KCF Englishfinal PDF

KERALA CURRICULUM
FRAMEWORK - 2007
tIcf ]mTy-]-≤Xn N´-°qSv ˛ 2007
Prepared by:
State Council of Educational Research and Training (SCERT)
KERALA
Vidyabhavan, Poojappura, Thiruvananthapuram 695 012
Contents
Preface .............................................................................................. 05 - 09
1. Kerala’s Educational Scenario: An overview ............................... 10 - 14

1.1 Introduction
1.2 Pre-independence period
1.3 Post-independence period
1.4 Quality education
1.5 Awareness
2. Towards the New Approach ........................................................... 15 - 22
2.1 Introduction
2.2 National Curriculum Framework-2005 and Kerala
2.3 The vision on the future society
2.4 The aims of education
2.5 Education and social justice
3. The Perspective on Learning .......................................................... 23 - 29
3.1 What is to be learned?
3.2 The learning process
3.3 Execution of the learning process
3.4 The right to education
4. The Stages of Education .................................................................. 30 - 37
4.1 Pre-school education
4.2 Primary education
4.3 Secondary level
4.4 Higher Secondary level
5. Approach to Subjects ........................................................................ 38- 73
5.1 Language learning
5.2 Learning science
5.3 Social sciences
5.4 Mathematics
5.5 Vocational education
5.6 Art education and Health and physical education
5.7 IT- assisted education
5.8 Evaluation
6. Systemic Reforms .............................................................................. 74 - 84
6.1 Stages of education
6.2 Administrative reforms
Appendix .......................................................................................... 85 - 86
Kerala Curriculum Framework - 2007 3

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

of the recommendations of the National Curriculum Framework (N.C.F-2005).
The curriculum revision initiated in 1996 in Kerala had a strong influence in the
formation of National Curriculum Framework. Kerala could display the active
working model of a learning process that has its foundation in the principles of
Constructivism and a learner-centred, activity-based and process-oriented
pedagogy. Therefore, we must now envision educational reforms that go
beyond the National Curriculum Framework, making it a springboard for further
research.
The curriculum that has been designed, along with the learning materials
prepared, has much to claim on the grounds of quality. But it should also serve
to bring about changes in the academic environment that usually tends to
stick to worn-out practices. A new trend can be established only with the
active participation of the civil society, which would make the curriculum
popular and acceptable. It is hoped that with determination and hard work
such 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 sufficiently
seriously, is the problem of what subjects should be included in a curriculum that
takes into account 'the times, the location and the nature of the society' it is rooted in
and what benefits are expected from the subjects that are so included. It would not be
true to say that this problem had not been considered from the beginning. When the
educational experts who were the spokesmen of colonialism laid out a curriculum,
they had some considerations in mind. It is as though those considerations have not
been questioned since then. We have only attached bits and pieces to what was laid
down then. In short, we have not tried to bring about a fundamental change in the
matter.
(Public Education - What for? How? - Joseph Mundasseri)

Preface
There is a general demand to explain the social aims of a curriculum. A

student who completes his/her school education is expected to be able to face
any real life situation boldly and should be equipped to get employed at the
time of completion of his course. This is the purpose of general education
and 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 as
unemployed hands at Employment Exchanges. One of the reasons for their
failure in finding employment is lack of training in vocational skills.
How many of us are aware of such a socio-economic crisis among the students
who have completed their schooling? Most of us believe that the students
who qualify the Higher Secondary course get admission for professional
courses 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 professional
courses. About 50,000 students secure a Bachelor's degree and subsequently a
Master's.
It must have been his far-sightedness in this regard that made Sree Narayana
Guru stress on the need for vocational education in Kerala. Later, Mahatma
Gandhi, Prof. Joseph Mundasseri (the first Minister for Education, Govt. of
Kerala), the Kothari Commission and the National Education Policy of 1986,
reiterated the same idea. The revised scheme of approach designed by the
eleventh plan of the Central Planning Commission also highlighted the
necessity 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 higher

studies and jobseekers at the same time to pursue their goals in the way they
wish. This calls for a radical change in general education, the negligence of
which would eventually lead to the creation of a huge number of unemployed
job-aspirants in the state. Diversification of the curriculum at the secondary
and the higher secondary levels is one of the solutions. In India we have only
40 subject areas that are included in the curriculum. In almost all the western
countries, about 3000 subject areas are included in the curriculum. The number
is 4000 in the case of China. The eleventh plan of the Central Planning

