The document discusses curriculum reform efforts in Kerala, India following national curriculum frameworks. It notes that Kerala began reforming its curriculum in line with the national framework in 1975. In 1997, Kerala attempted to formulate a comprehensive curriculum focused on teaching and learning processes. The state's reform efforts gained momentum with the national curriculum framework released in 2005. The envisioned education system should promote social equality and justice, develop responsible citizens upholding unity in diversity, and nurture scientific temperament and its application to daily life problems.

1. Dr Harikrishnan M & Drishyamol V S
CPAS CTE
Nedumkandam

2.  After the formation of NCERT in 1961, Kerala
has been following all the curriculum reform
efforts initiated at the national level. For
instance, the state initiated the process for
reforming its curriculum following the national
curriculum framework 1975. In 1997, that an
effort for the formulation of a comprehensive
curriculum focusing on the process of teaching
and learning was attempted in Kerala.

3.  Rooted in the emerging methodology and
strategies, an integrated method of learning, a
process oriented activity based approach, viewing
learner as a constructer of knowledge,
recognizing the role of society in knowledge
construction and idea of continues and
comprehensive evaluation came into effect.
However the state’s curriculum reform effort
gained further impetus with the formulation of
NCF 2005. NCF 2005 and the position papers
provided ground for introspection and
formulation of the Kerala curriculum frame work
2007.

4.  The education system that is envisaged should
be capable of promoting a social order based on
the equality and justice.
 To develop a sense in preserving all available
resources in nature and to utilize them
judiciously.

5.  To develop each child as a responsible citizen
of the society.
 Creating a generation upholding nationalism
and capturing the meaning of unity in
diversity.
 To create an awareness on once on right and
right of others in children .

6.  Development of scientific temperament and its
application in daily life Development of
scientific temperament and its application in
daily life.
 Engagement in scientific methods like
observation, experimentation, data collection,
interpretation of data, analysis, theorising,
examining for construction of knowledge.

7.  Nurturing the ability to examine
scientifically the problems of daily life as
well as social issues and seeking logical
solutions.
 Recognizing and developing one’s own
interests and abilities in technical and
vocational fields.

8.  Imbibing a humanistic outlook and
developing a world view based on it.
 Recognizing the importance of
understanding historical development
of ideas.

9.  Nurturing lateral thinking ability for
enabling the learners to look at things
from different perspectives and to
seek new solutions .
 Developing scientific literacy that
provides for building awareness of
scientific process.
 Encouraging the development of
logical thinking.

10.  Individual learning -Every student
fixes a specific aim and works towards
the achievement of it.
 Competitive learning - Students
compete with each other and learn.
 Co-operative learning- Students
corporate and works towards the
achievement of a common goal.

11.  Every curriculum framework to build up a
national system of education. By the time the
learner of today gets involved in the process
of production in the society, the nature and
the needs of the society would have changed
considerably. Besides, the changes occur at a
rapid pace and Science and Technology would
continue to occupy a central position in
becoming the inspiration behind such
changes.