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tIcf ]mTy -]-≤Xn N´-°qSv ˛ 2007

KERALA CURRICULUMFRAMEWORK - 2007

Prepared by:State Council of Educational Research and Training (SCERT)

KERALA

Vidyabhavan, Poojappura, Thiruvananthapuram 695 012

3Kerala Curriculum Framework - 2007

Preface ..............................................................................................05 - 09

1. Kerala’s Educational Scenario: An overview ............................... 10 - 141.1 Introduction1.2 Pre-independence period1.3 Post-independence period1.4 Quality education1.5 Awareness

2. Towards the New Approach ........................................................... 15 - 222.1 Introduction2.2 National Curriculum Framework-2005 and Kerala2.3 The vision on the future society2.4 The aims of education2.5 Education and social justice

3. The Perspective on Learning .......................................................... 23 - 293.1 What is to be learned?3.2 The learning process3.3 Execution of the learning process3.4 The right to education

4. The Stages of Education .................................................................. 30 - 374.1 Pre-school education4.2 Primary education4.3 Secondary level4.4 Higher Secondary level

5. Approach to Subjects ........................................................................ 38- 735.1 Language learning5.2 Learning science5.3 Social sciences5.4 Mathematics5.5 Vocational education5.6 Art education and Health and physical education5.7 IT- assisted education5.8 Evaluation

6. Systemic Reforms.............................................................................. 74 - 846.1 Stages of education6.2 Administrative reforms

Appendix ..........................................................................................85 - 86

Contents


The curriculum revision programme in Kerala is launched as part of anendeavour to strengthen the Primary, Secondary and Higher Secondary schooleducation in Kerala. We have already won laurels in matters like rate of literacyand enrolment of students in school. In order to advance further in this direction,we should ensure quality education to all children without any form ofdiscrimination. Such an endeavour should also serve the needs of the futuresociety.

The curriculum revision programme in Kerala was conceptualised on the basisof the recommendations of the National Curriculum Framework (N.C.F-2005).The curriculum revision initiated in 1996 in Kerala had a strong influence in theformation of National Curriculum Framework. Kerala could display the activeworking model of a learning process that has its foundation in the principles ofConstructivism and a learner-centred, activity-based and process-orientedpedagogy. Therefore, we must now envision educational reforms that gobeyond the National Curriculum Framework, making it a springboard for furtherresearch.

The curriculum that has been designed, along with the learning materialsprepared, has much to claim on the grounds of quality. But it should also serveto bring about changes in the academic environment that usually tends tostick to worn-out practices. A new trend can be established only with theactive participation of the civil society, which would make the curriculumpopular and acceptable. It is hoped that with determination and hard worksuch a curriculum can be formed.

Wishing the endeavour all success,

Chairman

(Principal Secretary, General Education)

Core Committee

Curriculum Revision Committee, SCERT, Kerala

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

(Public Education - What for? How? - Joseph Mundasseri)


There is a general demand to explain the social aims of a curriculum. Astudent who completes his/her school education is expected to be able to faceany real life situation boldly and should be equipped to get employed at thetime of completion of his course. This is the purpose of general educationand not a mere internalization of academic subjects.

But the number of the educated unemployed in Kerala has risen to 34 lakhs.They form the majority of candidates who have registered themselves asunemployed hands at Employment Exchanges. One of the reasons for theirfailure in finding employment is lack of training in vocational skills.

How many of us are aware of such a socio-economic crisis among the studentswho have completed their schooling? Most of us believe that the studentswho qualify the Higher Secondary course get admission for professionalcourses that fetch them secure jobs with a good pay. But this is not the reality.Only a few thousands are lucky enough to enrol themselves for professionalcourses. About 50,000 students secure a Bachelor's degree and subsequently aMaster's.

It must have been his far-sightedness in this regard that made Sree NarayanaGuru stress on the need for vocational education in Kerala. Later, MahatmaGandhi, Prof. Joseph Mundasseri (the first Minister for Education, Govt. ofKerala), the Kothari Commission and the National Education Policy of 1986,reiterated the same idea. The revised scheme of approach designed by theeleventh plan of the Central Planning Commission also highlighted thenecessity of vocational education at the Higher Secondary level. Even then,we could not implement these proposals to the fullest degree.

The aim of Higher Secondary education is to prepare the aspirants of higherstudies and jobseekers at the same time to pursue their goals in the way theywish. This calls for a radical change in general education, the negligence ofwhich would eventually lead to the creation of a huge number of unemployedjob-aspirants in the state. Diversification of the curriculum at the secondaryand the higher secondary levels is one of the solutions. In India we have only40 subject areas that are included in the curriculum. In almost all the westerncountries, about 3000 subject areas are included in the curriculum. The numberis 4000 in the case of China. The eleventh plan of the Central Planning

Preface


Commission highlights the necessity of such a transformation in the educationalfield in India.

Such a change cannot be implemented overnight. As a first step, it should bepossible to make students aware of the different trades in the present jobmarket, when they enter the stream of Higher Secondary education. It is quiteeasy to state this as a theory or as an aim. But the transformation from the mereissuing of certificates that proclaim the student 'eligible for higher studies', toa comprehensive programme that equips students with diverse interests toachieve their goals, is a hard step to take. It hardly needs to be stated that theimpact of such a transformation will be understood only after years ofanalysis.

To bring about a change in the curriculum, there has to be a total change in thedeclaration of the aim of the curriculum. By this, we mean that there shouldbe change in the infrastructure of our schools. We should also reform theacademic environment. A renewed spirit in seeking theoretical and practicalknowledge should be instilled among our teachers and academicians. Alongwith this, there should be a call for a total change in attitude on the part of theteachers, parents and the learners. It has to bring education of the marginalizedsections like the Scheduled Tribes, Scheduled Castes, other socially andeconomically backward classes and women to the focal point.

In accordance with the changes envisioned at the higher secondary stage, thereis need for change in the curriculum from the primary to the secondary level.This should address the transactional strategy as well as the subject areas. Atpresent, the curriculum at the primary level is designed in such a way as toprovide the basics for what is taught at the higher secondary level.

The learning of Science and Mathematics at the upper primary level has to bemore activity- based and relevant in real life situations. The 'fear factor' amonglearners about Mathematics has to be overcome by directing their interests tonature and to real life situations, encouraging them to discover the mathematicallogic behind the objects they see. This could be accomplished by mathematizingone's thought process.

The learning of Science should instil in the learner, the ability to observenature, to follow it by analysing every minute detail of the issues, evidenceand facts related to it, and to formulate rules that are universally applicable.These rules should enable them to arrive at valid theories that substantiatetheir observation and analysis. The learner, in turn, should also make him/


herself aware of the evolution of Science as a field of study. While at the upperprimary level consideration is given to the process of learning that is involved,the Secondary level should focus on creating young scientists with aninclination for scientific pursuit who are capable of questioning andexperimenting. The learners should have an aptitude to approach thecomplexities of nature in a comprehensive manner and to analyse anddifferentiate its various aspects.

A learner who completes his/her studies in the 8th standard should be givenan opportunity to operate in the field of his/her choice, which can be labour,art, physical education or work experience. This must function as a platformfor acquiring experiences in the field of his/her choice. In the 9th and 10th ,focused learning and vocationalisation of learning has to be considered. Sucha system should also have provision for the learner to return to the academicstream if he finds that the field of interest he/she has opted for at the secondarylevel is not suitable for him/her.

The present concept of languages in the curriculum also has to change. Themother tongue should be the medium of instruction. The trilingual systemthat is followed has to be continued. But, the existing method of learningEnglish and Hindi has to change. Learners should acquire proficiency in allthe three languages by the time they complete their secondary level. Theyshould have the ability to interact with the society, using all these languages.The increasing demand for English and the societal pressure on the learnersto achieve proficiency in that language should be considered in designing thecurriculum of English language.

Learners from every stratum of the society could be encompassed in theboundaries of general education till date, irrespective of their socio-economicand cultural differences. Even then, we were not able to design a curriculumat the secondary and higher secondary level that suits the different culturalenvironments and life situations. It is observed that out of the 100 scheduledtribes learners only seventy reach the secondary level and appear for the SSLCexamination. Of these, only 35% get the opportunity to enrol for the highersecondary course. Learners who are socially and economically backwardexperience this academic backwardness. Girls are also denied this fundamentalright. It is found that these dropouts form the major chunk of our labour strengthin the production sector. Unfortunately, our secondary and higher secondarystreams of education alienate these students from the main stream of education.There must be a radical change in this regard.


