Ncf 2005 for school education

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Learning to learn by Dr. Dheeraj Mehrotra

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Ncf 2005 for school education

  1. 1. NATIONAL CURRICULUM FRAMEWORK 2005 For School Education Dr. Dheeraj Mehrotra (Next Education)
  2. 2. Problem of Curriculum Load  Joyless learning  Examination system  Textbook as the ‘Truth’  Structure of syllabus  Language Textbooks  Starting Early
  3. 3. Making of NCF-2005  Need of drafting NCF-2005  Procedure of making of NCF-2005
  4. 4.      (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.
  5. 5. NCF DRAFTING COMMITTEE
  6. 6. 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
  7. 7. Distortion of Aims of Education (Learning has become a source of burden and stress for children)  Textbooks/Workbooks  Information Overload  Incomprehension  Tests and Examinations
  8. 8. NCF – Learning And Knowledge The Child as Learner and What Should be Learnt NCF Perspectives Commonly Held Views All children are motivated and capable of learning Not true of large numbers of children Children learn in a variety of ways Children learn in limited ways Developing capacity for abstract thinking, reflection and work are most important aspects of learning Developing generally only skills necessary for helping students pass or excel in examinations Child as a ‘critical’ learner and constructor of knowledge Child as passive imbibers of textbook information and providing set answers to all questions Different types of knowledge as embodied in the traditional curriculum as well as in the world outside the school Knowledge as embodied in textbooks
  9. 9. Children’s Knowledge And Local Knowledge Local Knowledge is a Rich Source of Learning for All Children
  10. 10. Implications for Curriculum & Practice  Teaching for Construction of Knowledge  The Value of Interactions  Designing Learning Experiences  Approaches to Planning  Critical Pedagogy
  11. 11. Framing Questions If the answer is, ‘It was red’, what might be the questions?  What was the color of the flower?  Why did you put the letter into that box?  Why did she stop so suddenly at the traffic light?
  12. 12. NCF CURRICULUM AREAS Traditional  Mathematics  Language  Science  Social Sciences Other Areas  Art Education  Health & Physical Education  Education for Peace  Habitat & Learning
  13. 13. NCF – Language • • • Three language formula reaffirmed – importance of home language Multilingualism as a resource “English as subject” and “English as medium”
  14. 14. 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
  15. 15. 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
  16. 16. 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
  17. 17. NCF-Mathematics  Main goal of Mathematics is Mathematisation rather than Knowledge of Mathematics
  18. 18. NCF – Systemic Reforms Concern for Quality
  19. 19. NCF – Systemic Reforms Teacher education for curriculum renewal
  20. 20. NCF – Systemic Reforms Examination 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
  21. 21. NCF - Systemic Reforms Examination Reforms • Shift from content-based teaching to problem solving and understanding 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. 22. THANK YOU

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