ଜାତୀୟ ପାଠ୍ୟକ୍ରମ ଆଧାର-୨୦୦୫ ରାଜ୍ୟ ପାଠ୍ୟକ୍ରମ ଆଧାର-୨୦୦୭

ମାର୍ଗ�ଦର୍ଶ�ୀ ନୀତି

ପ୍ରସ୍ତୁତି ରି୍ଗରିଜା ର୍ଶଙ୍କର ପଣ୍ଡା(DRG, Biology)

ଜାତୀୟ ପାଠ୍ୟକ୍ରମ ଆଧାର-୨୦୦୫• ଜାତୀୟ ପାଠ୍ୟକ୍ରମ ଆଧାର- ୨୦୦୫ ପ୍ରସ୍ତୁତିର ଆବର୍ଶ୍ୟକତା

ପଡିଲା କାହିଁକି ?

Salient Features of National Curriculum Framework 2005

• Introduction:

• NPE 1986, assigned a special role to NCERT in preparing and promoting NCF.• 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.

• 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.

• To uphold values enshrined in the Constitution of India• To reduce of curriculum load• To ensure quality education for all• To initiate certain systemic

changes

Vision and Perspective

Guiding Principles

• Connecting knowledge to life outside the School• Ensuring that learning is shifted away from rote

methods• Enriching curriculum so that it goes beyond Text

Book• Making Examination more flexible and non-

threatening• Discuss the aims of education• Building commitment to democratic values of

equality, justice, secularism and freedom

Focus on child as an active learner

• Primacy to children’s experience, their voices and participation

• Needs for adults to change their perception of children as passive receiver of knowledge

• Children can be active participants in the construction of knowledge and every child come to with pre-knowledge

• Children must be encouraged to relate the learning to their immediate environment

• Emphasizes that gender, class, creed should not be constraints for the child

• Highlights the value of Integration• Designing more challenging activities

Curricular areas, school stages and Assessment

• Recommends significant changes in Maths, Natural Sciences, Social Sciences

• Overall view to reduce stress, make education more relevant, meaningful

• 1. Languages• To implement 3-language formula• Emphasis on mother tongue as medium of instruction• Curriculum should contain multi-lingual proficiency

only if mother tongue is considered as second language• Focus on all skills

Continued

Curricular areas, school stages and Assessment2. Mathematics• Teaching of Mathematics to focus on child’s resources to

think and reason, to visualize abstractions and to solve problems.

3. Sciences• Teaching of science to focus on methods and processes

that will nurture thinking process, curiosity and creativity.4. Social Sciences• Social sciences to be considered from disciplinary

perspective with rooms for:• Integrated approach in the treatment of significant themes• Enabling pedagogic practices for promoting thinking

process, decision making and critical

Curricular areas, school stages and Assessment

5. Draws attention on four other areas• a. Art Education: covers music, dance, visual arts and

theatre which on interactive approaches not instruction aesthetic awareness and enable children to express themselves in different forms.

• b. Health and Physical Education: Health depends upon nutrition and planned physical activities.

• c. Education for Peace: As a precondition to snub growing violence and intolerance

• d. Work and Education: As it can create a social temper and agencies offering work opportunities outside the school should be formally recognized.

School and Classroom environment

• Critical pre-requisites for improved performance – minimum infrastructure and material facilities and support for planning a flexible daily schedule

• Focus on nurturing an enabling environment• Revisits tradition notions of discipline• Discuss needs for providing space to parents

and community• Discuss other learning sites and resources like

Texts and Books, Libraries and laboratories and media and ICT

• Addresses the need for plurality of material and Teacher autonomy/professional independence to use such material.

Systemic Reforms• Covers needs for academic planning for

monitoring quality• Teacher education should focus on developing

professional identity of the Teacher• Examination reforms to reduce psychological

stress particularly on children in class X and XII

Examination reforms highlight:

• Shift from content based testing to problem solving and competency based assessment

• Examinations of shorter duration• Flexible time limit• Change in typology of questions• No public examination till class VIII• Class X board exam to be made optional (in

long term)

Guidelines for Syllabus Development

1. Development of syllabi and textbooks based on following considerations• Appropriateness of topics and themes for relevant stages of children’s

development• Continuity from one level to the next• Pervasive resonance of all the values enshrined in the constitution of India the

organization of knowledge in all subjects• Inter-disciplinary and thematic linkages between topics listed for different

school subjects, which falls under different discrete disciplinary areas.• Linkage between school knowledge and concern in all subjects and at all levels• Sensitivity to gender, caste, class, peace, health and need of children with

disability• Integration of work related attitudes and values in every subject and all levels• Need to nurture aesthetic sensibility and values2. Linkage between school and college syllabi, avoid overlapping3. Using potential of media and new information technology in all subjects4. Encouraging flexibility and creativity in all areas of knowledge and its

construction by children.

Development of Support Material

• Audio/video programmes on NCF-2005 and textbooks• Source-book on learning assessment• Exemplar problems in Science and Mathematics• Science and Mathematics kits• Teachers’ handbooks and manuals.• Teacher Training Packages.• Developed 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 (Early Childhood Care Education), Gender, Inclusive Education, Peace, Vocational Education, Guidance and Counseling, ICT, etc.