Commission highlights the necessity of such a transformation in the educational
field in India.
Such a change cannot be implemented overnight. As a first step, it should be

possible to make students aware of the different trades in the present job
market, when they enter the stream of Higher Secondary education. It is quite
easy to state this as a theory or as an aim. But the transformation from the mere
issuing of certificates that proclaim the student 'eligible for higher studies', to
a comprehensive programme that equips students with diverse interests to
achieve their goals, is a hard step to take. It hardly needs to be stated that the
impact of such a transformation will be understood only after years of
analysis.
To bring about a change in the curriculum, there has to be a total change in the
declaration of the aim of the curriculum. By this, we mean that there should
be change in the infrastructure of our schools. We should also reform the
academic environment. A renewed spirit in seeking theoretical and practical
knowledge should be instilled among our teachers and academicians. Along
with this, there should be a call for a total change in attitude on the part of the
teachers, parents and the learners. It has to bring education of the marginalized
sections like the Scheduled Tribes, Scheduled Castes, other socially and
economically backward classes and women to the focal point.
In accordance with the changes envisioned at the higher secondary stage, there
is 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. At
present, the curriculum at the primary level is designed in such a way as to
provide the basics for what is taught at the higher secondary level.
The learning of Science and Mathematics at the upper primary level has to be
more activity- based and relevant in real life situations. The 'fear factor' among
learners about Mathematics has to be overcome by directing their interests to
nature and to real life situations, encouraging them to discover the mathematical
logic behind the objects they see. This could be accomplished by mathematizing
one's thought process.
The learning of Science should instil in the learner, the ability to observe
nature, to follow it by analysing every minute detail of the issues, evidence
and facts related to it, and to formulate rules that are universally applicable.
These rules should enable them to arrive at valid theories that substantiate
their 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 upper
primary level consideration is given to the process of learning that is involved,
the Secondary level should focus on creating young scientists with an
inclination for scientific pursuit who are capable of questioning and
experimenting. The learners should have an aptitude to approach the
complexities of nature in a comprehensive manner and to analyse and
differentiate its various aspects.
A learner who completes his/her studies in the 8th standard should be given
an 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 platform
for acquiring experiences in the field of his/her choice. In the 9th and 10th ,
focused learning and vocationalisation of learning has to be considered. Such
a system should also have provision for the learner to return to the academic
stream if he finds that the field of interest he/she has opted for at the secondary
level is not suitable for him/her.
The present concept of languages in the curriculum also has to change. The
mother tongue should be the medium of instruction. The trilingual system
that is followed has to be continued. But, the existing method of learning
English and Hindi has to change. Learners should acquire proficiency in all
the three languages by the time they complete their secondary level. They
should have the ability to interact with the society, using all these languages.
The increasing demand for English and the societal pressure on the learners
to achieve proficiency in that language should be considered in designing the
curriculum of English language.
Learners from every stratum of the society could be encompassed in the

boundaries of general education till date, irrespective of their socio-economic
and cultural differences. Even then, we were not able to design a curriculum
at the secondary and higher secondary level that suits the different cultural
environments and life situations. It is observed that out of the 100 scheduled
tribes learners only seventy reach the secondary level and appear for the SSLC
examination. Of these, only 35% get the opportunity to enrol for the higher
secondary course. Learners who are socially and economically backward
experience this academic backwardness. Girls are also denied this fundamental
right. It is found that these dropouts form the major chunk of our labour strength
in the production sector. Unfortunately, our secondary and higher secondary
streams 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 by
arranging tuition or supplying guides that we have to help our learners. It is
through changing our educational institutions in such a way that every learner
gets opportunity in the long process of education to prove his/her mettle and
to find out his/her area of interest, thereby assisting the learner to recognize
his/her potential and identity. The educational institutions must rise to the
level of a common rendezvous for the society to acquire knowledge in different
ways. But we have to set apart five instructional hours a day for formal teaching
even while we do this.
Local self-government institutions should shoulder more responsibility in the

process of education. Our schools should act as manufacturers of human
resources for a better society in the future. Local self-government bodies must
provide facilities to mould the school-goers of their administrative jurisdiction
into citizens with immense potential and expertise. Such a concept is totally
different from judging an institution as uneconomic on account of the students
enrolled. Instead of weakening the stream of general education on purely
financial reasons, the Government must reiterate its sense of responsibility to
the field of education, by ensuring the involvement of local self-government
bodies.
There should be reforms in the methodology of learning, infrastructure

facilities, teacher intervention strategies, approach of different subjects, course
design, 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 the

struggles for emancipation and for overcoming adverse conditions. These
struggles paved the way for universalisation of education in Kerala society.
The proposed curriculum revision aims at spreading the good results of these
struggles to the process of education as well. The general stream of education
should also impart experiences to the majority of learners to intervene
effectively in any of the vocations of their choice. Through this, we should
ensure active participation of the majority in the process of production of our
society. To bring about such a change, we have to envision a curriculum that
will safeguard the interests of all and at the same time pay more attention to
the aspirations of the common people who form the majority of our social
framework.

The draft framework of the proposed curriculum, that was formed on the
basis of the studies conducted by 14 focus groups and with the discussions of
the core group, has been discussed in all the levels of local self-government
bodies.
Along with this, by publishing the draft of the curriculum frame work in internet
opportunities were given to people who are interested in educational activities
to register their opinions. This shows the significance of the ideas put forward
in this document. SCERT submits this document before the curriculum
committee by incorporating all the suggestions evolved at various stages of
discussion of the draft proposal. We earnestly request you to approach this
curriculum framework, recognising the role of education in the developmental
needs of Kerala.
Director
SCERT, Kerala.

