HIGHER SECONDARY CURRICULUM

CURRICULUM: Meaning

            Curriculum originates from a Latin word ‘Currere’ which means ‘to run’.  It is, therefore, defined as a, ‘course to be run for reaching a certain goal’.  Historically speaking, it meant classified selections made from the accumulated knowledge into separate subjects or disciplines to be taught to students.  However, the word “curriculum” as it is defined from its early Latin origins means literally “to run a course.” If one thinks of a marathon with mile and direction markers, signposts, water stations, and officials and coaches along the route, this beginning definition is a metaphor for what the curriculum has become in the education of our children.

         The term curriculum has been derived from a Latin word ‘Currere’ which means a ‘race course’ or a runway on which one runs to reach a goal. Accordingly, a curriculum is the instructional and the educative programme by following which the pupils achieve their goals, ideals and aspirations of life. It is curriculum through which the general aims of a school education receive concrete expression. Traditional concept-The traditional curriculum was subject- centred while the modern curriculum is child and life-centred.

Modern Concept of Curriculum

Modern education is the combination of two dynamic processes. The one is the process of individual development and the other is the process of socialization, which is commonly known as adjustment with the social environment.

Definition of Curriculum

 “Curriculum is a tool in the hands of the artist (teacher) to mould his material (pupils) according to his ideas (aims and objectives) in his studio (school)”.

-         Cunningham

            “Curriculum includes all those activities which are utilized by the school to attain the aims of education”.

-         Morroe

            “The curriculum includes all the learners’ experience in or outside school that are included in a programme which has been devised to help him developmentally, emotionally, socially, spiritually and morally”.

-         Crow and Crow

“The curriculum should be viewed as various forms of activities that are grand expressions of human spirit and that are of the greatest and most permanent significance to the wide world”.

-          T.P. Nunn

Nature of Curriculum

1.      The instructional programme as indicated by the course offerings to meet varies requirements of a vast heterogeneous population.

2.      The courses of study, embodying outlines of knowledge to be taught.

3.      All the experiences provided under the guidance of the school.

4.      Curriculum is that which makes a difference between maturity and immaturity, between growth and stasis, between literacy and illiteracy, between sophistication (intellectual, moral, social and emotional) and simplicity. It is the accumulated heritage of man’s knowledge filtered through the prisms of contemporary demands and pressures. It is that wisdom considered relevant to any age in any given location. It is that we choose from our vast amount of heritage of wisdom to make a difference in the life of man.

Scope of Curriculum

        i.            Goals: The benchmarks or expectations for teaching and learning often made explicit in the form of a scope and sequence of skills to be addressed;

     ii.            Methods: The specific instructional methods for the teacher, often described in a teacher’s edition;

   iii.            Materials: The media and tools that are used for teaching and learning;

   iv.            Assessment: The reasons for and methods of measuring student progress.

      v.            Sequence relates to when different parts of the curriculum should be learned with respect to the other parts of the curriculum.  There are many ways in sequencing: simple to complex, chronological easy to difficult developmental prerequisite learning, close at hand to far away, whole to parts, easy to difficult parts to whole and known to unknown.

   vi.            Integration relates to different strands of a piece of curriculum relate to other things.  The curriculum should integrate:  1. Cognitive, affective and psychomotor objectives and abilities. 2. Knowledge and experience.                3. Objectives and content. 4. Child’s activity and needs with the society needs and activity.

 vii.            Continuity relates to how previous learning and future learning relate in terms of cumulative effects of learning.

Types of Curriculum

1.      Overt, Explicit or Written Curriculum is usually confined to those written understandings and directions formally designated and reviewed by administrators, curriculum directors and teachers, often collectively.

2.      Societal Curriculum is the massive, ongoing, informal curriculum of family, peer group, neighbourhoods, churches organizations, mass, media and other socializing forces that “educate” all of us throughout our lives.

3.      The Hidden or Covert Curriculum implied by structure and nature of school, which refers the kinds and learning's of children derive from the very nature and organizational design of the public school as well as the behaviours and attitudes of teachers and administrators.

4.      The Null Curriculum which we do not teach thus gives students the message that these elements are not important in their educational experiences or in our society.

5.      Phantom Curriculum is the messages prevalent in a through exposure to any type of media. These components and messages play a major part in the enculturation of students  into the predominant meta-culture, or in acculturating students into narrower or generational subcultures.