It is not through repeated learning and by providing learning aids or byarranging tuition or supplying guides that we have to help our learners. It isthrough changing our educational institutions in such a way that every learnergets opportunity in the long process of education to prove his/her mettle andto find out his/her area of interest, thereby assisting the learner to recognizehis/her potential and identity. The educational institutions must rise to thelevel of a common rendezvous for the society to acquire knowledge in differentways. But we have to set apart five instructional hours a day for formal teachingeven while we do this.

Local self-government institutions should shoulder more responsibility in theprocess of education. Our schools should act as manufacturers of humanresources for a better society in the future. Local self-government bodies mustprovide facilities to mould the school-goers of their administrative jurisdictioninto citizens with immense potential and expertise. Such a concept is totallydifferent from judging an institution as uneconomic on account of the studentsenrolled. Instead of weakening the stream of general education on purelyfinancial reasons, the Government must reiterate its sense of responsibility tothe field of education, by ensuring the involvement of local self-governmentbodies.

There should be reforms in the methodology of learning, infrastructurefacilities, teacher intervention strategies, approach of different subjects, coursedesign, existing structure of subject combinations, educational management,curriculum, text books, teachers' handbooks and evaluation.

The history of educational development of Kerala is the history of thestruggles for emancipation and for overcoming adverse conditions. Thesestruggles paved the way for universalisation of education in Kerala society.The proposed curriculum revision aims at spreading the good results of thesestruggles to the process of education as well. The general stream of educationshould also impart experiences to the majority of learners to interveneeffectively in any of the vocations of their choice. Through this, we shouldensure active participation of the majority in the process of production of oursociety. To bring about such a change, we have to envision a curriculum thatwill safeguard the interests of all and at the same time pay more attention tothe aspirations of the common people who form the majority of our socialframework.


The draft framework of the proposed curriculum, that was formed on thebasis of the studies conducted by 14 focus groups and with the discussions ofthe core group, has been discussed in all the levels of local self-governmentbodies.

Along with this, by publishing the draft of the curriculum frame work in internetopportunities were given to people who are interested in educational activitiesto register their opinions. This shows the significance of the ideas put forwardin this document. SCERT submits this document before the curriculumcommittee by incorporating all the suggestions evolved at various stages ofdiscussion of the draft proposal. We earnestly request you to approach thiscurriculum framework, recognising the role of education in the developmentalneeds of Kerala.

Director

SCERT, Kerala.


1

1.1 Introduction

Kerala views education as a crucial pathfor shaping its future. To face thechallenges of the present-day world, wehave to envision a progressive andcomprehensive education system.However, a close look at society indicatesthe existence of a section of people whohave an intense desire to gain social andfinancial supremacy. Another group isstriving hard to free itself from the clutchesof poverty and procure the basicnecessities of life. For attaining a balanceddevelopment that aims at common good,it is essential to place common interestover personal interest. It is in this contextthat the wider meaning of democracy,secularism and social justice gainsground.

For Mahatma Gandhi, the father of thenation, education is a powerful tool forliberation. According to him, liberationhas two functions. First of all, we have toshake off the shackles of servility. In orderto carry out the administration of thecolony effortlessly, the colonisers hadthrust slavery upon us. Along withphysical servility, they had ensuredintellectual dependency. Even for earninga living, we had to depend on theimperial masters. The educational policyof the time led to a total submission ofthe self on the part of the colonized. Manyplans were devised from those early days

KERALA’S EDUCATIONAL SCENARIO:An Overview

onwards to find an escape route from themeasures imposed by the coloniser.

The liberation from the grip ofsuperstitions and malpractices prevalentin the society that putrefied the entiresystem is another point of action. Thesemovements of liberation had a place inthe National Liberation Movement aswell. But we could not sustain theradiance of these noble ideas after theattainment of independence. Aneducational policy that intends to bringabout the emancipation of the massesfrom all kinds of servility has to lay stresson these ideas. It is through education thatthe individual and the society gain thestrength to resist oppressive forces.Education liberates man from the state ofinaction that is imposed by the prevailingmalpractices and superstitions. Reform inschool curriculum, in this context, seeksto be based on our past experiences, theexisting social trends, the interests of thestate and a clear perspective of the future.

Kerala is way ahead of all other Indianstates in popularising general education.In the year 1947, the rate of literacy in thestate was just 51%. Kerala attained totalliteracy in 1991. The rise in the rate ofenrolment in schools, the fall in thenumber of drop outs and the availabilityof academic opportunities and facilities


have paved the way for the attainment oftotal literacy.

1.2 Pre-Independence Period

Any one who examines the annals ofKerala history can see the fact thatpercolation of education in the state wasbased on the needs of the society. Theoppressed classes of Kerala oncedeclared, "If you're not willing to educateour children, we're not willing to work inyour fields." This best exemplifies therealisation of the society about the valueof education as the only means ofliberation. Sree Narayana Guru insistedthat we should enlighten ourselves witheducation as he was quite sure that it wasthe only means for social progress. It is inthe Renaissance period that socialreformers and the reformationmovements in Kerala razed down theroad blocks that preventedpopularisation of education.

The contribution of Christian missionariesdeserves attention here. Interventions ofmissionaries helped in bringing themarginalised groups intomainstreameducation. Women’s education alsogained momentum.

The purpose of education during thecolonial period, as proposed by LordMacaulay, was to fetch cheap labour atthe lower levels of administration,expand trade and widen the rift betweenthe privileged and the poor. Thenationwide renaissance movement of the19th century resulted in social awakeningin Kerala. The ruling class could notignore the needs and exhortations of thesocial reformist movement. Theadministrative reforms that wereimplemented as a result of these couldinfluence the field of education.

Legislations like Paattavilambaram whichresulted in visible changes in landreforms led to the emergence of a newgeneration of educated people in Kerala.By 1817, the Travancore regimeintroduced free and compulsoryeducation for all its subjects. They evenopened schools in rural areas. Thisinitiative might have helped in protectingthe interests of those who controllededucation. However, it paved the way forthe popularisation of education. Later, astrong move was set in our society againstthe elitist approach to education. Effortscan also be seen, even today, in providingquality education to a privileged few. Aneducational reform that is based on socialjustice must fight against such moves.

1.3 Post- Independence Period

The various governments that ruled from1947 till the formation of Kerala in 1956,had taken strong measures to empowereducation. The Government of Kerala,after the formation of the state, set thedirection for the educational system bydeclaring that the state would provide for:

• compulsory primary education for all

• educational expenditure of allchildren

• free text books and lunch for theneedy

The Land Reforms Act, that was broughtinto effect at this time, played a greaterrole in the expansion of education. Whenthe labour class could set themselves freefrom their stigma as tenants and acquirethe ownership of a slice of land, it led tothe creation of an awareness on theirrights. Further, this awareness became aninspiring force for education. The


perception that knowledge and power ascitizen’s right provided fresh impetus oneducation. The policies followed by thesuccessive governments in Kerala madeformal education more accessible to itscommon folk. Some of the majorinitiatives taken include:

• providing text books at low prices

• withdrawing tuition fee

• allowing concessional rate forstudents’ conveyance

• providing free lunch in schools

• ensuring at least one high school inevery Panchayath

• adopting new approach forpromotions to higher classes

• expanding vocational and technicaleducation

• taking steps for ensuring highersecondary education for all

• bringing higher secondary within thefold of school education

• envisioning IT as a part of thecurriculum

• launching of EDUSAT and VICTERSchannels

• strengthening the school librarysystem

Thus the efforts of various governmentsin Kerala have enhanced the educationalopportunities in the state. Today, there isat least one lower primary school in aradius of 1 kilometre, one upper primaryschool in a radius of three kilometres anda high school each in a range of fourkilometres. It is an added advantage thathigher secondary schools are set upwithin the reach of the students in mostplaces. But, we could not accomplish thisdream especially in tribal areas likeWayanad and Idukki.

