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  1. 1. MANNAM FOUNDATION CENTRE FOR EDUCATION TECHNOLOGY PORUVAZHY, EDAKKADU,KOLLAM 2014-2015 ONLINE ASSIGNMENT Submitted to Submitted by Rintu Teacher Saranya T S Natural Science Natural Science Reg No:18114373023 Submitted on 19-Sep-2015
  3. 3. INDEX SL No: Contents Page No. 1 Introduction 4 2 National curriculum frame work 2005 5 3 Aims of education 7 4 The Method of learning 9 5 Learning science 11 6 Conclusion 13 7 References 14
  4. 4. INTRODUCTION Kerala views educationas a crucial pat for shaping its future. To face the challenges of the present-day world, we have to envision a progressive and comprehensive education system. However, a close look a society indicatesthe existence of a section of peoplewho have an intense desire to gain social and financialsupremacy. Another group is striving hard to free itself from the clutches of poverty and procure the basic necessities of life. For attaininga balanceddevelopmentthat aims at common good, it is essential to place common interest over personal interest. It is in this context that the wider meaning of democracy, secularism and social justice gains ground. Kerala’s effort to develop a curriculum framework is a turning pointin the history of the state. It is for the first time that the state is making such an exercise and it is rooted on the ideasarticulated in the NationalCurriculum Framework (NCF) - 2005. Whenever curriculum reforms were taken up at the nationallevel, the state responded to them in the past. However, the state’s curriculum reform effort gained further impetus with the formulationof the NationalCurriculum Framework (NCF) -2005. NCF-2005 and the position papers provided grounds for introspection and formulation of the Kerala Curriculum Framework (KCF) -2007.
  5. 5. DEVELOPMENT OF THE CONTENT National Curriculum Framework -2005 and Kerala Kerala society by and large recognized the relevance of the new curriculum initiatedby the state in 1997. NCF-2005 gives us deeper insight to address the problemsKerala encounters in the present educationalscenario. NCF-2005 has incorporated the theoretical, ideologicalandhistorical approach that we had assimilated in our curriculum. Thiscould be treated as a sign of recognition to Kerala’s vision of education. Our classrooms in the past reflected the features of an undemocratic power structure. The prevailingclassrooms practices then promoted the culture of passive listening. They were dominatedby the voice of the teacher and the learners did not have an opportunityto raise questionsor enquire. On the other hand, the new curriculum gives the learner more space than ever before for co-operative and collaborative learning. The rights of the learners have been recognized and the crucial role of learners in acquiring knowledge has been established. Thispaved the way for creating a democratic atmosphere in classrooms. Thus, the construction of knowledge and its social dimensionshave become complementary.
  6. 6. The Vision On The Future Society Reforms in educationneed to be formulated in tune with the vision of our society. We need to create a future society that ensures creative and collectiveinvolvementof all people. Thisis based on progressive ideas, lessons learned and experiences gained. Discriminationbased on caste, creed, financialstatus and gender does not find any place in such a society. We dream of buildinga society that:  Values nationalism,self sufficiency, cultural identity, democratic rights and principles.  Focuses on the welfare of the poor and the downtrodden and highlightsa developmentmodel that utilizes resources in order to get the best results.  Envisionsa social system that taps human energy for sustainabledevelopment.  Ensures collective and co-operative efforts of all. A society that provides for a justifiableand effective distributionof wealth.  Accepts knowledge as wealth for all and realizes quest for knowledge and critical thinking as the foundationfor the construction of knowledge.  Fights against discriminationtowardshistoricallyand socially marginalizedsections of the society and accords equal status to both men and women.
  7. 7. Aims Of Education While formulating the aims of educationof the state, we must envision a society that is capable of nurturing and strengthening the democratic and secularnature of India. Such a society envisages an educationalsystem that provides for the fullest developmentof all without him/her the perceptionthat his/her prosperity results in the prosperity of his/her family as well as the society he/she is a part of. In such a society the aims of education (should cover) can be stated as:  Social justice The education system that is envisaged should be capable of promoting a social order based on equality and justice. This is more so when we think of the liberation of a society where disparities in terms of religion, caste, wealth, gender and region exist. Education in such a society should health in building up a culture of living coexistence.  Awareness on environment A comprehensive awareness on the need to protect environment is the need of the hour. Keeping in mind the vision of sustainabledevelopment, we need to develop an attitude in our learners to see meaning in all developmentalactivitiesin tune with the environment. They shouldalso developa sense in preserving all available resources in nature and to utilize them judiciously.