Overall Evaluation

• NCF 2005 highlights the following aspects:• The value of Interaction with environment,

peers and older people to enhance learning.• That learning task must be designed to

enable children to seek knowledge other than text books.

• The need to move away from “Herbartian” lesson plan to prepare plans and activities that challenge children to think and try out what they are learning.

•  

ଜାତୀୟ ପାଠ୍ୟକ୍ରମ ଆଧାର-୨୦୦୫• ସୃଜନର୍ଶୀଳତା ଓ ରି୍ଶର୍ଶୁ ସୁଲଭ ଆନନ୍ଦମୟତାରୁ ରି୍ଶରୁ୍ଶ

।ଦୁରେରଇଯାଉଛନି0• ପାଠ୍ୟକ୍ରମର ରେବାଝ ହ୍ରାସ କରିବା• ସମାଜରେର ର୍ଗଣତାନି4 କ ମୂଲ୍ୟରେବାଧର ।ହ୍ରାସ ପାଉଛି• i) ସ୍ୱାଧିନଭାବରେର ଚନି0 ା କରିବା ଓ ଏହାର କାଯ�୍ୟକାରିତା• ii) ଅନ୍ୟ ପ୍ରତି ସହାନୁଭୂତିର୍ଶୀଳ ରେହବା ଓ ସରେମ୍ୱଦନତା ପ୍ରକଟକରିବା

• learning to respond to new situations in a flexible and creative manner

• ରେଦର୍ଶର ଆର୍ଥିି�କ ପ୍ରର୍ଗତିରେର ଭାରି୍ଗଦାର ରେହବା• ସାମାଜିକ ପରିବର୍ତ୍ତ�ନ ଆଣିବା

ମାର୍ଗ�ଦର୍ଶ�ୀ ନୀତି-୧

• ଆରେମ ରେଯରେତରେବରେଳ ପିଲାଟକୁି କିଛି ପଢାଉର୍ଥିାଉ ତାହା ତା ପାଇଁ ଅର୍ଥି�ପୂର୍ଣ୍ଣ� ରେହବା ଆବର୍ଶ୍ୟକ ।

• ପିଲାଟି ବୁଝବିା ଦରକାର ରେସ କାହିଁକି ଏହା ପଢୁଛି, ତାହାର ଅଭଜି୍ଞତା ସହ ଏହା କିପରି ସମ୍ପକFତ ଓ ରେସ ଏହାକୁ କିପରି ।ବ୍ୟବହାର କରିବ

• ପାଠଟକୁି ପିଲାଟରି ପରିଚତି ପରିରେବର୍ଶରୁ ଆରମ୍ଭ କରିବା ଦ୍ୱ ାରା ।ରେସ ଜଣାରୁ ଅଜଣା ଆଡକୁ ସହଜରେର ଅର୍ଗ୍ରସର ରେହାଇର୍ଥିାଏ

ମାର୍ଗ�ଦର୍ଶ�ୀ ନୀତି-୨

• ପିଲାଟ ିପାଠ ରେIାଷି ମରେନ ରଖିବା ଦ୍ୱ ାରା- ଚନି0ାମୂଳକ, ବରିେର୍ଶLଷଣାତ୍ମକ,ପ୍ରରେୟାର୍ଗାତ୍ମକ ପରିସିNତରି ସମ୍ମୁଖିନ ରେହବା ତା ପାଖରେର ସହଜ ହୁଏ ନାହିଁ।• ପିଲାଟ ିପଯ�୍ୟରେବକ୍ଷଣ, ପରୀକ୍ଷଣ, ପ୍ରର୍ଶ୍ନପଚାରି, ତର୍ଥି୍ୟ ସଂର୍ଗ୍ରହ କରି, ଆରେଲାଚନା କରି, ବଭିନି୍ନ କାଯ�୍ୟକରି ଅରେନକ କର୍ଥିା ରି୍ଶଖିର୍ଥିାଏ। ଏହା ଫଳରେର ପିଲାଟ ିସକି୍ରୟ ରେହାଇର୍ଥିାଏ।

ମାର୍ଗ�ଦର୍ଶ�ୀ ନୀତି-୩• ଶିକ୍ଷକ ପିଲାଟକୁି ସବୁକଥା ଶିଖାଇବା ଦ୍ୱ ାରା ପିଲାଟ ିନଜିେ� କିପରି ଶିଖିବାକୁ ହୁଏ ତାହା �ାଣପିାଜେର ନାହିଁ।• ପିଲାଟ ି ନ�ି ସାମଥ�୍ୟକୁ ବନିଜିେ!ାଗ କରି ଜେସଗୁଡକିର କାରଣ ଜେଖାଜେ� ଓ ବଜିେଶ%ଷଣ କଜେର ଜେସଜେତଜେବଜେ' ତାର ଆତ୍ମ ବଶି୍ୱାସ ବୃଦି୍ଧି ପାଇଥାଏ।• ପିଲାଟ ି ଶିକ୍ଷଣର ବଭିନି୍ନ ଉତ୍ସ ଜେ!ପରି ହାଟ ବ�ାର, ଘର, ମନ୍ଦିରି, ଗ୍ରନ୍ଥ ାଗାର, ବଦି୍ୟା'ୟ ଓ ବାହାର ଦୁନଆି ସହତି ପରିଚତି ଜେହବା ଆବଶ୍ୟକ।

