UNIT 1

 Why does knowledge need to be classified?

No two things are exactly alike in the universe in all aspects. Even though they may be alike, we
may still use the characteristics in which they differ as a basis for putting them in different classes.
The classification depends on one's interests and one's need for recognizing both the similarities and
the differences among things. There are as many possible classes in the world as there are common
characteristics or combinations thereof, which can be made the basis of classification.
Different types of knowledge that are based on experience and lack of it are
1. A priori knowledge: -
 The literal meaning of a priori is from before or from earlier.
 A priori is the knowledge that is attained independently of experience.
 It means there are certain assumptions that one can take for granted.
 This knowledge is non-empirical. (Empirical means originating or based on observation or
experience)
 This type of knowledge comes from theoretical reasoning rather than actual observation or
personal experience.
 In practical, a priori describes knowledge that exists without reference to any actual proof or
reality.
Definition of a priori Relating to what may be known through an understanding of how certain
things work, rather than by observation or experience.
Example:
1. No proposition can be true and false at the same time.
2. The shortest distance between two points on a Euclidean plane is a straight line.
2. A posteriori
 A posteriori literally means from what comes later or from what comes after.
 It is the knowledge which is gained through experience.
 A posteriori knowledge depends on experimental evidence or warrant.
 This knowledge is empirical, arrived at afterword.
 Truths of physics, chemistry, and biology are instances of a posteriori knowledge.
 A posteriori judgment adds to the knowledge. But the knowledge yielded can sometimes be
uncertain or problematic.
 This kind of knowledge is gained by first having experience and then using logic and reflection to
derive understanding from it.
 It is believed a priori knowledge is more reliable than a posteriori knowledge.
 In philosophy term, a posteriori is sometimes used interchangeably with empirical knowledge
based on observation.
3. Experienced knowledge is always tentative and cannot exist prior to experience or be concluded
from observation. It must be experienced to have value.
 Importance of Knowledge
 Knowledge is a powerful and important part of life.
A famous Sanskrit verse says that ‘ an educated person is honored everywhere’.
 Knowledge has equipped man with limitless power. With knowledge, man can dominate over
beings who are much stronger than him in strength.
 Knowledge has helped humans and prompted the progress of our civilization.
 Knowledge accounts for the success of the people. The more knowledgeable you are, the more
advantage you have over other people.
 Power of knowledge should not be used for a destructive purpose.
 Characteristics of knowledge
 Knowledge is like wealth, the more he gets, the more he craves.
 Knowledge never decays.
 Knowledge once gained casts a light beyond its own immediate boundaries.
 Information is the source of knowledge.
 The word knowledge implies three things – truth, proof, conviction
 Facts and values are the basis of the structures of knowledge.
 Knowledge is boundless
 It exists to be imparted.
 EPISTEMOLOGY
Epistemology is the study of the nature and scope of knowledge and justified belief. It analyses the
nature of knowledge and how it relates to similar notions such as truth, belief and justification. It
also deals with the means of production of knowledge, as well as scepticism about different
knowledge claims. It is essentially about issues having to do with the creation and dissemination of
knowledge in particular areas of inquiry. Epistemology, the philosophical study of the nature, origin,
and limits of human knowledge. The term is derived from the Greek episteme (“knowledge”) and
logos (“reason”), and accordingly the field is sometimes referred to as the theory of knowledge.
Epistemology asks questions like: "What is knowledge?", "How is knowledge acquired?", "What
do people know?", "What are the necessary and sufficient conditions of knowledge?", "What is its
structure, and what are its limits?", "What makes justified beliefs justified?", "How we are to
understand the concept of justification?", "Is justification internal or external to one's own mind?"
The kind of knowledge usually discussed in Epistemology is propositional knowledge, "knowledge-
that" as opposed to "knowledge-how" (for example, the knowledge that "2 + 2 = 4", as opposed to
the knowledge of how to go about adding two numbers).
REFER TO BOOK PG. 5 BOOK

 WHAT IS KNOWLEDGE?
Knowledge is the awareness and understanding of particular aspects of reality. It is the clear, lucid
information gained through the process of reason applied to reality. The traditional approach is that
knowledge requires three necessary and sufficient conditions, so that knowledge can then be defined
as "justified true belief":

Truth: since false propositions cannot be known - for something to count as knowledge, it must
actually be true. As Aristotle famously (but rather confusingly) expressed it: "To say of something
which is that it is not, or to say of something which is not that it is, is false. However, to say of
something which is that it is, or of something which is not that it is not, is true."
Belief: because one cannot know something that one doesn't even believe in, the statement "I know
x, but I don't believe that x is true" is contradictory.
justification: as opposed to believing in something purely as a matter of luck.

Knowledge stands for: -

 facts information and skills acquired by a person through experience or education.
 theoretical or practical understanding of a subject.
 awareness or familiarity gained by experience of a fact or situation.

Plato defined knowledge as justified true belief

As used by teachers and educators the term ‘concept of knowledge’ refers to the information that
teacher teaches and students are expected to learn in given subject or content area.

