National Curriculum Framework

(NCF 2005)
National Curriculum Framework 2005 is the 4th
NCF published by NCERT in India to improve the
education system. It focuses on inclusive
learning. Candidates can download the NCF
2005 PDF from here.

National Curriculum Framework 2005: The National Curriculum

Framework (NCF) serves as a guide for schools and teachers to
create effective learning experiences for students. It has been
revised multiple times, with earlier versions released in 1975, 1988,
and 2000. The latest version, NCF 2005, focuses on improving
textbooks, curriculum, and teaching methods in India’s education
system. It aims to make learning more engaging, inclusive, and
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 practical. This framework helps educators provide quality education,
ensuring students develop essential skills for the future. Check here
for more details on NCF 2005.

National Curriculum Framework (NCF 2005)

Candidates preparing for various teaching exams such as RPSC,
UGC NET, CUET PG, CTET, HTET, KVS, TSTET, AEES, etc., should
prioritize understanding NCF 2005, an important topic in the child
pedagogy section. A comprehensive understanding of the key
features of NCF 2005 is especially important for CTET and STET
candidates. Therefore, an in-depth study of NCF 2005 is essential
for effective exam preparation. This framework is an important part
of the CTET Exam Syllabus , emphasising its importance in
teaching recruitment.

National Curriculum Framework 2005

Overview
NCF 2005 is an important topic of CDP in the Teaching Recruitment
Examination, i.e. UGC NET, CUET PG, CTET, HTET, KVS, TS TET,
etc. The CTET Exam Syllabus includes various topics, including the
Salient Features of NCF 2005 or the National Curriculum Framework
2005. Aspirants preparing for CTET and STET exams should possess
comprehensive knowledge of NCF 2005.

National Curriculum Framework 2005 Overview

National Curriculum Framework
Full name
2005
Chairperson Prof. Yash Pal
National Council of Educational
Published by
Research and Training (NCERT)
4th National Curriculum
:
 Series Framework

Predecessor (s) NCF 1975, NCF 1988, NCF 2000

Subsequent NCFs NCF 2009, NCF 2014
Union Education Ministry, Gov. of
Ministry concerned
India
The Union Education Ministry
formed a 12-member committee
to develop new curriculums for
School, early child, teacher, and
adult education on 21 September
2021. This panel, tasked with
Recent Developments developing 4 national curriculum
frameworks (NCFs), will be
headed by NEP-2020 drafting
committee chairperson and
Former ISRO chairman (1994-
2003) Krishnaswamy
Kasturirangan.
To serve as a guideline for
Purpose syllabus, textbooks, and teaching
practices for schools in India.

National Curriculum Framework 2005 PDF

Candidates can download the National Curriculum Framework (NCF
2005) PDF from the official website of the National Council of
Educational Research and Training (NCERT). This document outlines
the framework for education in India, covering topics such as
curriculum, pedagogy, assessment, and teacher education. It is an
essential resource for anyone involved in the Indian education
system.

National Curriculum Framework 2005 PDF

NCF 2005 English PDF Download PDF
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 NCF 2005 Hindi PDF Download PDF

Development of NCF 2005

The development of NCF 2005 can be outlined as follows:

Inspirational Quote: The National Curriculum Framework

opens with a quote from Tagore's essay, emphasizing the
importance of 'generous joy' and a 'creative spirit' in childhood,
with a caution that an unthinking adult world can distort these
elements.

Chairmanship of Professor Yashpal: The National Steering

Committee was established under the chairmanship of
Professor Yashpal to lead the development of NCF 2005.

Approval: After extensive discussions and deliberations, NCF

2005 was passed by the Central Advisory Board of Education in
September 2005, signifying its official approval.

Emphasis on Educational Technology: The national education

policy of the time stressed using educational technology to
enhance the quality of education. This emphasis led to the
creation of two centrally sponsored schemes – computer
literacy and educational technology.

