The document discusses NCERT, SCERT, and NCF. It provides background on NCERT as an apex organization that assists the central and state governments on academic matters. It describes how the NCF 2005 was formed through deliberations with educators, experts, and stakeholders. It also outlines SCERT Delhi's role in providing academic support to education departments. The document focuses on participation in developing the KCF 2005 and NCF 2005 to reform curriculum and reduce cognitive load on children.

1. TOPIC ; NCERT,SCERT,NCF
2005,KCF2007
ASSIGNMENT
AKHILA.K.RAJ
PHYSICAL SCIENCE
18213361003

2. INTRODUCTION
NCERT leadership conferences focus on
professional development, effective leadership, technology and research.
Our conference presenters are leading authors, CEOs, and innovators
who bring invaluable expertise and ideas to our members. National
Curriculum Framework (NCF) 2005 owes its present shape and form to
the flurry of ideas generated through a series of intensive deliberations
by eminent scholars from different disciplines, principals, teachers and
parents, representatives of NGOs, NCERT faculty, and several other
stakeholders at various levels. It received significant contributions from
state Secretaries of Education and Directors of SCERTs, and participants
of the regional seminars organised at the RIEs. Experiences shared by
principals of private schools and Kendriya Vidyalayas and by teachers
of rural schools across the country helped in sharpening our ideas.
Voices of thousands of people—students, parents, and public at large—
through regular mail and electronic media helped in mapping multiple
viewpoints.

3. NCERT
Council of Educational Research and
Training (NCERT) is an apex resource. The National organisation set
up by the Government of India, with headquarters at New Delhi, to
assist and advise the Central and State Governments on academic
matters related to school education. NCERT publishes books that are
used in government and private schools across India that follow the
CBSE curriculum. The controversy centers around the charges of an
attempted "saffronized" rewriting of Indian History (i.e., make lessons
consonant with the Hindutva).ALlegations of historical revisionism
with a Hindu nationalist agenda arose in two periods, under the Janata
Party government 1977 to 1980, and again under the Bharatiya Janata
Party government 1998 to 2004. Congress party led UPA has being
accused of a witch-hunt to purge academia of historians who held
neutral political views or were not aligned with Marxist historians,
traditional supporters of the left-wing Indian National Congress party
that rivals the Bharatiya Janata Party.
SCERT
The SCERT, Delhi an autonomous body,
established in May, 1988 has been providing academic resource support
to the Directorate of Education and the Education Departments of MCD
and NDMC and Cantonment Board so as to achieve overall

4. improvement in the quality of school education . The SCERT support is
available through various programmes which include continuing
education of teachers, development of appropriate material for teachers
and students and undertaking research studies on the problems related to
school education in Delhi. The SCERT also oversees and provides
necessary guidance towards effective functioning of nine DIETs of
Delhi, which among other activities also conducts two years pre-service
Diploma Course in Elementary Teacher Education..
KCF 2005,NCF 2005
I have had the privilege of participating in a
remarkable process of social deliberation initiated by NCERT to focus
public attention on what should be taught to our children and how. In the
course of this wide-ranging churning of ideas and expectations, I have
worked closely with a large number of very special individuals for the
preparation of the National Curriculum Framework presented in this
document. The names of these individuals are given in this
document.There is much analysis and a lot of advice. All this is
accompanied by frequent reminders
that specificities matter, that the mother tongue is a critical conduit, that
social, economic and ethnic backgrounds are important for enabling

5. children to construct their own knowledge. Media and educational
technologies are recognised as significant, but the teacher
remains central. Diversities are emphasised but never viewed as
problems. There is a continuing recognition that societal learning is an
asset and that the formal curriculum will be greatly enriched by
integrating with that. There is a celebration of plurality and an
understanding that within a broad framework plural approaches would
lead to enhanced creativity.The document frequently revolves around the
question of curriculum load on children.In this regard we seem to have
fallen into a pit. We have bartered away understanding for
memory-based, short-term information accumulation. This must be
reversed, particularly now that the mass of what could be memorised has
begun to explode. We need to give our
children some taste of understanding, following which they would be
able to learn and create their own versions of knowledge as they go out
to meet the world of bits, images and transactions of life. Such a taste
would make the present of our children wholesome, creative and
enjoyable; they would not be traumatised by the excessive burden of
information that is required merely for a short time before the hurdle
race we call examination. The document suggests some ways of getting
out of this self-imposed adversity. Achieving some degree of success in
this area would also signify that we have learnt to appreciate the
capacity for learning and the futility of filling up children’s memory

6. banks with information that is best kept as ink marks on paper or bits on
a computer disc.
CONCLUSION
There is much analysis and a lot of advice. All this is accompanied by
frequent reminders that specificities matter, that the mother tongue is a
critical conduit, that social, economic and ethnic backgrounds are
important for enabling children to construct their own knowledge.