REFER TO PG.4 BOOK

CURIOSITY AND INQUIRY

REFER PG. 28 BOOK

ROLE OF KNOWLEDGE IN TEACING LEARNING PROCESS

Knowledge is like glue that sticks information as well as learning together. When we have
prior knowledge about a topic, we understand it better. It plays an important role in students’ life
especially in the school. If they don’t have related knowledge, they face difficulties in understanding
the text.
One sometimes hears that the real goal of education is "learning to learn." As the proverb says,
"Give a man a fish, and he will eat for a day; teach a man to fish, and he will eat for a lifetime."
Better to teach students how to learn facts on their own, rather than teach them facts.

Knowledge encourages future learning

It is built on a strong foundation that nurtures an understanding between various ideas. So, a student
has to ‘remember’ less. For instance, a student who possesses a conceptual understanding of
fractions can work easily on percentages, decimals, ratios, and so on. He/she might see these as
varied representations of the same subject. On the other hand, students who only possess procedural
knowledge will find it difficult to cope as they have to recall various procedures.

Promotes active engagement

Knowledge requires learners to be actively engaged in the process while procedural learning
requires the teacher to explain facts and demonstrate the procedure. The student is then required to
pay attention and practice the procedures without clarity about the underlying dynamics. However,
with conceptual understanding, both teacher and student play a major role and the teacher offers
tasks or challenges that encourages the students to thoroughly build a concept.

Knowledge enhances cognitive processes like problem solving and reasoning. The richer the
knowledge base, the more smoothly and effectively the cognitive processes.

