Final Summary<\/a><\/p>\n <\/p>\n\n\n
<\/p>\n
NCF 2005 SUMMARY<\/strong><\/p>\nCHAPTER 1<\/strong>
\n\u2022 Strengthening a national system of education in a pluralistic society.
\n\u2022 Reducing the curriculum load based on insights provided in ‘Learning Without Burden’.
\n\u2022 Systemic changes in tune with curricular reforms.
\n\u2022 Curricular practices based on the values enshrined in the Constitution, such as social justice, equality, and secularism.
\n\u2022 Ensuring quality education for all children.
\n\u2022 Building a citizenry committed to democratic practices, values, sensitivity towards gender justice, problems faced by the Scheduled Castes and the Scheduled Tribes, needs of the
\ndisabled, and capacities to participate in economic and political processes.
\nCHAPTER 2<\/strong>
\n\u2022 Reorientation of our perception of learners and learning.
\n\u2022 Holistic approach in the treatment of learners’ development and learning.
\n\u2022 Creating an inclusive environment in the classroom for all students.
\n\u2022 Learner engagement for construction of knowledge and fostering of creativity.
\n\u2022 Active learning through the experiential mode.
\n\u2022 Adequate room for voicing children’s thoughts, curiosity, and questions in curricular practices.
\n\u2022 Connecting knowledge across disciplinary boundaries to provide a broader frame work for insightful construction of knowledge.
\n\u2022 Forms of learner engagement \u2014 observing, exploring, discovering, analysing, critical reflection,
\netc. \u2014 are as important as the content of knowledge.
\n\u2022 Activities for developing critical perspectives on socio-cultural realities need to find space in
\ncurricular practices.
\n\u2022 Local knowledge and children’s experiences are essential components of text books and pedagogic practices.
\n\u2022 Children engaged in undertaking environment-related projects may contribute to generation of knowledge that could help create a transparent public database on India’s environment.
\n\u2022 The school years are a period of rapid development, with changes and shifts in hildren’s capabilities, attitudes and interests that have implications for choosing
\nand organising the content and process of knowledge.
\nCHAPTER 3<\/strong>
\nLanguage
\n\u2022 Language skills \u2014 speech and listening, reading and writing \u2014 cut across school subjects and isciplines. Their foundational role in children’s construction of knowledge right from
\nelementary classes through senior secondary classes needs to be recognised.
\n\u2022 A renewed effort should be made to implement the three-language formula, emphasising he recognition of children’s home language(s) or mother tongue(s) as the best medium of
\ninstruction. These include tribal languages.
\n\u2022 English needs to find its place along with other Indian languages.
\n\u2022 The multilingual character of Indian society should be seen as a resource for the enrichment of school life.
\nMathematics
\n\u2022 Mathematisation (ability to think logically, formulate and handle abstractions) rather than ‘knowledge’ of mathematics (formal and mechanical procedures) is the main goal of
\nteaching mathematics.
\n\u2022 The teaching of mathematics should enhance children’s ability to think and reason, to visualise and handle abstractions, to formulate and solve problems. Access to quality mathematics education is the right of every child.
\nScience
\n\u2022 Content, process and language of science teaching must be commensurate with the learner’s age-range and cognitive reach.
\n\u2022 Science teaching should engage the learners in acquiring methods and processes that will nurture their curiosity and creativity, particularly in relation to the environment.
\n\u2022 Science teaching should be placed in the wider context of children;s environment to equip them with the requisite knowledge and skills to enter the world of work.
\n\u2022 Awareness of environmental concerns must permeate the entire school curriculum.
\nSocial Sciences
\n\u2022 Social science content needs to focus on conceptual understanding rather than lining up facts to be memorised for examination, and should equip children with the ability to think independently and reflect critically on social issues.
\n\u2022 Interdisciplinary approaches, promoting key national concerns such as gender, justice, human rights, and sensitivity to marginalised groups and minorities.
\n\u2022 Civics should be recast as political science, and the significance of history as a shaping influence
\non the children’s conception of the past and civic identity should be recognised.<\/p>\nWork
\n\u2022 School curricula from the pre-primary stage to the senior secondary stage need to be
\nreconstructed to realise the pedagogic potential of work as a pedagogic medium in
\nknowledge acquisition, developing values and multiple-skill formation.
\nArt
\n\u2022 Arts (folk and classical forms of music and dance, visual arts, puppetry, clay work, theatre, etc.) and heritage crafts should be recognised as integral components of the school curriculum.
\n\u2022 Awareness of their relevance to personal, social, economic and aesthetic needs should be built among parents, school authorities and administrators.<\/p>\n
\u2022 The arts should comprise a subject at every stage of school education.
\nPeace
\n\u2022 Peace-oriented values should be promoted in all subjects throughout the school years with the help of relevant activities.
\n\u2022 Peace education should form a component of teacher education.
\nHealth and Physical Education
\n\u2022 Health and physical education are necessary for the overall development of learners. Through health and physical education programmes (including yoga), it may be possible to handle successfully the issues of enrolment, retention and completion of school.
\nHabitat and Learning
\n\u2022 Environmental education may be best pursued by infusing the issues and concerns of the environment into the teaching of different disciplines at all levels while ensuring that adequate time is earmarked for pertinent activities.
\nCHAPTER 4<\/strong>
\n\u2022 Availability of minimum infrastructure and material facilities, and support for planning a flexible daily schedule, are critical for improved teacher performance.
\n\u2022 A school culture that nurtures children’s identities as ‘learners’ enhances the potential and interests of each child.
\n\u2022 Specific activities ensuring participation of all children \u2014 abled and disabled \u2014 are essential conditions for learning by all.