1.4 Quality Education

Along with the effort of universalisationof education, Kerala started focusing itsattention on quality education. Certainvoluntary organisations with socialcommitment undertook research studiesin this field. Their experiences andinferences augmented later academicinitiatives. During the same period,nationwide discussions on how to realisequality education were held. NationalPolicy on Education (NPE) - 1986 (revised1992) laid stress on universal enrolmentand retention along with qualityeducation. The following initiatives ofcentral and state governments mark theircommitment to provide qualityeducation.

• launching Operation Blackboard(OB) scheme

• launching Special Orientation forPrimary Teachers (SOPT)

• establishing State Council ofEducational Research and Training(SCERT)

• setting up District Institutes ofEducation and Training (DIET)

• establishing Colleges of TeacherEducation (CTE) and Institute ofAdvanced Studies in Education(IASE)

With the implementation of PanchayatiRaj, doors were opened for participationof local self-government bodies ineducation. This initiative provides fordecentralised decision-making in schooleducation. At the school level, it has awider meaning in academic planning andleadership. Participation of localselfgovernment bodies in education


encourages community intervention forenhancing quality and accountability.

The Panchayats and Education

The 73rd Constitutional Amendmentestablished the three-tier Panchayati Rajsystem in the country, with elected bodies atthe gram, taluk and zilla levels to enablepeople to think, decide and act for theircollective interest, to provide for greaterparticipation of the people in development,to ensure more effective implementation ofrural development programmes in the stateand to plan and implement programmes foreconomic development and social justice.The73rd Constitutional Amendment identified29 subjects for transfer to the panchayats,including primary and secondary education,adult and non-formal education, libraries,technical training and vocational education.All state governments enacted their statePanchayati Raj Acts in order to realise theconstitutional mandate of decentraliseddemocracy and development.

NCF - 2005

The Minimum Levels of Learning (MLL)programme that was introduced acrossthe country by taking twenty schools inevery district on an experimental basis,was a milestone on the path to ensurequality education. However, the MLLapproach was criticised from the verybeginning for its lack of holisitc approach,mechanical presentation of the levels tobe achieved and the transactionalmethodology based on behaviourism . Asa result of this development, NCERT tooksteps for reviewing and reformulating theprogramme.

Apart from this, the work done by variousvoluntary organisations paved the wayfor innovations in school education.

The fast changing social order made itinevitable to introduce scientific andinnovative perspectives in the field ofeducation. This created a momentum thatled to the curriculum reform in 1996-'97.The experiences that were gatheredduring the introduction of DPEP in selectdistricts of Kerala during 1994 -'95 fromclasses I to IV were helpful in this reformeffort.

Some people were critical of thiscurriculum reform. As a result, theactivities aimed at ensuring quality in thefield of education slackened. Yet the feltneed of the society for quality education,provided a strong ground for continuingthe curriculum reform effort. Theevaluation process and the system ofgrading suggested by the new curriculumwere implemented up to class X in 2004 -'05.

In fact, the curriculum reform was basedon the vision of education as a socialprocess. The methodology outlined bythe curriculum stresses on activity-basedprocess-oriented learning. It also stresseson enquiry-based learning and liberaldemocratic learner-friendly approach thatlead to the overall development of thelearner.

As a result :

• the process of construction ofknowledge took the centre-stage

• teachers accepted enquiry as amethod of learning

• the awareness that learning shouldnot be restricted to the classroomalone became part of the curriculumtransaction

• systematic planning and collectiveeffort of teachers were recognised asan integral part of school culture


• continuous and comprehensiveevaluation process was introduced

• essentiality of the collective effort ofthe society and its intervention inschool activities were felt

The new curriculum is integrated,process-oriented and learner-centric.Instead of the mechanical transactionalstrategy and rote learning, engaginglearners in enquiry and discussion andmaking their own inferences mark avisible change in the classroom process.Teachers realised that learners could bemanaged and directed to what is right,without resorting to the usual modes ofcorporal punishment. We could introducelearners to noble ideas like sense ofcollectivity, equality, gender equality,awareness on environment andnationalism to an extent. We have alsobeen able to make sufficient progress incontinuous evaluation and in identifyingthe aptitude of the learner as well.

1.5 Awareness

No effort has been made in Kerala todevelop a comprehensive curriculumcovering the entire spectrum of schooleducation --- pre-primary to highersecondary stages. The learning processhad never received due importance in allsubjects across all levels of schooling.Teachers are not equipped well to copewith the changes envisaged in the revisedcurriculum. However, those few whocould internalise the essence of thecurriculum change attempted to explorethe possibilities of the new pedagogy. Itmeans that effective management ofimplementation of the new curriculumcan reap the desired results.

The changes that have taken place in themindset of certain sections of the

society seriously affectedimplementation of the curriculum reformprocess. The desire for securing middleclass jobs, emigrating to foreign countriesand passing the entrance exams forprofessional courses further enforced theprevailing conventional transactionalstrategy. Criticisms levelled against thenew curriculum by the market forces alsoposed hurdles. The preference of themiddle class for CBSE and un-aidedschools further intensified the issue. Atthe same time, the schools that tried toimplement the new curriculum failed toget the much needed backup from thesupport systems. Despite thesechallenges, Kerala society in general tooka positive stance towards curriculumreform. It has meaning in this context topointout that certain reflections of thecurriculum reform experiences of Keralaare visible at the national level curriculumreform (NCF - 2005).

A decade-long experience in the fieldhelped us to realise the following:

• need for systemic reform in tune withthe curriculum reform

• implementing curriculum reformwith commitment

• creating school infrastructure facilityfor providing learner-friendlyatmosphere

• informing the society of the relevanceof curriculum reform

• designing strategies for the overalldevelopment of the child

• designing curriculum objectivesforeseeing the needs of future society

• recognising the need for flexibletextbooks including all learningmaterials


2.1 Introduction

Kerala’s effort to develop a curriculumframework is a turning point in thehistory of the state. It is for the first timethat the state is making such an exerciseand it is rooted on the ideas articulatedin the National Curriculum Framework(NCF) -2005. Whenever curriculumreforms were taken up at the nationallevel, the state responded to them in thepast.

After the formation of NCERT in 1961,Kerala has been following all thecurriculum reform efforts initiated at thenational level. For instance, the stateinitiated the process for reforming itscurriculum following the NationalCurriculum Framework -1975. The statealso took steps to implement NPE- 1986and the Programme of Action (1992). Itwas in 1997, that an effort for theformulation of a comprehensivecurriculum focusing on the process ofteaching and learning was attempted inKerala. Rooted in the emergingmethodology and strategies, anintegrated method of learning, a process-oriented-activity-based approach,viewing learner as a constructor ofknowledge, recognising the role ofsociety in knowledge construction andthe idea of continuous andcomprehensive evaluation came into

2 TOWARDS THE NEW APPROACH

effect. However, the state’s curriculumreform effort gained further impetus withthe formulation of the NationalCurriculum Framework (NCF) -2005.NCF-2005 and the position papersprovided grounds for introspection andformulation of the Kerala CurriculumFramework (KCF)-2007.

2.2 National CurriculumFramework -2005 and Kerala

Kerala society by and large recognisedthe relevance of the new curriculuminitiated by the state in 1997. NCF-2005gives us deeper insight to address theproblems Kerala encounters in the presenteducational scenario. NCF-2005 hasincorporated the theoretical, ideologicaland historical approach that we hadassimilated in our curriculum. This couldbe treated as a sign of recognition toKerala’s vision of education.

Our classrooms in the past reflected thefeatures of an undemocratic power-structure. The prevailing classroompractices then promoted the culture ofpassive listening. They were dominatedby the voice of the teacher and thelearners did not have an opportunity toraise questions or enquire. On the otherhand, the new curriculum gives thelearner more space than ever before forco-operative and collaborative learning.The rights of the learners have been


recognised and the crucial role of learnersin acquiring knowledge has beenestablished. This paved the way forcreating a democratic atmosphere inclassrooms. Thus, the construction ofknowledge and its social dimensionshave become complementary.

In the context of globalisation, Kerala isfacing serious issues in the field ofeducation arising from privatisation ofeducation, mushrooming of self-financeinstitutions and the craze for market-oriented courses. Globalisation has alsoexerted its influence on environment,health and resource management.Likewise, a range of issues emanatingfrom dehumanisation of society, religiousintolerance, indifference towardsdemocratic process, increasinginequalities, growing violence, market-oriented approach, disintegrating familyties, deteriorating gender relations,desire to accumulate wealth, craze fordrugs among youths and tendency tocommercialise and communaliseeducation and culture pose seriousthreats to a democratic society. Acurriculum that doesn’t address theseissues can never lead us forward.