6.      Concomitant Curriculum: This type of curriculum may be received at church, in the context of religious expression, lessons values, ethics or morals, moulded behaviours, or social experiences based on the family’s preferences.

7.      Rhetorical Curriculum Ideas offered by policy makers, school officials, administrators, or politicians.

8.      Curriculum-in-use is the actual curriculum that is delivered and presented by each teacher.

9.      Received Curriculum: Those things that students actually take out of classroom; those concepts and content that are truly learned and remembered.

10. The Internal Curriculum Processes, content, knowledge combined with the experiences and realities of the learners to create new knowledge. While educators should be aware of this curriculum, they have little control over the internal curriculum since it is unique to each student.

11. The Electronic Curriculum: Those lessons learned through searching the internet for information, or through using e-forms of communication.

The following represent the many different types of curricula used in schools today

Sl. No.	Type of Curriculum	Definition
1	Overt, explicit, or written curriculum	It may refer to a curriculum document, texts, films and supportive teaching materials that are overtly chosen to support the intentional instructional agenda of a school. Thus, the overt curriculum is usually confined to those written understandings and directions formally designated and reviewed by administrators, curriculum directors and teachers, often collectively.
2	Societal curriculum (or) social curricula	Cortes (1981) defines this curriculum as massive, ongoing, informal curriculum of family, peer groups, neighbourhoods, churches, organizations, occupations, mass media and other socializing forces that “educate” all of us throughout our lives. This type of curricula can now be expanded to include the powerful effects of social media and how it actively helps create new perspectives.
3	The hidden or covert curriculum	That which is implied by the very structure and nature of schools, much of what revolves around daily or established routines.                Longstreet and Shane (1993) offer a commonly accepted definition for this term – the “hidden curriculum,” which refers to the kinds of learning children derive from the very nature and organizational design of the public school, as well as from the behaviours and attitudes of teachers and administrators…”.                Examples of the hidden curriculum might include the messages and lessons derived from the mere organization of schools — the emphasis on: sequential room arrangements; the cellular, timed segments of formal instruction; an annual schedule that is still arranged to accommodate an agrarian age; disciplined messages where concentration equates to student behaviours were they are sitting up straight and are continually quiet; students getting in and standing in line silently; students quietly raising their hands to be called on; the endless competition for grades, and so on. The hidden curriculum may include either positive or negative messages, depending on the models provided and the perspectives of the learner or the observer.
4	The null curriculum	Eisner offers some major points as he concludes his discussion of the null curriculum. The major point I have been trying to make thus far is that schools have consequences not only by virtue of what they do teach, but also by virtue of what they neglect to teach. What students cannot consider, what they don’t processes they are unable to use, have consequences for the kinds of lives they lead.          Eisner (1985, 1994) first described and defined aspects of this curriculum. From Eisner’s perspective the null curriculum is simply that which is not taught in schools. Somehow, somewhere, some people are empowered to make conscious decisions as to what is to be included and what is to be excluded from the overt (written) curriculum. Since it is physically impossible to teach everything in schools, many topics and subject areas must be intentionally excluded from the written curriculum. But Eisner’s position on the “null curriculum” is that when certain subjects or topics are left out of the overt curriculum, school personnel are sending messages to students that certain content and processes are not important enough to study.
5	Phantom curriculum	The messages prevalent in and through exposure to any type of media. These components and messages play a major part in the enculturation of students into the predominant meta-culture, or in acculturating students into narrower or generational subcultures.
6	Concomitant curriculum	What is taught, or emphasized at home, or those experiences that are part of a family’s experiences, or related experiences sanctioned by the family. (This type of curriculum may be received at church, in the context of religious expression, lessons on values, ethics or morals, moulded behaviours, or social experiences based on the family’s preferences.)
7	Rhetorical curriculum	Elements from the rhetorical curriculum are comprised from ideas offered by policymakers, school officials, administrators, or politicians. This curriculum may also come from those professionals involved in concept formation and content changes; or from those educational initiatives resulting from decisions based on national and state reports, public speeches, or from texts critiquing outdated educational practices. The rhetorical curriculum may also come from the publicized works offering updates in pedagogical knowledge.
8	Curriculum-in-use	The formal curriculum (written or overt) comprises those things in textbooks, and content and concepts in the district curriculum guides. However, those “formal” elements are frequently not taught. The curriculum-in-use is the actual curriculum that is delivered and presented by each teacher.
9	Received curriculum	Those things that students actually take out of classrooms; those concepts and content that are truly learned and remembered.
10	The internal curriculum	Processes, content, knowledge combined with the experiences and realities of the learner to create new knowledge. While educators should be aware of this curriculum, they have little control over the internal curriculum since it is unique to each student. Educators can explore this curricula by using instructional assessments like “exit slips,” reflective exercises, or debriefing discussions to see what students really remember from a lesson. It is often very enlightening and surprising to find out what has meaning for learners and what does not.
11	The electronic curriculum	Those lessons learned through searching the Internet for information, or through using e-forms of communication. According to Wilson (2004), This type of curriculum may be either formal or informal, and inherent lessons may be overt or covert, good or bad, correct or incorrect depending on one’s’ views. Students who use the Internet on a regular basis, both for recreational purposes (as in blogs, wikis, chat rooms, list serves, through instant messenger, on-line conversations, or through personal e-mails and sites like Twitter, Face book, or YouTube) and for personal online research and information gathering are bombarded with all types of media and messages. Much of this information may be factually correct, informative, or even entertaining or inspirational. But there is also a great deal of other e-information that may be very incorrect, dated, passé, biased, perverse, or even manipulative. The implications of the electronic curriculum for educational practices are that part of the overt curriculum needs to include lessons on how to be wise consumers of information, how to critically appraise the accuracy and correctness of e-information, as well as how to determine the reliability of electronic sources.

