National Curriculum Framework - 2005: Presented By: Pooja Srivastava

National Curriculum
Framework -2005
Presented by:
Pooja srivastava
National Curriculum Framework -2005
Curriculum:- Curriculum deals with all the aspects

of school education-subject areas, evaluation and
teacher education.
After independence the concerns of education were
looked into by the National commissions-the
Secondary Education Commission (1952-53) and the
Education Commission also known as Kothari
Commission (1964-66).
 Education under the Indian Constitution was a state
subject and allowed the state governments to take
decisions on all matters pertaining to school education,
including curriculum. The centre could only provide
guidance to the states on policy issues.
 In these circumstances the National education policy
of 1968 and the Curriculum Framework designed by
NCERT in 1975 were formulated.
 In 1976 education was included in the concurrent list and for
the first time in 1986, a uniform National Policy on Education
was formulated. The NPE-1986 recommended a common core
component in the school curriculum throughout the country.
 The policy also entrusted NCERT with the responsibility of
developing the National Curriculum Framework, and reviewing
the framework at frequent intervals.
 The term National Curriculum Framework is after
wrongly construed to mean that an instrument of uniformity is
being proposed. The intention as articulated in the NPE-1986
and the programme of action (POA) 1992 was quite the
contrary.
Core Components (NPE,1986)
 The National system of Education will be based on a national
curricular framework, which contains a common core along
with other components that are flexible.
 The common core will include the history of India’s freedom
monument, the constitutional obligations and other content
essential to nurture national identity.
 These elements will cut across subject areas and will be
designed to promote values such as:-
 India’s common cultural heritage
 Egalitarianism
 Democracy and secularism
 Equality of sexes
 Protection of environment
NCF-2005
 The Executive Committee of NCERT had taken the decision, at

its meetings held on 14 and 19 July 2004, to revise the
NCFSE-2000, following the statement made by the Hon’ble
Minister of Human Resource Development in the Lok Sabha
that the council should take up such a revision.
 National Curriculum Framework -2005, was developed in the
light of the report, ‘Learning Without Burden, 1993’.
 In the report the committee pointed out that the learning at
school can not become a joyful experience unless we change
our perception of the child as a receiver of knowledge and
move beyond the convention of using text books as the basis
for examinations
1. Curricular Areas: (8 Focus Groups)
 Teaching of Science
 Teaching of Mathematics
 Teaching of Indian Languages
 Teaching of English
 Teaching of Social Sciences
 Habitat and Learning
 Arts, Music, Dance and Theatre
 Heritage Crafts
2. Systemic Reforms: (6 Focus Groups)
 AIMS of Education
 Systemic Reforms for Curriculum Change
 Curriculum, Syllabus and Text books
 Teacher Education for Curriculum Renewal
 Examination Reforms
 Educational Technology
3. National Concerns: (7 Focus Groups)
 Problems of Scheduled Caste and Scheduled Tribe Children

 Gender Issues in Education
 Education of Children with Special Needs
 Education for Peace
 Health and Physical Education
 Early Childhood Education
 Work and Education
Main Features of NCF-2005
 The document revolves around the question of curriculum load
on the children.
 We have bartered away understanding for memory based, short
term information accumulation. This is to be reversed. We need
to give our children some taste of understanding, following
which they would be able to learn & create their own versions
of knowledge. It would make our children wholesome, creative
& enjoyable.
 Education is not a physical thing that can be delivered through
the post or through a teacher. Fertile and robust education is
always created, rooted in the physical and cultural soil of the
child and nourished through interaction with parents, teachers,
fellow students & the community.
AIMS of Education:-
Keeping in view the constitutional vision of India as a secular,

egalitarian and pluralistic society, founded on the values of social
justice & equality, certain broad aims of education have been
identified in this document. These are as follows:
 Independence of thought and action
 Sensitivity to others’ well-being & feelings.
 Learning to respond to new situations in a flexible and
creative manner.
 Predisposition towards participation in democratic process.
 Ability to work towards and contribute to economic
processes and social change.
Guiding Principals of Curriculum Development
The fact that learning has become a source of burden and stress
on children and their parents is an evidence of a deep distortion
in educational aims & quality. To correct this distortion, the
present NCF proposes five guiding principles for curriculum
development:
 Connecting knowledge to life outside the school.
 Ensuring that learning shifts away from rote methods.
 Enriching the curriculum so that it goes beyond textbooks.
 Making examinations more flexible and integrating them with classroom
life, and
 Nurturing an overriding identify informed by caring concerns within the
democratic polity of the country
Overall Evaluation
 NCF 2005 highlights the following aspects:

 The value of Interaction with environment, peers
and older people to enhance learning.
 That learning task must be designed to enable
children to seek knowledge other than text books.
 The need to move away from “Herbartian” lesson
plan to prepare plans and activities that challenge
children to think and try out what they are learning.

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National Curriculum

Curriculum:- Curriculum deals with all the aspects

 The Executive Committee of NCERT had taken the decision, at

 Problems of Scheduled Caste and Scheduled Tribe Children

Keeping in view the constitutional vision of India as a secular,

 NCF 2005 highlights the following aspects:

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