On deeper analysis, the wide range ofissues we confront can be identified as:

• absence of a vision of universalhumanism

• lack of human resource development• lack of understanding of the

specificities of cultural identity andits need to develop freely

• inability to see agriculture as a partof culture

• lack of a scientific approach to healthand public health

• lack of due consideration towardsmarginalised groups

• lack of scientific management of landand water

• lack of eco-friendly industrialisationand urbanization

2.3 The Vision on the FutureSociety

Reforms in education need to beformulated in tune with the vision of oursociety. We need to create a future societythat ensures creative and collectiveinvolvement of all people. This is basedon progressive ideas, lessons learned andexperiences gained. Discrimination basedon caste, creed, financial status andgender does not find any place in such asociety. We dream of building a societythat:

• values nationalism, self sufficiency,cultural identity, democratic rightsand principles

• focuses on the welfare of the poor andthe downtrodden and highlights adevelopment model that utilisesresources in order to get the bestresults

• envisions a social system that tapshuman energy for sustainabledevelopment

• ensures collective and cooperativeefforts of all. A society that providesfor a justifiable and effectivedistribution of wealth

• accepts knowledge as wealth for alland realises quest for knowledge andcritical thinking as the foundation forthe construction of knowledge

• fights against discrimination towardshistorically and socially marginalisedsections of the society and accords


equal status to both men and women

• respects the cultural diversity ofdifferent groups and protects theiridentity

• stands against the tendencies of aconsumerist culture

• joins hands against social evils andshows readiness to lead movementsfor social progress

2.4 Aims of Education

While formulating the aims of educationof the state, we must envision a societythat is capable of nurturing andstrengthening the democratic and secularnature of India. Such a society envisagesan educational system that provides forthe fullest development of all without anyform of discrimination. Every individualshould develop within him/her theperception that his/her prosperity resultsin the prosperity of his/her family as wellas the society he/she is a part of. In sucha society the aims of education (shouldcover) can be stated as:

• Social justice

The education system that is envisagedshould be capable of promoting a socialorder based on equality and justice. Thisis more so when we think of the liberationof a society where disparities in terms ofreligion, caste, wealth, gender and regionexist. Education in such a society shouldhelp in building up a culture of living co-existence.

• Awareness on environment

A comprehensive awareness on the needto protect environment is the need of thehour. Keeping in mind the vision ofsustainable development, we need to

develop an attitude in our learners to seemeaning in all developmental activitiesin tune with the environment. Theyshould also develop a sense in preservingall available resources in nature and toutilize them judiciously.

• Citizenship

There is a need for empowering each childto grow up and develop as a responsiblecitizen of the society. The civic senseshould ideally include historicalawareness and a balanced political vision.

• Nationalism

Creating a generation upholdingnationalism rooted in a universal visionis the need of the times. Human progressand universal love form the basicdimensions of such a vision. Whilerecognising the plurality of Indian societythe nationalistic vision should help incapturing the meaning of unity indiversity.

• Awareness of one’s rights

Realizing the rights accorded to everyindividual by our constitution is of greatsignificance. Education needs to actualisethe rights ensured in our constitution andalso the rights enumerated in UNconventions on children's rights (CRC-Convention on the Rights of Children),women's rights (CEDAW - TheConvention on the Elimination of AllForms of Discrimination against Women)and human rights (UNCHR-UnitedNations Commission on Human Rights).All children need to develop anawareness of one's own rights and therights of others.

• Awareness of Science andTechnology

All learners should get opportunity to


acquire current developments in the fieldof science and technology and apply thesame in real life situations. They need toenrich their knowledge and skills in tunewith such developments. The process ofeducation should have scope for this.

• Scientific temper

There is a need to differentiate betweenscience and pseudo-science. Learnersshould approach a problem based oncause and effect relationship. Aneducation that develops logical reasoningin children is crucial in this context. Theyshould play a key role in freeing thesociety from superstitions and prejudicesand should propagate the need for ascientific outlook in life.

• Cultural identity

Regional and traditional forms ofknowledge (related to agriculture,irrigation, resource management, art andhandicraft) can be utilised for thedevelopment of the society. The processof education we envision should help thelearners to identify such sources andpreserve what is useful and relevant.

• Vocational skills

Knowledge and labour arecomplementary. We must realize thevalue of labour in developing andtransforming the society. In this contexteducation should focus on thedevelopment of a positive attitude tolabour and inculcate in all children theability to work.

• Democratic values

Education should help the learner inimbibing democratic values - equality,justice, freedom, concern for others' well-being, secularism and respect for humandignity and rights. This should be done

in such a way that the learner gains abetter insight into democracy.

• Resistance

Strength to resist all sorts of invasions(cultural, economic, geographical) andundesirable tendencies triggered byglobalisation is vital for a democraticsociety. Education needs to recognise thisreality and develop the required strengthamong the learners to address thechallenges posed by globalisation.

• Construction of knowledge

Knowledge is a common good. Anyattempt to hide or mystify it must bequestioned. The process of constructingknowledge has its unique features.Knowledge is never viewed as a finishedproduct. It is refined in every act ofsharing. The process of education mustdevelop in learners, the ability toconstruct knowledge through interactionand sharing.

• Critical approach

The education we envision should havethe space for learners to engage in criticaldialogue. The practice of passive listeninghas to be discarded and in its placelearners need to become activeparticipants in the process of constructingknowledge. They should view theirexperiences in a critical manner andshould question all social evils. Effortsto resist temptations, obstinacy andprejudices are equally important.Looking at different ideas and generatingan integrated view is crucial. Learnersmust be able to analyse the ideas in vogueat social, political and cultural levels,discern errors and take positions byresponding to them. The educationalsystem should prepare the learners to


shift from the position of passive listenersto active constructors of knowledge.

2.5 Education and SocialJustice

We aim at the universalisation ofeducation up to the higher secondarylevel. We need to recognise theessentiality of ensuring the birthright ofall in the society to develop their potentialto the full as our goal.

Diversity is an essential feature of apluralistic society like that of ours. Weneed to ensure an educational system thataccepts and nourishes this diversity.Differently abled children and those whoface social challenges seek attention. Let’slist them:

• girl child

• children from SC/ST category

• the hearing impaired

• the visually challenged

• the mentally challenged

• the physically challenged

• HIV infected children

• children of parents with HIV

• linguistic minorities

• children from broken families

• drug addicts

• children of drug addicts

• the socially and economicallydeprived

• nomadic children

• the delinquent

• victims of natural and man-madecalamities

The list can be extended further. Thephysical and mental challenges that thesechildren face are varied. The problem ofeach and every child may be case-specific.

Still, we must identify the issues theyconfront and ensure quality education forall.

2.5.1 Gender discrimination

Equality of gender is a constitutional right.After the Education Bill-1957, the changesthat have taken place in the field ofeducation in Kerala had their reflectionson the education of girl child. It was theEducation Commission (1964 - 1966) thatmade suggestions on education forwomen and their empowerment. Anydevelopment index would indicate thatthe status of the women in Kerala is muchhigher than the national average. Yet, theissues that women and girl children facein Kerala seek special attention.

In Kerala, the number of girl childrenenrolled and continuing their studies isquite satisfactory. Many of them go on toachieve higher academic degrees. But, acorresponding surge in social interactionand involvement in the public sphere isnot satisfactory when compared to that ofwomen in other states. We need to ensurean education system that helps to build asociety which upholds gender equality.

