National Curriculum Framework

NCF (2005) on Value Education

lecture by
Dr. Ab Waheed Shah
Five Guiding Principals
1. Connecting knowledge to outside
world
2. Shifting focus from rote learning
3. Enriching curriculum beyond text
books
4. Making evaluation/monitoring more
flexible and integrated to classroom
work
5. Nurturing and overriding identity
informed by caring concerns with in
democratic polity of the country
Basic spirit behind NCF-2005
• Constructivism: Believing in ability
of child to construct the knowledge.
• Freedom to learn and participate
• Teacher as an autonomous
Facilitator
• Evaluation as tool to find strengths
rather than weaknesses
• Quality, Quantity and
Universalisation
• Commitment to democratic values
and ways
Observations about Indian Schools
• Inflexible and resistant to
change
• Learning is isolated activity
• Discourage creative thinking
• Human capacity to create is
ignored
• Pretends to make future
ignore present
• Lack of Equality, Equity and
Quality
Learning and Knowledge
• Learners in context: child’s voices,
experiences and interests a say in
classroom proceedings
• Holistic curriculum: inclusive
knowledge and participation
• Use inherent motivation: to know,
understand, apply and for higher
cognitive abilities
• Use variety: ways and means to
teach as they learn in variety of ways
• Use experiences attained from inside
and outside school.
• Engage the child in concept
generation for deeper learning and
longer retention.
• Allow constructivism to operate in
the class
• Interactions are the most effective
tool of learning.
• Neither teacher and nor text books
are authority to learning.
• learning experiences for competencies
rather than measurable traits.
• Individualized activity based lessons
• Involve critical pedagogy in teaching
• Ignore stereotype regarding learn
ability
• Use conflicts as opportunity to teach
social concepts in true perspective.
• Knowledge be covered under domains:
cognitive, affective and co native
• Objective and subjective
knowledge are complementary
• Associate child knowledge with
local knowledge
• Associate school knowledge
with community knowledge
• Knowledge be started from
integrated form to disciplinary
form beyond elementary stage.
Curricular Areas
• Language: Rationale
– Primary be covered in home
language.
– Allow multilingual expression.
– English need be studied.
– In English medium schools Indian
languages need be valorized.
– Performance should be assessed as
language proficiency.
– Language teacher need to have high
proficiency.
– Language skills cut across all
subjects.
– Three language formula be
revitalized.
• Mathematics: Ratinale
– Making attitude is the key, learn to
enjoy, no fear.
– Develop as interdisciplinary manner
to make meaningful.
– Less stress on computation use
integrated approach between different
branches of mathematics.
– Arrest interest and enhance
resources of student.
– Use variety of tools available to
mathematics
– Curriculum should progress from
play way to abstract terminology,
symbols, procedures and techniques.
– Should be taught at more than one
levels.
• Computer Science:
– Ensure availability and accessibility
of both hardware and software.
• Science:
Need be true to the child true to life
and true to science. it needs be valid
in all dimensions.
– Cognitive validity
– Content validity
– Process validity
– Historical validity
– Environmental validity
– Ethical validity
– Use science to eliminate social evils,
superstitions, injustice, poverty
discrimination and highlighting
oneness of humanity.
– Science be used to inculcate values
like industriousness, patience, env.
intellectual honesty and the like.
– Rote learning be replaced by
experimentation, creativity and
heuristics.
– Use science to eliminate social evils,
superstitions, injustice, poverty
discrimination and highlighting
oneness of humanity.
– Science be used to inculcate values
like industriousness, patience, env.
intellectual honesty and the like.
– Rote learning be replaced by
experimentation, creativity and
heuristics.
• Social Science
– should aim at raising students’
awareness through interdisciplinary
critically exploring and questioning the
familiar social reality and visualizing
the means to attain a socially
just order, sustainable environment
and thriving democracy by inculcating
fundamental values enshrined in
constitution.
– Focus on conceptual understanding
rather lining up of facts to be
memorized for exam.
– Use term Political science instead of
Civics.
– Include human rights and gender
justice other social issues
– Development be one of the
contents.
• Art Education:
– both visual and performing arts need
to be brought back to glory from state
of neglect.
– Should be made compulsory till Xth
class and variety of options be offered
in music, dance, visual arts including
crafts and theater.
– Highlight rich heritage o the country.
– At +2 stage art should be offered as
specialized course with intention of
• Health & Physical Education:
– Should be a core subject till
secondary stage and optional at higher
secondary stage.
– Medical care, Hygienic school
environment, school lunch (mid day
meal), health including Yoga and
physical education programme be
made components of the curriculum.
Ensure participation of every student
in HSP.
• Work Education:
– Work related generic competences
be pursued at every level. Use it as
potential pedagogy for knowledge
acquisition.
• Education for Peace:
– Nurturing non-violent peaceful
conflict resolution behaviour and skills.
– Encompasses respect for human
rights, justice, tolerance, cooperation,
social responsibility, respect for
cultural diversity and commitment to
democratic values.
• Education for Peace: (contd.)
• Infused in all subjects and activities
of the school.
• Pieces activities may include peace
clubs, peace educating films, peace
workshop, celebrating cultural
diversity and gender justice etc.
• Physical Environment:
– Space
– Building
– Furniture
– Equipment
– Time
• Psychological Environment
• Participatory Environment
• Inclusive and Barrier free Access
• Discipline and Participatory
Management
• Space for Parents and Community
• Learning Resources
– Library
– Text Book
– Education Technology
– Tools & Laboratories
– Other space and sites
– Local resources
– Pooling resources
– Teacher’s Autonomy
• Paradigm shift
– Teacher centric stable design to
learner centric flexible
process.
– Teacher direction and decision to
learner autonomy.
– Teacher guidance and monitoring to
facilitator and
agent of encouragement to learning.
– Passive reception to active
participation in learning.
– Learning in classroom to learning in
wider social context.
– Knowledge given to knowledge
constructed and evolved.
– Disciplinary focus to multidisciplinary
focus
– Linear exposure to multiple and
divergent exposure
– Exam and appraisal at times to CCE
Envisioned Examination Reforms
• No board exam before 10+2.
• AS many exam as student want to
appear.
• Replace “Pass”, “Fail” terminology
with reappear, retake re-examination.
• Re-examination at the earliest to
save an year.
• Difficult subjects may be examined
at standard and higher level.
• Flexible time limit.
• Guidance counseling/helpline.
• Question banks and Open book
exams
– Grades and percentile ranks
– Transparency in evaluation
and re-evaluation
• Concern for Quality
• Work Centered Education
• Vocational Educational
Training
Innovations in Ideas and Practice

• Plurality of Text books

• Encouraging innovations
• Use of technology
• New Partnerships- Role of
NGOs, Civil Society Groups,
Teacher Organizations
Thank You Dear Students