National Curriculum Framework 2005, NCF 2005, National Curriculum Framework 2005 ncert, CTET2020, Bachelor of education,

National Curriculum Framework (2005)

  • NCF, 2005 is one of the 4 NCF that came in 1975, 1988, 2000 and 2005 by the NCERT.
  • NCF provides the guidelines to design teaching practices, syllabi, and textbooks.
  • Earlier NCFs based on behaviorist psychology, NCF 2005 was based on constructivist approach.
  • NCF 2005 translated into 22 languages and influenced the syllabi in 17 states.
  • NCERT grants 10 lakh rupees to each state for promoting NCF in the language of state and compare proposed syllabus with existing syllabus and planning could be done to meet the changes.
  • State Councils for Educational Research and Training (DSERT/SCERT) and District Institutes of Education and Training (DIET) involved carrying out the task of NCF.
  • Executive Committee of NCERT, meeting held on 14 and 19 July 2004, a statement made by the Hon’ble MHRD in the Lok Sabha that the Council should take up such a revision of NCF.
  • There is a need to review the National Curriculum Framework for School Education (NCFSE – 2000) in the light of the report, learning without Burden (1993).
  • Finally a National Steering Committee, headed by Prof. Yash Pal, and 21 National Focus Groups were appointed/formed.
  • Members of these committees have representatives of institutions of advanced learning, NCERT’s own faculty, non-governmental organizations, and school teachers.
  • Five major regional seminars held at the NCERT’s Regional Institute of Education in Mysore, Bhopal, Ajmer, Bhubaneswar and Shillong and Consultations were invited from all parts of the country.
  • The national conference of rural teachers was organized for their opinion. Public opinion and a large number of responses were received by advertisements in national and regional newspapers inviting.

NCF-2005 begins with a quotation from Tagore’s essay “Civilization and Progress” in which the poet reminds us that a “creative spirit” and “generous joy” are key in childhood.
National Curriculum Framework 2005, NCF 2005, National Curriculum Framework 2005 ncert, CTET2020, Bachelor of education,
A Quote from NCF, 2005

NCF proposed five guiding principles for curriculum development:

1. Connecting knowledge to life outside the school
2. Ensuring that learning shifts away from rote methods
3. Enriching the curriculum so that it goes beyond textbooks
4. Making examinations more flexible and integrating them with classroom life and
5. Nurturing an overriding identity informed by caring concerns within the democratic polity of the country.

NCF reports have 159 pages and have 5 chapters, in which they proposed recommendations.

Chapter 1 (Perspective)

  • Strengthening a national system of education in a multicultural society.
  • Reducing the curriculum load based on insights provided in “Learning Without Burden”.
  • Curriculum should also have values of the Constitution, such as social justice, equality, and secularism.
  • Ensuring quality of education for all children.
  • Building a citizen to play an important role in democracy, values, gender equality, equal opportunity for SC and the ST, needs of the differently-abled persons, and capacities to participate in economic and political processes.

Chapter 2 (Learning and Knowledge)

  • Reorientation perception of learners and learning, holistic approach in learning.
  • Creating an inclusive environment.
  • Learning should be active through the experiential mode.
  • Motivate children to speak their thoughts and questions and let the learners learn by exploring, observing, discovering, critical reflection, analyzing, etc.
  • Socio-cultural realities should be inserted into curricular practices.
  • Rapid development occurs in children during the school period, with these changes and shifts in children's attitudes, capabilities and interests that have associations for selecting and establishing the content and process of knowledge.

Chapter 3 (Curricular Areas, School Stages and Assessment)


  • Speech and listening, reading and writing all make curriculum easy to understand. So language plays a foundational role in children's construction of knowledge from elementary to senior secondary classes.
  • Should implement the three-language formula.
  • Medium of instruction should be children's home language(s) or mother tongue(s). should have tribal languages.
  • Indian society has a multilingual system and which is good for the enrichment of school life.


