KERALA CURRICULUM FRAMEWORK – 2007

KERALA CURRICULUM FRAMEWORK – 2007

 Introduction

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.

National Curriculum Framework -2005 and Kerala

Kerala society by and large recognized the relevance of the new curriculum initiated by the state in 1997. NCF-2005 gives us deeper insight to address the problems Kerala encounters in the present educational scenario. NCF-2005 has incorporated the theoretical, ideological and historical approach that we had assimilated in our curriculum. This could be treated as a sign of recognition to Kerala’s vision of education. Our classrooms in the past reflected the features of an undemocratic power structure. The prevailing classroom practices then promoted the culture of passive listening. They were dominated by the voice of the teacher and the learners did not have an opportunity to raise questions or enquire. On the other hand, the new curriculum gives the learner more space than ever before for co-operative and collaborative learning. The rights of the learners have been recognised and the crucial role of learners in acquiring knowledge has been established. This paved the way for creating a democratic atmosphere in classrooms. Thus, the construction of knowledge and its social dimensions have become complementary. In the context of globalisation, Kerala is facing serious issues in the field of education arising from privatisation of education, mushrooming of self-finance institutions and the craze for market- oriented courses. Globalisation has also exerted its influence on environment, health and resource management. Likewise, a range of issues emanating from dehumanisation of society, religious intolerance, indifference towards democratic process, increasing inequalities, growing violence, market-oriented approach, disintegrating familties, deteriorating gender relations, desire to accumulate wealth, craze for drugs among youths and tendency to

commercialise and communalise education and culture pose serious threats to a democratic society. A curriculum that doesn’t address these issues can never lead us forward. On deeper analysis, the wide range of issues we confront can be identified as:

• absence of a vision of universal humanism

• lack of human resource development

• lack of understanding of the specificities of cultural identity and its need to develop freely

• inability to see agriculture as a part  of culture

• lack of a scientific approach to health and public health

• lack of due consideration towards marginalised groups

• lack of scientific management of land and water

• lack of eco-friendly industrialization and urbanization

The Vision on the FutureSociety

Reforms in education need to be formulated in tune with the vision of our society. We need to create a future society that ensures creative and collective involvement of all people. This is based on progressive ideas, lessons learned and experiences gained. Discrimination based on caste, creed, financial status and gender does not find any place in such a society. We dream of building a society that:

• values nationalism, self sufficiency, cultural identity, democratic rights and principles

• focuses on the welfare of the poor and the downtrodden and highlights a development model that utilizes resources in order to get the best results

• envisions a social system that taps human energy for sustainable development

• ensures collective and cooperative efforts of all. A society that provides for a justifiable and effective distribution of wealth

• accepts knowledge as wealth for all and realises quest for knowledge and critical thinking as the foundation for the construction of knowledge

• fights against discrimination towards historically and socially marginalised

sections of the society and accords equal status to both men and women

• respects the cultural diversity of different groups and protects their identity

• stands against the tendencies of a consumerist culture

• joins hands against social evils and shows readiness to lead movements for social progress

Aims of Education

While formulating the aims of education of the state, we must envision a society that is capable of nurturing and strengthening the democratic and secular nature of India. Such a society envisages an educational system that provides for the fullest development of all without any form of discrimination. Every individual should develop within him/her the perception that his/her prosperity results in the prosperity of his/her family as well as the society he/she is a part of. In such a society the aims of education (should cover) can be stated as:

• Social justice :The education system that is envisaged should be capable of promoting a social order based on equality and justice. This is more so when we think of the liberation of a society where disparities in terms of religion, caste, wealth, gender and region exist. Education in such a society should help in building up a culture of living co- existence.

• Awareness on environment : A comprehensive awareness on the need to protect environment is the need of the hour. Keeping in mind the vision of sustainable development, we need to develop an attitude in our learners to see meaning in all developmental activities in tune with the environment. They should also develop a sense in preserving all available resources in nature and to utilize them judiciously.

• Citizenship : There is a need for empowering each child to grow up and develop as a responsible citizen of the society. The civic sense should ideally include historical awareness and a balanced political vision.