1 KERALA’S EDUCATIONAL SCENARIO:
An Overview
1.1 Introduction
Kerala views education as a crucial path
onwards to find an escape route from the
for shaping its future. To face the
measures imposed by the coloniser.
challenges of the present-day world, we
have to envision a progressive and The liberation from the grip of
comprehensive education system. superstitions and malpractices prevalent
However, a close look at society indicates in the society that putrefied the entire
the existence of a section of people who system is another point of action. These
have an intense desire to gain social and movements of liberation had a place in
financial supremacy. Another group is the National Liberation Movement as
striving hard to free itself from the clutches well. But we could not sustain the
of poverty and procure the basic radiance of these noble ideas after the
necessities of life. For attaining a balanced attainment of independence. An
development that aims at common good, educational policy that intends to bring
it is essential to place common interest about the emancipation of the masses
over personal interest. It is in this context from all kinds of servility has to lay stress
that the wider meaning of democracy, on these ideas. It is through education that
secularism and social justice gains the individual and the society gain the
ground. strength to resist oppressive forces.
Education liberates man from the state of
For Mahatma Gandhi, the father of the
inaction that is imposed by the prevailing
nation, education is a powerful tool for
malpractices and superstitions. Reform in
liberation. According to him, liberation
school curriculum, in this context, seeks
has two functions. First of all, we have to
to be based on our past experiences, the
shake off the shackles of servility. In order
existing social trends, the interests of the
to carry out the administration of the
state and a clear perspective of the future.
colony effortlessly, the colonisers had
thrust slavery upon us. Along with Kerala is way ahead of all other Indian
physical servility, they had ensured states in popularising general education.
intellectual dependency. Even for earning In the year 1947, the rate of literacy in the
a living, we had to depend on the state was just 51%. Kerala attained total
imperial masters. The educational policy literacy in 1991. The rise in the rate of
of the time led to a total submission of enrolment in schools, the fall in the
the self on the part of the colonized. Many number of drop outs and the availability
plans were devised from those early days of academic opportunities and facilities

have paved the way for the attainment of Legislations like Paattavilambaram which
total literacy. resulted in visible changes in land
reforms led to the emergence of a new
1.2 Pre-Independence Period generation of educated people in Kerala.
Any one who examines the annals of By 1817, the Travancore regime
Kerala history can see the fact that introduced free and compulsory
percolation of education in the state was education for all its subjects. They even
based on the needs of the society. The opened schools in rural areas. This
oppressed classes of Kerala once initiative might have helped in protecting
declared, "If you're not willing to educate the interests of those who controlled
our children, we're not willing to work in education. However, it paved the way for
your fields." This best exemplifies the the popularisation of education. Later, a
realisation of the society about the value strong move was set in our society against
of education as the only means of the elitist approach to education. Efforts
liberation. Sree Narayana Guru insisted can also be seen, even today, in providing
that we should enlighten ourselves with quality education to a privileged few. An
education as he was quite sure that it was educational reform that is based on social
the only means for social progress. It is in justice must fight against such moves.
the Renaissance period that social
reformers and the reformation
movements in Kerala razed down the 1.3 Post- Independence Period
road blocks that prevented The various governments that ruled from
popularisation of education. 1947 till the formation of Kerala in 1956,
The contribution of Christian missionaries had taken strong measures to empower
deserves attention here. Interventions of education. The Government of Kerala,
missionaries helped in bringing the after the formation of the state, set the
marginalised groups intomainstream direction for the educational system by
education. Women’s education also declaring that the state would provide for:
gained momentum. • compulsory primary education for all
The purpose of education during the • educational expenditure of all
colonial period, as proposed by Lord children
Macaulay, was to fetch cheap labour at • free text books and lunch for the
the lower levels of administration, needy
expand trade and widen the rift between
the privileged and the poor. The The Land Reforms Act, that was brought
nationwide renaissance movement of the into effect at this time, played a greater
19th century resulted in social awakening role in the expansion of education. When
in Kerala. The ruling class could not the labour class could set themselves free
ignore the needs and exhortations of the from their stigma as tenants and acquire
social reformist movement. The the ownership of a slice of land, it led to
administrative reforms that were the creation of an awareness on their
implemented as a result of these could rights. Further, this awareness became an
influence the field of education. inspiring force for education. The