Inculcate concept-based knowledge

Giving hands-on experiences is a great source for understanding concepts while reading. In other
words, it takes students away from the classroom and brings them closer to the outside world.
Discussions and envisagement are also helpful in developing conceptual knowledge of students.
This helps in collecting different views and information about the world.
DISCIPLINES
An academic investigation of the concept of ‘disciplinarity’ starts off with an exploration of the
etymology of the term ‘discipline’. The term ‘discipline’ originates from the Latin word
‘discipulus’- which means pupil, and ‘disciplina’ - which means teaching (noun).
 A discipline is an organised body of knowledge with a logical structure. It is a network of
concepts and generalisations which explain the relationships among a body of facts.
 We learn by seeing relationships among different events and processes, and by generalizing about
them. We see relationships among different facts and events with the aid of concepts and
conceptualize by classifying them. We link concepts belonging to a class together and form
conceptual structure of the concepts. It is these conceptual structures that constitute disciplines.
 A discipline is an organised body of knowledge, characterized by a domain, a method, and a
tradition.
CHARACTERISTICS OF A DISCIPLINE
Every discipline has a history. It implies the development of that particular discipline and the
chronology of its growth and modification.
Each discipline has certain domain of knowledge (cognitive, affective and psychomotor).
Discipline has a particular object of research, though the object of research may be shared with
another discipline.
Discipline has a substantial body of knowledge and research, which is specific to it and not
generally shared with another discipline.
Discipline has theories and concepts that organise the accumulated knowledge effectively.
Discipline uses specific terminologies or a specific technical language to define and explain the
concepts and facts included in that discipline.
Discipline has developed specific research methods according to its specific research
requirements.
Discipline must have some institutional manifestation in the form of subjects taught at
universities or colleges, respective academic departments and professional associations connected
to it.
 A discipline has a group of intellectual followers, who have strong belief in that discipline. They
conduct new researches in that discipline, and bring changes in that discipline with new facts and
innovations.
CLASSIFICATION OF DISCIPLINES
Disciplines can be classified into the following broad categories:
Basic Discipline
Some disciplines have their own networks of concepts which are distinctive and unique in nature.
Such disciplines are categorised as ‘Basic Disciplines’. Thus have their own logical structure of
knowledge. For example, Mathematics is a basic discipline which has distinct and abstract concepts
and the criterion of testing truth in Mathematics is deductibility within an axiom system.
The discipline of ‘Science’ consists of its own concepts, facts, principles, generalizations, laws and
theories which are empirical in nature. Observation is employed as the criterion for verification of
knowledge. Science is an organised body of knowledge that deals with nature and nature’s law. This
body of knowledge has been divided into various science disciplines with more specialised
characteristics like ‘Physics’, ‘Chemistry’, and ‘Biology’.
Social Sciences, include awareness and understanding of our own and others minds, and include
concepts that are essential for interpersonal relationships. The Social Sciences are divided into
‘Sociology’, ‘History’, ‘Anthropology’, ‘Political Science’, ‘Psychology’ and so on.
Applied Disciplines or Fields
The applied disciplines are those wherein the knowledge of basic disciplines is used. For example,
scientific knowledge is used in technological applications. The areas of Bio-engineering,
Biotechnology, Applied Physics, Environmental Biology are some of the examples of applied
disciplines.
As knowledge advances, new areas of knowledge and disciplines emerge new specialisations are
created having their roots in basic disciplines and merge with other relevant areas.
Multidisciplinary and Interdisciplinary Areas
The recent approaches to designing the curriculum in schools are inter, multi or trans-disciplinary.
For example, ‘Economics’ is not studied independently. The knowledge of the disciplines of other
branches of Social Sciences like; ‘History’, Political Science’, ‘Geography’, and ‘Sociology’ are
integrated into designing and transacting Economics in a better way. This is an interdisciplinary
approach in which one discipline serves as the principal organiser, with related disciplines serving
supplementing to the principal organiser.
Multidisciplinary approach concepts are selected from various disciplines to create a new field of
study. For example, the area of Population Education requires the use of Biology, Economics,
Psychology, Sociology, Geography and so on. There are many other areas, which are multi-
disciplinary in nature like Home Economics, Social Biology, etc.
EVOLUTION OF DISCIPLINERY STREAMS
https://egyankosh.ac.in/bitstream/123456789/46619/1/Unit-2.pdf
Refer to page 30-36
 UNIT 2
NATURE OF KNOWLEDGE…. AMONG STREAMS
https://egyankosh.ac.in/bitstream/123456789/46619/1/Unit-2.pdf
pg. 40-44
 TIMETABLE
'The timetable is a necessary tool for the efficient working of a school. It is really a mirror that
reflects the entire educational programme of the school. "It is the timetable that supplies the
framework within which the work of the school proceeds. It is the instrument through which the
purpose of the school is to function." The values of the school timetable may be enumerated as
follows:
It ensures smooth and orderly working of the school:
The major achievement of timetable is that everything is planned in advance. All the teachers and
students know their jobs as well as the time they are to devote to each activity. It is due to the
timetable that smooth, orderly and regular work in the school goes on even in the absence of the
Head Teacher or any one of the teachers. If there is no timetable in the school, there is always the
danger of negligence of duty, duplication of effort and repetition of unnecessary items and activities.
The timetable places proper persons at their proper places, at the proper time and in the proper
manner.
It prevents wastage of time and energy:
The timetable shows exactly what is to be done at a particular time. It, thus, directs the attention of
both the pupil and the teacher to one thing at a time. Thus, one's energy is automatically directed in
a particular direction and this prevents a lot of wastage of time and energy. It also prevents
confusion, duplication, overlapping and unnecessary repetition on the part of the pupil and the
teacher.
It ensures equitable distribution of work among teachers:
With the help of the timetable, the Head Teacher can keep track of the quantum of work load
