school, graduate, post-graduate,
doctoral and post-doctoral levels.

10.
• The NCFTE is an inspiring vision of
teacher education, covering both pre-
service and in-service teacher education, as
well as preparation of teacher educators.
• NCFTE is an attempt to improve teacher
education in India and to prepare ideal,
innovative, humane and affectionate
teachers.
• The NCFTE 2009 has six chapters.

11.
Teacher Education Curriculum
Curriculum is the basic tool for teacher’s
preparation. NCFTE specifies three broad curricular
areas of initial teacher education and are :-
Foundations of Education:- This area includes:
child studies
contemporary studies
Educational studies
Curriculum and Pedagogic Theory:-This area
includes:

12.
Continuation…
Curriculum Studies
Pedagogic Studies
School Internship and Practicum
Have importance in providing
training to the teacher educators according
to varied needs of pupil at different levels.

13.
To enable the prospective teachers to
understand the nature, purpose and philosophy
of secondary education.
To develop among teachers an understanding
of psychology of their pupils.
To enable them to understand the process of
socialization.
To equip them to acquire competencies
relevant to stage specific pedagogy curriculum
development, its transaction and evaluation.
Objectives Of NCFTE

14.
To enable them to make pedagogical analysis of the
subjects they are to teach at the secondary stage.
To develop skills for guidance and counselling.
To enable them to foster creative thinking among pupils
for reconstruction of knowledge.
To enable them to utilize community resources as
educational inputs.
To develop communication skills and use the modern
Information Technology.
To develop aesthetic sensibilities.
To acquaint them with research in education including
action research.

15.
Major Shifts Needed In Teacher Education
From
Teacher –centric , stable designs
Teacher directions and decisions
Teacher guidance and
monitoring
Passive reception in learning
Learning within the four walls of
the classroom
Knowledge as ‘given’ and fixed
Disciplinary focus
Linear exposure
To
Learner –centric, flexible process
Learner autonomy
Facilitates, supports and
encourages learning
Active participation in learning
Learning within the wider social
context
Knowledge as it evolves and is
created
Multidisciplinary focus
Multiple and divergent exposure