perception that knowledge and power as 1.4 Quality Education
citizen’s right provided fresh impetus on Along with the effort of universalisation
education. The policies followed by the of education, Kerala started focusing its
successive governments in Kerala made attention on quality education. Certain
formal education more accessible to its voluntary organisations with social
common folk. Some of the major commitment undertook research studies
initiatives taken include: in this field. Their experiences and
• providing text books at low prices inferences augmented later academic
• withdrawing tuition fee initiatives. During the same period,
• allowing concessional rate for nationwide discussions on how to realise
students’ conveyance quality education were held. National
Policy on Education (NPE) - 1986 (revised
• providing free lunch in schools
1992) laid stress on universal enrolment
• ensuring at least one high school in and retention along with quality
every Panchayath education. The following initiatives of
• adopting new approach for central and state governments mark their
promotions to higher classes commitment to provide quality
• expanding vocational and technical education.
education • launching Operation Blackboard
• taking steps for ensuring higher (OB) scheme
secondary education for all
• launching Special Orientation for
• bringing higher secondary within the Primary Teachers (SOPT)
fold of school education
• establishing State Council of
• envisioning IT as a part of the
Educational Research and Training
curriculum
(SCERT)
• launching of EDUSAT and VICTERS
channels • setting up District Institutes of
Education and Training (DIET)
• strengthening the school library
system • establishing Colleges of Teacher
Education (CTE) and Institute of
Thus the efforts of various governments
Advanced Studies in Education
in Kerala have enhanced the educational
(IASE)
opportunities in the state. Today, there is
at least one lower primary school in a With the implementation of Panchayati
radius of 1 kilometre, one upper primary Raj, doors were opened for participation
school in a radius of three kilometres and of local self-government bodies in
a high school each in a range of four education. This initiative provides for
kilometres. It is an added advantage that decentralised decision-making in school
higher secondary schools are set up education. At the school level, it has a
within the reach of the students in most wider meaning in academic planning and
places. But, we could not accomplish this leadership. Participation of localself
dream especially in tribal areas like government bodies in education
Wayanad and Idukki.

encourages community intervention for The fast changing social order made it
enhancing quality and accountability. inevitable to introduce scientific and
innovative perspectives in the field of
The Panchayats and Education education. This created a momentum that
The 73 rd Constitutional Amendment led to the curriculum reform in 1996-'97.
established the three-tier Panchayati Raj The experiences that were gathered
system in the country, with elected bodies at during the introduction of DPEP in select
the gram, taluk and zilla levels to enable districts of Kerala during 1994 -'95 from
people to think, decide and act for their classes I to IV were helpful in this reform
collective interest, to provide for greater effort.
participation of the people in development, Some people were critical of this
to ensure more effective implementation of curriculum reform. As a result, the
rural development programmes in the state activities aimed at ensuring quality in the
and to plan and implement programmes for field of education slackened. Yet the felt
economic development and social justice.The need of the society for quality education,
73rd Constitutional Amendment identified provided a strong ground for continuing
29 subjects for transfer to the panchayats, the curriculum reform effort. The
including primary and secondary education, evaluation process and the system of
adult and non-formal education, libraries, grading suggested by the new curriculum
technical training and vocational education. were implemented up to class X in 2004 -
All state governments enacted their state '05.
Panchayati Raj Acts in order to realise the
constitutional mandate of decentralised In fact, the curriculum reform was based
democracy and development. on the vision of education as a social
process. The methodology outlined by
NCF - 2005 the curriculum stresses on activity-based
The Minimum Levels of Learning (MLL) process-oriented learning. It also stresses
programme that was introduced across on enquiry-based learning and liberal
the country by taking twenty schools in democratic learner-friendly approach that
every district on an experimental basis, lead to the overall development of the
was a milestone on the path to ensure learner.
quality education. However, the MLL As a result :
approach was criticised from the very
• the process of construction of
beginning for its lack of holisitc approach,
knowledge took the centre-stage
mechanical presentation of the levels to
be achieved and the transactional • teachers accepted enquiry as a
methodology based on behaviourism . As method of learning
a result of this development, NCERT took • the awareness that learning should
steps for reviewing and reformulating the not be restricted to the classroom
programme. alone became part of the curriculum
transaction
Apart from this, the work done by various
voluntary organisations paved the way • systematic planning and collective
for innovations in school education. effort of teachers were recognised as
an integral part of school culture

• continuous and comprehensive society seriously affected
evaluation process was introduced implementation of the curriculum reform
• essentiality of the collective effort of process. The desire for securing middle
the society and its intervention in class jobs, emigrating to foreign countries
school activities were felt and passing the entrance exams for
professional courses further enforced the
The new curriculum is integrated, prevailing conventional transactional
process-oriented and learner-centric. strategy. Criticisms levelled against the
Instead of the mechanical transactional new curriculum by the market forces also
strategy and rote learning, engaging posed hurdles. The preference of the
learners in enquiry and discussion and middle class for CBSE and un-aided
making their own inferences mark a schools further intensified the issue. At
visible change in the classroom process. the same time, the schools that tried to
Teachers realised that learners could be implement the new curriculum failed to
managed and directed to what is right, get the much needed backup from the
without resorting to the usual modes of support systems. Despite these
corporal punishment. We could introduce challenges, Kerala society in general took
learners to noble ideas like sense of a positive stance towards curriculum
collectivity, equality, gender equality, reform. It has meaning in this context to
awareness on environment and pointout that certain reflections of the
nationalism to an extent. We have also curriculum reform experiences of Kerala
been able to make sufficient progress in are visible at the national level curriculum
continuous evaluation and in identifying reform (NCF - 2005).
the aptitude of the learner as well.
A decade-long experience in the field
1.5 Awareness helped us to realise the following:
No effort has been made in Kerala to • need for systemic reform in tune with
develop a comprehensive curriculum the curriculum reform
covering the entire spectrum of school • implementing curriculum reform
education --- pre-primary to higher with commitment
secondary stages. The learning process
had never received due importance in all • creating school infrastructure facility
subjects across all levels of schooling. for providing learner-friendly
Teachers are not equipped well to cope atmosphere
with the changes envisaged in the revised • informing the society of the relevance
curriculum. However, those few who of curriculum reform
could internalise the essence of the • designing strategies for the overall
curriculum change attempted to explore development of the child
the possibilities of the new pedagogy. It
means that effective management of • designing curriculum objectives
implementation of the new curriculum foreseeing the needs of future society
can reap the desired results. • recognising the need for flexible
The changes that have taken place in the textbooks including all learning
mindset of certain sections of the materials

