The National Curriculum Framework 2005 document outlines the process and perspectives for reforming India's national curriculum. It established national and focus groups comprising experts to prepare position papers on various curricular areas. It emphasizes adopting a child-centered approach focused on active, participatory learning over rote memorization. It recommends reforms across subject areas like language, mathematics, science and social sciences to reduce stress and make education more relevant and meaningful. It also stresses the importance of school environment, teacher training, and systemic reforms like flexible exams.
Language across the curriculum (LAC) relates to linking different forms and aspects of language education within the school, particularly emphasizing the role of language in all subject-matter learning.
Language across the curriculum (LAC) relates to linking different forms and aspects of language education within the school, particularly emphasizing the role of language in all subject-matter learning.
Black Recourse Centre (BRC)
Block Resource Centre (BRC): In Karnataka BRCs plays a pivotal role in the implantation of in-service education programmes for teachers. All most all the Elementary in-service training programmes have been implemented through the DIETs, BRCS and Cluster Recourse Centres.
Black Resource centres came into existence earlier under the District Primary Education Programme (DPEP) aims at providing teacher Support activities and facilities for decentralised training. Presently BRCS have been functioning under Sarva Shiksha Abhiyana from 2000.
This has been working in bringing in uniformity in training and monitoring through out the stale, A BRC is managed by Headmaster grade officer, Block Resource coordinator taluka level and he is assisted by few Block Resource Persons.
BRCS are required to providing in-service training to teachers, headmasters and cluster resource persons.
Functions of BRCs:
Organising and conducting in-service training for elementary school teacher covered under SSA.
Co-operating with BEO in smooth functioning of various programmes such as Dhakalati, Hazarathi Andolana and Chinnara Angala.
Undertaking Children survey.
Implementing the new programmes introduced by the department for universilation of elementary education.
Supervision of mid-day meal programme.
Providing in-service training to teachers, headmasters and cluster resource persons.
Visiting and supervising Cluster Resource Centres.
Organising satellite based training.
Orientation of in-service teachers in different curricular subjects.
Providing material support to CRC's and elementary schools.
Developing the problem solving and consultancy based approach.
Fulfilment of the local academic requirements through in-service training.
Evaluation of educational programmes of the schools.
Organising workshops, seminars and cultural programmes for teachers.
Developing scientific and research attitude among teachers.
Organising awareness programmes.
The academic responsibility of BRCs has considerably increased due to the advent of SSA. The BRCs have been further strengthened through additional infrastructure Support by SSA, XI Finance Commission and State Government.
The Block Resource Centres are playing very significant role in formulating plans and coordinating the implementation of the various teacher training programmes at the taluka level.
Thank You
BRC and CRC are two resources used for academic activities and resource teachers training programs. here the definition of brc and crc and role of BRC and CRC for disabled childrens. under SSA
CONTINUOUS AND COMPREHENSIVE EVALUATION(CCE)Sani Prince
Â
CCE was made mandatory in National Policy on Education,1986 (NPE 1986) to introduce Continuous and Comprehensive Evaluation in schools as an important step of examination reform and for the qualitative improvement in the education system.
Black Recourse Centre (BRC)
Block Resource Centre (BRC): In Karnataka BRCs plays a pivotal role in the implantation of in-service education programmes for teachers. All most all the Elementary in-service training programmes have been implemented through the DIETs, BRCS and Cluster Recourse Centres.
Black Resource centres came into existence earlier under the District Primary Education Programme (DPEP) aims at providing teacher Support activities and facilities for decentralised training. Presently BRCS have been functioning under Sarva Shiksha Abhiyana from 2000.
This has been working in bringing in uniformity in training and monitoring through out the stale, A BRC is managed by Headmaster grade officer, Block Resource coordinator taluka level and he is assisted by few Block Resource Persons.
BRCS are required to providing in-service training to teachers, headmasters and cluster resource persons.
Functions of BRCs:
Organising and conducting in-service training for elementary school teacher covered under SSA.
Co-operating with BEO in smooth functioning of various programmes such as Dhakalati, Hazarathi Andolana and Chinnara Angala.
Undertaking Children survey.
Implementing the new programmes introduced by the department for universilation of elementary education.
Supervision of mid-day meal programme.
Providing in-service training to teachers, headmasters and cluster resource persons.
Visiting and supervising Cluster Resource Centres.
Organising satellite based training.
Orientation of in-service teachers in different curricular subjects.
Providing material support to CRC's and elementary schools.
Developing the problem solving and consultancy based approach.
