The National Curriculum Framework 2005 (NCF 2005) is the fourth National Curriculum Framework published in 2005 by the
National Council of Educational Research and Training (NCERT) in
India
India, officially the Republic of India (Hindi: ), is a country in South Asia. It is the seventh-largest country by area, the second-most populous country, and the most populous democracy in the world. Bounded by the Indian Ocean on the so ...
. Its predecessors were published in 1975, 1988, 2000.
The NCF 2005 serves as a guideline for syllabus, textbooks, and teaching practices for the schools in India. The NCF 2005 has based its policies on previous government reports on education, such as Learning Without Burden and National Policy of Education 1986–1992, and focus group discussion. After multiple deliberations 21 National Focus Group Position Papers have been published to provide inputs for NCF 2005. NCF 2005 and its offshoot textbooks have come under different forms of reviews in the press.
Its draft document was criticized by the Central Advisory Board of Education (CABE).
[NCERT draft curriculum framework criticised]
The Hindu, 7 August 2005, retrieved 2015-04-14.
In February 2008,
Krishna Kumar, then the director of NCERT, also discussed the challenges faced by the document in an interview.
[`Teaching profession is in a deep crisis']
Frontline, 1 March 2008, retrieved 2015-04-14.
The subjects of NCF 2005 include all educational institutions in India. A number of its recommendations, for example, focus on rural schools. The syllabus and textbooks based on it are being used by all the
CBSE schools and multiple state schools.
[
NCF 2005 has been translated into 22 languages and has influenced the syllabus in 17 states. The NCERT provided a grant of ₹10,00,000 to all states to promote NCF in their local language and to compare its current syllabus with the syllabus proposed, so that a plan for future reforms could be made. This exercise is being executed with the support of State Councils for Educational Research and Training (SCERT) and District Institutes of Education and Training (DIET).
On 21 September 2021, the Union Education Ministry formed a 12-member committee to develop new curriculums for School, early child, teacher and adult education.
This panel tasked with developing 4 national curriculum frameworks (NCFs) will be headed by NEP-2020 drafting committee chairperson and Former ISRO chairman (1994-2003) Krishnaswamy Kasturirangan.
K. Kasturirangan awarded three civilian awards Padma Shri in 1982, Padma Bhushan in 1992 and Padma Vibhushan in 2000.
]
Components of NCF 2005
Perspective of NCF"
The NCF was framed considering the articulated ideas in the past such as
* To shift learning from rote method .
* Connecting knowledge to life outside the school.
* To integrate examination into classroom learning and make it more flexible.
* To enrich the curriculum so that it goes beyond textbooks.
* Nurturing an over-riding identity informed by caring concerns within the democratic polity of the country.
NCF focused on
* ''Learning without burden'' to make learning a joyful experience and move away from textbooks to be a basis for examination and to remove stress from children. It recommended major changes in the design of syllabus.
* To develop a sense of self-reliance and dignity of the individual which would for the basis of social relationship and would develop a sense of nonviolence and oneness across the society.
* To develop a child centered approach and to promote universal enrollment and retention up to the age of 14.
* To inculcate the feeling of oneness, democracy and unity in the students the curriculum
In education, a curriculum (; : curricula or curriculums) is broadly defined as the totality of student experiences that occur in the educational process. The term often refers specifically to a planned sequence of instruction, or to a view ...
is enabled to strengthen our national identity and to enable the new generation reevaluate.
* J. P. Nayak has described equality, quality and quantity as the elusive triangle for Indian education.
* With respect to social contex
NCF 2005
has ensured that irrespective of caste
Caste is a form of social stratification characterised by endogamy, hereditary transmission of a style of life which often includes an occupation, ritual status in a hierarchy, and customary social interaction and exclusion based on cultura ...
, creed
A creed, also known as a confession of faith, a symbol, or a statement of faith, is a statement of the shared beliefs of a community (often a religious community) in a form which is structured by subjects which summarize its core tenets.
The ea ...
, religion and sex all are provided with a standard curriculum.
Learning and knowledge
Learning should be an enjoyable act where children should feel that they are valued and their voices are heard. The curriculum structure and school should be designed to make school a satisfactory place for students to feel secure and valued. The curriculum should focus on the holistic
Holism () is the idea that various systems (e.g. physical, biological, social) should be viewed as wholes, not merely as a collection of parts. The term "holism" was coined by Jan Smuts in his 1926 book ''Holism and Evolution''."holism, n." OED Onl ...
development of the students to enhance physical and mental development in individuals and as well as with the peer interactions.
In order to bring about the overall development of the students, adequate nutrition, physical exercise and other psycho social needs are addressed the participation in yoga and sports is required. learning should be made enjoyable and should relate to real life experiences learning should involve concepts and deeper understanding.