2 TOWARDS THE NEW APPROACH
2.1 Introduction effect. However, the state’s curriculum

reform effort gained further impetus with
Kerala’s effort to develop a curriculum
the formulation of the National
framework is a turning point in the
Curriculum Framework (NCF) -2005.
history of the state. It is for the first time
NCF-2005 and the position papers
that the state is making such an exercise
provided grounds for introspection and
and it is rooted on the ideas articulated
formulation of the Kerala Curriculum
in the National Curriculum Framework
Framework (KCF)-2007.
(NCF) -2005. Whenever curriculum
reforms were taken up at the national 2.2 National Curriculum
level, the state responded to them in the Framework -2005 and Kerala
past.
Kerala society by and large recognised
After the formation of NCERT in 1961, the relevance of the new curriculum
Kerala has been following all the initiated by the state in 1997. NCF-2005
curriculum reform efforts initiated at the gives us deeper insight to address the
national level. For instance, the state problems Kerala encounters in the present
initiated the process for reforming its educational scenario. NCF-2005 has
curriculum following the National incorporated the theoretical, ideological
Curriculum Framework -1975. The state and historical approach that we had
also took steps to implement NPE- 1986 assimilated in our curriculum. This could
and the Programme of Action (1992). It be treated as a sign of recognition to
was in 1997, that an effort for the Kerala’s vision of education.
formulation of a comprehensive
Our classrooms in the past reflected the
curriculum focusing on the process of
features of an undemocratic power-
teaching and learning was attempted in
structure. The prevailing classroom
Kerala. Rooted in the emerging
practices then promoted the culture of
methodology and strategies, an
passive listening. They were dominated
integrated method of learning, a process-
by the voice of the teacher and the
oriented-activity-based approach,
learners did not have an opportunity to
viewing learner as a constructor of
raise questions or enquire. On the other
knowledge, recognising the role of
hand, the new curriculum gives the
society in knowledge construction and
learner more space than ever before for
the idea of continuous and
co-operative and collaborative learning.
comprehensive evaluation came into
The rights of the learners have been

recognised and the crucial role of learners • lack of due consideration towards
in acquiring knowledge has been marginalised groups
established. This paved the way for • lack of scientific management of land
creating a democratic atmosphere in and water
classrooms. Thus, the construction of • lack of eco-friendly industrialisation
knowledge and its social dimensions and urbanization
have become complementary.
2.3 The Vision on the Future
In the context of globalisation, Kerala is
Society
facing serious issues in the field of
education arising from privatisation of Reforms in education need to be
education, mushrooming of self-finance formulated in tune with the vision of our
institutions and the craze for market- society. We need to create a future society
oriented courses. Globalisation has also that ensures creative and collective
exerted its influence on environment, involvement of all people. This is based
health and resource management. on progressive ideas, lessons learned and
Likewise, a range of issues emanating experiences gained. Discrimination based
from dehumanisation of society, religious on caste, creed, financial status and
intolerance, indifference towards gender does not find any place in such a
democratic process, increasing society. We dream of building a society
inequalities, growing violence, market- that:
oriented approach, disintegrating family • values nationalism, self sufficiency,
ties, deteriorating gender relations, cultural identity, democratic rights
desire to accumulate wealth, craze for and principles
drugs among youths and tendency to
• focuses on the welfare of the poor and
commercialise and communalise
the downtrodden and highlights a
education and culture pose serious
development model that utilises
threats to a democratic society. A
resources in order to get the best
curriculum that doesn’t address these
results
issues can never lead us forward.
• envisions a social system that taps
On deeper analysis, the wide range of human energy for sustainable
issues we confront can be identified as: development
• absence of a vision of universal • ensures collective and cooperative
humanism efforts of all. A society that provides
• lack of human resource development for a justifiable and effective
• lack of understanding of the distribution of wealth
specificities of cultural identity and • accepts knowledge as wealth for all
its need to develop freely and realises quest for knowledge and
• inability to see agriculture as a part critical thinking as the foundation for
of culture the construction of knowledge
• lack of a scientific approach to health • fights against discrimination towards
and public health historically and socially marginalised
sections of the society and accords