• Nationalism :  Creating a generation upholding nationalism rooted in a universal vision is the need of the times. Human progress and universal love form the basic dimensions of such a vision. While recognising the plurality of Indian society the nationalistic vision should help in capturing the meaning of unity in diversity.

• Awareness of one’s rights

Realizing the rights accorded to every individual by our constitution is of great significance. Education needs to actualize the rights ensured in our constitution and also the rights enumerated in UN conventions on children's rights (CRC-Convention on the Rights of Children), women's rights (CEDAW – The Convention on the Elimination of All Forms of Discrimination against Women) and human rights (UNCHR-United Nations Commission on Human Rights). All children need to develop an awareness of one's own rights and the rights of others.

• Awareness of Science and Technology

All learners should get opportunity to acquire current developments in the field of science and technology and apply the same in real life situations. They need to enrich their knowledge and skills in tune with such developments. The process of education should have scope for this.

• Scientific temper

There is a need to differentiate between science and pseudo-science. Learners should approach a problem based on cause and effect relationship. An education that develops logical reasoning in children is crucial in this context. They should play a key role in freeing the society from superstitions and prejudices and should propagate the need for a scientific outlook in life.

• Cultural identity

Regional and traditional forms of knowledge (related to agriculture, irrigation, resource management, art and handicraft) can be utilised for the development of the society. The process of education we envision should help the learners to identify such sources and preserve what is useful and relevant.

• Vocational skills

Knowledge and labor are complementary. We must realize the value of labor in developing and transforming the society. In this context education should focus on the development of a positive attitude to labour and inculcate in all children the ability to work.

• Democratic values

Education should help the learner in imbibing democratic values - equality, justice, freedom, concern for others' well-being, secularism and respect for human dignity and rights. This should be done in such a way that the learner gains a better insight into democracy.

• Resistance

Strength to resist all sorts of invasions (cultural, economic, geographical) and undesirable tendencies triggered by globalisation is vital for a democratic society. Education needs to recognise this reality and develop the required strength among the learners to address the challenges posed by globalisation.

• Construction of knowledge

Knowledge is a common good. Any attempt to hide or mystify it must be questioned. The process of constructing knowledge has its unique features. Knowledge is never viewed as a finished product. It is refined in every act of sharing. The process of education must develop in learners, the ability to construct knowledge through interaction and sharing.

• Critical approach

The education we envision should have the space for learners to engage in critical dialogue. The practice of passive listening has to be discarded and in its place learners need to become active participants in the process of constructing knowledge. They should view their experiences in a critical manner and should question all social evils. Efforts to resist temptations, obstinacy and prejudices are equally important. Looking at different ideas and generating an integrated view is crucial. Learners must be able to analyse the ideas in vogue at social, political and cultural levels, discern errors and take positions by responding to them. The educational system should prepare the learners to shift from the position of passive listeners to active constructors of knowledge.

Higher Secondary Level

The Higher Secondary level is the terminal stage of general education. Education at this level should be diversified so as to form a foundation for those who go for higher studies and those who opt for employment. We must retain the students who are forced to discontinue their studies at the completion of class X by providing them opportunities to join higher secondary courses. They should have options for gaining vocational skills that would enable them to contribute to the society. It is not desirable in a progressive society to have a section of students as unskilled and unemployed after the completion of conventional higher secondary courses. Further, a situation wherein students are denied the opportunity for higher studies because of social and economic reasons, is also not desirable.

 The learners who complete general education should possess the competency to enter the employment sector directly. Those who wish to pursue their studies further should not be denied of the opportunity. They should have opportunities either to work while studying or enter jobs for  a certain period and join higher studies later on. For this, the present division of courses into higher secondary and vocational higher secondary streams should be done away with. Instead, the higher secondary stage of general education should provide opportunity and freedom for the learners to select subject combinations that have both vocational and academic components.

