Presentation on theme: "School Curriculum: Policy Mandate, Processes, Perspectives and Initiatives Ranjana Arora, Prof. and Head, RMSA Project Cell, NCERT."— Presentation transcript:
1School Curriculum: Policy Mandate, Processes, Perspectives and Initiatives Ranjana Arora,Prof. and Head,RMSA Project Cell, NCERT
2Role of a SchoolSchools are institutional spaces for communities of learners, including both students and teachers.All school activities bring community together, giving it the character of a learning community.
3Role of a SchoolStrengthening the National System of Education emphasisingValues enshrined in the Constitution of IndiaQuality education for all
4Activity For reflections: What role I play in this school? Is this role different from the role of a teacher, which I played and still playing? How?What I need to know and understand for better functioning and leadership?
5Role of school principal/headmaster School PlanningSchool ManagementSchool Administration &Academic leadership(mentoring and monitoring)
6For providing academic leadership, one needs understanding of: Curriculum reform processesCurricular and pedagogic visionDiverse needs of studentsRationale, philosophy and implementation strategies of continuous and comprehensive evaluationTraining needs of teachersGovt. Schemes and programmes implemented to address quality and equity aspects in school education
7NCERT initiative for Curricular Reforms Yash Pal Committee Report, ‘Learning Without Burden’ (1993) observes that learning has become a source of burden and stress on children and their parents.Considering these observations, Executive Committee of NCERT decided at its meeting of July 14, 2004, to revise the National Curriculum Framework.The process of development of NCF was initiated in November, 2004 by setting up various structures like National Steering Committee Chaired by Prof. Yash Pal and twenty-one National Focus Groups on themes of curricular areas, systemic reforms and national concerns.
8Contd……Wide ranging deliberations and inputs from multiple sources involving different levels of stakeholders helped in shaping the draft of NCF.The draft NCF was translated into 22 languages listed in the VIII Schedule of the Constitution. The translated versions were widely disseminated and consultations with stakeholders at district and local level helped in developing the final draft.The NCF was approved by Central Advisory Board on Education in September, 2005.
9“When I was a child I had the freedom to make my own toys out of trifles and create my own games from imagination. In my happiness my playmates had their full share; in fact the complete enjoyment of my games depended upon their taking part in them. One day, in this paradise of our childhood, entered a temptation from the market world of the adult. A toy bought from and English shop was given to one of our companions; it was perfect, big and wonderfully life-like. He became proud of the toy and less mindful of the games; he kept that expensive thing carefully away from us, glorying in his exclusive possession of it, feeling himself superior to his playmates whose toys were cheap. I am sure if he could have used the modern language of history he would have said that he was more civilised than ourselves to the extent of his owning that ridiculously perfect toy. One thing he failed to realise in his excitement- a fact which at the moment seemed to him insignificant- that this temptation obscured something a great deal more perfect than his toy, the revelation of the perfect child. The toy merely expressed his wealth, but not the child’s creative spirit, not the child’s generous joy in his play, his open invitation to all who were his compeers to his play-world.”From Civilisation and Progress by Rabindranath Tagore
10National Curriculum Framework-2005: Vision and Perspectives In the context of multicultural nature of our society, the cultural diversity to be treasured as our special attributeRecognizes the social context of education- hierarchies of caste and class, and gender relationsMakes efforts towards strengthening of a National System of Education with the focus onValues enshrined in the Constitution of IndiaReduction of curriculum loadQuality education for allSystemic changes
11National Curriculum Framework-2005: Aims of Education Independence of thought and actionSensitivity to others’ well being and feelingsLearning to respond to new situations inflexible and creative mannerPredisposition towards participation in democratic processes, andAbility to work towards and contribute to economic processes and social change
12NCF – 2005: Guiding Principles: Connecting knowledge to life outside the schoolEnsuring that learning is shifted away from rote methodsEnriching the curriculum to provide for overall development of children rather than remain textbook centricMaking examinations more flexible, non- threatening and integrated into classroom lifeNurturing an over-riding identity informed by caring concerns within the democratic polity of the country
13National Curriculum Framework-2005: Empowers stakeholders to move beyond subject boundariesto ensure primacy of the active learnerLearners’ experiencesTheir voices, questionsTheir thinking, reflection, creativityConstruction knowledgeDeveloping critical perspective
14Formulation of meaningful contexts for language acquisition National Curriculum Framework-2005: Suggests significant changes in subject areasFormulation of meaningful contexts for language acquisitionMother tongue as best medium to build foundation including tribal languageThree language formulaMultilingual character of our society as resource
15National Curriculum Framework-2005: Features that matters Teaching of Mathematics to focus on child’s resources to think and reason, to visualize abstractions and to solve problemsTeaching of science to focus on methods and processes that will nurture thinking process, curiosity and creativity
16National Curriculum Framework-2005: Features that matters Social sciences to be considered from disciplinary perspective with rooms for:Integrated approach in the treatment of significant themesEnabling pedagogic practices for promoting thinking process, decision making and critical reflectionThe Arts, heritage crafts and health and physical education to form integral components of school curriculum
17National Curriculum Framework-2005: Systemic Reform Professional planning and significant expression of early childhood care and educationTeaching is a professional activityAvailability of minimum infrastructure and material facilities for improved teacher performanceLocally planned, flexible school calendars and time tables
18National Curriculum Framework-2005: Systemic Reform Reconceptualisation of textbooks, teachers’ handbooks, and other material based on new perspectives and access to interactive technologiesStrengthening the Panchayati Raj Institutions and encouraging community participation for enhancing quality and accountability
19National Curriculum Framework-2005: Systemic Reform Teacher education programmes to be recast to reflect professionalism in the process of training and teachingProductive work as pedagogic medium in school curriculum from pre-primary to senior secondary stagesVocational education and training to be conceived and implemented in a mission modePartnerships between the school system and other civil society groups –NGOs and teacher organisations, etc.