                                                                                                

Principles of Curriculum Construction

Curriculum organisation is a scientific process which involves basic principles on which its credibility exists. It is not just collection of topics, because it reflects ethos (philosophy / culture) of the society: themes of the subject and learning variability.

1.      Principle of Child-Centeredness

Curriculum is mainly for the students. So, the age, interest, capability, capacity, aspiration, needs and psychology of the learner should be taken in to an account.

2.      Principle of Community-Centeredness

The social needs and the local needs of the learner should be taken in to account while we construct the curriculum.  It should be reflect the values of democracy, ethos and main concerns of the society.

3.      Principle of Activity Centeredness

The curriculum should centre round the multifarious activities of pupils. It should provide well selected activities according to the general interests and developmental stages of children. It should provide constructive, creative and project activities. For small children, play activities should also be provided.

The purposeful activities both in the class-room and outside the class-room should be provided. It is through a net work of activities that the desired experiences can be provided and consequently desirable behavioural changes can be brought about in children.

4.      Principle of Balance / Integration (Child = Community)

It is also called principle of Integration. The curriculum should integrate:

                                                        i.            Cognitive, affective and psychomotor objectives and abilities.

                                                     ii.            Knowledge and experience.

                                                   iii.            Objectives and content.

                                                   iv.            Child’s activity and needs with the society needs and activity. It should be related to the social environment of the students. Here the equal/balance importance should be given to the need of the Child and need of the Community.

5.      Principle of Need

Curriculum helps in fulfilling the various needs of the learner. Each learner has his needs which are generally related to physical, emotional and social development. A well planned curriculum provides all such opportunities through many fold activities which satisfies the need of the learner. It should not be merely the academic but it should include all other equally important activities too.

6.      Principle of Utility

One of the purposes of education is to prepare the child for living and learning. This is the most important consideration, so that the child can live a fruitful and self-fulfilling life. Curriculum should provide rich experiences, both academic and social to the students. The content, activities and experience of the curriculum at a particular stage / grade are useful to the learner for the further/higher studies.

Curriculum should be useful rather than ornamental. It should not only include subjects which owe their place in it to tradition. The curriculum must have practical utility for students. So there should be some provision for technical and vocational education in the curriculum.

7.      Principle of Creativity

It should place the pupil in the place of the discoverer and provision should be made the creative type of activities.

The conservation of culture helps to sustain the society. The culture should not be simply transmitted but also enriched. There should be provision in the curriculum to develop he creative powers of the child so that he becomes a contributory member society. Raymont says, "In curriculum that is suited to the needs of today and of the future, there must be definitely creative subjects."

8.      Principle of Preservation/Conservation

It should help in the preservation /conservation and transmitting the knowledge, traditions, standards of conduct on which the culture and civilization depend.