assigned to each teacher working under him/her. The timetable gives a summary of the work allotted
to each teacher. The Head Teacher, or 'another superior officer, can know at a glance the amount of
work that every teacher is expected to do. Thus, the timetable helps in avoiding the allotment of too
much or too little work to, one teacher. This prevents heart burning among the teachers and so
unnecessary tension to the Head Teacher on this account. after all, the Head Teacher has to have a
congenial atmosphere in the school for optimal efficiency as well as efficacy.
It ensures equitable distribution of time to different subjects and activities:
The timetable gives due place, extension and emphasis to various subjects and activities in the
school, according to their relative importance or difficulty. This is very essential for the all-round
development of the pupils. This ensures that while the more important subjects and activities get
more attention and time, the less important ones are not neglected.
It helps in adjusting schoolwork according to the needs of pupils:
The timetable helps the school authorities to adjust schoolwork according to the physiological needs
of pupils. Fatigue, interest and freshness of mind and body are given due consideration at the time
of constructing a timetable. As the Head, you should see to it that ample time is provided in the
timetable for the teachers to check the pupils' notebooks and also to prepare for their lessons. As far
as the pupils are concerned, the Head must ensure that co-curricular activities like sports, music, art
and craft, library and other such activities get adequate time. This is very important for the all-round
development of the pupils.
It helps in the formulation of good habits:
A good timetable is very helpful in inculcating the habits of orderliness, punctuality and steadiness
of purpose, both in the teachers and the students. It ensures regularity and even progress by
preventing laxity. It develops a methodical attitude towards work among pupils and teachers in the
school. Such adherence to a pre-arranged plan of work is the secret of success of all persons
connected with the school.
A timetable is, therefore, an absolute necessity for every type of school and its vital importance
cannot be denied. Of course, there should be flexibility in the timetable; rigidity may cause
problems. The time-table has to be relaxed at times as per needs and circumstances, e.g.,
absenteeism of teachers.
PROBLEM OF CLASSIFYING AND ACCOMMODATING ART CRAFT WORK PEACE
IN LEARNING
Gandhiji defines education as; “by education I mean an all-round drawing out of the best in child
body, mind, and spirit”. He therefore, stressed not only on the development of human intellect but
also on holistic development of human beings. The existing school curriculum mostly comprise
subjects pertaining to disciplines like Social Science, Mathematics, Science, etc. Specific areas of
knowledge like work education, craft education, etc. have not been integrated in disciplinary
knowledge of school curriculum.
Art and Craft: For decades, there have been debates on inclusion of Art and Craft education in
school curriculum. However, no development has taken place till now. Sometimes, it is included in
the school curriculum but is kept out of the core subject areas. The art and craft education needs to
be an important component of learning in the school curriculum. Children need to develop skills
and abilities in these areas.
Work Education: Work is an integral part of every individual’s life, be an adult or child. A child
needs to be educated in the school for world of work. Work education needs to be included in the
school curriculum as an opportunity for learning for the children and for preparation for their further
life.
Peace Education: Unprecedented growth of violence, intolerance, fanaticism, conflicts, and
discordance are the constant threats to our society. Hence, there is the need to train the children and
the young adults to practice tolerance and peace at home, school, and society.
Health and Physical Education: Health and physical education has a significant contribution to
the physical, social and emotional development of a child. It constitutes an important component of
school education. The NCF (2005), therefore, recommends health and physical education at all
levels of schooling with special attention to vulnerable social groups and girl children.
THE PROBLEM OF CLASSIFYING AND INCLUDING THE SPECIFIC AREAS of
knowledge in the school curriculum has always been faced by the educationists and the curriculum
designers. Time and again there has been the problem of including specific areas in the school text
books, especially, the text books developed after NCF, 2005. The specific areas of knowledge which
are not considered as core disciplines of study at the school level and often perceived as co-
curricular or extra-curricular activities need to be included in the school curriculum. Making the
specific areas of knowledge as an integral part of teaching and learning may help the learners
develop their total personality.
CURRICULAR DIVISIONS FOR LEARNER CENTERED PEDAGOGY (in doubt)
 Supportive environmental conditions that foster strong relationships and community. These
include positive sustained relationships that foster attachment and emotional connections;
physical, emotional, and identity safety; and a sense of belonging and purpose
 Productive instructional strategies that support motivation, competence, and self-directed
learning. These curriculum, teaching, and assessment strategies feature well-scaffolded
instruction and ongoing formative assessment that support conceptual understanding, take
students’ prior knowledge and experiences into account, and provide the right amount of
challenge and support on relevant and engaging learning tasks;
 Social and Emotional Learning that fosters skills, habits, and mindsets that enable academic
progress, efficacy, and productive behavior. These include self-regulation, executive function,
intrapersonal awareness and interpersonal skills, a growth mindset, and a sense of agency that
supports resilience and productive action;
 System of supports that enable healthy development, respond to student needs, and address
learning barriers. These include a multi-tiered system of academic, health, and social supports
that provide personalized resources within and beyond the classroom to address and prevent
developmental detours, including conditions of trauma and adversity.
UNIT 3
 SECONDARY EDUCATION COMMISSION (MUDALIAR REPORT)
REFER TELEGRAM (GROUP F5)
 EDUCATION COMMISSION (KOTHARI REPORT)
The Commission was set up by the Government of India on 14 July 1964 under the chairmanship
of Daulat Singh Kothari. The Commission's aimed at examining all aspects of the educational
sector across the country. The commission, under the chairmanship of D. S. Kothari, submitted
its Report on 29 June 1966; its recommendations were accommodated in India's first National
Policy on Education in 1968.
Implementation of Kothari commission recommendations

