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INTRODUCTON
Curriculum
is the crux of the whole educational process. Without curriculum we cannot
conceive of any educational endeavor. A curriculum framework is an organized
plan or set of standards or learning outcomes. That defines the content to be
learned in terms of class, definable standards of what the student should know
and be able to do.
A curriculum framework is a part of outcome based education or standards based
education reform design. The framework is the first step, defining clear, high
standards which Will be achieved by all students. The curriculum is then
aligned to the standards, and students are assessed against the standards.
As compared with traditional education which is concerned only about
delivering content, a standards based education reform system promises that all
Will succeed if all are held to high expectations. When the standards are
reached there will be no achievement gap where some gaps are allowed to score
lower than others, or the disabled are offered different opportunities than
others. All will meet world class standards and be qualified for good colleges
and trained for good jobs which play good ways. In a traditional education
system, the curriculum was defined by those who created text books rather than
government bodies.
In some states, curriculum frameworks have been adopted based on traditional
academic standards rather than outcome based constructivist standards, but many
frameworks were originally or still based on student centered learning and
constructivism such as reform mathematics whole language and inquiry based
science which have been controversial in some states and communities. High
school graduation examinations tie awarding of diplomas to demonstration of
meeting the Standards set out
in the frameworks.
In brief curriculum
is the means of achieving the goal of education. It includes all these
experience, activities and environmental influences to which the student
is exposed during his educational career. Syllabus is the actual matter that
makes up teaching. A syllabus is the specification of the work of a particular
department especially schools, colleges etc. It is time to bound and specifies
a starting point and an ultimate goal. The National Curriculum Framework2005, Kerala Curriculum Framework 2007.helps to
develop in student’s self-esteem, self-confidence and leadership qualities
etc…Let us discuss about NCF and KCF and it’s approaches in Social Science
curriculum formation through this work.
CONTENT ANALYSIS
National Curriculum Framework
The National Curriculum Framework is one of four National
Curriculum Frameworks published in 1975, 1988, 2000 and 2005 by the National Council of Educational Research
and Training NCERT in India. The document provides the framework for making
syllabi, textbooks and teaching practices within the school education
programmes in India. NCF 2005 has been translated into
22 languages and has influenced the syllabi in 17states. The
NCERT gave a grant to each State to promote NCF in the language of the State and
to compare its current syllabus with the syllabus proposed, so that a plan for
reforms could be made. Several States have taken up this challenge. This
exercise is being carried out with the involvement of State Councils for
Educational Research and Training (DSERT/SCERT) and District Institutes of
Education and Training (DIET).
PERSPECTIVES OF NCF
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 enriching 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. Naik has described equality, quality and quantity as the exclusive
triangle for Indian education.
·
With respect to social context NCF 2005 has ensured that irrespective of caste, creed religion and sex all are provided with a standard curriculum.
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 understanding. adolescence is a vulnerable age for students and
the curriculum should prepare the students and provide support for social and
emotional support that will inculcate positive behavior and provide skills
essential to cope with situations that they encounter in their lives, peers
pressure and gender stereotype.
Inclusive education to be
given priority and flexibility to follow a curriculum to suit the needs of
every student irrespective of students having disabilities.
Constructive learning has
to be part of the curriculum. Situations and opportunities have to be created
for students to provide students with challenges, encourage creativity and
active participation for students. Students have to be encouraged to interact
with peers, teachers and older people which would open up many more
rich learning opportunities.
The foundation should be
laid strong and firm. primary, upper primary and middle school should provide
the space for children to explore and develop rational thinking that they would
imbibe in them and have sufficient knowledge of concepts,language, knowledge , investigation and validation
procedures.
Curricular Area, School Stages And Assessment 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 language.
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 active learning.
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
interface of science, technology and society. To acquire the requisite
theoretical knowledge and practical technological skills to enter the world of
work. To nurture the natural curiosity, aesthetic sense and creativity in science and
technology. To imbibe the values of honesty, integrity, cooperation, concern
for life and preservation of environment and to cultivate 'scientific
temper'-objectivity, critical
thinking and
freedom from fear and prejudice.