The National Curriculum Framework opines thus in this regard: The possibilities of choosing optional courses of study for exploring and understanding different areas of knowledge, both in relation to one’s interest and one’s future career, is integral to this stage. Exploring disciplines and approaching problems and issues from rich interdisciplinary perspectives are possible at this stage. There is a need to allow for such investigations to take place between and outside the ‘subjects’ chosen for study.

Most boards of study offer a variety of subject areas in addition to the compulsory language courses. There is a concern about the formal or informal restrictions that operate to narrow the choice of subjects of study for

students. Several boards restrict the combinations in the form of ‘the science stream’, ‘the arts stream’ and ‘the commerce stream’. The CBSE does not restrict the possibility of combinations that students can choose, but in view of the increasing popularity of some combinations of subjects of study, and also because of a perception of status of subjects in relation to each other, many such options are now foreclosed to students. Further, universities also need to review their admission criteria as they currently restrict admission based on the kinds and combinations of courses studied at the +2 stage.

 As a consequence, many significant and meaningful combinations of

study, such as, for example, Physics, Mathematics and Philosophy, or Literature, Biology and History, are closed to students. Recent trends of school tailoring their classes to medical and engineering courses have led to an artificial restriction on the courses they offer at school, arguably on grounds of popularity and timetabling. In many parts of the county, students who want to study the arts and liberal subjects are left with very few options. Schools also discourage students from opting for unconventional combinations, often on account of timetabling considerations. We believe it is essential to keep all options open for students. In case there are not enough students in a school opting for a particular subject, schools could consider working out arrangements with other schools in the neighborhood so that they could employ a resource teacher together. Such resource teachers could also be employed at the block level to teach such special subjects that would not otherwise be available in a school. School boards may also consider a more active role in promoting subjects and streams of study.

But the higher secondary education in Kerala maintains a difference in this regard. Our aim is to make this stage of education accessible to everyone. However, we cannot frame the higher secondary curriculum and the subject streams to meet the needs of those who prefer higher studies. The problem of unemployment that the Kerala society faces is mostly among youths in the age group of 18 and 25. It is only when a child who completes his/her higher secondary ,gets equipped to plunge into the field of employment, that we can solve the problem of lack of skilled labourers and unemployment of the educated. We need to reform the higher secondary curriculum to address this concern.

What is desirable at present is a unified higher secondary curriculum. Efforts are needed to break the boundaries of prevailing streams of studies-Science, Humanities and Commerce that are formulated solely for higher studies. The subject combination at higher secondary stage can be Science, Social Sciences, Commerce, Culture and Vocational studies. Each subject combination provides the learner a deep learning experience in three subjects. As the fourth subject, the learner can have a subject of his/her choice. For instance, a student who selects science stream can have History, Dance, Hindi or Music as his/ her fourth optional.

The number of languages to be taught is to be decided based on the aims of language learning. This should also be based on the available working days and working hours. At present institutions such as Navodaya Vidyalayas, which follow a centralised syllabus, have only English as  a compulsory language. Taking into consideration the conditions prevailing in Kerala, there should be opportunity to study languages including the mother tongue. The details of this have to be worked out later through discussions. The learners who complete their higher secondary course get trained in  a vocation of their choice. For example,  a learner who takes up science can study one of the related vocations (Community Medical Service, Lab Technicians, Architecture, Draftsmen, Farming, Dairy, Fisheries etc.) and can gain practical experience and expertise in it. Vocational education must be provided through local centres. During this period it is advisable for all learners to gain experience as apprentices. For this, job clusters are created at the Block level and quality training centres are recognised and authorised to impart training.

  Learners will be given opportunity to get trained in vocations that are useful to society such as draftsmen, farmers, dairy farmers, horticulturists, plumbers, architects, electricians, automobile repairers, mechanics, computer hardware technicians, repairers of electronic equipments and mobile phones, lab technicians, community workers, carpenters, hotel managers, caterers, cooks, masons, sculptors etc. at different training centres.

Along with the higher secondary certificate, there will be certification on the skill of the learner in any particular vocation. On completion of higher

secondary, those who opt for academic pursuit can continue in their respective discipline while for those who seek job, the certificate will give scope for employment.