Adolescence
Adolescence () is a transitional stage of physical and psychological development that generally occurs during the period from puberty to adulthood (typically corresponding to the age of majority). Adolescence is usually associated with the t ...
is a vulnerable age for students and the curriculum should prepare the students and provide support for social and emotional support that will inculcate positive behavior and provide skills essential to cope with situations that they encounter in their lives, peers pressure and gender stereotype.
Inclusive education to be given priority and flexibility to follow a curriculum to suit the needs of every student irrespective of students having disabilities.
Constructive learning has to be part of the curriculum. Situations and opportunities have to be created for students to provide students with challenges, encourage creativity and active participation for students. Students have to be encouraged to interact with peers
Peers may refer to:
People
* Donald Peers
* Edgar Allison Peers, English academician
* Gavin Peers
* John Peers, Australian tennis player
* Kerry Peers
* Mark Peers
* Michael Peers
* Steve Peers
* Teddy Peers (1886–1935), Welsh international ...
, teachers and older people which would open up many more rich learning opportunities.
The foundation should be laid strong and firm. primary, upper primary and middle school should provide the space for children to explore and develop rational thinking that they would imbibe in them and have sufficient knowledge of concepts, language
Language is a structured system of communication. The structure of a language is its grammar and the free components are its vocabulary. Languages are the primary means by which humans communicate, and may be conveyed through a variety of met ...
, knowledge
Knowledge can be defined as awareness of facts or as practical skills, and may also refer to familiarity with objects or situations. Knowledge of facts, also called propositional knowledge, is often defined as true belief that is distinc ...
, investigation and validation procedures.
Curricular area, School stages and assessment
Language
Language is a structured system of communication. The structure of a language is its grammar and the free components are its vocabulary. Languages are the primary means by which humans communicate, and may be conveyed through a variety of met ...
- Three language formula The three-language formula is a language learning policy first formulated in 1968 by the Ministry of Education of the Government of India in consultation with the states.
History
The first recommendation for a three-language policy was made by the ...
system to be followed. medium of communication should be the home language. The First language to be studied must be the mother tongue or the regional language. The Second language – In Hindi speaking States, the second language will be some other modern Indian language or English, and – In non-Hindi speaking States, the second language will be Hindi or English. The Third language – In Hindi speaking States, the third language will be English or a modern Indian language not studied as the second language, and – In non-Hindi speaking States, the third language will be English or a modern Indian language not studied as the second language.
Mathematics
Mathematics is an area of knowledge that includes the topics of numbers, formulas and related structures, shapes and the spaces in which they are contained, and quantities and their changes. These topics are represented in modern mathematics ...
-The emphasis for learning mathematics is that all students can learn the need to learn mathematics.Pedagogy and learning environment have to be made favorable for students to develop interest by going far beyond basic skills and include variety of mathematics loving models by pedagogy which devotes a greater percentage of instructional time to problem solving and active learning.mathematics makes learner systematic, confident,self evaluated,self esteem, self reliable etc.
Computers
A computer is a machine that can be programmed to carry out sequences of arithmetic or logical operations (computation) automatically. Modern digital electronic computers can perform generic sets of operations known as programs. These programs ...
- Introduction of computers in schools is to move from a predetermined set of outcomes and skill sets to one that enables students to develop 16 explanatory reasoning and other higher-order skills. • Enable students to access sources of knowledge, interpret them, and create knowledge rather than be passive users. • Promote flexible models of curriculum transaction. • Promote individual learning styles. • Encourage use of flexible curriculum content, at least in primary education, and flexible models of evaluation.
Science
Science is a systematic endeavor that builds and organizes knowledge in the form of testable explanations and predictions about the universe.
Science may be as old as the human species, and some of the earliest archeological evidence for ...
- Pedagogy of learning sciences should be designed to address the aims of learning science is to learn the facts and principles of science and its applications, consistent with the stage of cognitive development. To acquired skills and understand the methods and processes that lead to generation and validation of scientific knowledge. To develop a historical and developmental perspective of science and to view science as a social enterprise. To relate to the, local as well as global, and appreciate the issues at the interface of science, technology and society. To acquire the requisite theoretical knowledge and practical technological skills to enter the world of work. To nurture
Nature versus nurture is a long-standing debate in biology and society about the balance between two competing factors which determine fate: genetics (nature) and environment (nurture). The alliterative expression "nature and nurture" in English h ...
the natural curiosity, aesthetic sense and creativity in science and technology. To imbibe the values of honesty, integrity, cooperation, concern for life and preservation of environment and to cultivate 'scientific temper'-objectivity, critical thinking and freedom from fear and prejudice.
Social Sciences
Social science is one of the branches of science, devoted to the study of societies and the relationships among individuals within those societies. The term was formerly used to refer to the field of sociology, the original "science of soci ...
