1. NATIONAL CURRICULUM FRAMEWORK 2005 For School Education

2. WHY Education ? Education is the manifestation of perfection already there in Man WHY NCF ? Why Reforms in Education?

3. Problem of Curriculum Load Joyless learning Examination system Textbook as the ‘Truth’ Structure of syllabus Language Textbooks Starting Early

4. Making of NCF-2005 Need of drafting NCF-2005 Procedure of making of NCF-2005

5. (a) the school system is characterized by an inflexibility that makes it resistant to change; (b) learning has become an isolated activity, which does not encourage children to link knowledge with their lives in any organic or vital way; (c) schools promote a regime of thought that discourages creative thinking and insights; (d) what is presented and transmitted in the name of learning in schools bypasses vital dimensions of the human capacity to create new knowledge; (e) the “future” of the child has taken centre stage to the near exclusion of the child's" present”, which is detrimental to the well-being of the child as well as the society and the nation.

6. NCF DRAFTING COMMITTEE

7. NCF-Aims of Education (Based on the Constitutions’ Vision of India) Independence of thought and action Learning to respond to new situations flexibly and creatively Pre-disposition for participation in democratic process and social change Empower all children to learn

8. Distortion of Aims of Education (Learning has become a source of burden and stress for children) Textbooks/Workbooks Information Overload Incomprehension Tests and Examinations

9. All children are motivated and capable of learning Children learn in a variety of ways Developing capacity for abstract thinking, reflection and work are most important aspects of learning Child as a ‘critical’ learner and constructor of knowledge Different types of knowledge as embodied in the traditional curriculum as well as in the world outside the school NCF – Learning And Knowledge The Child as Learner and What Should be Learnt NCF Perspectives Not true of large numbers of children Children learn in limited ways Developing generally only skills necessary for helping students pass or excel in examinations Child as passive imbibers of textbook information and providing set answers to all questions Knowledge as embodied in textbooks Commonly Held Views

10. Local Knowledge is a Rich Source of Learning for All Children Children’s Knowledge And Local Knowledge

11. NCF CURRICULUM AREAS Traditional Mathematics Language Science Social Sciences Other Areas Art Education Health & Physical Education Education for Peace Habitat & Learning

12. NCF – Language Three language formula reaffirmed – importance of home language Multilingualism as a resource “English as subject” and “English as medium”

13. NCF - Science What biology can Janabai, an ‘incapable’ tribal secondary school student learn ? What biology does she know ? Can use different plants as sources of food, medicines, fuel, wood, dyes and building materials Recognises differences between trees and notices seasonal variations based on shape, size, distribution of leaves and flowers, smells, textures Can identify 100 different plants – more than her biology teacher who believes Janabai is a poor student

14. NCF - Science Science should nurture curiosity and creativity particularly in relationship to the environment Science teaching should be placed in the context of children’s environment to help them enter the world of work Awareness of environmental concerns

15. NCF – Social Sciences Equip children to think critically on social issues Interdisciplinary approach to key national concerns such as gender, human rights, marginalised minorities, etc. Civics to be recast as political science Significance of history – conception of past and civic identity

16. NCF-Mathematics Main goal of Mathematics is Mathematisation rather than Knowledge of Mathematics

17. NCF – Systemic Reforms Concern for Quality

18. NCF – Systemic Reforms Teacher education for curriculum renewal

20. NCF – Systemic Reforms Shift from content-based teaching to problem solving and understanding Schools should evolve continuous evaluation for diagnosis and remedial learning Maths and English board exams at different levels No board or state level exams at Class 5, 8 or 11 Examination Reforms

21. NCF - Systemic Reforms Shift from content-based teaching to problem solving and understanding Examination Reforms Understanding in Mathematics If you know that 235+367=602, how much is 234+369? How did you find the answer? Change any one digit in 5384. Did the number increase or decrease? By how much

22. THANK YOU