Fulfilment of the local academic requirements through in-service training.
Evaluation of educational programmes of the schools.
Organising workshops, seminars and cultural programmes for teachers.
Developing scientific and research attitude among teachers.
Organising awareness programmes.
The academic responsibility of BRCs has considerably increased due to the advent of SSA. The BRCs have been further strengthened through additional infrastructure Support by SSA, XI Finance Commission and State Government.
The Block Resource Centres are playing very significant role in formulating plans and coordinating the implementation of the various teacher training programmes at the taluka level.
Thank You
BRC and CRC are two resources used for academic activities and resource teachers training programs. here the definition of brc and crc and role of BRC and CRC for disabled childrens. under SSA
CONTINUOUS AND COMPREHENSIVE EVALUATION(CCE)Sani Prince
Â
CCE was made mandatory in National Policy on Education,1986 (NPE 1986) to introduce Continuous and Comprehensive Evaluation in schools as an important step of examination reform and for the qualitative improvement in the education system.
History of Education in India: During The British Period.Sadanand Patwardhan
Â
The book is about what exactly it's name suggests. It starts with the review of State of Education in British India in the early 19th century as revealed by the surveys carried out in Madras Presidency at the instance of Governor Munro and far more detailed surveys carried out in some districts of Bengal and Bihar by Adams. Contrary to generally held popular notion that British led the foundation of education; the system of primary education was pretty widespread and robust, though it had already fallen to bad times. In fact, the method of pedagogy, use of senior students to coach junior students, was so economical and useful that it was imitated in England. The primary education was essentially community organized and private tutoring played a big role, where persons of means in villages made it possible for other children to learn along with their own. Syed Nuruallah and J P Naik were well known educationists and published the book in 1943. Naik even started the well known Indian Institute of Education [http://iiepune.org/] in Pune. The pages from 14 to 35 deal with the surveys of indigenous system of primary education and later pages delves into what the British did to education in India.
National Curriculum Framework 2005, B.Ed Syllabus, M.Ed Syllabus. M.Ed 1st Sem Chapter, Baba Saheb Ambedkar Education University. UGC NET/SET Syllabus.
New Education Policy was launched onâWednesday, July 29. Earlier, in the afternoon the Union cabinet approved the policy that aims to overhaul the countryâs education system. Union Ministers for Information and Broadcasting (I&B)Prakash Javadekar and Human Resource Development (HRD) and Ramesh Pokhriyal Nishank, made the announcement on the NEP- 2020. Earlier on May 1, Prime Minister Narendra Modi had reviewed the NEP- 2020, for which draft was prepared by a panel of experts led by former Indian Space Research Organisation (ISRO) chief K Kasturirangan. The NEP 2020 aims at making âIndia a global knowledge superpowerâ.The new academic session will begin in September-October â the delay is due to the unprecedented coronavirus disease (Covid-19) outbreak â and the government aims to introduce the policy before the new session kicks in
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Â
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Â
Francesca Gottschalk from the OECDâs Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Model Attribute Check Company Auto PropertyCeline George
Â
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Â
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Hanâs Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insiderâs LMA Course, this piece examines the courseâs effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
Â
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesarâs dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empireâs birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empireâs society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. The Mandate
ī¯ Charter of NCERT envisages a special place for
designing curriculum.
ī¯ NCERT expected to review school curriculum as
a regular activity ensuring the highest
standards of rigour
ī¯ National Policy on Education, 1986 assigns a
special role to NCERT in preparing and
promoting a National Curriculum Framework.
