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National Curriculum Framework (NCF 2005)


National Curriculum Framework (NCF 2005)
The National Curriculum Framework (NCF 2005) is one of four National Curriculum Frameworks published in 1975, 1988, 2000 and 2005 by the National Council of Educational Research and Training NCERT in India. The document provides the framework for making syllabii, textbooks and teaching practices within the school education programmes in India.
The NCF 2005[2] document draws its policy basis from earlier government reports on education as Learning Without Burden and National Policy of Education 1986-1992  and focus group discussion. After wide ranging deliberations 21 National Focus Group Position Papers have been developed under the agies of NCF-2005. The state of art position papers provided inputs for formulation of NCF-2005.
The document and its offshoot textbooks have come under different forms of reviews in the press. Its draft document came under the criticism from the Central Advisory Board of Education (CABE). In February 2008 the director Krishna Kumar in an interview also discussed the challenges  that are faced by the document.
The approach and recommendations of NCF-2005 are for the entire educational system. A number of its recommendations, for example, focus on rural schools. The syllabus and textbooks based on it are being used by all the CBSE schools, but NCF-based material is also being used in many State schools.  NCF 2005 has been translated into 22 languages and has influenced the syllabii in 17 States. The NCERT gave a grant of Rs.10 lakh to each State to promote NCF in the language of the State and to compare its current syllabus with the syllabus proposed, so that a plan for future reforms could be made. Several States have taken up this challenge. This exercise is being carried out with the involvement of State Councils for Educational Research and Training [SCERT] and District Institutes of Education and Training [DIET].
Main Features of the NCF 2005
The document is divided into 5 areas:
·         Perspective
·         Learning and Knowledge
·         Curriculum Areas, School Stages and Assessment
·         School and Classroom Environment
·         Systemic Reforms
·         Mother tongue as a medium of instructions.
·         free development
·         availability of resources

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