(A) INCREASING PRODUCTIVITY:

The link between education and productivity can be created through the development of the
following programmes:
(i) Science Education:
Every primary school should have a science comer to keep specimens, models and charts with
necessary storage facilities. Every higher primary school should be provided with one laboratory-
cum-lecture room.
Science education must become an integral part of the school education and ultimately study of
science should become a part of all courses in the humanities and social science at the university
stage. Science and mathematics should be taught on a compulsory basis to all pupils as a part of
general education during the first ten years of schooling.
(ii) Work-Experience:
Work-experience should be introduced as an integral part of all education; general and vocational.
Work experience means participation in productive work in the school, at home, in work shop, in a
factory or in any other productive situations.
(iii) Application of Science to Productive Process:
Every effort should be made to link programmes realistically to technology, industrialization, and
the application of science to productive processes including agriculture.
(iv) Vocationalisation:
Secondary education should be largely vocationalised and in higher education, a great emphasis
should be placed on agriculture and technical education.
(B) ACHIEVING SOCIAL AND NATIONAL INTEGRATION:
The following are the recommendations of the commission for achieving unity and solidarity of the
nation:
(i) Common School System:
In the words of commission, “If the educational system is to become a powerful instrument of
national development in general, and social and national integration in particular, we must move
towards the goal of a common school system of public education—which will be open to all children
irrespective of caste, creed, community, religion, economic conditions or social status”.
Therefore, a common school system of public education should be introduced in a phased manner
spread over twenty years.
(ii) Social and National Service
In order to remove the gulf between the educated and uneducated or between the intelligentsia and
masses, some form of social and national service should be made obligatory for all students at all
stages of education. This can become an instrument to build character, improve discipline, inculcate
a faith in the dignity of manual labour and to develop a social responsibility.
(C) ACCELERATING THE PACE OF MODERNISATION:
In a modern society knowledge increases at a terrific pace and social change is very rapid. In order
that India should keep pace with modernisation, driven by science-based technology, the
commission suggests the following:
(i) Education should be concerned with awakening of curiosity, the development of proper
interests, attitudes, and values and the building up essential skills as independent study and
capacity to think and judge for one self.
(ii) Education must try to create an intelligentsia of adequate size and competence, which comes
from all strata of society and whose loyalties and aspirations are rooted in the Indian soil.
(D) CULTIVATING SOCIAL, MORAL AND SPIRITUAL VALUES:
Conscious and organised efforts are needed for imparting education in social, moral and spiritual
values with the help, whenever possible, of the ethical teaching of great religions. Towards making
these values as integral part of school programme, some period should set apart in the time-table.
A syllabus giving well-chosen information about each of the major religion should be included. The
central and state governments should adopt measures to introduce education in moral, social and
spiritual values in all the institutions under their direct control.
THE COMMISSION HAS DIVIDED THE SYLLABUS INTO FOUR BASES –
1. Curriculum of pre-primary education – According to the commission, in pre-primary
education, students should be developed skills related to cleanliness, eating and drinking, talking,
making social adjustments and participating in functional activities.
2. Curriculum of primary education – According to the Kothari Commission, mother tongue,
general mathematics, environment, health education, functional work, and creative work should be
included in the curriculum of primary education.
3. Curriculum of Secondary Education – Under this, Hindi, English, Mathematics, Science, Art,
Social-Service, Social Studies and Moral-Values etc. should be included in the curriculum.
4. Syllabus of Higher Secondary Education – Under this, the Commission should include subjects
like History, Geography, Economics, Psychology, Social-Science, Mathematics, Science etc
TEACHER EDUCATION:
The commission remarked, “A sound programme of professional education of teachers is essential
for the qualitative improvement of education”. For streamlining teacher education, the commission
recommended that there should be removal of isolation of teacher education from university life,
from schools and among the institutions.
For the qualitative improvement of teacher education, there should be reorientation of subject
knowledge both independently and in collaboration with university departments, and where
necessary, with the arts and science colleges doing post-graduate work. There should be two years
duration of the programme for the primary teachers and one year duration for the secondary
teachers.
Vitalisation of professional studies should be done to purge its off inadequacy. There should be the
necessity of improving methods of teaching and evaluation in training institutions. Individual
library work, preparation of review report, case studies, project work, discussions and seminars
should form an integral part of the work of training institutions. The examination system needs
continuous reform. There must be a comprehensive programme of internship instead of block
teaching.
The pupil teacher should be given opportunities to observe good teaching. There should be
continuous practice teaching for a period of at least eight weeks under actual school conditions.
Special courses for teacher educators of primary and secondary training institutes should also be
developed and untrained graduate teachers, who are being employed in the schools, need to be
oriented in special courses. Further, curriculum should be revised at all levels of teacher education
keeping in view the emerging needs of the society.
STATUS OF TEACHERS:
The commission emphasised that necessary efforts should be taken to raise the economic social and
professional status of teachers and to feedback talented youth into the profession Therefore, there
is the urgent need of reform to upgrade the scale of pay of teachers. At the school stage, the Govt.
of India should lay down the minimum scales of pay for school teachers.
The states and Union Territories should then adopt equivalent or higher scales to pay to suit their
local conditions. There should be parity in the pay scales irrespective of difference in management
Liberal central assistance should be given to state governments for improving the salaries of school
teachers.
For the promotion, trained graduate teachers having outstanding work should be promote to the next
posts carrying salaries of teachers with post graduate qualification. Advance increment may be
given to such teachers. The UGC should give grants to such teachers to do research in various fields.
Normal retirement age for teachers should be 60 years and there should be the provision for
extension up to 65 years provided the person is physically fit and mentally alert to discharge his/her
duties efficiently.
Retirement benefits should be extended to all the teachers in the service of the State Governments.
There should be encouragement of women teachers at a stage of education and teachers working in
tribal areas should be given special training and allowance, assistance for the education of their
children and residential accommodation.
SUGGESTIONS RELATED TO EVALUATION BY THE KOTHARI COMMISSION:
 There should be a system of internal assessment at the primary level.
 Objective tests should be organized so that the given numbers can be accurate and reliable.
A public examination at the end of class 10th should be conducted under the supervision of the
Board of Secondary Education.
 Grade system should be adopted instead of giving marks in board examinations.
 Oral examinations should also be encouraged at the secondary level.
CONCLUSION
According to the Kothari commission, education should be linked with the idea of National
reconstruction. The Kothari Commission has a very important contribution in the field of education,
through this the Indian education system has been made more strong and more effective. It has
started a new era in the field of education.

