NCF 2005

NCF 2005: National Curriculum Framework 2005


The National Curriculum Framework 2005 (NCF 2005) was created to improve the education system and to create quality education in India.

The process of its implementation in India has already been initiated. For the very first time, the National Education Policy 1986 presented this suggestion to the Government of India.

It presented this suggestion to the government by highlighting the importance of the national curriculum structure.

National Curriculum Framework 2005

The process of formulation of NCF 2005 is already underway. NCF 1975, NCF 1988, and NCF 2000 were also produced before their construction. But keeping in view the changing social conditions it was rebuilt which is known as NCF-2005.

The total number of chapters in NCF 2005 is 5. It is also known as the 4th National Curriculum Framework 2005.

Full nameNational Curriculum Framework 2005
ChairpersonProf. Yash Pal
Published byNational Council of Educational Research and Training (NCERT)
Series4th National Curriculum Framework
Predecessor (s)NCF 1975, NCF 1988, NCF 2000
Ministry concernedUnion Education Ministry, Gov. of India
PurposeTo serve as a guideline for syllabus, textbooks, and teaching practices for schools in India
Pdf download linkClick here to download the document – English.pdf
Click here to download the document – Hindi.pdf

The concept of its creation was first laid by the National Education Policy 1986. This policy showed its importance and needs in its suggestions and attracted the attention of the government to it.

Name of 5 Chapters of NCF 2005

The National Curriculum Framework 2005, also known as NCF 2005, has five chapters:

  1. Perspective: This chapter lays out the philosophical foundation of NCF 2005, discussing its vision, principles, and values for school education in India. It emphasizes the importance of learning as a lifelong process, learner-centered pedagogy, and the need for equity and inclusion in the education system.
  2. Learning and Knowledge: This chapter delves into the nature of learning and knowledge, focusing on constructivist and experiential learning approaches. It highlights the importance of active engagement, critical thinking, and problem-solving skills in constructing knowledge.
  3. Curricular Areas, School Stages and Assessment: This chapter outlines the curriculum areas and learning objectives for different school stages, from early childhood to higher secondary education. It also discusses assessment practices that go beyond rote memorization and emphasize the holistic development of children.
  4. School and Classroom Environment: This chapter focuses on creating a nurturing and stimulating learning environment in schools and classrooms. It emphasizes the importance of school culture, teacher-student relationships, and inclusive practices that cater to diverse needs.
  5. Systemic Reforms: This chapter addresses the need for systemic reforms in education to implement NCF 2005 effectively. It recommends changes in teacher education, school management, resource allocation, and community involvement to ensure quality education for all children.

These five chapters provide a comprehensive framework for school education in India, emphasizing learner-centered approaches, holistic development, and social equity. NCF 2005 has been influential in shaping educational policies and practices in India and continues to guide curriculum development and pedagogical approaches across the country.

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Salient Features of NCF 2005

  • Ncf 2005 discusses each level of school education. It includes pre-primary, primary, upper primary, secondary and higher secondary schools.
  • For this, 21 center groups were formed.
  • The basic premise of Ncf 2005 is the Indian Constitution – a secular, egalitarian, pluralistic society based on the core values of social justice and equality.
  • It Distinguishes between knowledge and information. For understanding instead of rote learning.
  • This action is considered a major tool for the child to know the world. Students should get the opportunity to self-study, and explore the natural world and social environment. Therefore, students can construct knowledge on their own.
  • It provides Curriculum equity, for inclusive education.
  • NCF recommends reduced Curriculum burden for students.
  • It integrates environmental education with other school subjects.
  • It develops a humane, student-friendly evaluation system.
  • Emphasis on grading and
  • Builds participation in the school system and other civic groups.
  • It suggests that emphasis should be given to critical pedagogy and quality and accountability should be ensured in education.
  • Ensures student activity and availability of ease of thinking in learning.
  • NCF aims to provide a rich, nurturing, experiential learning environment.
  • It encourages communication and participation.


The objectives of NCF 2005 were determined according to the needs of society.

National Curriculum Framework 2005 is to be made according to the situation of the country and given the present education system. its objectives were determined as follows:

1. National Integration national unity, sovereignty, and integrity were given a new look in NCF 2005 and it was created keeping in mind the main aspects like linguistic differences, and religious differences prevailing in the nation so that the students of all levels of the country can be developed.

2. Teaching Methods – The teaching methods being used in teaching work were not according to the present circumstances. There was a need to adopt new teaching methods as per the framework of NCF 2005. For example, emphasis on the use of play methods to provide education to young children through play and games.