20National Curriculum Framework-2005: Systemic Reform Examination reforms highlight:Shift from content based testing to problem solving and competency based assessmentExaminations of shorter durationFlexible time limitChange in typology of questionsNo public examination till class VIIIClass X board exam to be made optional (in long term)
21National Curriculum Framework-2005: Systemic Reform Teacher Education Reforms emphasise on preparation of teacher to1. View learning as a search for meaning out of personal experience, and knowledge generation at a continuously evolving process of reflective learning.2. View knowledge not as an external reality embedded in textbooks, but as constructed in the shared context of teaching-learning and personal experience.
22ActivityMake a list of actions that you can take in your school at your own level for the betterment of the school and students
23Don’t delay, take initiatives for change so that your students learn more and perform better.
24Transformation of ideas into Syllabi and Textbooks NCF InitiativesTransformation of ideas into Syllabi and TextbooksDissemination of the NCF-2005About 35,000 teachers and 6, teacher educators across the states were oriented using Educational Satellite on NCF and NCERT textbooks5,000 teachers oriented through face to face mode
25Development of Support Material Moving AheadDevelopment of Support MaterialAudio/video programmes on NCF-2005 and textbooksSourcebook on learning assessmentExemplar problems in Science and MathematicsScience and Mathematics kitsTeachers’ handbooks and manuals.Teacher Training Packages.
26Moving AheadDeveloped syllabi and textbooks in new areas such as Heritage Craft, Media Studies, Art Education, Health and Physical Education, etc.Taken various initiatives in the area of ECCE, Gender, Inclusive Education, Peace, Vocational Education, Guidance and Counseling, ICT, etc.
27Syllabus development: Guidelines Resonance of the values enshrined in the Constitution of IndiaSensitivity to gender, caste and class parity, peace, health and needs of children with disabilitiesInfusion of environment related knowledge and work related attitude in all subjects and at all levelsLinkages between school knowledge in different subjects and children’s everyday experiencesAppropriateness of topics and themes for relevant stages of children’s development and continuity from one level to the nextInter-disciplinary and thematic linkages between topics listed for different school subjects, which fall under discrete disciplinary areasNurturing aesthetic sensibility and values by integrating the arts and India’s heritage of crafts in every aspect of the curriculumNCERT formulated guidelines for syllabus development, including … read text
38From the teachers pages: Introductory box that provides a glimpse into the contents of the chapterLarge visual to enable the child to conjecture what the chapter seeks to get acrossIn-text questions, discussion boxes or exercisesEnd-text questions toencourage student to understand rather than blindly memorise
39Different types of questions – to recall main ideas and to answer based on their own experiences Questions to imagine a situationUse of photos and visuals for student to describe what they seeUse of narratives – fictionand non fiction to encourage introspection and discussionOther sources: cartoons,Letters to the editor
41People are different in many ways People are different in many ways. Not only do they look different, but they also belong to different regional, cultural or religious backgrounds. These differences enrich our lives in many ways.Text provides scope for children to draw… understand that each individual has a unique style.
42‘The Lights Changed’Poile SenguptaA story to understanddiversity
43Discussion and exercises: Diverse cultural and religious backgroundsInequality – economic and socialWhat does diversity add to our lives?Eat different foodsCelebrate different festivalsTry out different clothesSpeak/learn different languages
44Different ways in which: People prayPeople get marriedGet dressedGreet each otherCook rice
45Historical and geographical factors that influence thediversity of regionsKerala and Ladakh
47India’s diversity has been a source of its strength. Unity in diversity: India’s freedom movement had thousands of people of different backgrounds. They worked together to decide joint actions, they went to jail together, and they found different ways to oppose the British.
48India’s national anthem, composed by Rabindranath Tagore is another expression of the unity of India.
49Supporting Curriculum Reform in States/UTs Moving AheadSupporting Curriculum Reform in States/UTsAcademic and Financial support to all 35 states and UTs for review of syllabi and textbooksCurriculum Study in statesClassroom Process StudyCapacity Building of State Curriculum Developers
50Moving AheadSyllabus and textbook review is only one component of the curricular reform process. The reforms in examinations, teacher education and school environment also require serious efforts. The Council has been supporting states/UTs on this at all levels.