National Curriculum Framework 2005: A Paradigm Shift (NCF - 2005)

Venue: Lecture Hall

Location: Mumbai, Maharashtra, India

Event Date/Time: Feb 28, 2008 End Date/Time: Feb 29, 2008
Early Registration Date: Feb 15, 2006
Abstract Submission Date: Feb 10, 2008
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The fact that learning has become a source of burden and stress on children and their parents is an evidence of a deep distortion in educational aims and quality. To correct this distortion, the Executive Committee of NCERT had taken the decision, at its meeting held on 14 and 19 July 2004, to revise the National Curriculum Framework, the present NCF proposes five guiding principles for curriculum development:
(i) connecting knowledge to life outside the school;
(ii)ensuring that learning shifts away from rote methods;
(iii) enriching the curriculum so that it goes beyond
(iv) making evaluation system more flexible and integrating them with classroom life; and
(v) nurturing an overriding identity informed by caring concerns within the democratic set up of the country.
In all the four familiar areas of the school curriculum, i.e. language, mathematics, science and social sciences, significant changes are recommended with a view of making education more relevant to the present day and future needs, NCF recommends the softening of subject boundaries so that children can get a taste of integrated knowledge and the joy of understanding.. In language, renewed attempt to implement the three-language formula is suggested, along with an emphasis on the recognition of children’s mother tongues, including tribal languages and proficiency in English.
Since not much dissemination has taken place in the western region of the country about NCF 2005, the College decided to deliberate on the same in order to understand the shift in emphasis on certain parameters concerning school education and teacher education.


1. Creating a Nurturing and Participatory Environment

1.1 Discipline and Participatory Management
Inculcating the habit of self-discipline is important for the systematic pursuit of learning and the development of the child’s interests and potential. It is necessary to involve children themselves in evolving rules and feel a sense of responsibility in ensuring that it is followed.
Similarly, the children themselves could also evolve mechanisms for conflict resolution between teachers and students, and among students.

1.2 Space for Parents and the Community
If learning is continuous, and takes place in arenas other than the school, such as home, the workplace, the community, etc., then space should be created for the participation of the parents and the community to enrich the learning experiences in the school. Schools could invite the community into their premises, and give the larger world outside a role in influencing the curricular process.

Schools could invite the community into their premises, and give the larger world outside a role in influencing the curricular process. Parents and community members could come into the school as resource persons to share their relevant knowledge and experiences.

2. Assessment in Education
2.1 Assessment in the Course of Teaching
Not only learning outcomes but also learning experiences themselves must be evaluated. Continuous and comprehensive evaluation of learning activities needs to be done to improve the teaching learning process. Learning activities can themselves provide the basis for such ongoing observational and qualitative assessments of children.
2.2 Self-assessment and Feedback
Children can give the correct assessment of what they can or can not do well. Exercises, both individual and collective, can be designed to enable them to reflect on their learning experiences. Such experiences also provide them with self-regulatory capabilities essential for ‘learning to learn’. Such information is also valuable feedback to the teacher, and can be used to modify the learning system as a whole.

3. Systemic Reforms in Teacher Education
The main systemic concerns and needs are the following:
3.1 Establishing Linkage between Schools and Teacher Education Institutes in order to make teacher education responsive to the needs of the schools;
3.2 Establishing meaningful links between Pre-service and In-service Teacher Education in order to make teachers responsive to latest developments in pedagogy;
3.3 Need for Professionally Qualified Teacher Educators who are Innovative, Techno-savvy, and have Accountability and Professional Ethics.
3.4 Revamping the Design and Practice of Teacher Education geared to Constructivist Approach to Pedagogy.
Further, radical steps are required to reverse the recent trend towards the dilution of professional norms.


Lecture Hall
K. J. Somaiya Comprehensive College of Education, Training and Research