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What is NCF 2005? Facts, Importance, Complete Guide

What is NCF 2005?

NCF 2005 – National Curriculum Framework 2005: NCF 2005 is an important topic of CDP in TET and teaching recruitment Examination i.e.  RPSC, UGC NET, CUET PG, CTET, HTET, KVS, TS TET, AEES, etc. As many teaching exams are coming, exam preparation for aspirants has become a necessity for this section.

NCF 2005 comes in all levels, subject pedagogy of teaching exams i.e. primary level, upper primary level, and higher education level. Today Here we are going to learn about Child Pedagogy topic is National Curriculum Framework 2005 /NCF 2005. NCF 2005 study note will help students in better preparation.

Complete Notes on Child Development and Pedagogy For all Teaching Exams

National Curriculum Framework 2005

National Curriculum Framework, 2005: The National Council of Educational Research and Training (NCERT) is an open institution that provides technical resource support for school education, the NCERT charter envisages a special place for designing curriculum; NCERT is expected to review school curriculum as a regular activity ensuring the higher standards in Education.

The NPE-1986 and POA-1992 assign a special role to NCERT in preparing and promoting the National Curriculum Framework. The NPE views such a task as a means of establishing a national system of education, characterized by certain core values and goals relevant to changing needs of children and society and within the constitutional framework of the coming.

UGC NET Study Notes for Paper 1

NCF 2005 PDF – Highlights

Full name National Curriculum Framework 2005
Chairperson Prof. Yash Pal with 35 members including scholars from different disciplines, principals, and teachers, representations of well-known NGOs, and members of NCERT.
Published by National Council of Educational Research and Training (NCERT)
Series 4th National Curriculum Framework
Before NCF 2005 NCF 1975, NCF 1988, NCF 2000
After NCF 2005 NCF 2009, NCF 2014
Ministry concerned Union Education Ministry, Gov. of India
Purpose To serve as a guideline for syllabus, textbooks, and teaching practices for schools in India

NCF 2005 Committee

A national steering committee was set up under the chairmanship of Prof. Yash Pal eminent Scientist and Scholar. The committee comprised 35 members including scholars from different disciplines, principals, and teachers, representations of well-known NGO and members of NCERT. Its work was supported by 21 National Focus Group, coursing major areas of curriculum national concerns and systematic issues.

Needs of NCF 2005

To make education fulfil its aims, the following needs to frame a national curriculum:

  1. The national system of education will be based on a national curriculum framework, which contains a common core along with other components that are flexible.
  2. To frame a curriculum as a means of evolving a national system of education capable of responding to India’s cultural and geographical diversity ensuring a common core of values along with academic components
  3. To modernise the system of education.
  4. To have a relevant, flexible and relevant curriculum.

Objectives of NCF 2005

  1. Curriculum should be child-centred.
  2. It should provide a fullness of experience for students.
  3. It should make provisions for flexibility within the framework of accept able principles and values.
  4. The curriculum should be related to the life needs and aspirations of the people.
  5. Develop a rational outlook.
  6. The curriculum should lay emphasis on SUPW.
  7. It should be able to promote social justice, democratic values and national integration.
  8. It should help in self experience and expression and in physical development.
  9. It should be well integrated.
  10. It should provide continuity in the whole programme.

NCF 2005 Merits 

The NCF 2005 has the following merits attached to it : 

  1. Its approach and recommendations are for the entire system. A number of its recommendation, infact, focus on rural schools.
  2. The framework has taken note of the swiftly changing environment and the need to integrate the essential changes in the curriculum.
  3. It established a rationale for using technology as a tool and an enabler in the teaching-learning environment.
  4. The framework has placed the onus, on teacher education for curriculum renewal in school education.
  5. The document paves the way for learning without burden.
  6. It promotes the theory of inclusive education, which will in a way help to level the inequalities in the social system.
  7. Decentralisation of educational planning and administration has been emphasised.
  8. It recommends the softening of the subject boundaries so that children can experience the joy of understanding and have integrated knowledge.
  9. The document comes across as a liberal document because it was for the first time this document looked at 21 especially produced position par pers on different issues.

NCF 2005 Demerits

The framework suffered following demerits or limitations: 

  • It is argued that the document is not sufficiently announced which has led to its incomplete implementations.
  • Implementing the suggested curriculum would require a huge infrastructure.
  • The framework does not state the academic, social and political context in which it is framed.
  • It does not talk about the dangers of community participation and how to ensure the quality of education in such an environment.
  • It is unrealistic in projecting constructivism as the universal pedagogy for all subjects and for children of all ages.
  • The suggested examination reforms of all ages would lead to a replacement of one form of evaluation with another. Rather the meaning of assessment should be explained to teachers.

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Q. According to the observation in the NCF 2005 [3.1.3], English is a ……... language in India.

Ans. global

Q. Which one of the following recommended the “Three Language Formula” ?

Ans. Kothari Committee recommends the "Three Language Formula" in 1968 under National Policy Resolution. The Union Education Ministry of India formed a commission under supervision of Kothari to evolve a language learning formula as demanded by non-Hindi speaking states of Southern India like Karnataka, Tamilnadu and Andhra Pradesh.
The three language formula:
1. First language to be studied must be mother tongue.
2. Second language:
(i) In Hindi speaking state - English or some other modern Indian language.
(ii) In non-Hindi speaking state - second language will be Hindi or English.
3. Third language
(i) In Hindi speaking state - English or modern Indian language apart from 'Second Language'
(ii) In non-Hindi speaking states - English or any other modern Indian language not studied as 'Second language.

Q. The National Curriculum Framework, 2005 advocates that a language learners is a 

Ans. constructor of knowledge/language

Q. According to the national curriculum framework, 2005 learning is ________ and ______ in its character.

Ans. According to the national curriculum framework, 2005 learning is active and social in its character.

Q. National Curriculum framework for Teacher Education in India(2009) was developed by

Ans. National Curriculum framework for Teacher Education in India(2009) was developed by NCTE(National Council of Teacher Education)