NCF 2005: The National Curriculum Framework 2005 basically known as the 4th National Curriculum Framework was created to improve the education system and to create quality education in India. The process of its implementation in India had 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 (NCF 2005)
The process of formulation of NCF 2005 (National Curriculum Framework 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 are 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 name||National Curriculum Framework 2005|
|Chairperson||Prof. Yash Pal|
|Published by||National Council of Educational Research and Training (NCERT)|
|Series||4th National Curriculum Framework|
|Predecessor (s)||NCF 1975, NCF 1988, NCF 2000|
|Ministry concerned||Union Education Ministry, Gov. of India|
|Purpose||To serve as a guideline for syllabus, textbooks, and teaching practices for the schools in India|
|Pdf download link||Click 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
- Knowledge and Learning
- Scope of Curriculum, School and Assessment
- School and School Environment
- Systemic Reforms
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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 of self-study, exploring 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’s aim is 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 the society.
National Curriculum Framework 2005 to be made according to the situation of the country and in view of 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 the 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 interest of the students. Its goal and objective were to make the curriculum student-centered and to implement the education according to the interest 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
NCF 2005 adopted 8 principles. Following whose path the National Curriculum Framework 2005 (NCF 2005) was created –
1. Humanity Principle – For the development of human qualities in the students and for the development of the spirit of cooperation among the citizens, it was necessary that the qualities of humanity should be developed in them. Therefore, this principle was followed in the construction of its structure.
2. Multiculture Principle – People of all types of religions live in India and everyone has their own culture and people of all religions respect each other’s culture for the nature of unity in diversity and for the propagation of this culture. Indian culture was included in it.
3. Social Theory – Keeping in view the social values and social needs, it was necessary that the NCF 2005 (National Curriculum Framework 2005) should be prepared according to the social conditions. So that the real objectives of education can be achieved.
4. Unity Principle – Keeping in mind the unity, integrity and sovereignty of India it was destined to be built. In view of the observance of secularism and the view of equality of fundamental rights, it was necessary that the principle of unity should be followed at the time of its creation.
5. Adjustment Theory – For the development of the art of adjusting (change in behavior according to the situation) with the society in the students, it is necessary that the skill of adjustment should be developed in them through teaching. For this, this principle was incorporated in the NCF 2005.
6. Utility Principle – Following this principle, the National Curriculum Framework 2005 was prepared according to the actual circumstances. It was appropriate to build the curriculum by relating it to the real life of the students. So that they can be ready to earn their living.
7. Interest Theory – The main task of the NCF was to prepare the curriculum according to the interest of the students. Its goal was to make the curriculum student-centered.
8. Ethics Principle – Its main task was to develop moral values and moral feelings in the students and to develop moral values of the nation and society in the students. Therefore it was imperative to adopt this principle.
Read this also: Indian Constitution: History, Features and Preamble
As we know adolescence is a vulnerable age for students therefore, the curriculum should pose 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, Environment 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 syllabus, textbooks, and teaching practices for the schools in India.
- NCF 2005, for the very first time, recognizes the need of reducing 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 on the basis of:
1. New Curriculum – Through this new ideas in the education world were included in the curriculum. In view of the technological development of the modern era, it was necessary that innovative ideas should 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 – In order to make the future generation’s changing interests and education effective, it was necessary that a new structure of the curriculum should 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.
In order to make the curriculum in line with the new objectives, it was necessary that appropriate changes should 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 which 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.
Recommendation of NCF 2005
Below are the major recommendations/suggestions of NCF-2005 –
- To develop constitutional values.
- Continuous and comprehensive evaluation (CCE).
- To give importance to the game.
- Education patterns should be linked with life
- Learning should be made joyful instead of a burden to children.
- Teachers should be trained in 6 months.
- Education should be according to the level of the children.
- To provide employment-oriented education.
- Co-curricular activities like music, painting, dance, NCC etc.
- There should be no board exam for classes 5, 8, and 11.
- Rewards/punishments should be barred (limited).
- To enhance the English language along with the mother tongue.
- Use of prior knowledge.
- Eliminate the fear of exams.
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 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.
We need to give our children some taste of understanding so that they would be able to grow sufficient 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 in the poet evokes that a creative spirit and generous joy are keys in childhood, both of which can be distorted by an unthinking adult world.
Education is not a physical or material thing that can be delivered through the post or through 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 the 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.
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- What is Inclusive Education? Objectives & importance
- Language Skills – Listening, Speaking, Reading, & Writing
- Nepotism: Meaning and Status of Nepotism in India
- Motivation: Meaning and Sources
- Diagnostic Test: Types and Needs of diagnostic test