3. Social Importance NCF 2005 was created keeping in mind the social importance. National Curriculum Framework 2005 was designed keeping in view the needs and requirements of society.

4. Mental and Intellectual Development – ​​Its main objective was to make the intellectual development of the students. To prepare the students for future problems and to make their mental level so strong that they can learn to be normal in every situation.

5. Physical Development – Suitable changes were also made in its teaching methods for the physical development of the students. Sports were given prominence in co-curricular activities so that the physical development of the children could be done.

6. Teaching Objectives – According to the structure of NCF 2005, new learning objectives were included in education. It was necessary to choose the educational objectives according to the present conditions of society.

7. Interest Importance – Its main objective was to make the curriculum according to the interests of the students. Its goal and objective were to make the curriculum student-centered and to implement the education according to the interests and levels of the students.

8. All-round Development – ​​Curriculum Structure 2005 was designed for the all-around development (cognitive, functional) of the students. So that the students can develop at all levels. Based on the important objective of education, it was included in the objectives of NCF 2005.

9. Development of culture – Its purpose was to develop Indian culture and to propagate culture.

10. Development of moral values ​​– It was necessary to develop Indian civilization and democratic moral values ​​among the students. So that the students can be well acquainted with the condition of the nation.

Read this also: Education Philosophy of Mahatma Gandhi


The National Curriculum Framework 2005 (NCF 2005) stands as a landmark document in Indian education, shaping curriculum and pedagogy for millions of students. But what lies at its core? Eight fundamental principles guide the framework, each acting as a vital pillar supporting a holistic and meaningful learning experience.

1. Cultivating Humanity: NCF 2005 emphasizes nurturing empathy, compassion, and cooperative spirit in students. This goes beyond mere tolerance, fostering a sense of shared humanity that transcends differences. Students learn to value diverse perspectives, collaborate effectively, and engage in service activities, building bridges of understanding within their communities and the world.

2. Celebrating Multicultural Mosaic: Recognizing India’s rich tapestry of cultures and religions, NCF 2005 champions the concept of “unity in diversity.” The curriculum integrates elements of various cultures, promoting respect and appreciation for each unique heritage. Students learn to navigate an increasingly interconnected world while remaining rooted in their own traditions.

3. Responding to Social Realities: NCF 2005 understands education as a tool for social transformation. It acknowledges the evolving needs and challenges of Indian society, ensuring the curriculum remains relevant and responsive. Students develop critical thinking skills, ethical values, and a sense of social responsibility, preparing them to contribute meaningfully to their communities.

4. Strengthening National Unity: NCF 2005 upholds the values of unity, integrity, and sovereignty that bind India together. It promotes secularism and equality of rights, ensuring that all students, regardless of their background, feel included and empowered. The curriculum fosters a sense of national pride while embracing diversity and respect for individual identities.

5. Embracing the Art of Adjustment: NCF 2005 recognizes the importance of adaptability in a world of constant change. It equips students with the skills to adjust their behavior and approach different situations effectively. Through collaborative learning and problem-solving activities, students develop the flexibility and resilience needed to navigate diverse social environments.

6. Bridging the Gap between Theory and Practice: NCF 2005 advocates for a curriculum that connects learning to real-life experiences. It emphasizes the application of knowledge and skills in practical contexts, ensuring that students are prepared for the challenges and opportunities of the world beyond the classroom. Students learn to apply their understanding to real-world scenarios, making learning relevant and impactful.

7. Igniting the Spark of Interest: NCF 2005 recognizes that student engagement is key to effective learning. It encourages a student-centered approach, where the curriculum caters to individual interests and learning styles. Through diverse teaching methods, interactive activities, and personalized learning experiences, the framework seeks to spark curiosity and a love for learning in every student.

8. Upholding Moral Values: NCF 2005 emphasizes the development of strong moral character and ethical awareness in students. It instills values of honesty, integrity, respect, and compassion, shaping students into responsible and ethical citizens. The curriculum integrates ethical considerations into various subjects, helping students make informed decisions and contribute positively to society.