 YASH PAL COMMITTEE – LEARNING WITHOUT BURDEN

Dr. Yashpal presented a report titled ‘Learning without burden’ in 1993. The main aim of this
committee was to recommend effective ways and means that can be used to reduce the load on
school students at all levels. It mainly aimed to reduce this load of young students and sought to
improve the quality of learning with the inclusion of the capability of life-long self-learning and
skill formulation. Dr. Yashpal was the chairman of the Committee. He was a renowned academic,
education reformer, and physicist.
Recommendations of the Yashpal Committee
The main recommendations of the Yashpal Committee (1992-93) were as follows:
1. The Final Report that was submitted by the committee to the Ministry of Human Resource
Development (MHRD) recommended the abandonment of the deemed university status.
2. It recommended that all the worthy deemed universities should be transformed into full-fledged
universities or must be abandoned.
3. The report recommended the conduction of a test similar to GRE for university education.
4. The replacement of bodies like NCTE, AICTE, UGC d by a Commission for Higher Education
and Research (CHER) – a seven-member body was also recommended.
5. It recommended that the new regulatory bodies must be independent of political pressures.
6. It recommended the chairperson’s position of CHER was to parallel the election commissioners.
7. It recommended that the jurisdiction of regulators such as the Bar Council of India, the Medical
Council of India, etc. must be limited to administrative matters and universities must be
responsible for all academic matters.
8. The report recommended that IITs and IIMs must be expanded as full-fledged universities and
encourage the inclusion of diversity more.
The Committee made the following recommendations for learning without a burden:
1. Decentralization of the framing procedure of the curriculum and writing of textbooks and
involvement of more teachers.
2. Establishment of education committees at the village, block, and district levels.
3. Restriction of the jurisdiction of CBSE to KVS and the Navodaya Vidyalaya only.
4. Affiliation of all other schools should be with the respective state boards.
5. Exclusion of interview tests and interviews for nursery admissions.
6. Elimination of commercialization.
7. Elimination of compulsion for school children to carry heavy books to school.
8. Exclusion of homework for primary school children.
9. Reduction of the teacher-pupil ratio to at least 1:30.
10. Increases use of electronic media.
11. Improvement of teacher training.
The “Learning without Burden” report is now regarded as a significant document that has shaped
the modern Indian education system.
REFER TELEGRAM (GROUP F5), WhatsApp (Praveen)
 National curriculum framework
https://www.iitms.co.in/blog/national-curriculum-framework.html
 Ten-year school (Ishwar bhai Patel report)
Introduction
The All-India Council of Technical Education at a meeting held during the year 1974-75,
made important recommendations relating to the establishment of appropriate links between
industry and educational research institutions, programmes of vocational education and the
establishment of teacher training centres in the field of management education. With the passage of
time, the Review Committee on the curriculum, for the ten years schooling, popularly known as
Ishwar Bhai Patel Committee (1977), categorically recommended in its report for the compulsory
introduction of Socially Useful Productive Work (SUPW) at the secondary schools.
Main concept the report (1977)
The Ishwar Bhai Patel Committee Report (1977), while reviewing NCERT’s ten-year school
curriculum framework (1975), observed that the curriculum should be capable of relating learning
“closely to socially productive manual work and the socio-economic situation of the country” and
making it available “in such a way that working and learning can always be combined.”
Preferring to term “purposive, meaningful, manual work” in the curriculum as Socially Useful
Productive Work (SUPW), the Committee observed: “The purpose of demarcating a distinct
curricular area as Socially Useful Productive Work is to emphasise the principle that education
should be work-centred”.
Socially Useful Productive Work (SUPW)
Education Commission, 1964-66, identified work experience and social service as essential eleme
nts of purposeful education. These two elements were integrated into a holistic concept and was re
-named Socially Useful Productive Work (SUPW) by the Ishwar Bhai Patel Review Committee (
1978).
Aim of this curricular area
The aim of this curricular area is to provide children with opportunities of participating in social
and economic activities inside and outside the classroom, enabling them to understand scientific
principles and processes involved in different types of work and in the setting in which they are
found in the physical and social environment. It must not be confined to the four walls of the school,
nor can they be provided by the teacher only. Programmes should, therefore, be so planned and
implemented that the local community, community development organizations and governmental
agencies participate in them and cooperate with the school.
Curriculum for the Ten-Year School – A Framework’
The Ishwar Bhai Patel Committee Report (1977) reviewed NCERT’s document entitled ‘The
Curriculum for the Ten-Year School – A Framework’ published in 1975 and observed that the 10-
year curriculum should be capable of:
 Moulding the learner after the image of citizen as visualised in the Constitution
 Releasing learning from its bookishness and elitist character so as to relate it closely to socially
productive manual work and the socio-economic situation of the country;
 Emphasizing the qualities of simplicity, integrity, tolerance and cooperation in all aspects of life
 Being available to every individual in such a way that working and learning can always be
combined.
Impact of Socially Useful Productive Work
After the recommendations of 'Ishwar Bhai Patel Committee' (July, 1977), which first coined the
term 'Socially Useful Productive Work' or SUPW, the subject was first introduced to the school
curriculum in 1978, by Ministry of Education, Government of India. A period was allotted in the
time-table for this purpose. The main purpose of this scheme was to inculcate in learners, the liking
and love for the dignity of labour. To begin with, there was much enthusiasm for the implementation
of SUPW. But as time went on, initiative and zeal gradually slackened. In-fact, tangible result was
not achieved. This explains the wide-spread continuing practice of confusing vocational education
with the pedagogic role of work in curriculum.
UNIT 4
Textbooks: Advantages and Disadvantages
As you visit classrooms, you probably notice that most, if not all, of those classrooms use a standard
textbook series. The reasons for this are many, depending on the design and focus of the curriculum,
the mandates of the administration, and/or the level of expertise on the part of classroom teachers.
Jabberwocky
A textbook is a collection of the knowledge, concepts, and principles of a selected topic or course.
It's usually written by one or more teachers, college professors, or education experts who are
authorities in a specific field. Most textbooks are accompanied by teacher guides, which provide
you with supplemental teaching materials, ideas, and activities to use throughout the academic year.
Textbooks provide you with several advantages in the classroom:
 Textbooks are especially helpful for beginning teachers. The material to be covered and the
design of each lesson are carefully spelled out in detail.
 Textbooks provide organized units of work. A textbook gives you all the plans and lessons
you need to cover a topic in some detail.
 A textbook series provides you with a balanced, chronological presentation of information.
 Textbooks are a detailed sequence of teaching procedures that tell you what to do and when
to do it. There are no surprises—everything is carefully spelled out.
 Textbooks provide administrators and teachers with a complete program. The series is
typically based on the latest research and teaching strategies.
 Good textbooks are excellent teaching aids. They're a resource for both teachers and students.
Fire Alarm
Some textbooks may fail to arouse student interest. It is not unusual for students to reject textbooks
simply because of what they are—compendiums of large masses of data for large masses of
students. Students may find it difficult to understand the relevance of so much data to their personal
lives.
Use Textbooks Wisely
A textbook is only as good as the teacher who uses it. And it's important to remember that a textbook
is just one tool, perhaps a very important tool, in your teaching arsenal. Sometimes, teachers over-
rely on textbooks and don't consider other aids or other materials for the classroom. Some teachers
reject a textbook approach to learning because the textbook is outdated or insufficiently covers a
topic or subject area.
As a teacher, you'll need to make many decisions, and one of those is how you want to use the
textbook. As good as they may appear on the surface, textbooks do have some limitations. The
following table lists some of the most common weaknesses of textbooks, along with ways of
overcoming those difficulties.

