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National Curriculum
Framework 2005
Introduction
● The National Curriculum Framework 2005 (NCF 2005) is the fourth National
Curriculum Framework published in 2005 by the National Council of
Educational Research and Training (NCERT) in India.
● Its predecessors were published in 1975, 1988, 2000.
● The NCF 2005 serves as a guideline for
syllabus,textbooks, and teaching practices for the schools
in India.
● The NCF 2005as based its policies on previous
government reports on education, such as Learning
Without Burden and National Policy of Education 1986–
1992, and focus group discussion.
● After multiple deliberations 21 National Focus Group
Position Papers have been published to provide inputs for
NCF 2005.
● NCF 2005 and its offshoot textbooks have come under
different forms of reviews in the press.
● Its draft document was criticized by the Central Advisory
● In February 2008, Krishna Kumar, then the director
of NCERT, also discussed the challenges faced by
the document in an interview.
● The subjects of NCF 2005 include all educational
institutions in India. A number of its
recommendations, for example, focus on rural
schools.
● The syllabus and textbooks based on it are being
used by all the CBSE schools and multiple state
schools.
● NCF 2005 has been translated into 22 languages
and has influenced the syllabus in 17 states.
● The NCERT provided a grant of ₹10,00,000 to all
states to promote NCF in their local language and to
compare its current syllabus with the syllabus
proposed, so that a plan for future reforms could be
made.
● This exercise is being executed with the support of
State Councils for Educational Research and Training
(SCERT) and District Institutes of Education
andTraining.
The NCF was framed Considering the articulated
ideas in the past such as
To shift learning from rote method .
• Connecting knowledge to life outside the school.
• To integrate examination into classroom learning and make it

more flexible.
• To enrich the curriculum so that it goes beyond textbooks.
• Nurturing an over-riding identity informed by caring concerns

within the democratic polity of the country
NCF focused on
• Learning without burden to make learning a joyful experience and move
away from textbooks to be a basis for examination and to remove stress
from children. It recommended major changes in the design of syllabus.
• To develop a sense of self-reliance and dignity of the individual which

would for the basis of social relationship and would develop a sense of
nonviolence and oneness across the society.
• To develop a child centered approach and to promote universal

enrollment and retention up to the age of 14.
• To inculcate the feeling of oneness, democracy and unity in the students

the curriculum is enabled to strengthen our national identity and to enable
the new generation reevaluate.
• J. P. Nayak has described equality, quality and quantity as the exclusive

triangle for Indian education.
Learning and knowledge
● Learning should be an enjoyable act where children should feel
that they are valued and their voices are heard.
● The curriculum structure and school should be designed to make
school a satisfactory place for students to feel secure and valued.
● The curriculum should focus on the holistic development of the
students to enhance physical and mental development in
individuals and as well as with the peer interactions.
● In order to bring about the overall development of the students,
adequate nutrition, physical exercise and other psycho social
needs are addressed the participation in yoga and sports is
required.
● learning should be made enjoyable and should relate to real life
experiences learning should involve concepts and deeper
understandin
Language
● Three language formula system to be followed. medium of
communication should be the home language.
● The First language to be studied must be the mother
tongue or the regional language.
● The Second language – In Hindi speaking States, the
second language will be some other modern Indian
language or English, and – In non-Hindi speaking States,
the second language will be Hindi or English.
● The Third language – In Hindi speaking States, the third
language will be English or a modern Indian language not
studied as the second language, and – In non-Hindi
speaking States, the third language will be English or a
modern Indian language not studied as the second
Mathematics
● The emphasis for learning mathematics is
that all students can learn the need to learn
mathematics.
● Pedagogy and learning environment have
to be made favorable for students to
develop interest by going far beyond basic
skills and include variety of mathematics
loving models by pedagogy which devotes
a greater percentage of instructional time to
problem solving and activelearning
● mathematics makes learner systematic,
confidential,self evaluated,selfesteem, self
reliable etc.
Computers
● Introduction of computers in schools is to move from a
predetermined set of outcomes and skill sets to one that
enables students to develop 16 explanatory reasoning
and other higher-order skills.
● Enable students to access sources of knowledge,
interpret them, and create knowledge rather than be
passive users.
● Promote flexible models of curriculum transaction.
● Promote individual learning styles.
● Encourage use of flexible curriculum content, at least in
primary education, and flexible models of evaluation.
Science
● Pedagogy of learning sciences should be
designed to address the aims of learning
science is to learn the facts and principles of
science and its applications, consistent with
the stage of cognitive development.
● To acquired skills and understand the methods
and processes that lead to generation and
validation of scientific knowledge.
● To develop a historical and developmental
perspective of science and to enable her to
view science as a social enterprise.
● To relate to the, local as well as global, and
appreciate the issues at the interfaceof
science, technology and society.
Social Sciences
● Social science a subject is included in schools to assist
students to explore their interests and aptitudes in order
to choose appropriate university courses and/or careers.
● To encourage them to explore higher levels of
knowledge in different disciplines.
● To promote problem-solving abilities and creative
thinking in the citizens of tomorrow, to introduce
students to different ways of collecting and processing
data and information in specific disciplines and help
them arrive at conclusions, and to generate new insights
and knowledge in the process.
Art education
● The objectives of including art education in schools is to bring about the
complete development of the students personality and mental health, to
appreciate cultural heritage and develop respect for each other's work and
connect to environment.
Health and Physical education
● To provide theoretical and practical inputs to provide an
integrated and holistic understanding of health, disease,
accidents and physical fitness among children.
● To provide skills for dealing with psycho- social issues in
the school, home and the community.
● To help children grow as responsible citizens by
inculcating in them certain social and moral values
through games, sports, N.C.C., Red Cross, Scouts &
Guides, etc.
Work and Education
● Work related education is made as an integral component
of the school curriculum, in the form of – work experience,
work education, SUPW, craft education, life oriented
education, pre vocational education and generic education.
● Work based education aims at involving children in a
variety of production or service oriented activities, to
develop skills, positive attitudes and values through work
and also to develop work related competencies.
School and Classroom Environment
● Physical environment has to be maintained favorable to
students in terms of infrastructure, adequate light and
ventilation, Student teacher ratio, Hygiene and safe
environment
● Schools should also treat students with equality, justice,
respect, dignity and right of the students.
● Give equal opportunities for all students to participate in all
activities without any bias.
● Policy of inclusion has to be part of the school where
differently abled and children from marginalized section get
equal opportunities.
● The schools should also be well equipped with libraries,
laboratories and educational technology laboratories.
Conclusion
The NCF has aimed at bringing about reforms in the
education system to bring about a curriculum that is learner
centric, has a flexible process, provide learner autonomy,
teacher plays a role of a facilitator, supports and encourages
learning, involves active participation of learners, develops
multidisciplinary curriculum, focuses on education, brings
about multiple and divergent exposure, multifarious,
continuous appraisal in educational system.

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National Curriculum

To shift learning from rote method .

• Connecting knowledge to life outside the school.

• To integrate examination into classroom learning and make it

• To enrich the curriculum so that it goes beyond textbooks.

• Nurturing an over-riding identity informed by caring concerns

• To develop a sense of self-reliance and dignity of the individual which

• To develop a child centered approach and to promote universal

• To inculcate the feeling of oneness, democracy and unity in the students

• J. P. Nayak has described equality, quality and quantity as the exclusive

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