This document discusses the National Curriculum Frameworks (NCF) of 2005 and 2009 in India. It provides a brief history of NCFs since 1975. The NCF of 2005 recommended softening subject boundaries, incorporating local knowledge in textbooks, and providing a stimulating school environment. The NCF of 2009 emphasized changing negative teacher approaches, moving beyond an exam-focused education, and providing flexible training for in-service teachers. The conclusion states that NCFs aim to empower teachers to drive national development through education.

1. JAYASHREE SADAR
B Ed 1st year
Roll no : 63
K.L.E SOCIETY’S COLLEGE OF EDUCATIONVIDYANAGAR,HUBBALLI-31.

2. INDEX
THE RECOMMENDATION OF NCF 2005 AND 2009
Introduction to NCF
Brief History of NCF
Recommendation of 2005
Recommendation of 2009
Conclusion
Reference

3. THE RECOMMENDATIONS OF
NCF 2005 AND 2009 :
INTRODUCTION TO NCF:
 The National Curriculum Frameworks is one of four National Curriculum Frameworks
published in 1975,1988,200 and 2005 by the National Council of Educational
Research and Training (NCERT) in India.
The NCERT is a unique organization.Perhaps no other country has such an agency
that keeps all areas of school education and experts in different school subjects and
in disciplines of higher learning under one umbrella.The NCERT functions as an
advisory body to the Ministry of Human Resource Development in mattress of school
education at all levels.
 In the drafting of the National Curriculum Frameworks 2005, 21 national groups were
formed in all subjects, including those had till recently been relegated to the
background.NCF 2005 reflects a commitment to preserve the secular character of
education.

4. BRIEF HISTORY OF NCF:
 Until 1976, Indian constitution allowed the state governments to take
decisions on all matters pertaining to school education including curriculum
the centre could only provide guidance to the states on policy issues.
 It was under such circumstances that the initial attempts of National
Education Policy of 1968 and Curriculum Framework designed by NCERT in
1975 were formulated.
 NCERT developed NCF in 1975 following the recommendations of education
policy on 1968.
 In 1976, the constitution was amended to include education in the concurrent
list, and for the first time in 1986 the country as a hole had a national policy
on education (NPE-1986) which envisions National Curriculum Framework as
a means of modernising education

5. RECOMMENDATION OF NCF 2005
 In order that education may be relevant to the present and
future needs, NCF 2005 recommends that
 1. Subject boundaries be softened leading to integrated
knowledge and understanding.
 2. Textbooks and other material should incorporate local
knowledge and traditional skills.
 3. School should provide a stimulating environment that
responds to the child's home and community environment.

6. RECOMMENDATIONS OF NCF 2009:
 We observed the present teacher education programmes as
pupil-teacher and acquainted with a large numbers of trainee
teachers. With this view we like to mention some points of view
concerning teacher education and NCFTE, 2009.
 i. The approaches of trainee teachers are very negative towards
developing teaching skills. So, the curriculum framework for
teacher education should emphasize to change the negative
approaches of trainee teachers towards developing teaching
skills.
 ii. Now-a-days teacher education programmes have become
examination oriented. There is a need for urgent change.
 iii. NCFTE, 2009 will remain paper-work if all the states of India
do not actively consider the issues of this framework.
 iv. According to us, a flexible teacher education system should
be maintained specially for the in-service teachers. The teacher
education programme should help the teachers time to time to
solve their problems relating to the changes of educational
perspectives.

7. CONCLUSION:
 Education Commission (1964-66) accepted education as the
man instrument of change which can engineer national
development through self-sufficiency in food, economic growth
and full employment, political development and social and
national integration. It is also true that teachers are playing a
vital role in this process. Thus Education Commission says,
“The destiny of India is no being shaped in her classrooms”.
Teachers can play their role significantly if they are properly
prepared or trained. From the above discussion we conclude
that the National Curriculum Framework for Teacher Education
(2005-2009) has been made to achieve the said goal and
hailed the contents of this document as being revolutionary
and extremely relevant to the present-day needs.

8. REFERENCES:
 Mattikoppa Sharada , (2017), Understanding Discipline
And Pedagogy: Language, Vismaya prakashana,
Mysore.
 Basavaraja.P, Devika. H. G , Menakumari G. S ,
Ramachandraiah. B. R , (2017), Understanding
Discipline And Pedagogy: Language, Vismaya
Prakashana, Mysore.
 www. allresearchjournal. Com/pdf
 http://bednotes.blogspoy.com/2014/12/national-
curriculum-framework-2005.html?m=1