(i) Current issues

• imposing stereotype roles on the girlchild by the society

• low literacy rate among girls in thetribal, slum and coastal areas

• gender discrimination inside theclassroom

• assigning domestic work to girls

• exploitation in the workplace anddisparity in wages

• dowry system and its consequences

• lack of opportunity to pursue studies


according to choice

• low representation of women indecision-making bodies

• lack of opportunity to grow anddevelop with self-esteem

• lack of awareness about suchdiscrimination

(ii) Suggestions for curriculumformation

• content organisation, language andpresentation of the text in a way thatensures gender equality

• building awareness that all types ofemployment can be taken up by bothmen and women

• addressing social issues such asdowry, gender discrimination andthe rights of the girl child in subjectslike social sciences

• Placing stress on the constitutionalrights of women and the legalprotection accorded to them

• exposing learners to know moreabout women who have excelled indifferent fields of life

• making adolescent education a partof the curriculum by giving attentionto adolescents’ problem

• introducing counselling as a part ofthe school system

• sensitising both boys and girls on theissues related to genderdiscrimination

• providing vocational education toboth boys and girls

• organising club activities anddesigning projects that help girls tonurture their leadership qualities

• encouraging co-education at allstages of schooling and ensuringgender equality within the schoolsystem

• organising physical exerciseprogramme at school with foci onphysical, mental and emotionalhealth of the students

• providing opportunity for girls fordeveloping their personality

• providing girl-friendly toilet facilities

• sensitising parents on genderequality

• highlighting gender equality in bothpreservice and inservice teachertraining programmes

2.5.2 Socially and culturallymarginalized

Ours is a plural society. Only if wesucceed in bringing the marginalized tothe mainstream will we succeed inactualising social justice. The educationalsystem in our state has not yet beentransformed itself to meet the needs ofchildren who are socially and culturallybackward. General education mustaccommodate all children who aresocially and culturally deprived.

(i) Current Issues

• non-availability of schools withineasy reach for tribal children

• poverty remains a roadblock ineducating such children

• child labour continues to pose amajor challenge

• non-availability of educationalconcessions on time

• lack of a conducive homeenvironment


• inadequate facilities in institutionsset up for the marginalized

• lack of learning materials that suit thedifferent languages of tribal groups

• discriminations that prevail amongthem

• superstitious practices that prevailamong them

• inferiority feeling arising out of themarginalised status

• children being left alone at home asparents cannot adjust their workinghours according to the school time

• lack of awareness among parentsregarding the emotional support tobe accorded to children

All these create hurdles in the educationalprogress of the marginalised. Thereshould be earnest efforts to address suchissues involving different functionaries.The traditional wealth of knowledge ofthe tribal and dalit children should bevalued. Their language, dress, customs,vocations, beliefs, health care, art andliterature are important elements of theirtradition.

(ii) Ethnic characteristics of every tribalgroup is inherent in their language.They should be given opportunity touse their language as the medium forinteraction and learning. Learningmaterials should be developed intune with this. Due recognitionshould be given to traditionalvocations such as weaving basketsand mats, collecting of forest produce,engaging in handicraft and artworkin curriculum. Folk tales, myths,

legends and lores of each tribe are theintegral part of their culture. Theseshould find space in the learning oflanguage and literature.

The identity of each diverse social groupneeds to be respected. Teachers shouldtry to inculcate self-confidence inchildren. Efforts should be made todevelop a scientific perspective onensuring justice to all.

Self-esteem and self-reliance of thechildren should be promoted. Teachersshould try to make children aware of theircultural heritage and the need to respectit. The process of accelerating thesocialization of the backward classes isalso a part of educational endeavour.Curriculum should have space formultiple channels for the continuousdevelopment of these children. Each childshould be provided guidance till he/sheachieves his/her goal.

An atmosphere that helps the child viewthe school as his/her own home shouldbe created. The child should be enabledto interact with every one in a naturalmanner and must engage in variousactivities with a sense of equality.

2.5.3 Inclusive education

The education policy formulated in acountry should aim at bringing allchildren to schools. In order to realise thisaim, children who are physically andmentally challenged must also be broughtto schools. As a part of this, children whoare differently abled should be broughtto the mainstream. That is the ultimateaim of inclusive education.


Policy of Inclusion

A policy of inclusion needs to be implemented in all schools and throughout oureducation system. The participation of all children needs to be ensured in all spheres oftheir life in and outside the school. Schools need to become centres that prepare childrenfor life and ensure that all children, especially the differently abled, children frommarginalised sections and children in difficult circumstances get the maximum benefitof this critical area of education. Opportunities to display talents and share these withpeers are powerful tools in nurturing motivation and involvement among children.In our schools we tend to select some children over and over again. While this smallgroup benefits from these opportunities, becoming more self - confident and visible inthe school, other children experience repeated disappointment and progress throughschool with a constant longing for recognition and peer approval. Excellence andability may be singled out for appreciation, but at the same time opportunities need tobe given to all children and their specific abilities need to be recognised and appreciated.

This includes children with disabilities, who may need assistance or more time tocomplete their assigned tasks. It would be even better if, while planning for suchactivities, the teacher discusses them with all the children in the class, and ensuresthat each child is given an opportunity to contribute. When planning, therefore,teachers must pay special attention to ensuring the participation of all. This wouldbecome a marker of their effectiveness as teachers.

(NCF-2005)


It is essential to maintain clarity on majoraspects of learning in a curriculum reformeffort. The rationale behind such a standand the measures taken for transformingit into a reality, as well, are important inthis context. The following questionsassume greater significance in thissituation.

1. Why do children learn?

2. What do they learn?

3. How do they learn?

The previous chapters detail the answerto the first question. Now , let us reflecton the remaining questions.

3.1 What is to be learned?

While designing the content of learning,we proceed based on the aims ofeducation. This is done by analysing theprevailing social conditions and bydefining the role of the individual in thesociety.

There exist many contradictory forces inour society. Society consists of peoplefrom different economic strata along withdifferent forms of power structures. Thereare certain hierarchical issues emanatingfrom cultural, social and gender-baseddifferences. Though the human race hasgained considerably through theadvancement of science and technology,the gains are not equally benefited by all.Besides, such advances have led tointensification of the existing

3 THE PERSPECTIVE ON LEARNING

stratification. Globalisation andcommercialisation too have weakenedthe gains attained earlier. Likewise, thegrowing tendency for accumulatingwealth, expanding trade and generatingdesires is widespread today.Disappearance of agricultural andtraditional trading practices is also seen.Corruption, aggressive tendencies, ratesof suicide, communalism andsuperstition have multiplied manifold.

At this point, the question of what thecontent of the curriculum should be,gains ground. It is a fact that only througha proper analysis of the yesteryears anda critical reflection of the present-daywould help in shaping a better tomorrow.As such, there is no scope for excludingpresent-day reality from the classroom.Everyday reality remains a decisive factorin the life of the child. It is only througheducation that a generation capable ofsocial commitment and critical reflectioncan be created. Knowing today's life is anessentiality for preparing for tomorrow.

The content of learning is unfolded basedon the child’s array of experiences. Theseexperiences are directly linked to theproblems faced by the society. We canmark an individual in different ways. Forthis, different parameters can be drawn.On a cultural plane, Kerala remains a richsource for many forms of ideas andexperiences. When the child analyses theregional, national and international


levels of realities, even while remainingwithin the concrete reality called Kerala,learning becomes more meaningful. It isexpected that the curriculum becomesreality-based when it is framed focusingon the issues faced by the Kerala societyand also having openings to connect tonational and international levels.Certainly, the problems that are faced bythe Kerala society are not confined toKerala alone. The causes and range ofimplications of these problems could benational or international. For instance,when there is a reference to anenvironmental issue in the state, there isevery chance to widen the prospect ofstudy to environmental issues at theglobal level. In short, while Keralaremains a concrete reality in thecurriculum, it would also become aspringboard for connecting to differentlevels of realities.

The values and perspectives that areenvisioned by the constitution and alsoidentified at the national level remainsignificant components of thecurriculum. Such a curriculum can helpin shaping the new generation with asense of patriotism, a democratic andsecular outlook, a perception of equality,a sense of pride in one's own culturalidentity, an awareness about theenvironment and a concern for themarginalized. Cultivating values ispossible only through a wide range ofexperiences. The learner goes through anexperience that gives him/her an insightinto the existing social issues which inturn leads to a point of realization. Forinstance, in generating environmentalawareness, we facilitate the students todiscover the contemporary reality thatleads to environmental degradation and

make them get involved in such issues tofind a solution. Otherwise, value-basededucation will not create any impact onthe child.