equal status to both men and women develop an attitude in our learners to see
• respects the cultural diversity of meaning in all developmental activities
different groups and protects their in tune with the environment. They
identity should also develop a sense in preserving
all available resources in nature and to
• stands against the tendencies of a utilize them judiciously.
consumerist culture
• Citizenship
• joins hands against social evils and
There is a need for empowering each child
shows readiness to lead movements
to grow up and develop as a responsible
for social progress
citizen of the society. The civic sense
2.4 Aims of Education should ideally include historical
awareness and a balanced political vision.
While formulating the aims of education
of the state, we must envision a society • Nationalism
that is capable of nurturing and Creating a generation upholding
strengthening the democratic and secular nationalism rooted in a universal vision
nature of India. Such a society envisages is the need of the times. Human progress
an educational system that provides for and universal love form the basic
the fullest development of all without any dimensions of such a vision. While
form of discrimination. Every individual recognising the plurality of Indian society
should develop within him/her the the nationalistic vision should help in
perception that his/her prosperity results capturing the meaning of unity in
in the prosperity of his/her family as well diversity.
as the society he/she is a part of. In such
• Awareness of one’s rights
a society the aims of education (should
cover) can be stated as: Realizing the rights accorded to every
individual by our constitution is of great
• Social justice significance. Education needs to actualise
the rights ensured in our constitution and
The education system that is envisaged
also the rights enumerated in UN
should be capable of promoting a social
conventions on children's rights (CRC-
order based on equality and justice. This
Convention on the Rights of Children),
is more so when we think of the liberation
women's rights (CEDAW - The
of a society where disparities in terms of
Convention on the Elimination of All
religion, caste, wealth, gender and region
Forms of Discrimination against Women)
exist. Education in such a society should
and human rights (UNCHR-United
help in building up a culture of living co-
Nations Commission on Human Rights).
existence.
All children need to develop an
• Awareness on environment awareness of one's own rights and the
A comprehensive awareness on the need rights of others.
to protect environment is the need of the
• Awareness of Science and
hour. Keeping in mind the vision of
Technology
sustainable development, we need to
All learners should get opportunity to

acquire current developments in the field in such a way that the learner gains a
of science and technology and apply the better insight into democracy.
same in real life situations. They need to • Resistance
enrich their knowledge and skills in tune
Strength to resist all sorts of invasions
with such developments. The process of
(cultural, economic, geographical) and
education should have scope for this.
undesirable tendencies triggered by
• Scientific temper globalisation is vital for a democratic
There is a need to differentiate between society. Education needs to recognise this
science and pseudo-science. Learners reality and develop the required strength
should approach a problem based on among the learners to address the
cause and effect relationship. An challenges posed by globalisation.
education that develops logical reasoning • Construction of knowledge
in children is crucial in this context. They
Knowledge is a common good. Any
should play a key role in freeing the
attempt to hide or mystify it must be
society from superstitions and prejudices
questioned. The process of constructing
and should propagate the need for a
knowledge has its unique features.
scientific outlook in life.
Knowledge is never viewed as a finished
• Cultural identity product. It is refined in every act of
Regional and traditional forms of sharing. The process of education must
knowledge (related to agriculture, develop in learners, the ability to
irrigation, resource management, art and construct knowledge through interaction
handicraft) can be utilised for the and sharing.
development of the society. The process • Critical approach
of education we envision should help the
The education we envision should have
learners to identify such sources and
the space for learners to engage in critical
preserve what is useful and relevant.
dialogue. The practice of passive listening
• Vocational skills has to be discarded and in its place
Knowledge and labour are learners need to become active
complementary. We must realize the participants in the process of constructing
value of labour in developing and knowledge. They should view their
transforming the society. In this context experiences in a critical manner and
education should focus on the should question all social evils. Efforts
development of a positive attitude to to resist temptations, obstinacy and
labour and inculcate in all children the prejudices are equally important.
ability to work. Looking at different ideas and generating
• Democratic values an integrated view is crucial. Learners
must be able to analyse the ideas in vogue
Education should help the learner in
at social, political and cultural levels,
imbibing democratic values - equality,
discern errors and take positions by
justice, freedom, concern for others' well-
responding to them. The educational
being, secularism and respect for human
system should prepare the learners to
dignity and rights. This should be done

shift from the position of passive listeners Still, we must identify the issues they
to active constructors of knowledge. confront and ensure quality education for
all.
2.5 Education and Social
Justice 2.5.1 Gender discrimination
We aim at the universalisation of Equality of gender is a constitutional right.
education up to the higher secondary After the Education Bill-1957, the changes
level. We need to recognise the that have taken place in the field of
essentiality of ensuring the birthright of education in Kerala had their reflections
all in the society to develop their potential on the education of girl child. It was the
to the full as our goal. Education Commission (1964 - 1966) that
Diversity is an essential feature of a made suggestions on education for
pluralistic society like that of ours. We women and their empowerment. Any
need to ensure an educational system that development index would indicate that
accepts and nourishes this diversity. the status of the women in Kerala is much
Differently abled children and those who higher than the national average. Yet, the
face social challenges seek attention. Let’s issues that women and girl children face
list them: in Kerala seek special attention.
• girl child In Kerala, the number of girl children

