The document provides an overview of the National Curriculum Framework 2005 (NCF 2005) in India. It outlines the guiding principles of NCF 2005 which aim to reduce the burden of learning on students and encourage a more holistic learning approach. The summary highlights that NCF 2005 recommends softening boundaries between subjects, implementing a three-language formula in schools, and shifting away from rote learning methods. It also emphasizes the importance of integrating local knowledge, arts, physical activity, and community involvement into the curriculum.

1. Presentation On NCF 2005
BY
Miss Manisha Uniyal
Assistant Professor
Nalanda College Of Education
Miyawala Dehradun

2. NCF 2005
National Curriculum Framework
2005
Guiding Principles of NCF 2005
The fact that learning has become a source of burden and stress on
children and their parents is an evidence of a deep distortion in
educational aims and quality. To correct this distortion, the present NCF
proposes five guiding principles for curriculum development:-
1. Connecting knowledge to life outside the school.
2. Ensuring that learning shifts away from rote methods.
3. Enriching the curriculum so that it goes beyond textbooks.
4. Making examinations more flexible and integrating them with
classroom life.
5. Nurturing an overriding identity informed by caring concerns within
the democratic polity of the country.

3. •Change in outlook to the school curriculum
The following change in outlook to the school curriculum can be seen:-
•In all the four familiar areas of the school curriculum, i.e., language,
mathematics, science and social science.
•This NCF recommends the softening of subject boundaries so that
children can get a taste of integrated knowledge and joy of understanding.
•In language, a renewed attempt to implement the three-language
formula is suggested, along with an emphasis on the recognition of
children’s mother tongues, including tribal language, as the best
medium of education.
•This teaching of maths should enhance the child’s resources
to think and reason, to visualize and handle abstractions,
to formulate and solve problems.
•The teaching of science should be recast so that enables children to examine an
analyze everyone experiences.

4. •Additional Curricular Areas
Art as a subject- Music, Dance, visual arts and theatre.
Well- Planned physical activity programmes.
Peace Education.
•School Timetable
•Educational Reforms
•Examination Reforms
•Interaction between school and community

5. Important Characteristics of National Curriculum
Framework,2005
Chapter 1: Perspective
•Reducing the curriculum load based on insights provided in
“Learning Without Burden”
•Strengthening a national system of education in a pluralistic
society.
•Ensure quality education for all children.

6. Chapter 2: Learning and
knowledge
 Reorientation of our perception of learners and learning.
 Holistic approach in the treatment of learners’ development and learning.
 Creating an inclusive environment in the classroom for all students.
 Active learning through the experiential mode.
 Local knowledge and children’s experiences are essential components of text
books and pedagogic practices.
 Children engaged in undertaking environment, with changes and shifts in
children’s capabilities, attitudes and interests that have implications for choosing
and organizing the content and process of knowledge.

7. Chapter 3: Curricular Areas,
Schools Stages and
Assessment Language
 Language Skills- Speech and Listening, Reading and
writing
 A renewed effort should be made to implement the three-
language formula, emphasizing the recognition of children’s
home language(s) or mother tongue(s) as the best medium
of instruction. These include tribal languages.
 English needs to find its place along with other Indian
languages.
 The multilingual character of Indian Society should be seen
as a resource for the enrichment of school life.

8.  Mathematics (ability to think logically, to formulate and
solve problems)
 Science (engage the learners in acquiring methods and
processes, awareness of environmental concerns must
permeate the entire school curriculum)
 Social Science (Interdisciplinary approaches, promoting
key national concerns such as gender, justice, human rights,
and sensitivity to marginalized groups and minorities)
 Work (School curricula from the pre-primary stage to the
senior secondary stage need to be reconstructed to realize
the pedagogic potential of work as a pedagogic medium in
knowledge acquisition, developing values and multiple-skill
formation)

9.  Art (folk and classical forms of music and dance, visual
arts, puppetry, clay work theatre etc.) and heritage crafts
should be recognized as integral components of the school
curriculum.
 Peace (Peace oriented values should be promoted in all
subjects throughout the school years with the help of
relevant activities)
 Health and Physical Education ( It is necessary for the
overall development of learners(Yoga))
 Habitat and Learning ( Environmental education may be
best pursued by infusing the issue and concerns of the
environmental into the teaching of different disciplines at all
levels)

10. Chapter 4: School and
classroom Environment
 Availability of minimum infrastructure and material
facilities, and support for planning a flexible daily schedule,
are critical for improved teacher performance.
 Specific activities ensuring participation of all children.
 The value of self-discipline among learners through
democratic functioning is as relevant as ever.
 Supplementary books, workbooks, etc based on fresh
thinking and new perspectives.
 Multimedia and ICT
 School library
 School Calendar, Daily schedule

11. Chapter 5: Systemic Reforms
 Quality concern, a key feature of systemic reform, implies the
system’s capacity to reform itself by enhancing its ability to remedy
its own weaknesses and to develop new capabilities.
 A broad framework for planning upward.
 Meaningful academic planning has to be done in a participatory
manner by headmasters and teachers.
 In- Service education needs to become a catalyst for change in school
practices.
 Sharing of teaching experiences and diverse classroom practices to
generate new ideas and facilitate innovation and experimentation.
 Development of syllabi, textbooks and teaching- learning resources
could be carried out in a decentralized and participatory manner
involving teachers, experts from universities, NGOs and teachers’
organizations.