ମାଗ�ଦଶ�ୀ ନୀତ-ି ୪ଜାତୀୟ ପାଠ୍ୟକ୍ରମ ଆଧାର -୨୦୦୫ ଅନୁସାରେର ମୂଲ୍ୟାୟନର ଉରେWର୍ଶ୍ୟ:

• ଭୟର ଚାପ ପକାଇ ପଢବିା ପାଇଁ ପିଲାଙୁ୍କ ଅଭିଜେପ୍ରରିତ ନକରିବା• ପିଲାଙୁ୍କ ମନ୍ଥର ଗାମୀ, ପ୍ରତଭିାଶା'ୀ କିମ୍ୱା ସମସ୍ୟା!ୁକ୍ତ ଭାଜେବ

ଚହି୍ନଟ କରିବା• ପ୍ରତକିାର ମୂ'କ ଶିକ୍ଷଣ ପାଇଁ ଆବଶ୍ୟକ କରୁଥିବା ପିଲାଙୁ୍କ ଚହି୍ନଟ

କରିବା• ଶିକ୍ଷଣ ଲକ୍ଷ୍ୟ ପୁରଣ ଦଗିଜେର ଶିକ୍ଷାଥ�ୀକୁ ଆଜେଗଇ ଜେନବା• ପିଲାର ଧାରଣାକୁ ସ୍ପଷ୍ଟ କରିବା ପାଇଁ ଶିକ୍ଷଣ ସାମଗ୍ରୀ ଓ

ଶିକ୍ଷାଦାନ ପଦ୍ଧିତକୁି ଉନ୍ନତ କରିବା• ପ୍ରଜେତ୍ୟକ ପିଲାର ଶିକ୍ଷଣ ଆବଶ୍ୟକତାକୁ ଚହି୍ନଟ କରି ତାକୁ

ଆଜେଗଇ ଜେନବା ପାଇଁ ସାହା!୍ୟ କରିବା

ମାର୍ଗ�ଦର୍ଶ�ୀ ନୀତି-୫• ଗଣତାନିD କ ଶିକ୍ଷାର ଲକ୍ଷ ଜେହଉଛି ପ୍ରଜେତ୍ୟକ ବ୍ୟକି୍ତର ବ୍ୟକି୍ତତ୍ୱର ପୂର୍ଣ୍ଣ� ଓ

ସବ�ାଙ୍ଗୀନ ବକିାଶ ।କରାଇବା• ।ସମା�ର ପରିବର୍ତ୍ତ�ନ ପାଇଁ ଶିକ୍ଷା ଏକ ଗୁରୁତ୍ୱପୂର୍ଣ୍ଣ� ଭୂମିକା ଜେନଇଥାଏ

।ଶିକ୍ଷା ଏକ ଜେଦଶ ଗଠନର ଛାଞ୍ଚର ସଂଜ୍ଞା ନରୁିପଣ କରିଥାଏ• ଗଣତନD କୁ ତ୍ୱରାନି୍ୱ ତ କରିବା ପାଇଁ ପ୍ରଜେତ୍ୟକ ଭାରତୀୟ ପିଲାଙୁ୍କ

ଗଣତାନିD କ ପ୍ରଣା'ୀଜେର ଅଂଶ ଗ୍ରହଣ , ଅନ୍ୟମାନଙ୍କ ସହ ଆଜେଲାଚନା ।କରିବା ତଥା ସହଭାଗୀ ଜେହବାକୁ ଏକ ପୃଷ୍ଠ ଭୂମି ଜେ!ାଗାଇଥାଏ

• ବଜିେଶ%ଷଣାତ୍ମକ ଚନି୍ତାଧାରା ମାଧ୍ୟମଜେର ଆଜେମ ସମା�ରୁ ବଭିନି୍ନ ବଷିୟ । ଶିଖିବାର ସୁଜେ!ାଗ ପାଇଥାଉ ଭାରତୀୟ ସଂସ୍କତୃି ଆମକୁ ଶାନି୍ତ,

।ଅହଂିସା ଓ ସଜେମ୍ୱଦନଶୀ' ଜେହବାକୁ ଶିଖାଇଥାଏ• �ାତୀୟ ପାଠ୍ୟକ୍ରମ ଆଧାରଜେର ଏକ ସାମା�ିକ ପରିବର୍ତ୍ତ�ନ ଏବଂ

ସମାନତାର ସମା� ଗଠନ ପାଇଁ ଶିକ୍ଷା ଏକ ମୁଖ୍ୟ ସାଧନ ଭାବଜେର ।କା!�୍ୟ କରିବା ଉଚତି