enrolled and continuing their studies is
• children from SC/ST category
quite satisfactory. Many of them go on to
• the hearing impaired achieve higher academic degrees. But, a
• the visually challenged corresponding surge in social interaction
• the mentally challenged and involvement in the public sphere is
• the physically challenged not satisfactory when compared to that of
women in other states. We need to ensure
• HIV infected children
an education system that helps to build a
• children of parents with HIV
society which upholds gender equality.
• linguistic minorities
(i) Current issues
• children from broken families
• imposing stereotype roles on the girl
• drug addicts
child by the society
• children of drug addicts
• low literacy rate among girls in the
• the socially and economically
tribal, slum and coastal areas
deprived
• nomadic children • gender discrimination inside the
classroom
• the delinquent
• victims of natural and man-made • assigning domestic work to girls
calamities • exploitation in the workplace and
The list can be extended further. The disparity in wages
physical and mental challenges that these • dowry system and its consequences
children face are varied. The problem of • lack of opportunity to pursue studies
each and every child may be case-specific.

according to choice • encouraging co-education at all
• low representation of women in stages of schooling and ensuring
decision-making bodies gender equality within the school
system
• lack of opportunity to grow and
develop with self-esteem • organising physical exercise
programme at school with foci on
• lack of awareness about such physical, mental and emotional
discrimination health of the students
(ii) Suggestions for curriculum • providing opportunity for girls for

formation developing their personality
• content organisation, language and • providing girl-friendly toilet facilities

presentation of the text in a way that • sensitising parents on gender
ensures gender equality equality
• building awareness that all types of • highlighting gender equality in both
employment can be taken up by both preservice and inservice teacher
men and women training programmes
• addressing social issues such as
2.5.2 Socially and culturally
dowry, gender discrimination and
marginalized
the rights of the girl child in subjects
like social sciences Ours is a plural society. Only if we
succeed in bringing the marginalized to
• Placing stress on the constitutional
the mainstream will we succeed in
rights of women and the legal
actualising social justice. The educational
protection accorded to them
system in our state has not yet been
• exposing learners to know more transformed itself to meet the needs of
about women who have excelled in children who are socially and culturally
different fields of life backward. General education must
• making adolescent education a part accommodate all children who are
of the curriculum by giving attention socially and culturally deprived.
to adolescents’ problem (i) Current Issues
• introducing counselling as a part of • non-availability of schools within
the school system easy reach for tribal children
• sensitising both boys and girls on the • poverty remains a roadblock in
issues related to gender educating such children
discrimination
• child labour continues to pose a
• providing vocational education to major challenge
both boys and girls
• non-availability of educational
• organising club activities and concessions on time
designing projects that help girls to
• lack of a conducive home
nurture their leadership qualities
environment

• inadequate facilities in institutions legends and lores of each tribe are the
set up for the marginalized integral part of their culture. These
• lack of learning materials that suit the should find space in the learning of
different languages of tribal groups language and literature.
• discriminations that prevail among The identity of each diverse social group
them needs to be respected. Teachers should
try to inculcate self-confidence in
• superstitious practices that prevail children. Efforts should be made to
among them develop a scientific perspective on
• inferiority feeling arising out of the ensuring justice to all.
marginalised status Self-esteem and self-reliance of the
• children being left alone at home as children should be promoted. Teachers
parents cannot adjust their working should try to make children aware of their
hours according to the school time cultural heritage and the need to respect
it. The process of accelerating the
• lack of awareness among parents
socialization of the backward classes is
regarding the emotional support to
also a part of educational endeavour.
be accorded to children
Curriculum should have space for
All these create hurdles in the educational multiple channels for the continuous
progress of the marginalised. There development of these children. Each child
should be earnest efforts to address such should be provided guidance till he/she
issues involving different functionaries. achieves his/her goal.
The traditional wealth of knowledge of
An atmosphere that helps the child view
the tribal and dalit children should be
the school as his/her own home should
valued. Their language, dress, customs,
be created. The child should be enabled
vocations, beliefs, health care, art and
to interact with every one in a natural
literature are important elements of their
manner and must engage in various
tradition.
activities with a sense of equality.
(ii) Ethnic characteristics of every tribal
group is inherent in their language. 2.5.3 Inclusive education
They should be given opportunity to The education policy formulated in a
use their language as the medium for country should aim at bringing all
interaction and learning. Learning children to schools. In order to realise this
materials should be developed in aim, children who are physically and
tune with this. Due recognition mentally challenged must also be brought
should be given to traditional to schools. As a part of this, children who
vocations such as weaving baskets are differently abled should be brought
and mats, collecting of forest produce, to the mainstream. That is the ultimate
engaging in handicraft and artwork aim of inclusive education.
in curriculum. Folk tales, myths,