Refer to book pg. 57

CURRICULUM SYLLABUS AND TEXTBOOKS
Definition of Syllabus
The syllabus is defined as the documents that consist of topics or portion covered in a particular
subject. It is determined by the examination board and created by the professors. The professors are
responsible for the quality of the course. It is made available to the students by the teachers, either
in hard copy or electronic form to bring their attention towards the subject and take their study
seriously.
A syllabus is considered as a guide to the in charge as well as to the students. It helps the students
to know about the subject in detail, why it is a part of their course of study, what are the expectations
from students, consequences of failure, etc. It contains general rules, policies, instructions, topics
covered, assignments, projects, test dates, and so on.
Definition of Curriculum
The curriculum is defined as the guideline of the chapters and academic content covered by an
educational system while undergoing a particular course or program.
In a theoretical sense, curriculum refers to what is offered by the school or college. However,
practically it has a wider scope which covers the knowledge, attitude, behaviour, manner,
performance and skills that are imparted or inculcated in a student. It contains the teaching methods,
lessons, assignments, physical and mental exercises, activities, projects, study material, tutorials,
presentations, assessments, test series, learning objectives, and so on.
Relationship between Curriculum, Syllabus and Textbook
There is a close and interrelated relationship between Curriculum, Syllabus and Textbooks because
these three are essential component of an academic session. Let’s understand this relationship in
further detail:
 Curriculum defines the intricate structure of how the syllabus, teaching periods and prescribed
study materials would be, syllabus includes all the chapters and topics in detail along with the
reference books, study guides and further academic instructions and then textbook follows all the
essentials mentioned in both curriculum and syllabus for an academic semester or year.
 Lesson plans for a certain subject are part of the curriculum, but detailed in terms of chapters and
topics in a syllabus while further studied through textbooks.
 The more structured a curriculum is, the syllabus will be simpler and easier to cover with the help
of textbooks.
 When it comes to formulation of these three, the curriculum and syllabus are constituted by the
education board and teachers while textbooks are created by academic authors and publishers as
per the curriculum and syllabus.
 Thecurriculum is provided for a whole year, the syllabus is for a certain academic session like a
semester and textbooks differ as per the syllabus for each session as well as the curriculum for
each year.
Key Differences Between Syllabus and Curriculum
The basic differences between syllabus and curriculum are explained in the point given below:
1. The syllabus is described as the summary of the topics covered or units to be taught in the
particular subject. Curriculum refers to the overall content, taught in an educational system or a
course.
2. Syllabus varies from teacher to teacher while the curriculum is same for all teachers.
3. The term syllabus is a Greek origin, whereas the term curriculum is a Latin origin.
4. The curriculum has a wider scope than the syllabus.
5. The syllabus is provided to the students by the teachers so that they can take an interest in the
subject. On the other hand, normally the curriculum is not made available to the students unless
specifically asked for.
6. Syllabus is descriptive in nature, but the curriculum is prescriptive.
7. Syllabus is set for a particular subject. Unlike curriculum, which covers a particular course of
study or a program.
8. Syllabus is prepared by teachers. Conversely, a curriculum is decided by the government or the
school or college administration.
9. The duration of a syllabus is for a year only, but curriculum lasts till the completion of the
course.

