MODERN TRENDS IN CURRICULUM

CONSTRUCTION
NCERT AND SCERT

SUBMITTED TO
LINIMOL K S

SUBMITTED BY
REVATHY JAYAKUMAR
PHYSICAL SCIENCE
REG.NO:13383018

SUBMITTED ON;
August 28-2014

INDEX

SL.NO CONTENT PAGE NO
1 INTRODUCTION 1
2 FACTORS CONTRIBUTING TO CURRICULUM
ORGANIZATION
1
3 APPROACHES TO CURRICULUM ORGANIZATION 2
4 A THEORETICAL BACKGROUND FOR EXAMINING
CURRENT TRENDS AND INSTRUCTION
3
5 AIMS 3
6 NCERT 4-5
7 SCERT 6-9
8 CONCLUSION 10
9 REFERENCE 11


INTRODUCTION
Curriculum is the crux of the whole educational process without curriculum;
we cannot conceive any educational endeavor. School curriculum of a country, like
its constitution reflects the ethos of a country.
Definition of curriculum
Curriculum is a tool in the hands of an artist (teacher) to mould is materials
(pupils) according to his ideals (objectives) in his studio (school)- Arthur
Cunningham.
Factors contributing to curriculum organization
Pupils
Supervision & Administration Guidance and Counseling

Examination & Evaluation


Research Text books, Instructional
materials &Infrastructure
Teacher


Curric
ulum
APPROACHES TO CURRICULUM ORGANISATION

Integrated Vs Disciplinary

Pupil- centered Vs
Teacher-centered
Flexible Vs
Structured



Process Vs
Content Factual Vs
Conceptual













A THEORETICAL BACKGROUND FOR EXAMINING
CURRENT TRENDS IN CURRICULAM AND INSTRUCTION
Curriculum and teaching may be examined from two major point of view-
strategies for curriculum change and substantive necessity in changes. While
recognizing the importance of the former, this paper will confine itself to the latter.
The substantive necessities in change which we have found useful in examining
current trends are based on the Tyler rationolo which can be summarized briefly as
following the curriculum makes has four basic tasks, regardless of the level at
which he works or the content field in which he is interested.
AIMS
Respect for the worth and dignity of every individual.
Equality of opportunity for all children.
Encouragement of Variability.
Faith in mans ability to make rational decision.
Shared responsibility for the Common good.
Respect for moral and spiritual volumes and for ethical standards of
conduct.



NCERT
OBJECTIVES
Implementation of National curriculum Frame work.
Universalisation of elementary education.
Vocational education.
Education of groups with special need.
Early childhood education.
Evaluation and examination to reform II education.
Competitive value education.
Education of girl child.
Production of teaching-learning experience.
Improvement in teacher education.
Improvement of thought of students.





ACTIONS
NCERT has comprehensive extension programme in which departments of
National Institute of Education [NIE], Regional Institute of Education [RIE],
Central Institute of Vocational Education [CIVE] and offices of the field. Advisers
in the states are engaged in activities. Several Programmes are organized in rural
and backward areas to reach out functicenaries in these areas.
It acts as the secretarial of the National Development Group (NDG) for
educational innovations. The NCERT has been offering training facilities, usally
through attachment programmes and participation in workshops, to education
workers of other countries. The NCERT publishes text books for school subjects
from classes I to XII. NCERT publishes books that are used in government and
private schools across India that CBSE curriculum.





SCERT
BRIEF HISTORY
The 1986 National policy on education, recommended the creation
of state council of educational Research and Training (SCERT) in each
state as a measure of decentralization of functions of quality education,
research and training. SCERT, Delhi was set up as an autonomous body
under the societys registration Act in May 1988. It receives finding
from GNCT of Delhi under the Grants-in-aid scheme.9 District Institute
of education and Training (DIETs) have been set up for each of the 9
revenue districts in Delhi and these operate under the overall
administration control of SCERT.





AIMS AND OBJECTIVES
As per the Memorandum of Association of SCERT, a society registered under the
societies at, the objects shall be,
1. To assist and advice the administrater of Delhi in the implementation of its
policies and major programmes for human resource development especially
in the field of education, women and child development, national integration
and related areas.
2. To promote educational researches and training of teachers and other
prescreened.
3. To develop the curriculum, aiming at an all round development of the child
and at all levels of education.
4. To develop and produce teaching-leaving materials.
5. To develop educational technology for use in the teaching learning activities
and training programmes and to provide Distance education.
6. To devise the systems and approaches for qualitative education.
7. To develop scientific processes of evaluation of the pupil and the
educational programmes and institutions.
8. To develop the strategies to achieve the goals of education for equality.
9. To establish linkages with NCERT, various dept. of universities of Delhi,
Administration of UTI of Delhi, Deptt.of Ed
n
.etc.
MISSION/VISION
To work towards universal elementary ed
n
of equitable quantity for all
children.
To work towards quality improvement at all spheres and all levels of
education.
To work towards universal elementary education and universal adult literacy.
To act as resource support agency for policy, planning, research, training and
material development for the school system
To design courses for professional development of teachers.







CURRICULAM, MATERIAL DEVELOPMENT AND
EVALUATION BRANCH
1. To adopt existing items and develop new items of the following kinds so that
they suit local circumstances and can be used in elementary education
teacher education programmes.
2. To help the DRU in development work as above for adult and non-formal
education.
3. To conduct work mentioned in (i) above, as also in service programmes
relating to CMDE.
Faculty of SCERT has served in various capacities on deputation lien to
Department of Youth Affairs National Council of Teacher Education, NCERT, and
Department of Education.
In addition, SCERT oversees the conduct pre-service training programme
for the two year Diploma in elementary Teacher Education and early childhood care
and education in the DIETs and private institutions.




CONCLUSION
The curriculum is the framework in which students fair information through
different methodologies, assessment and construction. If the curriculum fails to
provide the students with the necessary exposure needed, the curriculum has failed
.Lets look at some of the basic elements of creating a variable curriculum for any
subject.















REFERENCE

http://www.educationguideonline.net/basic-principles-of-
curriculum-construction//
www.gctetvm.com/content/bedsyllabus/54.pdf
Science education Mathew and Molikutty