Introduction
The NCERT (National Council of Educational Research and Training, New Delhi, India) is a unique organization. Perhaps no other country has such an agency that keeps all areas of school education and experts in different school subjects and in disciplines of higher learning under one umbrella. The NCERT functions as an advisory body to the Ministry of Human Resource Development in matters of school education at all levels.


The basic role envisaged for NCERT by the first Prime Minister was an organization that would provide a scientific basis for thinking about education. Through its pre-service and in-service courses, NCERT is committed to improve the quality of teacher education in India. It also carries out, implements educational policies of the Centre, and promotes educational research. Children's education should be an exercise of reasoning to enable them to reflect on it. The NCERT 's role as a facilitating body was to be a clearinghouse of ideas in education. It could bring people together, collaborate and cooperate with other institutions for the betterment of education and empowerment of teachers and teacher educators. This brief indicates that NCERT has a broad mandate and a wide area for functioning.

Change?
The core educational system of a country needs redirection from time to time in accordance with social, cultural, economic and / or technological changes to make the teacher and the classroom powerful instruments for social change. Literacy is important in the development and democratization of societies.

National Focus Groups

In the drafting of the National Curriculum Framework 2005, twenty one national focus groups were formed in all subjects, including those which had till recently been relegated to the background. Some of them were: Art and music, Heritage crafts, Educational technology, Systemic reforms, Environment education, Peace education, and Rural education. It is worth emphasizing that schoolteachers were members in all committees. NCF 2005 reflects a commitment to preserve the secular character of education.

NATIONAL CURRICULUM FRAMEWORK 2005

National Curriculum Framework 2005

A curriculum is never static; a curriculum has to be an enabling document. A curriculum is a vision. Therefore, National Curriculum Framework 2005, having passed through various bodies including the CABE, is an official document laying down the needs of the school system of India envisioning the Constitution of India upholding all its tenets.

Curriculum debates of 1968, 1986, and 2000 provided a forum to interact with people and the documents were prepared after much interaction. The 2005 document was drafted after an analysis of inputs and deliberation with a large number of organizations including NGOs and institutions of higher learning. The main purpose of this exercise was to reduce the curriculum load, remove the anomalies in the system and to create a consensus with the help of new syllabi in the form of a thematically organized body of knowledge. The new syllabi mark a sharp departure from existing practices in our country and others.

The Five Basic Tenets of the National Curriculum Framework 2005 are:

  1. Connecting knowledge to life outside the school
  2. Ensuring that learning shifts away from rote methods
  3. Enriching the curriculum so that it goes beyond textbooks
  4. Making examinations more flexible and integrating them with classroom life, and
  5. Murturing an overriding identity informed by caring concerns within the democratic polity of the country.

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