One of the main functions of education is to preserve and transmit our cultural heritage. This is essential for human progress. Culture consists of traditions, customs, attitudes, skills, conduct, values and knowledge. However, the curriculum framers must make a suitable selection of the elements of culture, keeping view their educational value and the developmental stage of pupils.

9.      Principle of Balance

The curriculum must maintain a balance between subjects and activities, between direct and indirect experiences, between academic and vocational education, between compulsory and optional subjects, between formal and informal education, between individual and social aims of education etc.

10. Principle of Variety

In a classroom there are different types of the students on the basis of intelligence, ability, aptitude and attitude.  The curriculum should satisfy the variety of knowledge, varying interest, needs of the students.

The curriculum should be broad-based so as to accommodate the needs of varied categories of pupils, so that they are able to take up subjects and participate in activities according their capacities and interests.

The needs of pupils also change from place to place. For example, the pupils in rural areas, urban areas, and hilly areas will have different needs. The needs of boys and girls are also different. So these considerations should be reflected in the curriculum.

11. Principle of Elasticity / Flexibility

Flexibility is an important parting curriculum development.  It should given enough time and sufficient chance to the students, to search their own examples and experience from the surroundings.

In our age, rapid developments are taking place in various fields. Consequently the needs of society are hanging. The content of curriculum cannot be same for all times to come. It should not be static. It must be dynamic and change with the changing times. It should reflect the latest trends in the field of education and psychology.

12. Principle of Contemporary Knowledge

Curriculum should give the modern or current knowledge and theories to the students. That will give the knowledge of utilization of local resources (salt, plants, soil) to the students.

13. Principle of Forward Looking

Education is to enable the child to lead a successful social life. So the curriculum should not cater to the present needs of the child alone. The needs of his future life should also be considered. The curriculum should also include knowledge, skills, experiences, influences etc. which will develop in the child abilities and power to make effective adjustments in the later life.

14. Principle of Co-ordination and Integration

Of course, the pupils are to be provided with selected experiences through various subjects and activities but these must be well integrated. Various subjects and activities have to serve the same ultimate purpose, the achievement of the aims of education. The activities and subjects should not be put in after-tight compartments but these should be inter-related and well integrated so as to develop the whole child.

While organizing the curriculum the following principles also should be followed:

15. Principle of Sequencing

16. Principle of Continuity

17. Principle of Accuracy

18. Principle of Adequacy

19. Principle of Interest

20. Principle of Readiness

21. Principle of Meaningfulness

22. Principle of Continuous Evaluation

                The various principles of curriculum construction should be kept in mind. Various regional and national conditions should also be considered. It fact, all considerations which will help in achieving the aims of education should be given due consideration.

Curriculum for different stages of Education

1.      Lower Primary Stage:(Classes I-IV)

The child should receive instruction in the basic tools of learning such as reading, writing and computation and should learn to adjust to his surrounding through an elementary study of his physical and social environment.

For a sound foundation of mother-tongue, no language other than this should be introduced during the first four years. The curriculum should be gradually expanded and developed in keeping with the child's growth and development.

The curriculum at this stage should include:

        i.            One language, the mother-tongue or the regional language

     ii.            Arithmetic

   iii.            Study of the environment (covering Science and Social Studies in classes III and IV)

   iv.            Creative activities

      v.            Work-experience and Social Service

   vi.            Health education.

2.      Higher Primary Stage:(Classes V-VII)

The study of second language will be added to mother-tongue; arithmetic skill will be used in acquisition of more difficult mathematical knowledge; environmental activities will lead to the study of natural and physical sciences, history, geography and civics. The constructive and creative skills will provide the basis for the practice of simple arts and crafts. And the practice of healthy living will serve as foundation for physical education. At this stage the curriculum will cover the following:

        i.            Two language; Mother-tongue and Hindi or English; it to be noted that a third language (English, Hindi or a regional language) may be introduced on an optional basis.

     ii.            Mathematics

   iii.            General Science

   iv.            Social Studies (History, Geography and Civics)

      v.            Art

   vi.            Work Experience and Social Service

 vii.            Physical Education

viii.            Education in Moral and Spiritual values.

