Perspective Reforms Under the NCF 2005
The National Curriculum Framework, 2005 is the most recent document published by the NCERT (The National Council for Educational Research and Training). It has a visionary design that suggests a new pathway for the teaching and learning process. Broadly, it aimed at shifting the focus from teacher-led instructions to ‘ACTIVE LEARNING’ of the student.
Unlike the full-fledged education policies in India, this framework particularly guides teachers and stakeholders to plan their instructional delivery. In this way, it helps them to design more effective teaching programs using appropriate pedagogies. It suggests a syllabi to meet the changing needs of the students in the modern times.
As a result, NCF 2005 made a significant change in our schooling system. It was translated in 22 languages. And influenced the syllabus of many of our states.
The Need and Goals of National Curriculum Framework 2005
On 19th July’2004, the NCERT decided to revise the National Curriculum Framework. The Human Resource Development Ministry further communicated this requirement to the NCERT. The council then reviewed the framework in the light of the report ‘Learning without Burden’ which was published in the year 1993.
This new National curriculum Framework was launched with the below-mentioned principles:
- To connect the gained knowledge with life outside the school.
- To shift learning from the ineffective rote methods.
- Curriculum to be enriched to take the learning beyond textbooks.
- Examinations to be made more flexible to integrate these with classroom life.
- To nurture a predominant identity informed by caring concerns within a politically organized democracy.
Before we discuss more about the NCF 2005, let’s understand some facts about the Indian scenario at that time.
Some Facts About Education in India in 2005-6
(Source- Educational Statistics at a Glance 2005-06, Ministry of HRD, Government of India)
- The gross enrolment ratio was 109. 4% in primary level, 71% in middle school, and 40.4% for age groups 14 to 18 (high school level).
- Drop-out rates were 25.7% (primary), and a total of 61.6% between grades I to X.
- In class X, 67.86% of students passed out in total.
- For class XII, the pass percentage was 72.82% in total.
Here’s a look at the main components, characteristics of ncf 2005 and features of National Curriculum Framework 2005:
The Structure and Elements
The system of education showcased by this framework focused to change school education to:
- A flexible student-centric design with more learner autonomy.
- Encouraging active learning in the wider social context through continuous and divergent exposure.
- A process to create one’s own knowledge.
- To create opportunities that can help students acquire high-level skills and improve their IQ.
- Focus on varied activities to promote quality learning.
- Aligning curricular practices to promote a sense of equality, social justice, and secularism.
- Promoting an independent thought process to empower students with the ability to address problems creatively.
- Move ahead of textbook-oriented learning, and connect it to real life.
- Support students in the process of constructing knowledge that can stay permanent and foster deep conceptual understanding.
- Identifying common sources of physical discomfort and prioritize eliminating these barriers.
Other than the above-mentioned aspects, this framework also aimed at reducing the educational gaps amongst the different sections of society. Thus, it included a social context of school education wherein schools can implement pedagogical practices to engage students from the disadvantaged or marginalized sections of society.
All in all, the aims of education highlighted in NCF 2005 reflected the contemporary needs of society. And it focused on strengthening reasoning and understanding powers of the students in order to construct their own knowledge.
How did NCF 2005 help in restructuring the Indian education system?
Discouraging Rote Learning
This framework shifted the focus from monotonous rote learning methods to the construction of knowledge and active learning. It promoted this level of learning by allowing students more opportunities through hands-on experiences.
It also introduced a new concept of moving away from the textbook culture. And all this brought a much-needed change in the education system by making it more student-centric. The curriculum perspective of NCF 2005 also brought in a paradigm shift within our mainstream system. Because it focused, more on developing conceptual understanding through direct experiences integrated into life.
Learning in Context
It visualized an educational system wherein learning is interesting and permanent. And for this, it suggested making the learning process more challenging for the students. This curriculum framework also condemned social conventions such as gender biases. And it strived to instill and develop self-identity in students through a visionary perspective. Other than all this, the framework also highlighted some critical barriers to learning such as physical distance to school, heavy school bags, lack of amenities, and infrastructure-related issues.
New Perspectives on Learning
Clearly, the NCF 2005 brought a radical shift in the teaching and learning processes. The framework talked about reducing the burden on students. This helped in identifying the socio-emotional needs of students. And prioritized their well-being for a brighter future.
Inclusion
This framework also created a great impact in highlighting the issues of disabled, marginalized, or differently-abled students. It touched upon the sensitive aspects like inferiority, and stigma, that create a sense of helplessness in students. (refer to section 2.3.4). It suggested changes in pedagogical approaches to meet the aims of inclusion in the true sense.
What Went Wrong?
Stakeholder Involvement
NCF 2005 suggested alternatives to reduce the curriculum load on students. However, its recommendations need exceptional involvement from the stakeholders. In India, the ground reality of the school system is still not impressive. Because many of the teachers, and administrative staff members are incapable because of challenges like inadequate funds and lack of infrastructure.
Over-Emphasis on Constructivist Theory
It is true that we need futuristic pedagogies in teaching. However, it was not practical for all teachers to use theories like constructivism or inquiry at each level all the time. To implement these changes, there was a need to invest more in teacher training and professional development as well.
Lack of Accurate Handholding
While there was a thought process behind the framework, it was not clear how to implement changes like stakeholder participation, etc. and map the exact impact.
Infrastructure and Assessments
Many aspects of the NCF 2005 required highly trained and motivated teaching staff (such as the implementation of Continuous and Comprehensive Evaluation). With major quality issues and the lack of infrastructure in several schools, these changes were not practical.
The Indian education system is still struggling with the basics. As a result, even the most visionary policies or frameworks like the NCF 2005 fail to deliver the expected results.
Final Thoughts on this Education Policy:
The reforms suggested in the National Curriculum framework 2005 are certainly futuristic for our Indian education system.
However, like any other education policies in India, its implementation and level of success also lies in the hands of the stakeholders. It calls for sincere efforts to inculcate life skills, promote critical thinking and foster problem-solving in students. But not all the teachers and related staff members are fully prepared to take up this demanding endeavor.
Hopefully, the advancement of technology and schooling alternatives like digital schooling platforms will simplify the innovative curriculum initiatives suggested in the NCF 2005. And if we succeed in bridging our digital divide, many Indian students will be able to thrive better with its visionary reforms.
Let’s take up the Right to Education 2009 next!