12. राष्ट्रीय पाठ्यचयाा की रूपरेखा-2005
विषय प्रिेश
1. यह विद्यालयी शिक्षा का अब तक का निीनतम
राष्ट्रीय दस्तािेज है ।
2. इसे अन्तरााष्ट्रीय स्तर के के
शिक्षाविदों,िैज्ञाननकों,विषय वििेषज्ञों ि अध्यापकों ने
शमलकर तैयार ककया है ।
3. मानि विकास संसाधन मंत्रालय की पहल पर प्रो0
यिपाल की अध्यक्षता में देि के चुने हुए विद्िानों ने
शिक्षा को नई राष्ट्रीय चुनौनतयों के रूप में देखा ।

13. मार्ादशी सिद्धान्त
1. ज्ञान को स्कू ल के बाहरी जीिन से जोडा जाए।
2. पढाई को रटन्त प्रणाली से मुक्त ककया जाए।
3. पाठ्यचयाा पाठ्यपुस्तक के न्द्न्ित न रह जाए।
4. कक्षाकक्ष को गनतविधधयों से जोडा जाए।
5. राष्ट्रीय मूल्यों के प्रनत आस्थािान विद्याथथी तैयार
हो।

14. प्रमुख िुझाि
1. शिक्षण सूत्रों जैसे-ज्ञात से अज्ञात की ओर, मूता से अमूता की ओर आदद का
अधधकतम प्रयोग हो।
2. सूचना को ज्ञान मानने से बचा जाए।
3. वििाल पाठ्यक्रम ि मोटी ककताबें शिक्षा प्रणाली की असफलता का प्रतीक है।
4. मूल्यों को उपदेि देकर नहीं िातािरण देकर स्थावपत ककया जाए।
5. अच्छे विद्याथथी की धारणा में बदलाि आिश्यक है अथाात्अच्छा विद्याथथी िह
है जो तका पूणा बहस के द्िारा अपने मौशलक विचार शिक्षक के सामने प्रस्तुत
करता है।
6. अशििािकों को सख्त सन्देि ददया जाए कक बच्चों को छोटी उम्र में ननपुण
बनाने की आकांक्षा रखना गलत है।

15. 7. बच्चों को स्कू ल से बाहरी जीिन में तनािमुक्त िातािरण प्रदान
करना।
8. “कक्षा में िान्द्न्त” का ननयम बार-बार ठीक नहीं अथाात ्जीिन्त
कक्षागत िातािरण को प्रोत्सादहत ककया जाना चादहए।
9. सहिैक्षक्षक गनतविधधयों में बच्चों के अशििािकों को िी जोडा जाए।
10. समुदाय को मानिीय संसाधन के रूप में प्रयुक्त होने का अिसर दें।
11. खेल आनन्द ि सामूदहकता की िािना के शलए है, ररकार्ा बनाने ि
तोडने की िािना को प्रश्रय न दे।
12. बच्चों की अशिव्यन्द्क्त में मातृ िाषा महत्िपूणा स्थान रखती है।
शिक्षक अधधगम पररन्द्स्थनतयों में इसका उपयोग करें।
13. पुस्तकालय में बच्चों को स्ियं पुस्तक चुनने का अिसर दें।

16. 14. िे पाठ्यपुस्तकें महत्िपूणा होती है जो अन्तःकक्रया का मौका दें।
15. कल्पना ि मौशलक लेखन के अधधकाधधक अिसर प्रदान करािें।
16. सजा ि पुरस्कार की िािना को सीशमत रूप में प्रयोग करना चादहए।
17. बच्चों के अनुिि और स्िर को प्राथशमकता देते हुए बाल के न्द्न्ित
शिक्षा प्रदान की जाए।
18. सांस्कृ नतक कायाक्रमों में मनोरंजन के स्थान पर सौन्दयाबोध को
प्रश्रय दे।
19. शिक्षक प्रशिक्षण ि विद्याधथायों के मूल्यांकन को सतत प्रकक्रया के
रूप में अपनाया जाए।
20. शिक्षकों को अकादशमक संसाधन ि निाचार आदद समय पर पहुुँचाएुँ
जाएुँ।

17. THANKYOU