We have already stated that thecurriculum framework is formulatedbased on social issues. This does not meanthat the child gets exposed to social issuesright from the lower classes. The horizonof experience that the child builds in him/her, would be something that subscribesto his age as well as the range of exposurehe/she gets. Its volume increasesgradually. Sometimes it may become anacademic issue that is directly orindirectly related to a social issue.Anyway, what is needed is formulationof a curriculum constructed on issuebased and problem oriented approach.For identifying and analysing theseissues, the ideas propounded by scienceand the scientific method could be of use.Mathematics will be helpful for bothlogical and quantitative analysis of issues.Analysis of social aspects of the issuescould be performed with the help ofSocial Sciences. Languages function astools for discerning the problems andcommunicating them. Art Education,Physical Education and Work Experienceprovide space for gaining experience,developing expressions and findingsolutions to various issues. At the levelof the lower classes, an integratedapproach could be followed. As we moveon to the higher levels, there is scope fordiversification and specialisation.

Knowledge and skills in each subject areaare organised based on specific aims andapproaches. They are ordered in a spiralform in tune with the age, previousknowledge, learning methodology andlevel of interaction of the learners. The


new curriculum does not intend toinclude frozen fragments of knowledgejust because they were taught from timeimmemorial. New elements ofknowledge, methods of analysis,processes and activities which wereunknown hitherto will be incorporated inthe new curriculum. There should be therealization that knowledge is sociallycreated, culturally placed and historicallymarked. That should not get restrictedmerely within the content of the subjectconcerned. Instead, its relevance shouldbe highlighted by locating it in a widersocial reality.

However, we need to consider the basicideas articulated in NCF-2005. At thesame time, we may proceed further withthe knowledge that is socially relevant.Reformulation of the curriculum bylinking it to the receptivity of the childand the hierarchical gradation of ideasbecomes essential in this framework. TheNCF-2005 perspective on criticalpedagogy has greater meaning in ourcontext. We have already mentioned thatthe contradiction that is found in thesociety could be seen in the classroomalso. The classrooms may act as placeswhere such contradictions get recreated.There is a general tendency to portraycertain knowledge as noble and certainothers as of less value in our textbooks.Culture, language and situations in lifeare pictured from a hegemonic point ofview. The negative impact that suchtreatment of knowledge makes on thelearners from disadvantaged backgroundis immeasurable. Therefore, the content,language and presentation of knowledgein a textbook should be organised from acritical point of view.

'Learning' does not merely mean

understanding. It implies change. It is notjust a gathering of pieces of information.They certainly form the basic inputs forthe construction of knowledge. But thereis no meaning in merely drawingconclusions from the gatheredinformation. One should be able to movefurther by making suggestions regarding,or react against, the conclusions that aredrawn. The learners should be capableof reflecting on issues such as thepollution of rivers, the marginalization ofthe under privileged, commodification ofthings around us, lack of acceptance ofregional dialects, disappearance oftraditional labour collectives, increasinggender inequality, suppression of highreligious ideals by communal forces andthe forces behind imposition of war. Theyshould have the opportunity to expressthe acquired knowledge, share views,take a position and search for alternatives.In short, the curriculum should have thescope for reflecting the sociallyconstructed knowledge from a criticalperspective.

3.2 The Learning Process

Contributions of psychology and theirlogical treatment are important forunderstanding the learning process. Weshould accept what is relevant and castoff what does not appeal to reality.

Many streams of thought were evolvedin psychology in the past. Behaviourismdeeply influenced the field of educationand it was widely accepted for a longwhile. The behaviourists put forwardstimulus-response theory as the basicpremise for explaining the learningprocess. This theoretical positionprovided justification for the traditionalpractices, rote learning, corporal


punishment, transmission of knowledgeand the unquestioned position of theteacher in the classroom.

Principles of behaviourism were based onthe experiments done on animals andsuch principles formed the basis forunderstanding human learning. Animals,in general, follow the elder ones byimitating and repeating what they see.Certain behaviours are instinctive innature. They, unlike human beings, donot possess the modes of communicationor higher mental ability to analyseexperiences, or share their ideas with therest of the group. But the limitation of thebehaviouristic tradition is that it offersmainly stimulus- response and imitationprinciples to understand human learning.This compels us to look beyond theBehaviourist school of ideas and searchfor alternatives.

Another stream of thought is Humanismwhich has a deeper perspective abouthuman individuality. It propounded thatthe nature of the learner must berespected, his individuality be properlyacknowledged, learning must be directlylinked to the real problems faced by thechild and the teacher should intervene insuch a way as to make learning an easyprocess. When the learner himself/herself identifies an issue, engages in itand makes self-assessment, learningbecomes meaningful. Though this theorydoes not consider the social aspect oflearning, the perspective advanced by itspeaks of a curriculum that is democraticand child-centred focusing on humanqualities.

Yet another school of thought isConstructivism that looks upon learningas an active mental process that providesfor construction of knowledge.

Constructivism has two major streams.The first one looks at knowledge as anindividual construct. Here the stress isplaced on the child as an individual andhis/her innate and distinctive abilities.That the knowledge thus gained by thechild is incomplete and that it does notlead to the optimum level, are thecriticisms levelled against this.

The other stream is social constructivism.This approach looks upon the learner asa social being who interacts with everyonearound in the environment from birth andgoes beyond the existing level to higherlevels of ability. At the same time, thelearner gains both biological and culturaldevelopment. Human beings possesssuch mental tools as language andmathematical signs and symbols, higherlevel of cognition and acquired wealth ofknowledge. Child as compared to otherbeings, enriches all these by interactingwith the society. Obviously, the learnercan make use of human creations such asequipments, books, machines, institutionsetc. In short, social constructivism tellsus that the learner, by interaction withother members of the society usingcultural tools, attains higher levels ofdevelopment. Social constructivism,going beyond behaviourism andconstructivism, advances explanationsthat focus on human understandingfounded on the social aspects of humannature. It is significant to note that NCF-2005 underscores social constructivism inthe process of learning.

This perspective provides for the naturaldevelopment of the individual,connecting the individual and the society;and ensuring the development of both,are important for the creation of a futuresociety based on democratic values.


When the learner engages in the criticalreflection of his/her surroundings andhimself/herself, he/she constructsknowledge that forms the basis forshaping the society. Social and culturalvariations affect the abilities of thelearners. Development is possible onlywhen one keeps on interacting andquestioning these limitations. As theprocess of construction of knowledgeprogresses, the outlook of life getstransformed. Education is a continuousprocess of construction andtransformation. The approach to learningshould be based on the ideas of socialconstructivism by assimilating the tenetsof critical pedagogy.

Neuro-psychology explains the changesthat occur inside the brain when learningtakes place. Any piece of information thatis gathered afresh is registered in thebrain in the form of complex web-likestructures. Today, instruments that arecapable of capturing the images ofchanges that take place in the brain whilelearning occurs are available. Braindevelopment happens mostly duringchildhood. There are phases ofdevelopment for each ability. If age-specific relevant learning experiences arenot provided to the learner he/she mayface irreversible loss in life. Theseobservations support the view thatinformal and varied games should beprovided to the learner at the pre-primarylevel. Learning that nourishes differentareas of cognition activates different areasof the brain. When we try to resolve anissue, the related parts of the brain as awhole get involved in this exercise. Thissubstantiates the fact that variety oflearning experiences that consider thedevelopment of all the cognitive areas of

the brain should be provided to thelearner at the school level. At the sametime, children may have a specialinclination towards certain areas ofcognition. Their mode of study will beclosely linked to this. Their developmentis also connected to this. A curriculumthat recognises the individual differencesof the learners provides scope for thelearners to locate their fields of interestand, by gaining progress in the field maylead to their own development along withthat of the society. Neuro-psychologyalso points out that the lack of properexperiences in life and nutritious food,as well, have an adverse effect on learning.

3.3 Execution of the LearningProcess

Learning is essentially an internalcognitive process. But, the school, homeand other social environments constitutethe physical and social aspects of learning.Incongruence between these two is likelyto create problems for learning. Thoughit doesn’t happen always, it remains aproblem. Teachers and learning materialsplay a major role in resolving thisproblem. Learning episodes can either beformulated based on social issues or canbe viewed as a form of knowledge that isessential for addressing social issues.Either way, the issues outlined in the textshould be capable of motivating thelearner who is a growing member of thesociety and a thinking individual. Thelearner begins to explore the issues. Here,the learner is not alone. The teacher andthe peers are with him/ her. The parentand the society, as well, are available forhelp. Obviously, discussion and sharingof ideas pave the way for seekingsolutions to the issues. Learner’s ideasand suggestions are given importance.