3.      Secondary Stage:(Classes VIII-X)

The curriculum should meet the needs of the adolescent individuals as well as the democratic society in which the child is expected to participate as a citizen on reaching maturity. The secondary school curriculum should contain necessary educational elements for cultivation of certain skills, elements, attitudes, and qualities of character viz. capacity for clear thinking, the ability to communicate easily with his fellowmen, a sense of true patriotism and an appreciation of the value of productive work. The needs of adolescence are related not only to the acquisition of knowledge and the promotion of intellectual ability, but the fuller development of physical, emotional aesthetic and moral aspects of personality. Provision has, therefore, to be made in the curriculum for the programme of physical education. At this stage the curriculum should include;

        i.            Three languages: Mother-tongue, Hindi and English in non-Hindi area and in Hindi area mother-tongues (Hindi), English and one of the 15 modern Indian languages other than Hindi, it may here be noted the a classical language may be studied in addition to the above 3 languages on an optional basis.

     ii.            Mathematics

   iii.            General Science

   iv.            History, Geography and Civics

      v.            Art

   vi.            Work-experience and Social Service

 vii.            Physical Education and Education in moral and spiritual values.

4.      Subject Areas of Higher Secondary (+2) Course:

The existing one year higher-secondary course will soon cover a two- year period after the 10 years schooling pattern. The whole question of higher secondary curriculum will have to be carefully examined and details worked out by an expert body consisting of representatives of the Universities, State Board of School Education and State Department of Education. The curriculum will cover a large area than that of the 10 year pattern of curriculum as follows:

        i.            Any two Indian languages including M.I.L. English and any classical language

     ii.            Any three subjects from among History, Geography, Economics, Logic, Psychology, Sociology, Art, Physics, Chemistry, Mathematics, Biology, Geology, Home Science and an additional language

   iii.            Work-experience and Social Service

   iv.            Physical Education

      v.            Art and Craft

   vi.            Education on Moral and Spiritual value.

Need for Curriculum Change

·        People improve with greatest enthusiasm when they detect the desire of the stimulator of improvement to improve him.

·        The direction of improvement should be determined cooperatively.  People’s goals differ; however, if they are to work together effectively, they must determine co-operatively the direction their efforts are to take.

·        People improve through experiencing.  The kind of teacher one is may be determined largely by the kinds of experiences he or she had.  School systems should seek to provide their teachers with the best of in-service education.

·        Stimulation of improvement should divide their time between contacts with individuals and contacts with groups.  Research and practice show that both individual conferences and group work are effective in helping teachers improve the quality of their work.

·        Whenever possible, improvement should be induced in situations that involve problem solving.  People improve most when a stimulator of improvement helps then solve their own problems.

Curriculum Transaction:

            In India teacher education are averse to innovations and experimentation in the use of methods of teaching. They use traditional methods of instruction like lecturing and dictating notes. Teacher education programmes are concerned with adult learners. They need to be based on an adequate understanding of how adults learn. Adults learners are autonomous and self directed, have a vast amount of life experiences and knowledge, are pragmatic and goal directed and response better to problem solving and task oriented learning. The emphasis therefore, has to be on developing professional knowledge and capacities through a variety of self directed tasks, including case studies, projects, seminars and research activity. Teacher educators must be well equipped with skills related to teaching with use of new technological methods. Student-teachers must be encouraged to work in groups for presentation, discussion, seminars, and symposium.

            Schools in the modern era have to make use of modern technologies in education, for which they require well equipped subject laboratories, library stocked with latest books on various titles, collection of audio and video discs, computers, internet facilities, spacious classrooms with proper seating arrangement, provisions for recreation, necessary materials and equipments for games and physical training etc.  Most of the schools in India find it difficult to meet the high cost involved in providing requisite infrastructural facilities to ensure quality education.  In the changing scenario, multinational corporations, business houses, industrial magnets, religious and charitable institutions, and rich philanthropists among the general public can do a lot in improving the infrastructural facilities for all educational institutions, particularly in rural areas.  Government on its part should continuously strive to increase significantly its budgetary allocation for education and enlist the public support for constantly upgrading the school curriculum.

Bases of transaction of curriculum

·        Social philosophy of the society.

·        National needs.

·        Nature of course of study.

·        Type of examination system.

·        Form of government.

·        Theory of human organisation.

·        Growth and development of students.

·        Recommendation of commissions and committees.