3. NCF structures
ī¯ National Steering Committee set up
īŽ NSC comprised 35 members including scholars,
principals and teachers, NGO representatives and
NCERT faculty
ī¯ NSC supported by 21 National Focus Groups
to prepare well researched Position Papers
ī¯ NFGs chaired by renowned scholars and
practitioners
4. National Focus Groups
ī¯ Curricular Areas:
īŽ Science, Mathematics, Indian Languages, English, Social
Sciences, Art, Dance, Theatre and Music, Physical
Education & Health
ī¯ Systemic Reform:
īŽ Aims of Education, Systemic Reform for Curricular
Change, Curriculum, syllabus and textbooks, Teacher
Education for curriculum renewal, Examination reforms,
Work & Education, Educational Technology, Heritage
Crafts
ī¯ National Concerns
īŽ Problems of SC/ST children, Gender, Problems of children
with special needs, Peace Education
5. Wide ranging deliberations
ī¯ Country wide consultations/ interactions with classroom
practitioners, scholars of the country
īŽ Rural teachers
īŽ State Governments/ Local Self Governments
īŽ Voluntary Agencies
īŽ Principals of private schools
ī¯ Unprecedented media debates
ī¯ Advertisements inviting suggestions placed in 28
national and regional dailies
īŽ Over 2000 responses received
6. A motherâs responseâĻ
âOur syllabus gets more massive and moves beyond the
teaching capacity of the teachers so they rush through the
contents with tedious methodology. Students cannot meet the
attention span requirement in the classrooms and either fail at
comprehension or blank out into daydreaming. Newer topics of
many different subjects are covered even before the previous
ones have been chewed over. The burden of the syllabus is
then passed on to the parents or tuition classes. Little children
burdened with loads of âeducationâ on their shoulders trip from
school to tuition classes, bypassing childhood. A section of
students study harder and harder to beat each other to the top
slot. Majority of the students are hounded by parents and
teachers to study harder and become stressed, some requiring
even clinical treatment.â
7. ī¯ Perspectives
ī¯ Learning and
knowledge
ī¯ Curricular areas,
school stages and
assessment
ī¯ School and
classroom
environment
ī¯ Systemic reform
8. Perspectives
ī¯ Provides the historical backdrop; recalls NPE
statement on curricular framework NPE
ī¯ Revolves around the question of curriculum load
on children
īŽ Information often confused for knowledge.
īŽ Tendency to teach everything arises from our lack of
faith in childrenâs creative instincts.
īŽ Demand for inclusion of new topics/subjects results in
disjointed syllabi; encyclopaedic textbooks, and
traumatic exams.
9. Perspectives
ī¯ Proposes guiding principles for curriculum
development
īŽ Connecting knowledge to life outside the school
īŽ Ensuring that learning shifts away from rote
methods
īŽ Enriching curriculum so that it goes beyond
textbooks
īŽ Making examinations flexible
10. Perspectives
ī¯ Describes the social context of education - hierarchies of
caste, economic status, gender relations that influence
access and participation.
ī¯ Cautions against pressures to commodify schools and
application of market related concepts to schools and
school quality
ī¯ Discusses the aims of education
īŽ Building commitment to democratic values of equality,
justice, freedom, concern for othersâ well being,
secularism and respect for human dignity and rights.
12. Learning and Knowledge
ī¯ Focuses on the child as an active learner
īŽ Primacy to childrenâs experiences, their voices and
their participation
īŽ Need for adults to change their perception of children
as passive receivers of knowledge
īŽ Children can be active participants in the construction
of knowledge
īŽ The school should recognize the innate ability of each
child to construct his/her own knowledge, and the fact
that every child comes to school with a fund of pre-
knowledge.
13. Learning and Knowledge
ī¯ Therefore children must be encouraged to ask
questions, relate what they are learning in schools to
things happening outside and answer in their own
words rather than by memorizing.
ī¯ Recognizes the need for developing an enabling and
non-threatening environment
ī¯ Emphasizes that gender, caste, class, religion and
minority status should not constrain participation in
experiences provided in school
14. Learning and Knowledge
ī¯ Highlights the value of interaction with:
īŽ environment,
īŽ peers,
īŽ older people to enhance learning;
ī¯ Learning tasks must be designed to enable children to
seek out knowledge from sites other than textbooks.
ī¯ Need therefore to move away from rigid lesson planning
to planning and designing activities that challenge
children to think and try out what they are learning.
16. Curricular Areas, School Stages and
Assessment
ī¯ Recommends significant changes in Language,
Maths, Natural Sciences, Social Sciences
ī¯ Overall view to reduce stress, make education
more relevant, meaningful.
17. Curricular Areas, School Stages and
Assessment
ī¯ Language:
īŽ Makes renewed attempt to implement 3-language
formula
īŽ Emphasis on home language as medium of instruction
īŽ Curriculum should promote multi-lingual proficiency;
can happen only if learning builds a sound language
pedagogy of the mother tongue.
īŽ Focus on language as an integral part of every subject:
reading, writing, listening and speaking contribute to
childâs progress in all curricular areas and must be the
basis for curriculum planning.
18. Curricular Areas, School Stages and
Assessment
ī¯ Mathematics
īŽ Succeeding in Maths should be seen as the right of every child
īŽ A majority of children have a sense of fear and failure of
Maths: they give up early.
īŽ Curriculum is disappointing to this non-participating majority,
but also to talented minority â it offers them no challenges.