He/she gathers information regarding theproblem and analyses it with the help ofprevious knowledge, skills acquiredearlier, specially prepared learningmaterials and timely intervention of theteacher. There is scope for respondingindividually and collectively upon theconclusions drawn. Throughout theprocess, there is sharing, debate, analysisand scope for betterment. This keeps onchanging the individual as well as thesociety where he/she lives.

Teachers’ understanding of the physical,psychological and social strength andweakness of the learner is important.Limiting the objective of the learning tothe constraints around the learner is notadvisable. Instead, there should be a jointeffort to assist the child in overcoming thelimitations and seeking solutions forensuring higher levels of achievement.

Designing issue-based textbooks is ourpriority. Knowledge should not betreated as a finished product. Along withthe context that details the issue, thegeneral information for seeking solutionneeds to find space. If not, scope shouldbe there for gathering such information.A learner should not become helpless inthe search of prerequisite informationwhile engaging in the construction ofknowledge. This would especiallyfurther the handicap of disadvantagedchildren. At the same time, we shouldnot deny the learners the opportunity forenquiry. Local information should begathered locally. In this situation, theteachers, parents and the society aroundshould take a supportive stance in theendeavour of the learner. In this context,the textbook has other features too. Spacecould be provided for the learner torecord conclusions or reactions. Learning

activities too find space in the textbookso that parents can see what takes placein the school. PTA meetings held everymonth can be a source for providingspecific information and reflection.Without the participation of parents, nocurriculum can ever fulfill its objectives.

Handbook for the teacher should outlinethe curriculum objectives, social issues,the general approach towards learning,the approach towards the concernedsubject and the process of evaluation.Clarity on the processes that are to becarried out, the conclusions to be arrivedat, the attitude that must be developed,the responses that are expected and theresultant products, obviously needs to bemaintained. Creativity in teaching is whatwe aim at within the framework ofcurriculum. Teachers are expected toshare teaching models, examples andexperiences during professionaldevelopment programmes. Efforts shouldalso be made to make the curriculumlocally viable in such programmes.

In an issue-based curriculum, the localexperiences of the learner are quiteimportant. A curriculum becomes moremeaningful when the local issues arereflected well in the learning materialsand the lessons. Collective efforts in thisregard at the school level, cluster leveland panchayat level are advantageous.stress must be laid on access to locallydeveloped reading materials and books,supporting documents, referencematerials, IT-based learning materials etc.Children’s literature that is helpful forlearning is further required. Media havesignificant contributions in this area. Themarket based interference in the form ofready-made solutions that hinder thenatural process of learning is undesirable.


It should not happen. Teachers andparents should be made aware of this. Acurriculum functions at its best when theteachers imbibe its spirit and work on it.The curriculum that we design now is notmeant for the teachers who either impartknowledge as a finished product or leavethe task of knowledge constructionentirely to the students and stay awaycompletely. Instead, we need teacherswho are social engineers who set thelearning issues in the right direction, bycontinuously inspiring the learners,asking questions and providing hints andexplanations.

3.4 The Right to Education

Every child has a right to qualityeducation. There should be nodiscrimination in terms of economic,social, linguistic or gender-specific statusthat prevents the child from gaining accessto education. The limited facilities that areavailable should not prevent the learner

from getting access to quality education.The argument that facilities andopportunities that make learning easymust be provided at school has relevancein this context. The added facilities andlearning time that are extended to thelearner at school should be seen as aninitiative for justice towards the poor andneedy. Likewise, physical challengesshould not act as a hindrance to the childin utilizing the facilities at school. Toovercome the physical challenges,appropriate material support may beprovided. The school must cater to theneeds of such learners. Inclusiveeducation should be given maximumpriority. Girls need to get moreopportunities at school just as they do athome and in the society around them. Themarginalized sections of the societyshould be given education that helpsthem conserve their cultural identity andlinguistic originality. Curriculum shouldbe flexible enough to accommodate theseaspects.


The structure of general education inKerala spreads from pre-primary tohigher secondary. The various stagessuch as pre-school, primary, secondaryand higher secondary function asseparate entities today. They ought tobecome complementary to each other.Efforts are needed to maintain thecontinuity and complimentary nature ofthese stages.

4.1 Pre-School Education

At present, pre-school education is not apart of formal system of education. Pre-school education in the state, in general,is in the form of anganwadis which mainlyfocus on nutrition and child care. Theseinstitutions function primarily in ruralareas. The general education streambegins with the lower primary and endsat the higher secondary level. This shouldprovide the learners the opportunity todevelop the abilities, skills andvocational experience that help them tointeract creatively with the society.Primary, secondary and higher secondarystages must be conceived to facilitate this.As a system that provides for schoolreadiness in learners, pre-school must beunified and universalised.

4.1.1 The need

In a person’s life, the first five years aredecisive as this period is the foundation

4 THE STAGES OF SCHOOLING

for development of one’s personality.Each experience that the child is exposedto during this period results in thedevelopment of millions of neurons inhis/her brain. There, the building ofcomplex relations also takes place. Thisis the period that helps in the physical,emotional, cognitive and socialdevelopment of the child. Theeducational experience that is providedduring this period forms the basis of allthe fields that he/she engages in later life.

This is made possible by combining theinborn abilities and acquired experiencesof the child. This process starts at the timeof birth itself. Family background has agreat role to play in this. The factor thathas the strongest positive impact is ahealthy and friendly atmosphere in thefamily. The deterioration of the jointfamily system and the rapid rise ofmiddle class tendencies reduced thepossibilities of a child-friendlyatmosphere at home that helps in thenatural development of the child'spersonality. One can easily come acrossmany a family where the parents leavetheir infants at day-care centres as they donot find time to spare for the child due totheir busy work schedule. The transitionfrom joint family system to nuclear familysystem forces the children to switch toformal education at an early stage. At thisstage, pre-schools must function as


Gandhiji on the education of children

'The education of a child should start from the womb. Itshould start with the education of the mother.'

'As far as a child is concerned there is no difference betweenactivity and play. A child sees everything as play.'

'The first lesson of a child should be about cleanliness.Care should also be taken to improve his/herpronunciation. History and Geography can be combinedin the form of stories. One should not make a child writeletters. But he/she can be encouraged to draw geometricalfigures. Physical development should be ensured throughactivities like running and jumping.‘

‘’A teacher should be like a mother. It would be better ifmothers take up this task themselves.’’

centres of child care where such care isprovided scientifically. They should alsoprepare the children to get into thegeneral education stream.

4.1.2 The Present Perspective

Educationists like Comenius andRousseau had realised the importance ofchild education. Froebel and Montessorideveloped the idea of 'Kindergarten' and'Children's Abode'. Theorists like JeanPiaget, Bruner and Vygotsky, whilehighlighting the importance ofCognitivism put forward perspectives onlearning. The key features are :

• by nature children are active andinclined towards learning

• natural and effective learning takesplace while they play

• control imposed by elders curtail thenatural tendency to learn

• both at school and at home, the childneeds to get exposed to collectiveexperiences

• pre-schools are to be designedaccording to the needs andinterests of children

• the child ought to get ampleopportunity to gatherexperiences through his/herown culture and mothertongue

• no effort should be taken toimpart any kind of knowledgethat would be difficult for thechild to actualisemechanically

The pre-school system prevailingin Kerala is based on thesefeatures. But, the prevailing systemfollows multiple approaches varying in

perspectives. We should be able to unifyall these and provide a uniform pre-schoolsystem, thereby making it a part ofgeneral education. However, this shouldnot be a process that facilitates primarystage curriculum at pre-school level.

It is accepted that children have a naturaltendency to acquire the knowledge andthe ability to understand the world fromtheir immediate surroundings.Children’s interest, preferences andexperiences assume primacy in earlychildhood education. An atmosphere thatis replete with love, care and inspirationand abounding in opportunities thatenhance the quest for knowledge andexperimentation will make the childrencapable of doing things. Preschool is nota centre that promotes reading andwriting. It should not create any effort thatinsists on teaching foreign languagessuch as English either. Mother tongueforms the medium of learning in theseschools. In short, pre-schools should not


function as training centres to gain entryto primary schools.