  8. 8.  Citizenship There is a need for empowering each childto grow up and develop as a responsible citizen of the society. The civic sense should ideallyincludehistorical awareness and a balancedpoliticalvision.  Nationalism Creating a generation upholdingnationalismrooted in a universal vision is the need of the times. Human progress and universal love form the basic dimensionsof such a vision. While recognizing the pluralityof Indiansociety the nationalisticvision should help in capturing the meaning of unity and diversity.  Awareness of one’s rights Realizingthe rights accorded to every individualby our constitutionis of great significance. Educationneedsto actualize the rights ensured in our constitutionand also the rights enumerated in UN conventionson children’s rights (CRC Convention on the Rights of Children), women’s rights (CEDAW- the Conventionon the Elimination ofAll Forms of Discriminationagainst Women) and human rights (UNCHR- United NationsCommission on
  9. 9. Human Rights). All children need to developan awareness of one’s own rights and the rights of others.  Awareness of science and technology All learners should get opportunityto acquire current developmentsin the field of science and technology and apply the same in real life situations. They need to enrich their knowledge and skills in tune with such developments. The process of educationshould have scope for this. The Method Of Learning A curriculum that favors construction of knowledge becomes the focus today. At the primary level stress is placed on direct experience. He/she should analyze his/her learning experiences and arrive at certain conclusions. When there is a scope to provide direct experience, descriptive approachor a visual presentationusing technology need not attempted. The experience providedshould give importance to sensory perceptionsand co-operative learning.Teachers are part of the learning process and this process should be enriched with creative activities includinggames. Each learning instance should have space for values and attitudes. The learner must be enabledto interact with everyone in a democratic manner
  10. 10. without any kind of discrimination.Right from the lower classes all the learning activities must focus on developingthe inquisitivenessof the learner. Experiences and observationsof the adult should be appropriatelyblendedwith the observationsof the child who is engaged in investigative learning. During this period it is advisablefor all learners to gain experience as apprentice. For this, job clusters are created at the Block Level and qualitytraining centers are recognized and authorized to impart training. Learners will be given opportunityto get trained vocationsthat are useful to society such as draftsmen, farmers, dairy farmers, horticulturists, plumbers, architects, electricians, automobilerepairers, mechanics, computer hardware technicians, repairers of electronic equipmentsand mobile phones, lab technicians, community workers, carpenters, hotel managers, caterers, cooks, masons, sculptors etc. at different training centers. Along with the higher secondary certificate, there will be certification on the skill of the learner in any particular vocation.On completion of higher secondary, those who opt for academic pursuit can continue in their respective discipline while for those who seek job, the certificate will give scope for employment.
  11. 11. Learning Science During the primitive period of life, human beings explored the world around them through physical interactions, using sensory organs and intellect. They observed their surroundings and analyzed what they perceived. Physical, intellectualand social interactionswith nature helped them to generated knowledge and appropriatetools as well. Later, the knowledge and tools thus constructed socially is termed Science and its applications,technology. These developmentshelpedin the survival of human beings. It is the responsibilityof the society to hand over the knowledge and tools thus generated to the next generation. While handingover the wealth of science to the next generation, it is important that the following ideasare considered:  Science cannot be viewed as a finishedproduct. Knowledge is constructed through experience. The process-oriented method of learning helpsthe learner construct new forms of knowledge  Concepts and ideasin science that the learner constructs should have linkage with real life situations  Considering the nature of content, science is organized in terms of Physics, Chemistry and Biology. This form of organizationdoes not help in understandinghow things
  12. 12. exist or events occur in the universe. It failsto provide a comprehensive understandingof how science is integrally linked to different spheres of life. What we need in this context is an integrated idea of science. It is desirable to branch of Science as different subjects for in-depth study at higher levels.  The prevailingdichotomy of theory and practice needs to be replaced by creating opportunityto form theory based on practicalexperience.  Every society has its own traditionalform of knowledge. Such knowledge needs to be analyzedscientificallyand what is acceptable shouldbe interrelated with the realm of modern science. By interacting with the society, a child developsa variety of notionsabout the nature of science. The supremacy of science and the perfection of scientific theories form a part of this. The personal experience of the learner through suitable learning activities provides him/her proper awareness on this. A mere learning of scientific ideasand theories will not enable the leaner to understand the nature of science.
  13. 13. CONCLUSION Every childhas a right to qualityeducation.There should be no discriminationin terms of economic, social, linguistic or gender-specific status that prevents the childfrom gaining access to education.The limitedfacilities that are availableshould not prevent the learner from getting access to qualityeducation.The argument that facilitiesand opportunitiesthat make learningeasy must be provided at school has relevance in this context. The added facilities and learning times that are extended to be learner at school should be seen as an initiativefor justice towards the poor and needy. Likewise, physicalchallenges should not act as a hindrance to the child in utilizing the facilities at school. To overcome the physical challenges, appropriatematerial support may be provided. The school must cater to the needs of such learners. Inclusive educationshould be given maximum priority. Girls need to get more opportunitiesat school just as they do at home and in the society aroundthem. The marginalized sections of the society shouldbe given educationthat helps them conserve there cultural identityand linguistic originality. Curriculum should be flexible enough to accommodate these aspects.
  14. 14. REFERANCE Kerala Curriculum Framework 2007-SCERT 1) 2) 3) 4) www.ncert.nic 5)