Kerala Curriculum Framework(2007)
The existing syllabus in kerala is based on kerala Curriculum Framework 2007.
Activity oriented learning is emphasizes in the syllabus and the teaching
process is student centric. Teacher’s role is more like that of a facilitator
than that of a guide or an instructor. Even though there were serious concerns
about the existing syllabus. It was later well admitted and appreciated by
experts all over India. It has certainly brought about a positive change
in class rooms and the back benchers who were no responding and getting
involved. There may be a need for revision of syllabus as periodic
revision of syllabus is inevitable. But this is that it should be carried out
after elaborate preparation and deliberations. Prior to the formation of a framework,
discussion with all teacher organizations needed. The main contention against
the present curriculum reform is that it is being done without extensive
discussion on the framework and textbook revision is progressing and nearing
completion.
Discussions at various levels were conducted before the finalization of KCF
2007. This is not done in the care of present curriculum revision. KCF 2007 was
introduced with the strong support of NCF 2005 which was a paradigm shift from
the existing system. Curriculum reforms should be multi faceted and
comprehensive
Learning and Knowledge
o Focuses on the child as an active learner
n Primacy to children’s experiences, their voices and their
participation
n Need for adults to change their perception of children as passive
receivers of knowledge
n Children can be active participants in the construction of
knowledge
n The school should recognize the innate ability of each child to
construct his/her own knowledge, and the fact that every child comes to school
with a fund of pre-knowledge.
n Therefore children must be encouraged to ask questions, relate
what they are learning in schools to things happening outside and answer in
their own words rather than by memorizing.
n Recognizes the need for developing an enabling and non-threatening
environment
n Emphasizes that gender, caste, class, religion and minority status
should not constrain participation in experiences provided in school
n Highlights the value of interaction with: environment, peers, older people to enhance
learning;
n Learning tasks must be designed to enable children to seek out
knowledge from sites other than textbooks.
n Need therefore to move away from rigid lesson planning to planning
and designing activities that challenge children to think and try out what they
are learning.
School and classroom environment
o Critical pre-requisites for improved performance
n Availability of minimum infrastructure and material facilities
n Support for planning a flexible daily schedule.
o Focus on nurturing an enabling environment
o Revisits traditional notions of discipline
o Discusses need for providing space to parents and community
o Discusses other learning sites and resources
n Texts & books
n Libraries, tools and laboratories
n Media and ICT
o Addresses the need for plurality of material and teacher autonomy/
professional independence to use such material.
Systemic Reform
o Covers need for academic planning for monitoring quality
o Reaffirms faith in local self government
n Proposes systematic activity mapping of functions appropriate at
relevant levels of local self government
n Simultaneously ensuring financial autonomy on the basis of the
funds-must-follow-functions principle.
o Teacher education should focus on developing professional identity
of the teacher
o Examination reforms to reduce psychological stress, particularly
on children in class X and XII
n Recommends changing the typology of questions so that reasoning
and creative abilities replace rote learning
Learning and Knowledge
o Highlights the value of interaction with:
n environment,
n peers,
o Learning tasks must be designed to enable children to seek out
knowledge from sites other than textbooks.
Need therefore to move away
from the ‘Herbartian’ lesson plan to preparing plans and activities that
challenge children to think and try out what they are learning
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