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. Study of Peace - Skills that are developed as part of curriculum activity such as to listening with patience and endurance, purity of
mind to develop concentration, aptitude for cooperation and teamwork, to reach
out to get answers (curiosity and rational inquiry), acceptance of discipline,
and a positive attitude to study/work are the trademarks of a good student
which in turn are also the skills of a peace-oriented person. Thus the curriculum also inculcates peace and democracy into students. 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.
Systemic Reforms
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.
KERALA
CURRICULUM FRAME WORK 2007
(KCF 2007)
The curriculum revision programme in Kerala is
launched as part of an endeavor to strengthen the primary, secondary school
education in Kerala. The curriculum revision programme in Kerala was
conceptualized on the basis of the recommendations of the National Curriculum
Framework 2005. The curriculum revision initiated in 1996 in Kerala. Kerala
could display the active working model of a learning process that has its
foundation in the principles of constructivism and a learner-centered,
activity- based and process- oriented.
The curriculum that has been designed, along with
the learning materials prepared, has much to claim on the grounds of quality.
But it should also serve to bring about changes in the academic environment
that usually tends to stick to worn-out practices. A new trend can be
established only with the active participation of the civil society, which
would make the curriculum popular and acceptable. There is a general demand to
explain the social aims of a curriculum. A student who completes his school
education is expected to be able to face any real life situation boldly and
should be equipped to get employed at the time of completion of his course.
This is the purpose of education and not a mere internalization of academic
subjects.
The study of social science need to help the learner
understand social reality and equip him or her to react to social situations.
The learner of social science can not go forward ignoring the growing influence
of caste, race, superstitions and Kerala curriculum framework _2007.57
unscientific practices in society. The learner needs to understand social
realities like unemployment, alcoholism, drugs and increasing rate of suicide
in our society and the course and effect of such issues for finding solutions
to them. The employment opportunities in the field related to science attract
most of the learner towards science.
The concept of activity based process oriented
learning could not be actualized in the learning of social science. The
curriculum revision of 1997 made efforts to make the study of social science
activity based and process oriented. At the stage the values and attitude that
have to be inculcated by learning social science were stressed upon. The
possibility of integrating science and social science was discussed.
Utilization of local resources in order to facilitate the learning of social
science was also put forward. Social science was integrated with language and
mathematics in 1'st and 2'nd standards. In 3'rd and 4'th standards, science and
social science were presented at environmental studies. From 5'th to 10'th
standards, physical sciences were separated from social science.
In the higher secondary classes a completely subject
oriented approach was put forward. Social science curriculum that stresses on
social justice faced a lot of Limitations. Lack of proper infrastructure
and inability to utilize local resources caused problems in learning social
science as in the case of other subjects. The above observations are based on
the suggestions made by NCF 2005. But yet the kerala experience has helped us
in analyzing things
CONCLUSION
Curriculum is the crux of the
whole educational process. Without curriculum we cannot conceive of any
educational endeavor, A curriculum
framework is part of an outcome based education or standards based education
reform design. In brief
curriculum is the means of achieving the goal of education. It includes all
these experience, activities and environmental influences to which the
student is exposed during his educational career. Syllabus is the actual matter
that makes up teaching. A syllabus is the specification of the work of a
particular department especially schools, colleges etc. It is time to bound and
specifies a starting point and an ultimate goal. The National Curriculum
Framework2005,
Kerala Curriculum Framework
2007.helps to develop in student’s self-esteem, self-confidence and leadership
qualities etc…It also helps to reduce the load of burden in students. They can acquire
knowledge themselves and can also apply this knowledge in their life.
REFERENCES
- National curriculum framework (2005)_Wikipedia. http://end.m.Wikipedia.org>wiki>NCF.
- http//www.ncert.nic.in/sites/publication/schoolcurriculum/ncf/News %20 &%20 Views-archives.htm
- http://fathimasiddhique.blogspot.com/2017/02/ncf-and-kcf-and-its-approaches-to.html
- http//www.ncert.nic.in/syllabus/syllabuslogo.htm
- Https://en.wikipedia.org/wiki/National_Curriculum_Framework_(NCF_2005) http://www.academia.edu/35010426/A_Brief_Note_on_National_Curriculum_Framework_NCF_2005
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