National Curriculum Framework (NCF 2005)
The National Curriculum Framework (NCF 2005) is one of the four National Curriculum Frameworks published in 1975, 1988, 2000 and 2005 by the National Council of Educational Research and Training NCERT in India.The Yashpal Committee Report (1993), Learning Without Burden, noted: “The emphasis in these programmes should be on enabling trainees to acquire the ability for self-learning and independent thinking.”NCF is chaired by Prof. Yash Pal, and 21 National Focus Groups were set up”.
National education policy NPE- 1986, Learning without burden 1992 or NCF all are related to curriculum or reconstruction of curriculum.
According to NCF 2005 , Curriculum is a umbrella term in which, where in there was teaching learning and other than teaching learning experience which are given to child during teaching learning procedure and other than teaching learning procedure.
According to Cunningham, Curriculum is a tool in hand of an artist, to mould his material in a accordance with his ideas in his studio.
Qualities of Curriculum According to NCF 2005
- Child Centred
- Progressive and Dynamic
- Free – Gender Biases
- Multi-disciplinary approach
- Multi Culturealism
- Based on principle of activity or self activity
- Full of Examples, case study, graphs
- Integrated approach
- Related to immediate life of students
Self learning, self doing, active participation of students, discouragement of rote memorisation, discouragement of rote learning and passive participation of students.
According to NCF 2005, Curriculum should be child centered. Curriculum should be based on interest, curosity, mental level, maturity, readiness, willingness and learning style and individual difference.
1. Physical abilities
Readiness ->>> 2. Mental abilities
3. Emotional abilities
“Maturity is not by birth, but process of maturity is.”
Learning Style: Learning style is that mode of information by which students assimilate any fact very easily.
- Audiotory Style
- Visual Style
- Audio-Visual Style
- Tactile learning Style
- Olfactory learning Style
- Kinesthetic learning Style
Progressive and Dynamic
Progressive means – Curriculum must involves those experience in it which are belonging from immediate life of the child and teaching curriculum must enable students to teaching learning experience to immediate life.
- No Theoritical work
- No Memorisation
- No Rote learning
- No Too much knoweldgeable
- No Too Abstraction
- No Definition cenered
- No Bookish learning
- No Passive learning
Education should be learning experience centred not Knowledge centred
According to NCF 2005, Curriculum should be modified , according to learning level, performance and learning ability of the child.
- Mid term Examination
- Final term
Division and classification of whole curriculum into small steps for better performance, interest, ability, availability of students.
Free – Gender Biases
There should not be encourgement for gender biases, gender sterotype, gender descrimination in curriculum but curriculum should maintain gender equality in it.
Sex: Sex is a Biological construct , Biological reality.
Gender: Gender is a social construct not Biologically real .
Gender Bias : Gender Bias is a social construct in which any specific gender is supposed to be inferior, week, novois for doing certain task . On other hand other gender is supposed to be superior, master in doing certain task.
Example . Boys not cook good food.
Girls not study science and maths.
Gender Sterotype: It is that social construct in which it is assume that any specific gender is master in doing certain works and he or she should do that work.
Example . Man for Sword, woman for needle.
Gender discrimination:It is that social construct in which some certain gender is given undue importance protection, superiority, and mastery.
Gender Equality: According to NCF 2005 every gender should be given equal rights, recognition and opportunities.
According to NCF 2005, Respect and recognition in curriculum and in teaching. Multi-lingualism is not an obstacle in teaching.
There should be requist respect for every culture, religion, civilisation and society in curriculum. There should not be . undue importance for either of any.
No subject should be taught in insolation but inter relationship with each other there should be presented. Assuming unit approach, and wholeness approach are used because the mind of students work in completeness not in parts.