\n\u2022 The value of self-discipline among learners through democratic functioning is as relevant as ever.
\n\u2022 Participation of community members in sharing knowledge and experience in a subject area helps in forging a partnership between school and community.
\n\u2022 Reconceptualisation of learning resources in terms of
\n– textbooks focused on elaboration of concepts, activities, problems and exercises encouraging reflective thinking and group work.
\n– supplementary books, workbooks, teachers’ handbooks, etc. based on fresh thinking and new perspectives.
\n– multimedia and ICT as sources for two-way interaction rather than one-way reception.
\n– school library as an intellectual space for teachers, learners and members of the community to deepen their knowledge and connect with the wider world.
\n\u2022 Decentralised planning of school calendar and daily schedule and autonomy for teacher professionalism practices are basic to creating a learning environment.
\nCHAPTER 5<\/strong>
\n\u2022 Quality concern, a key feature of systemic reform, implies the system’s capacity to reform itself by enhancing its ability to remedy its own weaknesses and to develop new capabilities.
\n\u2022 It is desirable to evolve a common school system to ensure comparable quality in different regions of the country and also to ensure that when children of different backgrounds
\nstudy together, it improves the overall quality of learning and enriches the school ethos.
\n\u2022 A broad framework for planning upwards, beginning with schools for identifying focus areas and subsequent consolidation at the cluster and block levels, could form a decentralised planning strategy at the district level.
\n\u2022 Meaningful academic planning has to be done in a participatory manner by headmasters and teachers.
\n\u2022 Monitoring quality must be seen as a process of sustaining interaction with individual schools in terms of teaching\u2013learning processes.
\n\u2022 Teacher education programmes need to be reformulated and strengthened so that the teacher can be an :
\n– encouraging, supportive and humane facilitator in teaching\u2013learning situations to enable learners (students) to discover their talents, to realise their physical and intellectual
\npotentialities to the fullest, to develop character and desirable social and human values to function as responsible citizens; and
\n– active member of a group of persons who make conscious efforts for curricular renewal so that it is relevant to changing social needs and the personal needs of learners.
\n\u2022 Reformulated teacher education programmes that place thrust on the active involvement of learners in the process of knowledge construction, shared context of learning, teacher as a facilitator of knowledge construction, multidisciplinary nature of knowledge of teacher education, integration theory and practice dimensions, and engagement with issues and
\nconcerns of contemporary Indian society from a critical perspective.
\n\u2022 Centrality of language proficiency in teacher education and an integrated model of teacher education for strengthening professionalisation of teachers assume significance.
\n\u2022 In-service education needs to become a catalyst for change in school practices.
\n\u2022 The Panchayati Raj system should be strengthened by evolving a mechanism to regulate the functioning of parallel bodies at the village level so that democratic participation in
\ndevelopment can be realised.
\n\u2022 Reducing stress and enhancing success in examinations necessitate:
\n– a shift away from content-based testing to problem solving skills and understanding.
\nThe prevailing typology of questions asked needs a radical change.
\n– a shift towards shorter examinations.
\n– an examination with a ‘flexible time limit’.
\n– setting up of a single nodal agency for coordinating the design and conduct of entrance examinations.
\n\u2022 Institutionalisation of work-centred education as an integrated part of the school curriculum from the pre-primary to the +2 stage is expected to lay the necessary foundation for
\nreconceptualising and restructuring vocational education to meet the challenges of a globalised economy.
\n\u2022 Vocational Education and Training (VET) need to be conceived and implemented in a mission mode, involving the establishment of separate VET centres and institutions from
\nthe level of village clusters and blocks to sub-divisional\/district towns and metropolitan areas in collaboration with the nation wide spectrum of facilities already existing in this sector.
\n\u2022 Availability of multiple textbooks to widen teachers’ choices and provide for the diversity in children’s needs and interests.
\n\u2022 Sharing of teaching experiences and diverse classroom practices to generate new ideas a n d facilitate innovation and experimentation.
\n\u2022 Development of syllabi, textbooks and teaching-learning resources could be carried out in a decentralised and participatory manner involving teachers, experts from universities, NGOs and teachers’ organisations.<\/p>\n","protected":false},"excerpt":{"rendered":"National Curriculum Framework 2005 DOWNLOAD NCF 2005 Preliminary Pages Perspective Learning and Knowledge Curriculum Areas, School Stages and Assessment School and Classroom environment Systemic Reforms Epilog Final Summary NCF 2005 SUMMARY CHAPTER 1 \u2022 Strengthening a national system of education in a pluralistic society. \u2022 Reducing the curriculum load based on insights provided […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[209],"class_list":["post-620","post","type-post","status-publish","format-standard","hentry","category-uncategorized","tag-ncf-2005-download-pdf"],"_links":{"self":[{"href":"https:\/\/eduetc.com\/edu\/wp-json\/wp\/v2\/posts\/620","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/eduetc.com\/edu\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/eduetc.com\/edu\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/eduetc.com\/edu\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/eduetc.com\/edu\/wp-json\/wp\/v2\/comments?post=620"}],"version-history":[{"count":5,"href":"https:\/\/eduetc.com\/edu\/wp-json\/wp\/v2\/posts\/620\/revisions"}],"predecessor-version":[{"id":1240,"href":"https:\/\/eduetc.com\/edu\/wp-json\/wp\/v2\/posts\/620\/revisions\/1240"}],"wp:attachment":[{"href":"https:\/\/eduetc.com\/edu\/wp-json\/wp\/v2\/media?parent=620"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/eduetc.com\/edu\/wp-json\/wp\/v2\/categories?post=620"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/eduetc.com\/edu\/wp-json\/wp\/v2\/tags?post=620"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}