Natio nal Curric ulu m Fram ework (NCF 2005)
; 1.,-
1,
The Nationa l Currkul urn Framew ork 2005 ( NC F 200 5) is the ~~rtl:
Nationa l Curricul un1 Fra n1ework publishe d in 2005 by the N ati ona l Co unci l of
Educatio nal Research and Training (NCERT) in India. Its predeces sors we re
publishe d in 1975, 1988, 2000.
The NCF 2005 serves as a guideline for syllabus ,textbook s, and teaching
-·----·-
practices for the schools in India. The NCF 2005as based its policies on
--- - - ....
previous government reports on education, such as L~~~j_:r:ig_ Without Burden
and Nationa l Policy of Educatioi:i 198~19 92, and focus group discussio~. After
multiple deliberations 21 National Focus Group Position Papers have been
publishe d to provide inputs for NCF 2005. NCF 2005 and its offshoot textbook s
have come under different forms of reviews in the press.
Q!s ~aft document was crit~~ed by the Central Advisory Board of Education
(CABE). In February 2008, Krishna Kumar, then the director of NCERT , also
discusse d the challenges faced by the document in an interview')fil The subjects
J
of NCF 2005 include all educational institutions in India. A number of its
recomm endation s, for example, focus on rural schools. The syllabus and
textbook s based on it are being used by all the CBSE schools and multiple state
schools. NCF 2005 has been translateq into 22 lan@age s and has influenc ed the
' - -------
syllabus in 17 state$. 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
, ouncils for Ed uc~ ti()
. f State C I\~\,
. th~ suP l-)ort o Ed .
. tcs of .. ucat1 o n a1,t'\
. , , •(ut(d w1111 · t InstJtll
t ·1n'r 1,;x1,, I Oistnc
exercise ,s w ::- (SCER'f) anc
d Tr:1ining
Research :lll
. ast such as
Training d ideas in th e P
rticulate
"det·ino
d Cons• ~
the a
The NCF was frante
from rote method .
.
• To .§.bift learnmg - --- . h hoo l.
d e to life outside t e sc and make it more
• Connecting knowle g . m leaming
mination mto classroo
• To integrate exa
flexible. . beyond textb oo ks .
• To enrich the curriculum so that it goes . within the
. . . db canno concerns
• Nurturing an over-riding identity mforme y o
... ____
democratic polity of -~-~-~_Q~ntry
.. - ~
NCF focused on
• Learnin<T without burden to make learning a joyful experience and move
- -··· o ___ _____ ...- - -·· ~------ -- ------.-- - -
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, de°!~~~a~y and unity in the students
the curriculum is enabled to strengthen our national identity and to enable
the new generation reevaluate.
,o0:'°.)'{ • 1:!.c Naygk_.has described equality, quality and quantity as the exclusive
J v& triangle for Indian education.
; 1.,-
1,
The Nationa l Currkul urn Framew ork 2005 ( NC F 200 5) is the ~~rtl:
Nationa l Curricul un1 Fra n1ework publishe d in 2005 by the N ati ona l Co unci l of
Educatio nal Research and Training (NCERT) in India. Its predeces sors we re
publishe d in 1975, 1988, 2000.
The NCF 2005 serves as a guideline for syllabus ,textbook s, and teaching
-·----·-
practices for the schools in India. The NCF 2005as based its policies on
--- - - ....
previous government reports on education, such as L~~~j_:r:ig_ Without Burden
and Nationa l Policy of Educatioi:i 198~19 92, and focus group discussio~. After
multiple deliberations 21 National Focus Group Position Papers have been
publishe d to provide inputs for NCF 2005. NCF 2005 and its offshoot textbook s
have come under different forms of reviews in the press.
Q!s ~aft document was crit~~ed by the Central Advisory Board of Education
(CABE). In February 2008, Krishna Kumar, then the director of NCERT , also
discusse d the challenges faced by the document in an interview')fil The subjects
J
of NCF 2005 include all educational institutions in India. A number of its
recomm endation s, for example, focus on rural schools. The syllabus and
textbook s based on it are being used by all the CBSE schools and multiple state
schools. NCF 2005 has been translateq into 22 lan@age s and has influenc ed the
' - -------
syllabus in 17 state$. 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
, ouncils for Ed uc~ ti()
. f State C I\~\,
. th~ suP l-)ort o Ed .
. tcs of .. ucat1 o n a1,t'\
. , , •(ut(d w1111 · t InstJtll
t ·1n'r 1,;x1,, I Oistnc
exercise ,s w ::- (SCER'f) anc
d Tr:1ining
Research :lll
. ast such as
Training d ideas in th e P
rticulate
"det·ino
d Cons• ~
the a
The NCF was frante
from rote method .
.
• To .§.bift learnmg - --- . h hoo l.
d e to life outside t e sc and make it more
• Connecting knowle g . m leaming
mination mto classroo
• To integrate exa
flexible. . beyond textb oo ks .
• To enrich the curriculum so that it goes . within the
. . . db canno concerns
• Nurturing an over-riding identity mforme y o
... ____
democratic polity of -~-~-~_Q~ntry
.. - ~
NCF focused on
• Learnin<T without burden to make learning a joyful experience and move
- -··· o ___ _____ ...- - -·· ~------ -- ------.-- - -
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, de°!~~~a~y and unity in the students
the curriculum is enabled to strengthen our national identity and to enable
the new generation reevaluate.
,o0:'°.)'{ • 1:!.c Naygk_.has described equality, quality and quantity as the exclusive
J v& triangle for Indian education.