īŽ Textbooks are replete with problems, exercises and methods
of evaluation which are repetitive and mechanical
ī¯ Focus on childâs ability to think and reason
ī¯ Visualize and handle abstractions
ī¯ Formulate and solve problems
19. ī¯ Science
īŽ Should be recast to enable children to examine and
analyze everyday experiences
īŽ Environment Education should become part of every
subject â thruâ wide range of activities involving
outdoor project work
20. Curricular Areas, School Stages and
Assessment
ī¯ Social Sciences
īŽ Recognizes disciplinary markers so that content is not
eroded, but also emphasizes integration of themes,
such as water water
īŽ Recommends paradigm shift to study social sciences
from the perspective of marginalized groups
īŽ Gender justice and sensitivity to issues of tribal and
socially deprived groups, and minority sensibilities
must inform all sectors of social sciences.
21. Curricular Areas, School Stages and
Assessment
ī¯ Draws attention to four other areas:
īŽ Art Education
ī¯ Covers four major spheres of music, dance, visual
arts and theatre.
ī¯ Focus on interactive approaches, not instruction â
because goal is to promote aesthetic awareness
and enable children to express themselves in
different forms
īŽ Health and Physical Education
ī¯ Success in school depends on nutrition and well
planned physical activities.
22. Curricular Areas, School Stages and
Assessment
īŽ Education for Peace
ī¯ As a precondition for national development in view
of growing tendency towards intolerance and
violence.
īŽ Work and Education
ī¯ Work alone can create a social temper.
ī¯ Work should be infused in all subjects from
primary stage upwards
ī¯ Agencies offering work opportunities outside the
school should be formally recognised.
24. School and classroom environment
ī¯ Critical pre-requisites for improved performance
īŽ Availability of minimum infrastructure and material
facilities
īŽ Support for planning a flexible daily schedule.
ī¯ Focus on nurturing an enabling environment
ī¯ Revisits traditional notions of discipline
ī¯ Discusses need for providing space to parents and
community
25. School and classroom environment
ī¯ Discusses other learning sites and resources
īŽ Texts & books
īŽ Libraries, tools and laboratories
īŽ Media and ICT
ī¯ Addresses the need for plurality of material and teacher
autonomy/ professional independence to use such
material.
27. Systemic Reform
ī¯ Covers need for academic planning for monitoring
quality
ī¯ Reaffirms faith in local self government
īŽ Proposes systematic activity mapping of functions
appropriate at relevant levels of local self
government
īŽ Simultaneously ensuring financial autonomy on
the basis of the funds-must-follow-functions
principle.
28. Systemic Reform
ī¯ Teacher education should focus on developing
professional identity of the teacher
ī¯ Examination reforms to reduce psychological stress,
particularly on children in class X and XII
īŽ Recommends changing the typology of questions
so that reasoning and creative abilities replace rote
learning
29. Udega to saaton aasmaano ki khabar le
aayega.
Udaaoge to chhat pe jaakar baith jayega.
(Were she to fly she would bring tidings from
across the infinite skies;
Were you to make her fly, she would but
confine herself to sitting on the rooftop)
30.
31. Future Steps
ī¯ Development of syllabi and textbooks based on the
following considerations:
īŽ Appropriateness of topics and themes for relevant
stages of childrenâs development
īŽ Continuity from one level to the next
īŽ Pervasive resonance of the values enshrined in the
Constitution of India in the organisation of
knowledge in all subjects
īŽ Inter-disciplinary and thematic linkages between
topics listed for different school subjects, which
fall under discrete disciplinary areas
32. Future Steps
īŽ Linkages between school knowledge in different
subjects and childrenâs everyday experiences
īŽ Infusion of environment related knowledge and
concern in all subjects and at all levels
īŽ Sensitivity to gender, caste and class parity,
peace, health and needs of children with
disabilities
īŽ Integration of work related attitudes and values in
every subject and at all levels
īŽ Need to nurture aesthetic sensibility and values
33. Future Steps
ī¯ Linkage between school and college syllabi; avoid
overlapping
ī¯ Using the potential of media and new information
technology in all subjects
ī¯ Encouraging flexibility and creativity in all areas of
knowledge and its construction by children
34. Learning and Knowledge
ī¯ Highlights the value of interaction with:
īŽ environment,
īŽ peers,
īŽ older people to enhance learning; grandpa
ī¯ Learning tasks must be designed to enable children to
seek out knowledge from sites other than textbooks.
ī¯ Need therefore to move away from the âHerbartianâ
lesson plan to preparing plans and activities that
challenge children to think and try out what they are
learning.
Editor's Notes
NCERT is the National Council for educational research and training set up in the 1960s