|
 


   |
   

‡ Issues / questions addressed

‡ NCF perspectives and viewpoints
‡ Concrete recommendations
‡ Systemic issues / reforms required for new vision
‡ Implementation and other concerns
| 


Based on the Constitution¶s Vision of India

‡ Independence of thought and action

‡ Learning to respond to new situations flexibly and
creatively
‡ Pre-disposition for participation in democratic
processes and social change
‡ Empower all children to learn





Learning has become a source of burden and stress
for children

‡ èextbooks / workbooks
‡ Information overload
‡ Incomprehension
‡ èests and examinations




 

!   
  ! 

‡ Connecting knowledge to life outside school

‡ Learning shifts away from rote
‡ Curriculum enrichment ± going beyond textbooks
‡ Making exams more flexible / integrating them with
classroom life
‡ Nurturing a caring identity
| "
#

èhe Child as Learner and What Should be Learnt
NCF Perspectives
ëll children are motivated and
capable of learning
Children learn in a variety of
ways
Developing capacity for abstract
thinking, reflection and work are
most important aspects of learning
Child as a µcritical¶ learner and
constructor of knowledge
Different types of knowledge as
embodied in the traditional
curriculum as well as in the world
outside the school
Commonly Held Views
Not true of large numbers of
children
Children learn in limited ways
Developing generally only skills
necessary for helping students
pass or excel in examinations
Child as passive imbibers of
textbook information and
providing set answers to all
questions
Knowledge as embodied in
textbooks
$
%#

"
#


Local Knowledge is a Rich Source of Learning
for ëll Children

‡ Knowledge brought into school - home language

‡ Integrating the outside world and school ± natural
environment
‡ Integrating the outside world and school ± cultural
environment
$ %#  "
# 

Criteria for Selection of Local Knowledge

in Social Sciences and Language

‡ Ideals and values enshrined in constitution

‡ Ethically sound
‡ Pedagogically imaginative
| 
 

èraditional  ther ëreas

‡ Language ‡ ërt Education
‡ Mathematics ‡ Health and Physical
Education
‡ Science
‡ Education for Peace
‡ Social Sciences
‡ Habitat and Learning
| "  

‡ èhree language formula reaffirmed ± importance of home

language
‡ Multilingualism as a resource
‡ Position of English and recommendations
‡ ëchieve basic English proficiency in 8 years of
elementary education within 4 years
|& '
 

What biology can Janabai, an µincapable¶ tribal secondary
school student learn ? What biology does she know ?

‡ Can use different plants as sources of food, medicines,

fuel, wood, dyes and building materials
‡ Recognises differences between trees and notices
seasonal variations based on shape, size, distribution of
leaves and flowers, smells, textures
‡ Can identify 100 different plants ± more than her biology
teacher who believes Janabai is a poor student
|& '
 

‡ Science should nurture curiosity and creativity particularly

in relationship to the environment
‡ Science teaching should be placed in the in the context of
children¶s environment to help them enter the world of
work
‡ ëwareness of environmental concerns
| '
 '
 


‡ Equip children to think critically on social issues

‡ Interdisciplinary approach to key national concerns such
as gender, human rights, marginalised minorities, etc.
‡ Civics to be recast as political science
‡ Significance of history ± conception of past and civic
identity
'
$    

‡ Physical environment
‡ Participation of all children
‡ Curriculum sources ± beyond textbooks
‡ èime
| '(

  
Concern for Quality

‡ Common school
‡ Decentralised district planning
‡ ëcademic leadership in schools
‡ School monitoring
‡ Panchayats and education ± 73rd constitutional
amendment
| '(

  
èeacher education for curriculum renewal

Major Shifts

èeacher-centric Learner-centric

èeacher direction and decisions Learner autonomy

èeacher guidance and Facilitates supports and

monitoring encourages learning

Learning passive reception ëctive participation in learning

Learning within four walls Learning in wider social context

Knowledge as ³given´ and fixed Knowledge evolves is created

| '(

  
Examination Reforms

‡ Shift from content-based teaching to problem solving and

understanding
‡ Schools should evolve continuous evaluation for
diagnosis and remedial learning
‡ Maths and English board exams at different levels
‡ No board or state level exams at Class 5, 8 or 11
 |& '(

  
Examination Reforms

‡ Shift from content-based teaching to problem solving

and understanding

Understanding in Mathematics

‡ If you know that 235+367=602, how much is 234+369? How

did you find the answer?
‡ Change any one digit in 5384. Did the number increase or
decrease? By how much
 |& '(

  
Work-Centred Education

‡ Work-centred education as integral part of school

curriculum from pre-primary to plus-two stage
‡ Vocational Education and èraining (VEè need to be
conceived and implemented in a mission mode involving
the establishment of separate VEè centres and institutions
from the level of village clusters and blocks to sub-
divisional / district towns and metropolitan areas
 |& '(

  
Innovations in Ideas and Practice

‡ Multiple textbooks ± SCERès private publishers, NG s,

etc.
‡ Regulatory mechanism for textbook writers
‡ Encouraging teacher innovations
‡ Encouraging use of technology
|& '(

  
New Partnerships

‡ Development of syllabi, textbooks and teaching-learning

resources could be carried out in a decentralised and
participatory manner involving teachers, experts from
universities, NG s and teachers¶ organisations