English Assignment - "KERALA CURRICULUM FRAMEWORK-2007"

INTRODUCTION

As an idea, curriculum stems from the Latin word for race course, referring to the course of deeds and experiences through which children grow to become mature adults. A curriculum is prescriptive, and is based on a more general syllabus which merely specifies what topics must be understood and to what level to achieve a particular grade or standard. In formal education, a curriculum is the set of courses and their content offered at a school or university.

A curriculum framework is an organized 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 should know and be able to do.

KERALA CURRICULUM FRAMEWORK

 

‘What we have left out of consideration so far, or perhaps not considered sufficiently seriously, is the problem of what subjects should be included in a curriculum that takes into account 'the times, the location and the nature of the society' it is rooted in and what benefits are expected from the subjects that are so included. It would not be true to say that this problem had not been considered from the beginning.  When the educational experts who were the spokesmen of colonialism laid out a curriculum, they had some considerations in mind.  It is as though those considerations have not been questioned since then.  We have only attached bits and pieces to what was laid down then.  In short, we have not tried to bring about a fundamental change in the matter.’

- Prof. Joseph Mundasseri - the first Minister for Education, Govt. of Kerala)

Kerala’s effort to develop a curriculum framework is a turning point in the history of the state. It is for the first time that the state is making such an exercise and it is rooted on the ideas articulated in the National Curriculum Framework (NCF) -2005. Whenever curriculum reforms were taken up at the national level, the state responded to them in the past.

After the formation of NCERT in 1961, Kerala has been following all the curriculum reform efforts initiated at the national level. For instance, the state initiated the process for reforming its curriculum following the National Curriculum Framework -1975.  The state also took steps to implement NPE- 1986 and the Programme of Action (1992). It was in 1997, that an effort for the formulation of a comprehensive curriculum focusing on the process of teaching and learning was attempted in Kerala.  Rooted in the emerging methodology and strategies, an integrated method of learning, a process- oriented-activity-based approach, viewing learner as a constructor of knowledge, recognising the role of society in knowledge construction and the idea of continuous and comprehensive evaluation came into effect. However, the state’s curriculum reform effort gained further impetus with the formulation of the National Curriculum Framework (NCF) -2005. NCF-2005 and the position papers provided grounds for introspection and formulation of the Kerala Curriculum Framework (KCF)-2007.

 

 

 

KERALA CURRICULUM FRAMEWORK 2007

 

The curriculum revision programme in Kerala was conceptualised on the basis of the recommendations of the National Curriculum Framework (N.C.F-2005). The curriculum revision initiated in 1996 in Kerala had a strong influence in the formation of National Curriculum Framework. Kerala could display the active working model of a learning process that has its foundation in the principles of Constructivism and a learner-centred, activity-based and process-oriented pedagogy. Therefore, we must now envision educational reforms that go beyond the National Curriculum Framework, making it a springboard for further research.

Based on the National Curriculum Framework 2005, efforts to revise the Kerala School Curriculum began in August, 2006.  The first phase of the revision process is culminated by the publication of the Kerala Curriculum Framework 2007. It has been made a reality through the process detailed below.

• The plan of action for curriculum revision was prepared and was subject to the consideration of the NCERT and the Kerala State Government.

• The Malayalam version of National Curriculum Framework 2005 was printed and distributed.

• A two-day workshop comprising curriculum committee members, experts in the field of education, representatives of the state advisory committee for education and SCERT faculty was conducted to form the plan of action. 14 subject areas were fixed and 14 subject groups were formed.  A 30-member core group and 14 focus groups with 230 members were proposed to be formed.

• The first meeting of the core group that was formed by the Kerala Government was held at SCERT.  A combined workshop for all the 14 focus groups was planned. The curriculum revision process was sanctioned.

• A three-day workshop was conducted, including the focus group members and the core group members.  The participants could familiarize themselves with NCF 2005, collect observations, fix the educational needs of Kerala, decide the mode of operation of the focus groups and analyze the curriculum.  Dr. M. A. Khadar, the head of the curriculum group of the NCERT, Dr. Anita Rampal, from the curriculum division of Delhi University and Dr. Manjula Rao from the evaluation department of the Regional Institute of Education attended the workshop.

• The activities of the focus group were centred on the DIETs of all the fourteen districts. In order to discuss the curriculum revision programme, DIET principals, DDEs, representatives from local self-government bodies, representatives of SSAs, SCERT faculty and DPI held meetings and seminars to form opinions at the district level.

• 14 district level seminars were organized by DIETs and local self-government bodies.

• A three-day workshop was organized to form a general approach for curriculum revision.

• A three-day seminar was organized for a detailed study of the problems in different fields.

• A meeting of DIET principals was held to unify the district level activities.

• A web portal titled www.kerala.gov.in was formed to facilitate interaction with the public.

• The focus group conducted a detailed study for two months in all the 14 districts under the leadership of the DIETs.  14 position papers were formed after school visits and surveys to evaluate different textbooks and learning materials.

• An interim evaluation of the activities of the focus groups was conducted.

• The position papers were brought for discussion in a three-day workshop attended by curriculum committee members and the members of the core group.

• Based on the suggestions in the position papers, the Kerala Curriculum Framework was formed.

• This Framework was presented for discussion and approval before the Kerala society.  As a part of this, the main suggestions therein were presented at the district, panchayat, municipality and school levels.  The suggestions made in these discussions have been consolidated at the district and state levels. On the basis of these suggestions as well the curriculum framework was prepared.  We have to now take up the framing of the syllabus up to the 12th standard, the preparation of learning materials, try-out, preparing teachers to use the new materials and make structural reforms.

Thus the curriculum revision programme in Kerala was launched as part of an endeavour to strengthen the Primary, Secondary and Higher Secondary school education in Kerala. We have already won laurels in matters like rate of literacy and enrolment of students in school. In order to advance further in this direction, we should ensure quality education to all children without any form of discrimination. Such an endeavour should also serve the needs of the future society.

The curriculum that has been designed, along with the learning materials prepared, has much to claim on the grounds of quality. But it also serves to bring about changes in the academic environment that usually tends to stick to worn-out practices. A new trend can be established only with the active participation of the civil society. And this is the reason which made the curriculum popular and acceptable.

CONCLUSION

 

Education in its general sense is a form of learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, or research. Education frequently takes place under the guidance of others, but may also be autodidactic. Any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational. Education is commonly divided into stages such as preschool, primary school, secondary school and then college, university or apprenticeship.

Therefore there is a general demand to explain the social aims of a curriculum. A student who completes his/her school education is expected to be able to face any real life situation boldly and should be equipped to get employed at the time of completion of his course. This is the purpose of general education and not a mere internalization of academic subjects.

 

REFERENCE

1.       www.scert.kerala.gov.in

2.       teachereducationindia.blogspot.com

3.       http://en.wikipedia.org/wiki/Curriculum_framework

4.       http://en.wikipedia.org/wiki/Education#Curriculum