Higher Secondary Level

This stage can be looked at in two dimensions.

In the case of a few learner, this stage is the final phase of formal education. It helps them enter the job market. It also develops in them the ability to interact with the society. For some others, the higher secondary is the spring board for higher studies. These learners should acquire the basic skills to pursue the study of a subject of their own interest. Along with that, the learner should get an opportunity to acquire social skills. Both these groups of learners should get a chance to select subjects according to their interests and develop the ability to handle abstract ideas. They should go through different learning methodologies. Learning experiences have to be arranged in such a way as to facilitate learners from all regions and social classes. The self esteem of all the learners should be elevated. Different subjects have different modes of approach in the learning process. Still, we must ensure a link between all these to the extent possible. Along with that, we must develop learning materials that can provide a variegated experience to the learner.

The learners at this level are able to interact with the society in a more

accomplished way and they must be able to apply knowledge that they create in real social situations. The activities taken up by the learners should be approved as valid learning activities. Within the school atmosphere, there should be practical situations to utilize knowledge that the learners create. For instance, the history museum created by learners as part of learning history or  a co-operative society led by the students as a part of learning economics should be considered as learning activities.

       The learning experience of all levels should be organized by considering the curriculum objectives of social sciences. Apart from the information a learner acquires by learning Social Sciences the knowledge to be constructed by the learner must be clearly defined. The learning objectives need to be fixed in accordance with it. It must be born in mind that the development of different levels of learning of Social Sciences get exemplified in making absolute knowledge a dynamic social praxis.

Higher Secondary Level

The higher secondary level, which is a continuation of class 10, combines the academic and vocational streams and becomes a single structure. The learners at this level have chosen their optional subjects according to their aptitudes and preferences at the secondary level itself. The following combinations can be considered as main core subjects at this level:

1.Science - Mathematics/Biology, Physics, Chemistry.

2. Social Sciences - History, Political Science/Sociology, Geography/ Economics.

3.Commerce - Accountancy, Economics, Business Studies.

4. Culture - Kerala Culture/Indian Culture, any one language and one of the art forms.

5. Vocational Proficiency - Theory and practical of the selected vocation, Practical/Marketing, Proficiency in Computers, General Foundation Course.

( The course material will enable the learner to gain expertise in a particular production or services sector. Regional specialities, availability of institutions for practical experience are factors that should be considered for introducing a vocational courses. ) Geology, Statistics, Islamic History, Computer Application, Journalism, Psychology, Computer Science, Computerised Accounting, Co-operation, Gandhian Studies, Social Work, Anthropology, Sociology, Philosophy, Home Science, Vocational Education, other core subjects, languages etc. can be one of the subjects chosen as the fourth

option.

The three subjects in the five combinations mentioned are mandatory but a learner can opt for one of the subjects from the list as the fourth option. For example, a student studying in science combination can also learn computer application and a student studying in vocational group can study economics or psychology. Thus it is ensured that a student learns a total of four subjects. There will be two levels for the study of languages. One, as complementary to the study of core subjects and the other as a focused study in literature and culture as an optional subject. The instructional hours proposed at this level is thirty hours spanning five days a week and on the sixth working day, students carry out independent learning with the help of teachers. This activity need not necessarily be conducted in schools. Any topic from the vocational subjects or music or painting or sports can be learnt on the sixth day. A student can also learn independently from  a recognized industrial unit or under  a local educator as well. It can also be effectively utilized by the student engaging in library work, seminars, educational visits or group studies or collaborative studies under the guidance of teachers. The nature of the sixth working day will differ from school to schools and subject to the availability of local production centres. There will be provision for issuing certificates to the learners who attain proficiency in  a particular vocation within a time span of two years. This will be compulsory for all students.

Schools should make newer arrangements considering the availability

of resources. It must be done considering the possibilities of different options for learners in future. The approach we have to adopt is to keep the diversity of higher secondary education without sacrificing the spirit of general education. Discussions need to be conducted in this regard for obtaining further suggestions.