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Curriculum Reforms in India

The document discusses curriculum reforms in India that were undertaken through the National Curriculum Framework 2005. It outlines the guiding principles of NCF 2005, which included connecting curriculum to real life, ensuring learning moves beyond rote memorization, and making examinations more integrated with classroom learning. The document also summarizes recommendations from past education commissions and policies that shaped curriculum reforms, and notes the focus is now on teacher education reforms to help achieve the goals of universal, equitable, and inclusive education.

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CURRICULUM REFORMS IN INDIA Dr.M.Deivam Assistant Professor Department of Education The Gandhigram Rural Institute (Deemed to be University) Gandhigram, Dindigul District, Tamil Nadu – 624 302
Introduction • The curriculum reforms have been taken up by Government of India through NCERT and developed National Curriculum Frame work -2005. • NCF 2005 studied major issues of curriculum at school education level • Information loaded textbooks, and memory based examinations and traditional teaching and rote systems of learning. • No clear connection between concerns, aims and curricular contains. The pedagogy and the view on knowledge also remain somewhat not well defined.
Guiding Principles Reflected in the NCF 2005 • Connecting knowledge to life outside the school. • Ensuring that learning is shifted away from rote methods. • Enriching the curriculum to provide for overall development of children rather that remain textbook centric. • Making examinations more flexible and integrated into classroom life. • Caring concerns within the democratic polity of the country.
Reforms recommended by different bodies/agencies of Education • The University Education Commission 1952-53 recommended a diversified curriculum with some core subjects at the higher secondary stage. • The Secondary Education Commission 1964-66 considered the working of the entire system of education in the country and made suggestions for restructuring the curriculum in the light of explosion of knowledge.
Cont., • The recommendations of the Education Commission led to the formulation of the National Policy of Education, 1968 which envisaged 10 +2+3 pattern of education for the entire country. • In 1975, a new curriculum for the pattern of 10+2+3 system was formulated by the NCERT
Cont., • In 1977, the Ishwarbai Patel Committee, appointed by the Government of India, suggested the Inclusion of Socially Useful Productive Work (SUPW)at the school stage. • The 1977-78 Committee on Vocational course at the +2 stage, headed by Dr.Malcolm S. Adiseshiah reviewed the vocational courses and suggested guidelines for introducing changes in vocational courses.
Cont., • The National Policy on Education 1986, provided a new direction to the curriculum. It envisages curriculum as an important instruction in realizing the ideals of society as enshrined in the constitution.
Cont., • During the struggle for independence, it was realized that the curriculum introduced in India as a result of Macaulay’s Minute 1835, it was not accord with the needs and inspiration of India. • A major effort towards the reforms of education and curriculum was made by Gandhiji when he propounded the Basic system of education. Besides craft, physical and social environment were also considered very important in school curriculum.
Cont., • The visible face of reforms in curriculum consists of changes in the syllabi and textbooks, but the invisible face is far more complex. • The limited context of syllabi and textbook, popular perception of curricular reforms focuses on ‘revision’, updating or improvement. • The formulation of the National Curricular Framework (NCF-2005) by the NCERT initiated a vast debate across the country on priorities and problems regarding how knowledge is selected and represented across the school curriculum
Cont., • Teacher education is currently a major priority of curricular reforms in India. NCF-2005 has been followed up by a National Curriculum Framework for Teacher Education (NCFTE, 2009). • The National Council of Teacher Education (NCTE), the organization statutorily responsible for teacher education, has started reviewing the curriculum of teacher training followed in different states. • This exercise is being guided by the pedagogic perspective articulated in NCF-2005 and the legal framework of the Right to Education (RTE) act.
Cont., • Curriculum and pedagogy are at the heart of RTE’s goals of achieving universality of elementary education while ensuring gender parity and equality among all social groups in an inclusive classroom environment. • These goals cannot be achieved by changes in the syllabus and textbooks alone. Teachers’ belief and commitment to these changes are going to play a crucial role.
Curriculum Reforms in India