4.2 Primary Education

Children in Kerala are brought up in asocio- cultural setting that is quitedifferent from those in other states. Mostof the students who enrol in primaryschools undergo pre-school education.With the background of socialisationgained through group activities - playing,singing and dancing together - they enterprimary classes. They are familiar withthe informal way of learning. Theirparents must have completed at least onestage of formal education at some pointin their lives and may show keen interestin getting their children educated.Prevailing conditions like geographicaldiversity, variety of vegetation, climaticconditions and water resources are richnatural sources for learning. Theimportance attached to health care andhygiene is quite visible, in the society.Our approach to primary education, inthis context should be dynamic andcreative. It implies :

• flexible curriculum

• the child who grows by interactingwith his/her surroundings shouldget ample opportunity empowerhim/herself in the ensuing period oflearning

• effective engagement of socialatmosphere for strengthening theprocess of learning

• The range of knowledge that thechild acquires should go beyond theboundaries of textbook

4.2.1 The rights of the learner

• A learning atmosphere that nurtures

the physical, emotional, social andcreative development of the childshould be provided. Learning is notmere gathering of information.Primary education must find spacefor activities that ensure socialinteraction.

• The need for designing an educationthat treats the child as an individualat the beginning of primary stage isthe felt need today. Scope forcreativity in all subjects andopportunity for self-expression arecrucial in this context. The variety inabilities should be recognised.

• The rights of the child to enjoy his/her leisure time by engaging inactivities of entertainment should notbe lost sight of. Engaging in variousmodes of entertainment is learningand provides for psychologicaldevelopment of the child. A closerelation between mental health andentertainment exists and it needs tobe strengthened.

• Primary education should beprovided in an informal setting,where every child should experiencethe warmth of love. Child-friendlyschool atmosphere is the key to this.

We need a curriculum that recognises thechild's nature. Quite often we see itsdilution at the stage of implementation.When the child is permitted to do artwork, or given tools for experimentationor toys or musical instruments, thereforms an atmosphere that encouragescuriosity and creativity. A process ofeducation that focuses on the creativenature of the child is expected from ateacher who follows a democraticapproach.


The child should be able to integrate theknowledge that he/she gains from lifesituations with that of the knowledge thathe/she learns from school. It enables tolook at a theme from different angles andto develop one's own perspectives. Suchan approach makes knowledgecomprehensive. During the constructionof knowledge, this approach strengthensthe relations among the various elementsof knowledge. The learner gets to knowhimself/herself and his/hersurroundings. He/she should be able toenvision the development of the themes.For instance, the theme - ‘food’ can bedeveloped in an inter connected way suchas types of food, collection of foodmaterials, preparation of food, scarcity offood, food habit, nutrition provided atschool, food during festivals, myths,proverbs and stories connected to food,buying and selling of food items, itspreservation, expenditure on food etc.This will pave the way for connectingknowledge to life. The subjects that he/she learns should be viewed as a meansfor such a learning.

• By the end of the upper primary stagethe child ought to be capable ofanalysing and understanding thesocial life in his/her locality. He/sheshould gather a comprehensive ideaabout the administrative system,democracy, organizational activities,folk traditions, cultural activities,service sector, physical environment,geographical characteristics, soilvariety, methods of agriculture,employment, issues concerningdevelopment, bio-diversity and thelives and challenges faced by themarginalised. The learners shouldapproach all these in a criticalmanner. The curriculum should be

designed based on the connectivitybetween knowledge and society. Itmeans construction of knowledgeshould help in seeing such aconnectivity.

4.2.2 The method of learning

A curriculum that favours construction ofknowledge becomes the focus today. Atthe primary level stress is placed ondirect experience. He/she should analysehis/her learning experiences and arriveat certain conclusions. When there isscope to provide direct experience,descriptive approach or a visualpresentation using technology need notbe attempted. The experience providedshould give importance to sensoryperceptions and co-operative learning.Teachers are part of the learning processand this process should be enriched withcreative activities including games. Eachlearning instance should have space forvalues and attitudes. The learner mustbe enabled to interact with everyone in ademocratic manner without any kind ofdiscrimination. Right from the lowerclasses all the learning activities mustfocus on developing the inquisitivenessof the learner. Experiences andobservations of the adult should beappropriately blended with theobservations of the child who is engagedin investigative learning.

At the upper primary level, childrenattain the capabilities to seek knowledgefrom different sources. Schools shouldnurture and provide a democraticatmosphere for pursuing all activities. Acollaborative way of learning will makedifferently - abled children moreconfident. Opportunities must beprovided for learners to interact on the


social issues for developing their horizonof knowledge and social skills. The rightof the learners to question inequality andinjustice that exist in society must berecognized. They need to be exposed tovarious methods of learning that developa critical conscience. It is desirable topresent the same idea in multiple waysto help the learners of different abilitylevels. A collaborative way of learningwill make them more confident.

When such formulations on learning areeffected in the school system, thecommunity should be informed. Teachersshould understand the rationale of sucha learning approach and interact with theparents on the rationale. Constructivediscussion in our society on the activeinvolvement of children from all sectionsof the society in the educational processis an essentiality.

4.3 Secondary Level

In a broader sense, secondary educationcovers classes from the VIII to the XII. Butin practice, classes from the VIII to the Xare part of the secondary level ofeducation and classes XI and XII are partof higher secondary. All the children whocomplete primary education are givenadmission to the secondary level. Thosewho wish to do higher secondaryeducation have the chance to pursue it.

When we discuss the secondary stage, theage-level of the learners assumesmeaning. At this stage learners areteenagers. The emotional and physicalfeatures of the learners have widerimplications while designing thecurriculum. We must create in them:

• awareness about the physicalchanges they undergo

• inclination for high imagination

• readiness to engage in activities thatrequire leadership

• inclination towards group learning

• commitment to principles

• tendency to establish one’sindividuality

• awareness regarding gendersensitivity

• the ability to imbibe and engage inabstract ideas

• willingness to engage in adventurousactivities

The curriculum at this stage shouldconsider these aspects. It should alsocreate awareness in the learners on thevarious branches of knowledge and thepossibilities.

At present, children are introduced tosubject specific learning in standard VIII.At this stage the activity-based approachrooted on concepts and principlesbecomes the mode of learning. This is thestage where the learner makes consciouseffort to enquire and understand thevarious forces that operate in the society.They try to learn different ideas andtheories at this stage. Emphasis is laid onlearning mother tongue and otherlanguages, developing linguisticcomponents and strengthening one’s ownlanguage competence. This is the stagewhere the learner is able to express his/her ideas, construct knowledge andacquire the skill to use languageeffectively. The aim and duration oflanguage learning at this level need to bedefined more scientifically. The study ofcore subjects at this stage gains moredepth and range, and at times creates


difficulty for the learners. At present,Science and Mathematics equip thelearner for higher studies. In the case ofscience, there is a clear distinctionbetween Physics, Chemistry and Biologyfrom IX standard onwards. Secondaryeducation in Kerala is universal and itcovers learners of all sections of thesociety. This phase ought to createawareness in the learners regarding allfields of knowledge and to acquaintthemselves with the resources availablein each. The activities must lead thechildren to recognize their abilities andidentify the vocation that they should getengaged in, in future.

We must foresee all these whiledesigning the transactional strategy andcontext of the core subjects at thesecondary level. We should alsoexamine if the learning of the core subjectscould be divided into the general leveland the specialised level from class IXonwards. The general level must openup the possibilities of different branchesof knowledge for learners of all sectionsof society. The learners must be enabledto select their own respective field ofinterest. At the same time, the specializedlevel ought to provide an opportunity forthose learners who identify certain areasof interest like Mathematics or SocialSciences and show readiness to masterthem to go further in these subjects. Allthe learners are familiarized with thegeneral level of core subjects while theyget a deeper knowledge of thespecialized subject they have chosen. Thelearner should have the freedom to selectart, work experience or sports as thespecialised subject of his/her choice. Butthe specialisation in a subject should nothinder the higher studies of a student afterhis/her secondary education. The

division of subjects should be done insuch a way that a learner who recognisesthat he/she has made a mistake in thechoice made first, should have thefreedo

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