Four Key Issues: NCF 2005 was designed to address four

crucial issues: educational experience, educational purpose,
assessing the learner, and organizing the educational
experience.

Shift in Theoretical Basis: While the previous NCFs were

grounded in Behaviorist Psychology, NCF 2005 marked a shift
by being based on the Constructivist theory. This reflected a
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 change in the fundamental approach to education.

Collective Deliberation: The latest NCF's form and structure

were shaped by a series of intensive deliberations involving
renowned scholars from various disciplines, parents, teachers,
principals, and the NCERT faculty. These deliberations
contributed to the framework's development.

National Curriculum Framework 2005

Committee
A national steering committee was set up under the chairmanship of
Prof. Yash Pal, an eminent Scientist and Scholar. The committee
consisted of 35 members, including scholars from various
disciplines, principals, teachers, representatives of well-known
NGOs, and members of NCERT. The committee's efforts were
further strengthened by 21 National Focus Groups, addressing
significant areas of curriculum, national concerns, and systematic
issues.

Also Read: National Policy on Education 1986

Objectives of NCF 2005

The National Curriculum Framework 2005 (NCF 2005) was
formulated to address the evolving needs of society and the
education system. Its key objectives are:

National Integration: NCF 2005 aimed to foster national unity,

sovereignty, and integrity while embracing linguistic and
religious diversity.

Teaching Methods: Recognizing the need for contemporary

teaching approaches, NCF 2005 advocated adopting new
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 teaching methods. For instance, it emphasised play-based
learning for young children.

Social Importance: NCF 2005 was designed to address

societal needs and requirements. It aimed to align education
with the social context and prepare students for active
citizenship.

Mental and Intellectual Development: NCF 2005 prioritized

the intellectual development of students. It aimed to equip them
with the cognitive skills and resilience to navigate future
challenges.

Physical Development: Recognizing the importance of

physical well-being, NCF 2005 encouraged incorporating sports
and physical activities into the curriculum.

Teaching Objectives: NCF 2005 introduced new learning

objectives aligned with contemporary educational needs.

Interest Importance: NCF 2005 emphasised student-centred

learning. It tailored education to the interests and levels of
students.

All-round Development: NCF 2005 aimed to promote

students' all-around development, encompassing cognitive,
functional, and social-emotional aspects.

Development of Culture: NCF 2005 emphasised preserving

and promoting Indian culture. It aimed to instil an appreciation
for cultural heritage among students.

Development of Moral Values: NCF 2005 underscored the

importance of teaching Indian civilisational values and
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 democratic principles to students. This aimed to foster
responsible and ethical citizens.

Principles of NCF 2005

The National Curriculum Framework 2005 (NCF 2005) adopted the
following guiding principles that shaped its development and
implementation.

Humanity Principle: To promote humanitarian qualities in

students and to inculcate a spirit of cooperation among citizens,
NCF 2005 laid emphasis on the development of empathy,
compassion, and understanding.

Multicultural Principle: Recognizing India’s diverse cultural

landscape, NCF 2005 promoted respect for different religions,
traditions, and customs. This principle aimed to preserve India’s
unity in diversity.

Social Theory Principle: NCF 2005 aligned with social values

and needs, ensuring that education addressed societal issues
and contributed to social progress.

Unity Principle: Grounding education in practical relevance, the

NCF 2005 adopted the utility principle. This principle guided the
framework to align the curriculum with real-world situations,
prepare students for their future careers, and enable them to
make meaningful contributions to society.

Adjustment Theory Principle: NCF 2005 recognised the

importance of adaptability in a dynamic world. It emphasized
developing students’ ability to adjust their behaviour to different
situations.
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 Interest Theory Principle: NCF 2005 recognized the
importance of student engagement and incorporated the
Interest Theory Principle.

Ethics Principle: NCF 2005 recognized the importance of

moral values in shaping responsible citizens. It emphasized
developing the students’ moral values and ethical sensibilities in
sync with the social and moral principles of the country.