National Curriculum Framework

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 Framework provides the framework for making syllabi, textbooks and teaching practices within the school education programmes in India. The NCF 2005 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.  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 syllabi 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].

            NCERT set up a National Steering Committee in July 2004 under the chairpersonship of Prof. Yashpal with 35 members, drawn from various educational departments.  The recommendation of the committee was accepted in 2005. 

            The committee made its recommendations regarding the structure and direction of the National Education Policy 1986.

            ‘National Curriculum Frame Work’ recommended three areas, for immediate action.

    I.      Guiding Principles of NCF

·        Connecting knowledge to life outside the school.

·        Ensuring that learning shifts away from rote methods.

·        Enriching curriculum so that it goes beyond textbooks.

·        Making examinations flexible.

a.      Areas of Curricular Concern

·        Teaching of Sciences

·        Teaching of Mathematics

·        Teaching of Indian Languages

·        Teaching of English

·        Teaching of Social Sciences

·        Learning and Habitat

·        Art, Dance, Theatre and Music

b.      Areas of Systematic Reform

·        Aims of Education

·        Systematic Reform for Curricular Change

·        Curriculum , Syllabus and Textbooks

·        Teacher Education for Curriculum Renewal

·        Examination Reforms

·        Early Childhood Education

·        Work and Education

·        Educational Technology

·        Heritage Crafts

·        Health and Physical Education

c.      National Concern

·        Problems of SC/ST Children

·        Gender issues in the curriculum

·        Education for groups with special needs

II.      Recommendations for Major Curriculum Areas

a.      Mathematics

            The ability to think logically, formulate and handle abstractions is the main goal of teaching mathematics.  Teaching of mathematics should enhance children’s ability to think and reason, to visualise and handle abstractions, to formulate and solve problems.

b.      Science

                                i.            Content, process and language of science teaching must be commensurate with the learner’s age-range and cognitive reach.

                             ii.            Science teaching should engage the learners in acquiring methods and processes that will nurture their curiosity and creativity, particularly in relation to the environment. 

                           iii.            Science teaching should be placed in the wider context of children’s environment to equip them with the requisite knowledge and skills to enter the world of work.

c.      Social Science

                                i.            Social science content needs to focus on conceptual understanding rather than lining up facts to be memorized for examination, and should equip children with the ability to think independently and reflect critically on social issues.

                             ii.            Inter disciplinary approaches, promoting key national concern such as gender, justice, human rights and sensitivity to marginalized groups and minorities.

                           iii.            Civics should be recast as political science and the significance of history as a shaping influence on the children’s conception of the past and civic identity should be recognized.

d.      Language

                                i.            Language skills – speech and listening, reading and writing – cut across school subjects and disciplines.  Their foundational role in children’s construction of knowledge right from elementary classes through senior secondary classes needs to be recognized.

                             ii.            A renewed effort should be made to implement the three language formula, emphasizing the recognition of children’s mother tongue including tribal languages as the best medium of instruction.

                           iii.            English needs to find its place along with other Indian Languages.

                           iv.            The multilingual character of Indian Society should be seen as a resource for the enrichment of school life.

III.      Some other Important Recommendations

Ø  Curricular practices based on the values enshrined in the constitution, such as social justice, equality and secularism.

Ø  Observing, exploring, discovering, analysing, critical reflection etc. are as important as the content of knowledge.

Ø  Developing multi level skills in all stages of education.

Ø  Art (folk and classical forms of music and dance), visual arts, puppetry, crafts should be recognized as integral components of the school curriculum.

Ø  Specific activities ensuring participation of all children (including disabled) are essential.

Ø  Multimedia and ICT as sources for two-way interaction rather than one-way reception.

Ø  Teacher Education programmes need to be reformulated and strengthened.  Teachers’ language proficiency to be improved.

Ø  Teacher Education programmes should aim at producing teachers as facilitators of knowledge to the learner.

Ø  In service education needs to become a catalyst for change in school practices.

Ø  Institutionalization of work centred education as an integrated part of the school curriculum.

Ø  Examination system, Design of question paper to undergo a radical change.  Examination time made flexible.

Ø  Multiple text books to be prepared for each subject with freedom to students to choose the book of their choice.

Ø  Development of syllabus, text book and teaching-learning resources could be carried out in a decentralized and participatory manner involving teachers, experts from universities, NGOs and teachers’ organizations.