The document discusses the National Policy on Education 1986 and its key principles of education being a fundamental right for all and promoting socialism, secularism, and democracy. It outlines the goals of the policy including all-round development, international cooperation, developing human resources, and establishing minimum learning levels. The policy tasked the NCERT with regularly reviewing and developing the national curriculum framework. The National Curriculum Framework 2005 then led to a shift in focus from teacher-centric to learner-centric education and emphasizing pedagogy, content, and building confident students.

1. SUBMITTED TO: SUBMITTED BY:
Mrs. Parveen Rajput Payal
B.Ed ( Sem-1st )
Uni. Roll No. 11082258838
College Roll No. 2259

2.  The national Policy on Education 1986 is formed on
the fundamental principle that education is a
unique investment in present and the future. This
implies that education is for all and it must
promote the goals of socialism seculaseim and
democracy.

3.  All around development.
 International co-operation and peaceful co-
eirstence and other.
 Development of socialism secularism and
democracy.
 Development of human resource and man power.

4.  Minimum levels of learning.
 Value of Education.
 Education for Environment
 Media and education technology.
 Education for international understanding
 Work experience
 Sports and Physical education

5.  Interactive Teaching
 Common Core Curriculum.
 Efforts will be made for uniform envolumently
service condition and graenante removel
mechanism for teachers throughout the
country.
 Guidelines rote be formulated to ensure
objectively imposing and transfers of teachers.

6.  NPE 1986 has the main task is to
strengthen the base of pyramid which might
close to billion people at term of century.
Equality it is important to ensure that those
at top of pyramid are among the best in the
world. The NPE 1986 entrusted NCERT with
the responsibility of reviewing and
developing national Curriculum the frame
work at frequencies frequent internals .

12.  From Burden sane Learning:- NCF 2005 to
Burden free learning recommended change in
design of encyclopedic type of syllabus and
text books and also change in school ethos
which plane status on learners.
 From Behavior to constructivism
 From Role learning to problem solving
 From teachers dominance to learning
autonomy.
 From based testing to compactly based

13.  NCF 2005 has led to a shift in teacher
education programmer from teacher centric
to learner centric with foible design and
processes. It is a carefully designed
document which foreground the fact that
curriculum reform must be about pedagogy
as much as it about content confident and
creative students and reposes trust in their
abilities.

14.  INTRODUCTION:- UNESCO is defined as scientific
and cultural organization shake spare state we know
that we are but know not whyl know why not.
 The United Nations Educational, Scientific and
Cultural Organization (UNESCO) is the agency of
the United Nations contributing to building peace
through international cooperation in education, the
sciences and culture.

17.  Human Development report published by United
Nations development. A Flagship annual document of
ministry of Economic survey (2014-2015) reviews
the development in the Indian economy hour the
previous month summarizes due perforations on
major development programmers and highlights the
policy government.

19.  READING:-
It is an ability to make meaning from written text by decoding
written symbols.
 It is worthy and fruitful interaction between reader and text,
which is shaped by reader’s prior knowledge, experiences,
attitude, language and culture.
Experience Attitude
Language
Knowledge Culture

20.  REFLECTING:-
It is highly complex cognitive process of constructing meaning
of the text. It is contemplation or a long consideration.
Thoughts/opinions that come to us while we are reflecting are
called reflections” we don’t learn from experience, we learn
from reflecting and experience.
READING OF THE SCHOOL TEXT BOOK CLASS(VIII/IX)
 The main aim of education is the modification of the
behaviour of the students in the desirable direction. School
subjects are the tool used by teachers for this purpose.

21.  As Gender, Health and Environment all three are the chief
issues of concern especially when we talk about adolescents
i.e students of class Vlll/lX after reflecting the on text with
respect to these issues we came to following conclusions.
GENDER
ENVIRONMENT
HEALTH

22.  GENDER:-
The First ever gender audit of NCERT text books reveals that
though they are largely gender inclusive and attempt to
highlight gender concerns, there are elements of stereotype in
some textbooks. Reflection of text book from the professions
and women as home makers, teachers, nurses etc.
 ENVIRONMENT:-
In the various text books like sciences, mathematics, languages,
social science environment is major concern in one way or
another they help of various data and examples.
 HEALTH:-
In The text book of class Vlll/lX it is no of major concern. This
appear commonly in the science text books under the chapter
health and hygiene which is quite significant and
knowledgeable for adolescents.