  • Do the Mathematisation of children's minds (Practical knowledge) should be the aim of teaching mathematics.
  • Mathematics teaching should enhance children's ability to reason and think, visualize and handle abstractions, to formulate and solve problems.
  • It is the right of every child to access to quality mathematics education.

Three-language formula

  • First language: Mother tongue or children’s regional language.
  • Second language: For Hindi speaking states àwill be English or other modern Indian languages. For non-Hindi speaking, states àwill be Hindi or English.
  • Third Language: In Hindi speaking states àwill be any modern Indian language or English. For non-Hindi speaking state àwill be English or any modern Indian language. (Not studied as a Second language).

Modern Indian Languages

Bengali, Bodo, Bhutia, Gujarati, Kashmiri, Kannada, Lepcha, Limboo, Maithili, Malayalam, Manipuri, Marathi, Mizo, Oriya, Punjabi, Sanskrit, Sindhi, Tamil, Telugu, Urdu


  • Science teaching must be given as per age and cognitive reach of learners.
  • The main objective of science teaching to make learners curios and creative, especially in relation to the environment.
  • Science teaching should be practical to make students ready for real life.
  • Environmental awareness should infuse in the entire school curriculum.
  • Science education should be true to the learner, true to life and true to science.

Social Sciences

  • Social science teaching should be conceptual understanding rather than rote learning for examination and make children to think independently about social issues.
  • Teach about national concerns like justice, gender, human rights, and sensitivity to minorities and marginalized groups.


  • Arts such as folk and classical forms of dance, puppetry, visual arts, etc. and heritage crafts should be an integral part of the school curriculum.
  • Art should be the subject at every stage of school education.

Peace, Health and Physical Education

  • Physical education and health are important for the overall development of learners. It may be possible to handle the issues of enrolment, retention, and completion of school through health and physical education programs (including yoga).
  • Peace-oriented values should be promoted in the school years with the help of relevant activities.
  • Peace education should be included in teacher education.

 Chapter 4 (School and Classroom Environment)

  • Infrastructure, material facilities, support for planning a flexible daily schedule all are important for teacher’s performance.
  • Participation of all children whether abled or differently-abled is essential for learning by all.
  • The partnership between community and school can be built when members of the community participate in knowledge sharing for a particular subject.
  • Reconceptualization(developing new concept or something) of learning resources in terms of:
· Textbooks focused on the elaboration of concepts, activities, problems, and exercises encouraging reflective thinking and group work.
· Workbooks, Supplementary books, teachers' handbooks, etc. should be based on fresh thinking and new perspectives.
· Use of ICT and multimedia as sources for two-way interaction.
· School libraries should be designed as intellectual space for learners, teachers and members of the community so they can widen their knowledge and connect to the outer world.

Chapter 5 (Systemic Reforms)

  • Should have a common school system so that same quality in different regions.
  • When children of different backgrounds study together, it improves the overall quality of learning of the school and make good environment.
  • Meaningful academic planning has to be done by headmasters and teachers.
  • Monitoring quality should be adapted in schools in terms of teaching-learning processes.
  • Teacher education programs need to be updated from time to time so they can encourage, support and become a human facilitator in the teaching-learning process and students can achieve fullest.
  • Teachers' professionalization can be improved by the role of language proficiency and an integrated model of teacher education.
  • The Panchayati Raj system should be strengthened at the village-level so that education can be improved at the grass-root level.
  • To reduce stress and enhancing success in examinations and followings:
· To test problem-solving skills and understanding rather than content-based testing.
·  Shorter examinations.
· Setting up a single nodal agency for conducting entrance examinations.
  • Work-centered education as an integrated part of the school curriculum.
  • Vocational Education and Training (VET) should be enhanced and establishment of separate VET centers and institutions from the level of village clusters and blocks to sub-divisional/district towns and metropolitan areas in collaboration with the nationwide spectrum of facilities already existing in this sector.
  • Teachers can select from multiple textbooks to widen choices and diversity are beneficial for students.
  • Teachers, experts from universities, NGOs and teachers' organizations should play an important role in designing the syllabi, textbooks, timetables, etc.

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