Online Assignment
Online Assignment
Online Assignment
Submitted To
Ameena Beevi
Lecture in Commerce
RVTC Valakom
Submitted By
Joseph Varghese
Reg No: 19014341003
R V T C Valakom
INTRODUCTION
A curriculum framework is an organised plan or set of standards or learning
outcomes that defines the content to be learned in terms of clear, definable standards of
what the student know and be able to do. It is part of an 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. When the standards are
reached, there will be no where some groups are allowed to score lower than others, or
the disabled are offered different opportunities than others.
Perspective.
Learning and knowledge.
Curriculum areas, School Stage and Assessment.
School and classroom Environment
Systemic Reforms
Mother tongue as a medium of instructions.
Free development.
Availability of resources.
PERSPECTIVE
The basic concerns of education to enable children to make sense
of life and develop their potential, to define and pursue a purpose and recognise
the right of others to do the same stand uncontested and valid even today.
The perception, which places the individual in exclusively
competitive relationships, puts unreasonable stress on children and thus distorts
values. Education must be able to promote values that foster peace,
humaneness and tolerance in a multicultural society.
In order to realise educational objectives, the curriculum should
be conceptualised as a structure that articulates required experiences. A
committee appointed by the Ministry of Human Resource Development in the
early 1990s had analysed this problem, tracing its roots to the systems
tendency to treat information as knowledge. In its report , Learning Without
Burden the committee pointed out that learning at school cannot become a
joyful experience on less we change our perception of the child as a receiver of
knowledge and move beyond the convention of using textbooks as the basis for
examination. The impulse to teach everything arises from lack of faith in
childrens own creative instinct and their capacity to construct knowledge out
of their experience.
Learning without Burden recommended a major change in the
design of syllabi and textbooks and also a change in social ethos. To make
teaching a means of harnessing the childs creative nature, the report
recommended a fundamental change in the matter of organising the school
curriculum and also in the system of examination, which forces children to
memorise information and to reproduce it.
Systemic Reforms
Concern for quality.
Teacher education for curriculum renewal.
Examination reform.
Work centered education.
Innovation in ideas and practices.
New partnerships.
To correct the distortion, the present NCF proposed five guiding
principles for curriculum development:
.Connecting knowledge to life outside the school.
. Ensure that learning shifts away from role method.
. Enriching the curriculum so that it goes beyond textbooks.
. Making examination more flexible and integrating them with classroom life.
. Nurturing an overriding identity informed by caring concerns within the
democratic policy of the country.
RELEVANCE IN VOCATIONAL EDUCATION
Work centered education implies that the knowledge
base, social insights and skills of children in relation to their habitat, natural
resources and livelihood can be turned into a source of their dignity and
strength in the school system. It is to be recognised as a meaningful and
contextual entry point for organising the curricular experience in the school. It
is this educational process that calls for the application of critical pedagogy for
linking the experience of productive and other forms of work with global
knowledge. It will call for reconceptualisation and restructuring of specific
aspects such as academic autonomy and accountability, curriculum planning,
CONCLUSION
This framework for curriculum presents a vision of what is
desirable for our children. It provides an understanding of issues relating to
childrens learning, the nature of knowledge and the school as an institution.
Large scale action programmes that are related to the development of Kerala
have been designed.
REFERENCE
o www.wikipedia.com
National Curriculum framework
Kerala Curriculum Framework.
o www.ncf2005.com
o www.kcf2007.com