- Social science a subject is included in schools to assist students to explore their interests and aptitudes in order to choose appropriate university courses and/or careers. To encourage them to explore higher levels of knowledge in different disciplines. To promote problem-solving abilities and creative thinking in the citizens of tomorrow, to introduce students to different ways of collecting and processing data and information in specific disciplines, and help them arrive at conclusions, and to generate new insights and knowledge in the process.
Art education
Visual arts education is the area of learning that is based upon the kind of art that one can see, visual arts—drawing, painting, sculpture, printmaking, and design in jewelry, pottery, weaving, fabrics, etc. and design applied to more practic ...
- The objectives of including art education in schools is to bring about the complete development of the students personality and mental health, to appreciate cultural heritage and develop respect for each other's work and connect to environment.
Health
Health, according to the World Health Organization, is "a state of complete physical, mental and social well-being and not merely the absence of disease and infirmity".World Health Organization. (2006)''Constitution of the World Health Organiza ...
and Physical education
Physical education, often abbreviated to Phys Ed. or P.E., is a subject taught in schools around the world. It is usually taught during primary and secondary education, and encourages psychomotor learning by using a play and movement explorati ...
- To provide theoretical and practical inputs to provide an integrated and holistic understanding of health, disease, accidents and physical fitness among children. To provide skills for dealing with psycho-social issues in the school, home and the community. To help children grow as responsible citizens by inculcating in them certain social and moral values through games, sports, N.C.C., Red Cross, Scouts & Guides, etc.
Study of Peace - Skills that are developed as part of curriculum
In education, a curriculum (; : curricula or curriculums) is broadly defined as the totality of student experiences that occur in the educational process. The term often refers specifically to a planned sequence of instruction, or to a view ...
activity such as to listening with patience and endurance, purity of mind to develop concentration, aptitude for cooperation and teamwork, to reach out to get answers (curiosity and rational inquiry), acceptance of discipline, and a positive attitude to study/work are the trademarks of a good student which in turn are also the skills
A skill is the learned ability to act with determined results with good execution often within a given amount of time, energy, or both. Skills can often be divided into domain-general and domain-specific skills. For example, in the domain of wo ...
of a peace-oriented person. Thus the curriculum also inculcates peace and democracy into students.
Work and Education - Work related education is made as an integral component of the school curriculum, in the form of – work experience, work education, SUPW, craft education, life oriented education, pre vocational education and generic education. Work based education aims at involving children in a variety of production or service oriented activities, to develop skills, positive attitudes and values through work and also to develop work related competencies.
School and Classroom Environment
Physical environment has to be maintained favorable to students in terms of infrastructure, adequate light and ventilation
Ventilation may refer to:
* Ventilation (physiology), the movement of air between the environment and the lungs via inhalation and exhalation
** Mechanical ventilation, in medicine, using artificial methods to assist breathing
*** Ventilator, a m ...
, Student teacher ratio, Hygiene and safe environment
Environment most often refers to:
__NOTOC__
* Natural environment, all living and non-living things occurring naturally
* Biophysical environment, the physical and biological factors along with their chemical interactions that affect an organism or ...
. Schools should also treat students with equality, justice, respect, dignity
Dignity is the right of a person to be valued and respected for their own sake, and to be treated ethically. It is of significance in morality, ethics, law and politics as an extension of the Enlightenment-era concepts of inherent, inalienable ...
and right of the students. Give equal opportunities for all students to participate in all activities without any bias. Policy of inclusion
Inclusion or Include may refer to:
Sociology
* Social inclusion, aims to create an environment that supports equal opportunity for individuals and groups that form a society.
** Inclusion (disability rights), promotion of people with disabiliti ...
has to be part of the school where differently abled and children from marginalized section get equal opportunities. The schools should also be well equipped with libraries, laboratories and educational technology laboratories.
Systemic Reforms
The NCF has aimed at bringing about reforms in the education system to bring about a curriculum that is learner centric, has a flexible process, provide learner autonomy, teacher plays a role of a facilitator, supports and encourages learning, involves active participation of learners, develops multidisciplinary curriculum, focuses on education, brings about multiple and divergent exposure, multifarious, continuous appraisal in educational system.
References
Further reading
*
* {{cite journal , last=Nair , first=Deepa , title=Contending 'Historical' Identities in India , journal=Journal of Educational Media, Memory, and Society
''Journal of Educational Media, Memory, and Society'' is a peer-reviewed academic journal published by Berghahn Books on behalf of the Leibniz Institute for Educational Media , Georg Eckert Institute. The journal aims to broaden our understanding ...
, volume=1 , number=1 , year=2009 , pages=145–164 , doi=10.3167/jemms.2009.010109 , jstor=43049323
Education policy in India