It is essential to recognize that the NCF 2005 does share some broader philosophical similarities with Nai-Talim. Both stress the importance of a holistic approach to education, consider the diverse needs of learners, and encourage practical and experiential learning.

1. Role of Nai-Talim
in NCF-2005
DR.SONALI CHANNAWAR

2. Introduction:
The National Curriculum Framework (NCF) 2005 is a comprehensive document that guides the school
education system in India. It outlines the philosophy, aims, and objectives of education, and it serves as a
framework for syllabus, textbooks, and teaching practices. While Nai Talim, Mahatma Gandhi's concept of
basic education, is not explicitly mentioned in NCF 2005, the framework reflects some of the broader
principles of holistic and meaningful education that align with Gandhi's educational philosophy. Under the
chairmanship of Prof.Yash Pal NCF 2005 was set up very well with national steering committee .Committee
comprised the talented team of committee included different discipline teacher, principal NGO and members
from NCERT (35 members).National education policy 2020 focused on the holistic development of child
and it covers the theme of Nai-talim and NCF-2005.

3. Source: https://www.adda247.com/teaching-jobs-exam/ncf-2005-cdp-notes
Full name National Curriculum Framework 2005
Chairperson Prof. Yash Pal with 35 members including scholars from different disciplines, principals, and teachers,
teachers, representations of well-known NGOs, and members of NCERT.
Published by National Council of Educational Research and Training (NCERT)
Series 4th National Curriculum Framework
Before NCF 2005 NCF 1975, NCF 1988, NCF 2000
After NCF 2005 NCF 2009, NCF 2014
Ministry concerned Union Education Ministry, Gov. of India
Purpose To serve as a guideline for syllabus, textbooks, and teaching practices for schools in India

4. The principles of Nai-Talim are reflected in NCF 2005:
Holistic Development:
 NCF 2005 emphasizes the holistic development of learners. It recognizes that education should not only
focus on academic knowledge but also on the physical, emotional, and moral aspects of a child's
development. This aligns with Gandhi's vision of integral education.
Child-Centric Approach:
 Both Nai Talim and NCF 2005 emphasize a child-centric approach to education. NCF 2005 encourages a
shift from a teacher-centric to a learner-centric approach, ensuring that education is tailored to the needs
and interests of the individual learner.
Activity-Based Learning:
 NCF 2005 advocates for activity-based and experiential learning. This aligns with Gandhi's emphasis on
learning through productive work and manual labor. Both stress the importance of learning by doing.

5. Value Education:
 The inclusion of value education in NCF 2005 reflects Gandhi's emphasis on moral and ethical
development. Both frameworks recognize the role of education in fostering values such as truth, non-
violence, and compassion.
Cultural Sensitivity:
 NCF 2005 acknowledges the diversity of Indian culture and emphasizes the importance of cultural
sensitivity. Similarly, Nai-Talim promotes an education system that is closely connected to the cultural
roots of the learners.
Community Engagement:
 While NCF 2005 doesn't explicitly mention community engagement, the emphasis on social and
environmental concerns aligns with Gandhi's vision of education being closely linked with the community
and addressing the real-life problems of society.

6. Flexible Curriculum:
 NCF 2005 suggests a flexible curriculum that allows for local variations and innovations. This
flexibility aligns with Gandhi's vision of a decentralized education system where local communities
have control over educational institutions.
Integration of Work and Education:
While Nai-Talim, Gandhi's philosophy, is not explicitly mentioned, the NCF 2005 does
recognize the importance of integrating work and education. It suggests that students should
engage in activities that promote practical skills and a connection to the real world.
Conclusion:
It's important to understand that Nai-Talim was more specifically a concept proposed by Mahatma
Gandhi, and NCF 2005 draws from a variety of educational philosophies and thinkers. While there might not
be a direct reference to Nai-Talim, the broader principles of holistic education, experiential learning, and a
focus on values resonate with Gandhi's vision for education. The influence of various educational
philosophies, including those aligned with Nai Talim, can be seen in the recommendations and principles laid
out in NCF 2005.