Read this also: Indian Constitution: History, Features and Preamble


As we know adolescence is a vulnerable age for students therefore, the curriculum should possess such characteristics that it prepares the students and provides support for social and emotional support that will inculcate positive behavior and provide skills vital to confront situations that they encounter in their lives. The NCF – 2005 very well-acknowledged this need. Its major advantages are the below –

  • It reflects a commitment to preserving the secular character of education.
  • It also reflects upon the aims of education as given by NPE-1986 and NCF-2005. Some of them were – Art and music, Heritage crafts, Educational technology, Systemic reforms, Environmental education, Peace education, and Rural education.
  • The National Curriculum Framework (NCF) 2005, provides guidelines to allow healthy growth and development of students across all school stages.
  • The NCF 2005 serves as a guideline for syllabi, textbooks, and teaching practices for schools in India.
  • NCF 2005, for the very first time, recognizes the need to reduce the curriculum load based on insights provided in ‘Learning without Burden’.


Recognizing the importance of curriculum in the teaching-learning process, we can look at the National Curriculum Framework 2005 requirements based on:

1. New Curriculum – Through this new ideas in the education world were included in the curriculum. Because of the technological development of the modern era, innovative ideas needed to be included in the curriculum to prepare the students for it.

2. Linguistic base – One of the major requirements of the NCF 2005 is to solve linguistic problems in the Indian education system.

3. Interest – To make the future generation’s changing interests and education effective, a new structure of the curriculum needs to be prepared. In which special attention should be given to the interests of the students.

4. Moral and Human Values ​​– The needs of the new curriculum were accepted for the development of moral and human values ​​in the students. Through which their best personality can be formed.

5. Curriculum Development – ​​The need for a new curriculum was felt for the development of the curriculum as the curriculum policy at that time was not in line with the present situation.

To make the curriculum in line with the new objectives, appropriate changes needed to be brought into it. Which was accomplished by the National Curriculum Framework 2005.

6. Educational Objectives – The objectives of education are always changing. There are constant changes in the needs of society. Due to this the educational objectives also keep on changing and to achieve these objectives, it was very necessary to make the structure of the new curriculum in line with the current educational objectives.

Key Recommendations for Transforming Education

The National Curriculum Framework 2005 (NCF 2005) stands as a beacon of innovation in Indian education. It boldly reimagines learning, advocating for holistic development and a student-centered approach.

Here are some of its key recommendations, paving the way for a thriving future for students:

Values and Skills:

  • Develop constitutional values and civic responsibility.
  • Implement Continuous and Comprehensive Evaluation (CCE).
  • Make learning joyful with play and games.
  • Link education to real-life experiences.

Learning Environments:

  • Invest in ongoing teacher training and development.
  • Reduce high-stakes exams in lower grades.
  • Move away from traditional reward-punishment systems.
  • Foster intrinsic motivation and self-reflection.

Holistic Development:

  • Encourage co-curricular activities like music, art, and sports.
  • Promote multilingualism: English and mother tongue.
  • Build upon students’ prior knowledge and experiences.
  • Reduce exam fear and create a supportive learning environment.


We need to give our children some taste of understanding so that they would be able to grow sufficiently enough to learn and create their own versions of knowledge when they go out to meet the world of bits, and transactions of life.

Such a taste would make the presence of our children wholesome, creative, and enjoyable. I.e. they would not be traumatized by the excessive burden of information that is required merely for a short time just before the “hurdle race” which is known as “examination”.

The National Curriculum Framework – 2005 (NCF 2005) begins with one of the popular quotations from Tagore’s essay Civilization and Progress the poet evokes that a creative spirit and generous joy are keys in childhood, both of which can be distorted by the unthinking adult world.

Education is not a physical or material thing that can be delivered through the post or a teacher. Fertile and robust education is always created, rooted in the physical and cultural soil of the child. It is nourished through interaction with parents, teachers, fellow students, and the community.

From the beginning of the formation of the education system, we have needed a framework that could realize the loopholes in the Indian education system and offer a solution to the same. The teachers and students who are considered the central stakeholders of education must always be treated as future makers of a Nation.

The NCF 2005 strengthened and underlines the role and dignity of teachers in this function. It promotes the idea of “Learning without burden” to protect the children from excessive stress and to make the learning process easy and joyful. NCF-2005 also provides a mutuality to the genuine construction of knowledge.

Questions and Answers of NCF 2005

Question – What is the total number of chapters in NCF 2005?
Answer – The total number of chapters in NCF 2005 is 5.

Question – Who first suggested the creation of a national curriculum structure?
Answer – The first suggestion for the creation of a national curriculum structure was given by the National Education Policy 1986.

Question – What is the full form of NCF?
Answer – The full form of NCF is the National Curriculum Framework.

Question – Which NCF was created before NCF 2005?
Answer – NCF 1968 was produced before NCF 2005.

Question – National Curriculum Framework 2005 was the structure of how many numbers?
Answer – The National Curriculum Structure 2005 was the 4th no. structure.

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