National Curriculum Framework (NCF 2005)

Merits
The National Curriculum Framework (NCF) 2005 brought several
improvements to India’s education system, focusing on making
learning more inclusive, engaging, and relevant. Here are its key
benefits:

Applicable to All Schools: NCF 2005 applies to the entire

education system, with special attention to rural schools.

Adapting to Change: It recognizes the fast-changing world and

suggests updating the curriculum to keep education relevant.

Use of Technology: The framework highlights the role of

technology in improving teaching and learning.

Teacher's Role in Curriculum Development: It emphasizes

the need for well-trained teachers to improve school education.

Learning Without Burden: The policy promotes stress-free

education, making learning more enjoyable for students.

Inclusive Education: It focuses on reducing social inequalities

and ensuring education for all.
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 Decentralized Planning: The framework suggests giving more
decision-making power to local education authorities.

Integrated Learning: It encourages combining different

subjects to help students understand concepts better.

Diverse Perspectives: The document includes 21 position

papers on different issues, making it a well-rounded policy.

By promoting a student-friendly, modern, and inclusive education

system, NCF 2005 aims to improve the quality of learning across
India.

National Curriculum Framework (NCF 2005)

Demerits
Some of the demerits or limitations of the NCF 2005 are:

Lack of announcement: The framework wasn't sufficiently

announced, which has led to incomplete implementations.

Infrastructure requirements: Implementing the suggested

curriculum would require a significant investment in
infrastructure.

Incomplete context: The framework does not adequately state

the academic, social, and political context in which it is framed.

Lack of discussion on community participation: The

framework does not address the potential dangers of
community participation in education and how to ensure the
quality of education in such an environment.

Unrealistic projection of constructivism: The NCF 2005

presents constructivism as the universal pedagogy for all
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 subjects and for children of all ages, which is unrealistic.

Exam reform limitations: The suggested examination reforms

may lead to a mere replacement of one form of evaluation with
another, without addressing the underlying issues. The
framework should instead focus on explaining the meaning of
assessment to teachers.

It is important to note that these demerits or limitations are based on

criticism and may have varying degrees of impact on the
effectiveness of the NCF 2005.

Salient Features of NCF 2005

The salient features of NCF 2005 are as follows:

Comprehensive Scope: NCF 2005 addresses all levels of

school education, ranging from pre-primary to primary, upper
primary, secondary, and higher secondary schools.

Formation of Center Groups: To effectively implement its

recommendations, NCF 2005 established 21 center groups.

Constitutional Foundation: The framework is grounded in the

principles of the Indian Constitution, advocating for a secular,
egalitarian, pluralistic society based on core values of social
justice and equality.

Differentiation of Knowledge and Information: NCF 2005

emphasizes understanding over rote memorization,
distinguishing between knowledge and mere information.

Promotion of Active Learning: It views action as a crucial tool

for a child to comprehend the world. Students are encouraged
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 to engage in self-study and explore both the natural and social
environments, enabling them to construct knowledge
independently.

Curriculum Equity for Inclusive Education: NCF 2005

prioritizes curriculum equity to foster inclusive education.

Reduced Curriculum Burden: The framework advocates

reducing the curriculum burden on students, allowing for a more
focused and meaningful learning experience.

Integration of Environmental Education: Environmental

education is seamlessly integrated with other school subjects,
promoting a holistic understanding of the environment.

Student-Friendly Evaluation System: NCF 2005 emphasizes

the development of a humane and student-friendly evaluation
system, emphasising grading.

Encouraging Participation: The policy promotes active

involvement in schools and community activities, helping
students develop a sense of responsibility.

Focus on Quality Education: NCF 2005 highlights the need for

high-quality education with accountability and encourages
critical thinking in students.

Active Learning: The framework ensures that students take

part in learning activities and develop thinking skills.

Learning Through Experience: NCF 2005 aims to create a

learning environment where students gain knowledge through
real-life experiences.

Better Communication and Inclusion: The framework

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