REMAINING TOPICS OF UNIT 4 (TELEGRAM)

UNIT 5
THE IDEA OF CHOICE IN THE 10+2 SYSTEM, FACTORS AFFECTING CHOICE OF
SUBJECTS BY STUDENTS
One of the major decisions individuals make in their life is their choice of profession. A decision
that will have a great effect on the economic and psychological status of an individual. The choice
of profession also affects an individual’s status in society, professional affiliation, personal identity,
and self-realization.
Career selection is an important stage in a student’s life. It influences a number of decisions that
he/she takes based on their career choices. Choice of a subject, a university, an institution, a
company, a job profile depends on the career one chooses to pursue.
Nowadays it is quite certain to find students confused or unaware of their career path, even after
having completed their graduation. They seem unsure of the degrees they hold as it doesn’t give
them a clear vision of what they want to do.
An individual's decision making is the most sought-after skill in each and every career; no matter
which job you do, your success will be based on the reasoning applied behind the decisions you
take. This skill is spurred in a student from time to time and it starts right after you finish your 10th
grade. Before 10th, the only choice you made was selecting your second language. After 10th, the
story changes-- for the first time, you have the steering wheel of your career.
There are many factors pertaining to the learners, their family, society, school, etc. which influence
the learners in the selection of a particular stream and subjects for study at the higher secondary
stage after completion of ten years of schooling. At this age, the learners are adolescents and not
mature enough to take a right decision for their future course of education. They have very limited
knowledge about the world of knowledge and emergence of various new areas of study in every
discipline which one can choose for their further education. Because of this, sometimes, they are
influenced by others and choose a stream of study without considering their interests and aptitudes
to study the same. Sometimes, learners do well in the stream and subjects they have chosen and
very often they do not perform well.
Learner Related Factors (internal)
Learner related factors are the most important factors for selecting the stream and the subjects at the
school stage. Choice of stream and subjects should be based on the interest and aptitude of the
learner. Every stream or subject needs a particular aptitude on the part of learners. Now the
question is, how to know, whether learners have that type of aptitude or not. Does the school
conduct screening test to know the aptitude of students for admitting them in different streams and
help them choose subjects? Mostly, we don’t find that such initiatives in the schools. Most schools
consider achievement score of students in class X as the basis for admitting them in a particular
stream or subject. It is important to note that achievement score is different from the aptitude of
students. Though Making Subject Choices 54 Subjects in School Curriculum they are not
negatively correlated, but implications of both the variables are different. It is often observed that
the past performance may not be the right predictor for future performance. One can earn high
percentage of marks because of many factors, such as hard work, proper guidance, rote memory,
even also by mal practices in the examinations. Therefore, aptitude and interests of learners need
to be assessed before getting admission in a particular stream. The school can do it, or, a career
counselor may be engaged to know their aptitude and suggest the stream and subjects which
students should choose. That’s why learner related factors are important factors for choosing
streams and subjects at the higher secondary stage.
School Related Factors (external)
School related factors are also important for choosing streams and subjects just as the learner related
factors. You must have observed that all schools do not have similar facilities in terms of
availability of streams, subjects, and resources. Learners at the school stage have very limited
choices in selecting schools especially in rural areas. They generally choose the nearby schools.
Some of the school related factors which influence learners’ choices of streams and subjects are
discussed below.
i. Availability of streams in the nearby schools: Many a times, it is observed that higher
secondary schools do not offer all streams of study. Higher secondary schools offer only ‘Arts
and Humanities’ stream. Some of them offer Arts and Humanities along with Commerce. Some
 of them offer Arts and Humanities, Commerce and Science. It is, therefore, evident that a learner
having interest and aptitude in science opt other streams as it is not available in his/her locality.
ii. Availability of subjects: Many higher secondary schools have options for only a few subjects
in rural or urban areas. Most schools provide three to four compulsory subjects to students. In
case a student intends to study a subject of his/her choice within the stream, such option may
not be available. Lack of subjects across streams is also another factor as a very few subjects
are taught in schools. As a result, learners are deprived of studying subjects of their choice.
iii. Availability of Teacher: Availability of teacher is also another important issue in selection of
streams and subjects. Sometimes, you must have experienced that a particular subject is
available in the school but there is no teacher to teach that subject. In this case, learners do not
choose that subject due to non-availability of the teacher. Moreover, the competency of the
teacher to teach a particular subject is also another factor which influences the learners to choose
a subject.
iv. Availability of Resources: Availability of resources is another factor for choosing the streams
and subjects. To study a particular stream or subject, learners usually require the concerned
textbook and reference books in the school library, related audio visual and resource materials,
well equipped school campus with physical facilities, laboratory facilities for the science
learners, etc. In case the school lacks such facilities, learners do not choose that stream or subject
for study. For example, for the stream of science at higher secondary level, learners need a well-
equipped laboratory with facilities to conduct various experiments. If the school does not have
well equipped laboratory, learners may not choose science stream in that school. So, availability
of resources in the school is an important factor for the learners to choose the streams and
subjects.
External factors
Parental Pressure- At times, parents believe that their children should take up the same profession
as them, and they have every right to expect that. To make it happen, they pressurize their child to
choose those particular subjects, irrespective of whether s/he is interested or not. Some children are
able to perform well, but others are not, which in turn, might make the student have self-doubts.
Peer Pressure- Students have a tendency of following their friends in every possible way, even if
it is regarding their future. They may take up the stream their friend is taking, solely for the purpose
of being with them for the next two years. This can hamper their academic performance; in case
they are unable to understand what is being taught.
Societal Pressure- When no one pressurizes the student, there’s the society. They will always judge
the child and his/her decisions, and would have high expectations. The stereotypes which exist in
the society are one of the main reasons a student does not pursue his/her field of interest.