Post-Independent

India
Policy frameworks on
Education: Po
Unit-6
pursuance of
ull support and act
v. including
the
policy measures introduced by the
Sta these recommendations receive
full sun cooperation from all sections
of the Muslim community. The issues
relating to disr socio-religious
communities are of utmost imn nation
today. If this Report contributes in
constructively dealing with these
issues and in more informed
discussion on them, the Comn
would be well rewarded.
um 6.7. NATIONAL CURRICULAR
FRAMEWORK (N
to disparities
acrose +
importance to our
es in any way in
and in
facilitating.
 Committee's
efforts
ORK (NCF)
2005
1 2005 lays
down
education in the ecific framework for
The Tamil Nadu rection. NCF-2005
The National Curricular Framework (NCF) 2005
1 parameters for improving quality of
school educatio country, each State is
expected to draw a specific frame itself,
keeping in mind local challenges.) The
Tamil Curricular Framework 2012 is a step
in that direction. NC closely, while
introducing pedagogical interventions
such Activity Based Learning and Active
Learning methodologie primary and middle
school students. But, a document specifically
looks at curriculum and curricular reform
keeni mind certain challenges specific to
Tamil Nadu is in a position to contribute
further to the overall quality.
pod
a
methodologies
 for
sreform
keeping in

6.7.1. Salient Features of National Curriculum

Framework 2005
NPE 1986, assigned a special role to
NCERT in
preparing and promoting NCF. * Yash Pal Committee
Report, ‘Learning without Burden'
(1993) observes that learning has become a source of
burden and stress on children and their
parents. Considering these observations,
Executive Committee of NCERT decided
at its meeting of July 14, 2004, to
revise the National Curriculum Framework. * The process
of development of NCF was initiated in
November, 2004 by setting up various
structures like
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National
Steering and
 twenty-one N
curricular areas
wide ranging d
sources involvin
Contemporary India and
Education teering Committee
Chaired by Prof. Yash Pal
one National Focus Groups on themes of areas,
systemic reforms and national concerns.
deliberations and inputs from multiple Jving
different levels of stakeholders
helped
v
aving the draft of
NCE.
in shaping
the The
draft No
CE was translated into 22 languages
listed in Schedule of the Constitution.
The translated were widely disseminated
and consultations keholders at district
and local level helped in
V
the VIII Sched
versions were w
with
stakeholde
 veloping the final
draft.
CF was approved by Central Advisory Board
on
The NCF
W
ducation in September,
2005.
Education in
Sent
ion and
Perspective
whold values enshrined in the
Constitution of India
To uphold
valu
To reduce of curriculum load To ensure
quality education for all To initiate
certain systemic changes compare
Guiding
Principles
Connecting knowledge to life outside the School
Ensuring that learning is shifted away
from rote methods Enriching curriculum
so that it goes beyond Text Book
Making Examination more flexible and
 non-threatening
• Discuss the aims of education * Building
commitment to democratic values of
equality,
justice, secularism and freedom. Focus on
child as an active learner 1. Primacy to
children's experience, their voices and
participation 2. Needs for adults to change their
perception of children as
passive receiver of
knowledge
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st-Independent
India
Unit-6
Policy frameworks on
Education: Post-tr
the construction
pre-knowledge
he learning to their
I should not be
 Maths,
Natural
3. Children can be active
participants in the
knowledge and every child come to with pre-k
4. Children must be encouraged
to relate the les
immediate environment 5. Emphasizes that
gender, class, creed she
constraints for the child 6. Highlights the value of
Integration 7. Designing more
challenging activities 6.7.2.
Curricular areas, school stages and
Assessme
Recommends significant changes
in Math Sciences, Social
Sciences Overall view to reduce
stress, make educati
relevant, meaningful 1.
Languages
To implement 3-language formula * Emphasis on
mother tongue as medium of instruct *
 Curriculum should contain multi-lingual
proficin
only if mother tongue is considered
as second lang
• Focus on all skills 2.
Mathematics
education
more

Teaching of Mathematics to focus on child's resource to

think and reason, to visualize
abstractions and to solve
problems. 3. Sciences
* Teaching of science to focus on methods
and processes
that will nurture thinking process,
curiosity and
creativity. 4. Social
Sciences
Social sciences to be considered from disciplinary
 perspective with rooms for:

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Contemporary India and Education
coach in the treatment of
significant
untegrated
approach
Integrated
themes
Enable
Enabling
pedagogic
gogic practices for promoting thinking sion making and
critical reflection.
process,
decision
ws attention on
four
aducation: covers
music
Draws att J, Art
Educa
 which on i
on four other
areas
music, dance, visual arts and theatre ve approaches
not instruction aesthetic
Idren to express themselves
in different
hon interactive
an
areness and
enable
För118
.
Physical Education: Health
depends upon
Health and
Phy
d planned physical
activities.
nutrition and
plann
Peace: As a precondition to snub
growing
Education for Peac
once and
intolerance
Work and
Educa
 aducation: As it can create a social
temper and
the school should
a offering work opportunities outside
the sot
agencies
offerin
be formally
recognized.
6.7.3.
School a
& School and Classroom
environment

