The document discusses the National Curriculum Framework of India from 2005 and the Kerala Curriculum Framework from 2007. It provides background on education reforms in India since 1986 and highlights Kerala's leadership in literacy. The objectives of the National Curriculum Framework are outlined, including making learning a joyful experience. The development process of the Kerala Curriculum Framework is then described, which was based on recommendations from the National Curriculum Framework. The conclusion emphasizes that curriculum frameworks provide learning standards and outcomes to equip students for real life situations upon completing their education.

1. Sri VidhyadhirajaModel College of Teacher Education
Vendar, Kottarakkara
(Affiliated to University of Kerala & Recognised by NCTE)
B.Ed. Course 2014 - 2015
ONLINE ASSIGNMENT
;
SUBMITTED BY
DEEPIKA S
REG. NO : 16514384001
OPTIONAL SUBJECT : ENGLISH
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2. National Curriculum Frame Work 2005
And
Kerala Curriculum Frame Work 2007

3. INTRODUCTION
India is a free nation with a rich variegated history, an extraordinarily complex
cultural diversity and a commitment to democratic values and well-being for all. Ever
since 1986 when the National Policy on Education was approved by Parliament, efforts
to redesign the curriculum have been focused on the creation of a national system of
education.
An educational policy that intends to bring about the emancipation of the
masses from all kinds of servility has to lay stress on the democratic ideas. It is
through education that the individual and the society gain the strength to resist
oppressive forces. Education liberates man from the state of action that is imposed by
the prevailing malpractices and superstitions. Reform in school curriculum, in this
context, seeks to be based on our past experiences, the existing social trends, the
interest of the state and a clear perspective of the future.
Kerala is a way ahead of all other Indian states in popularizing general
education. In the year 1947, the rate of literary in the state was just 51%. Kerala
attained total literacy in 1991. The rise in the rate of enrolment in schools, the fall in
the number of drop outs and the availability of academic opportunities and facilities
Kerala Curriculum Frame work 2007 paved the way for the attainment of total literacy.

4. National Curriculum Frame work 2015
The National Curriculum (NCF 2005) is one of four National Curriculum Frame
works published in 1975, 1988, 2000 and 2005 by the National Council of Educational
Research and Training NCERT in India. The Framework provides the framework for
making syllabi, textbooks and teaching practices within the school education
programmes in India. The NCF 2005 draws its policy basis from earlier government
reports on education as ‘Learning without Burden’ The approach and recommendations
of NCF 2005 are for the entire educational system.
NCF 2005 has been translated into 22 languages and has influenced by
syllabi in 17 states. The NCERT gave a grant to each State to promote NCF in the
language of its current syllabus with the syllabus proposed, so that a plan for reforms
could be made. Several states have taken up this challenge. This exercise is being
carried out with the involvement of State Councils FOR Educational Research and
Training (SCERT) and District Institutes of Education and Training (DIET).
Objectives of NCF 2015
 “Learning Without Burden”, To make a joyful experience and move away from
textbooks to be a basis for examination and to remove stress from children.
 To develop a sense of self reliance and dignity of the individual.
 To develop a child centered approach and to promote universal enrollment and
retention up to the age of 14.
 To inculcate the feeling of oneness, democracy and unity in the students.

5. Kerala Curriculum Frame work 2007
The Curriculum revision programme in Kerala was conceptualized on the basis
of the recommendations of the National Curriculum Frame work (NCF 2005). The
curriculum revision initiated in 1996 in Kerala had a strong influence in the formation
of National Curriculum Framework. Kerala could display the active working model of a
learning process that has its foundation in the principles of Constructivism and a
learner-centered, activity-based and process-oriented pedagogy.
Based on the National Curriculum Framework 2005, efforts to revise the Kerala
School Curriculum began in August, 2006. The first phase of the revision process is
culminated by the publication of the Kerala Curriculum Framework 2007. It has been
made a reality through the process detailed below.
 The plan of action for curriculum revision was prepared and was subject to the
consideration of the NCERT and the Kerala State Government.
 The Malayalam version of National Curriculum Framework 2005 was printed and
distributed.
 A two-day workshop comprising curriculum committee members, experts in the
field of education, representatives of the state advisory committee for education
and SCERT faculty was conducted to form the plan of action. 14 subject areas
were fixed and 14 subject groups were formed. A 30-member core group and
14 focus groups with 230 members were proposed to be formed.
 14 district level seminars were organized by DIETs and local self-government
bodies.
 A web portal titled www.kerala.gov.in was formed to facilitate interaction with the
public.
 An interim evaluation of the activities of the focus groups was conducted.

6. CONCLUSION
A curriculum framework is an organized plan or set of standards or learning
outcomes that defines the content to be learned in terms of clear, definable standards
of what the student should know and be able to do. A curriculum is prescriptive, and
is based on a more general syllabus which merely specifies what topics must be
understood and to what level to achieve a particular grade or standard. In formal
education, a curriculum is the set of courses and their content offered at a school or
university.
Education in its general sense is a form of learning in which the knowledge,
skills, and habits of a group of people are transferred from one generation to the next
through teaching, training, or research. Education frequently takes place under the
guidance of others, but may also be autodidactic. Any experience that has a formative
effect on the way one thinks, feels, or acts may be considered educational.
Therefore there is a general demand to explain the social aims of a
curriculum. A student who completes his/her school education is expected to be able
to face any real life situation boldly and should be equipped to get employed at the
time of completion of his course. This is the purpose of general education and not a
mere internalization of academic subjects.
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