Critical pre-requisites for improved

performance - minimum infrastructure
and material facilities and support for
planning a flexible daily schedule
Focus on nurturing an enabling
environment * Revisits tradition
notions of discipline
Discuss needs for providing space
to parents and community
* Discuss other learning sites and resources
like Texts and
Books, Libraries and laboratories and
media and ICT Addresses the need for
plurality of material and Teacher
autonomy/professional independence to
use such
material.
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Post-Independent India
Unit 6
Policy frameworks on Education:
Postal.

ving for monitoring

on
developin
g
chological
stress

oblem solving
and
Systemic
Reforms
Covers needs for academic
planning for quality Teacher
education should focus on
professional identity of the Teacher
Examination reforms to reduce
psycholog
 particularly on children in class X and XII
Examination reforms highlight:
Shift from content based testing to problem sol competency
based assessment Examinations of
shorter duration Flexible time limit
Change in typology of
questions * No public
examination till class VIII
* Class X board exam to be made optional (in long term
Teacher Education Reforms emphasize on
preparation teacher to 1. View learning as a
search for meaning out of personi
experience, and knowledge generation at a
continuouch,
evolving process of reflective learning. 2. View
knowledge not as an external reality embedded
in
textbooks, but as constructed in the
shared context of
teaching-learning and personal
experience. Guidelines for
Syllabus Development
Development of syllabi and textbooks based on
following considerations * Appropriateness of
topics and themes for relevant stages
 of children's development
Continuity from one level to
the next

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e resonance of all the
Contemporary India and
Faucation
of all the values enshrined in the a the organization
of knowledge in all
pervasive re
itution of India
theo
constitutio
lisciplinary and
thematis
Whematic linkages between topics ut school
subjects, which falls under
subjects
Inter-discin
listed for
ud for different
sch
 discrete disciplinary areas
different
discre
e between school
know
vol knowledge and
concern in all
is and at all
levels
Linkage ben
subjects
and
Sensitivity
to
ivity to gender, caste,
clas
caste, class, peace,
health and need
wildren with
disability
of
children
of work related attitudes
and,
lated attitudes and
values in every
Integration
 of
ubject and all
levels
nurture aesthetic
sensibility,
stic sensibility and
values
Need to
nurt
school
ve between school.
and
college
syllabi,
avoid
Linkage
betu
ja and new information
technology in
overlapping Using
potential all
subjects
flexibility and
creativity
in
all areas of
and its construction by
 children.
Encouraging flex
knowledge
and its
Development
of s,
Audio/vide
o
Source-bo
ok
nt of Support
Material
Juideo programmes on NCF-2005 and textbooks
rce-book on learning assessment
nroblems in Science and
Mathematics

Developed syllabi
and te
Exemplar problems in Science
and M. Scienceand
Mathematics kits Teachers'
handbooks and manuals.
Teacher Training Packages.
loned syllabi and textbooks in new areas such as
Heritage Craft, Media Studies, Art
 Education, Health and Physical
Education, etc. Taken various initiatives
in the area of ECCE (Early Childhood
Care Education), Gender, Inclusive
Education, Peace, Vocational
Education, Guidance and Counseling,
ICT, etc.
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Policy frameworks on Education: Postains
post-Independent India
Unit 6

onnent, peers
and
enable
children to
tian lesson plan
to
allenge children to
NCF 2005 highlights the following
aspects:
The value of Interaction with environment older people to
enhance learning. That learning task
must be designed to enable chi, seek
knowledge other than text books. The
 need to move away from “Herbartian”le.
prepare plans and activities that
challenge
think and try out what they are learning.
6.8. THE NATIONAL KNOWLEDGE
COMMISSIO
The National Knowledge Commission (NKO
constituted in June 2005 by the Prime Minister
Dr. M Singh, under the Chairmanship of Mr.
Sam Pitroda, to blueprint for reform of our
knowledge related instituti infrastructure which
would enable India to meet the cha of the
future. The Terms of Reference of NKC are:
OMMISSION
(NKC)
on (NKC) was
ister, Dr.
Manmohan troda,
to prepare a
institutions and eet the challenges

Build excellence in the educational system to meet

knowledge challenges of the 21st century
and inen
India's competitive advantage in fields of knowledge *
Promote creation of knowledge in Science &
Technology laboratories. Improve the management of
institutions engaged in Intellectual
Property Rights. Promote knowledge
applications in Agriculture and Industry.
Promote the use of knowledge
capabilities in making government an
effective, transparent and accountable
service provider to the citizen and
promote widespread sharing of
knowledge to
maximise public
benefit.
To take its mandate forward the Commission
focused on five key aspects of knowledge:
enhancing access to knowledge,
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