Policy of Inclusion
A policy of inclusion needs to be implemented in all schools and throughout our
education system. The participation of all children needs to be ensured in all spheres of
their life in and outside the school. Schools need to become centres that prepare children
for life and ensure that all children, especially the differently abled, children from
marginalised sections and children in difficult circumstances get the maximum benefit
of this critical area of education. Opportunities to display talents and share these with
peers 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 small
group benefits from these opportunities, becoming more self - confident and visible in
the school, other children experience repeated disappointment and progress through
school with a constant longing for recognition and peer approval. Excellence and
ability may be singled out for appreciation, but at the same time opportunities need to
be 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 to
complete their assigned tasks. It would be even better if, while planning for such
activities, the teacher discusses them with all the children in the class, and ensures
that each child is given an opportunity to contribute. When planning, therefore,
teachers must pay special attention to ensuring the participation of all. This would
become a marker of their effectiveness as teachers.
(NCF-2005)

3 THE PERSPECTIVE ON LEARNING
It is essential to maintain clarity on major stratification. Globalisation and

aspects of learning in a curriculum reform commercialisation too have weakened
effort. The rationale behind such a stand the gains attained earlier. Likewise, the
and the measures taken for transforming growing tendency for accumulating
it into a reality, as well, are important in wealth, expanding trade and generating
this context. The following questions desires is widespread today.
assume greater significance in this Disappearance of agricultural and
situation. traditional trading practices is also seen.
1. Why do children learn? Corruption, aggressive tendencies, rates
of suicide, communalism and
2. What do they learn?
superstition have multiplied manifold.
3. How do they learn?
At this point, the question of what the
The previous chapters detail the answer content of the curriculum should be,
to the first question. Now , let us reflect gains ground. It is a fact that only through
on the remaining questions. a proper analysis of the yesteryears and
a critical reflection of the present-day
3.1 What is to be learned?
would help in shaping a better tomorrow.
While designing the content of learning, As such, there is no scope for excluding
we proceed based on the aims of present-day reality from the classroom.
education. This is done by analysing the Everyday reality remains a decisive factor
prevailing social conditions and by in the life of the child. It is only through
defining the role of the individual in the education that a generation capable of
society. social commitment and critical reflection
There exist many contradictory forces in can be created. Knowing today's life is an
our society. Society consists of people essentiality for preparing for tomorrow.
from different economic strata along with The content of learning is unfolded based
different forms of power structures. There on the child’s array of experiences. These
are certain hierarchical issues emanating experiences are directly linked to the
from cultural, social and gender-based problems faced by the society. We can
differences. Though the human race has mark an individual in different ways. For
gained considerably through the this, different parameters can be drawn.
advancement of science and technology, On a cultural plane, Kerala remains a rich
the gains are not equally benefited by all. source for many forms of ideas and
Besides, such advances have led to experiences. When the child analyses the
intensification of the existing regional, national and international

levels of realities, even while remaining make them get involved in such issues to
within the concrete reality called Kerala, find a solution. Otherwise, value-based
learning becomes more meaningful. It is education will not create any impact on
expected that the curriculum becomes the child.
reality-based when it is framed focusing We have already stated that the
on the issues faced by the Kerala society curriculum framework is formulated
and also having openings to connect to based on social issues. This does not mean
national and international levels. that the child gets exposed to social issues
Certainly, the problems that are faced by right from the lower classes. The horizon
the Kerala society are not confined to of experience that the child builds in him/
Kerala alone. The causes and range of her, would be something that subscribes
implications of these problems could be to his age as well as the range of exposure
national or international. For instance, he/she gets. Its volume increases
when there is a reference to an gradually. Sometimes it may become an
environmental issue in the state, there is academic issue that is directly or
every chance to widen the prospect of indirectly related to a social issue.
study to environmental issues at the Anyway, what is needed is formulation
global level. In short, while Kerala of a curriculum constructed on issue
remains a concrete reality in the based and problem oriented approach.
curriculum, it would also become a For identifying and analysing these
springboard for connecting to different issues, the ideas propounded by science
levels of realities. and the scientific method could be of use.
The values and perspectives that are Mathematics will be helpful for both
envisioned by the constitution and also logical and quantitative analysis of issues.
identified at the national level remain Analysis of social aspects of the issues
significant components of the could be performed with the help of
curriculum. Such a curriculum can help Social Sciences. Languages function as
in shaping the new generation with a tools for discerning the problems and
sense of patriotism, a democratic and communicating them. Art Education,
secular outlook, a perception of equality, Physical Education and Work Experience
a sense of pride in one's own cultural provide space for gaining experience,
identity, an awareness about the developing expressions and finding
environment and a concern for the solutions to various issues. At the level
marginalized. Cultivating values is of the lower classes, an integrated
possible only through a wide range of approach could be followed. As we move
experiences. The learner goes through an on to the higher levels, there is scope for
experience that gives him/her an insight diversification and specialisation.
into the existing social issues which in Knowledge and skills in each subject area
turn leads to a point of realization. For are organised based on specific aims and
instance, in generating environmental approaches. They are ordered in a spiral
awareness, we facilitate the students to form in tune with the age, previous
discover the contemporary reality that knowledge, learning methodology and
leads to environmental degradation and level of interaction of the learners. The

new curriculum does not intend to understanding. It implies change. It is not
include frozen fragments of knowledge just a gathering of pieces of information.
just because they were taught from time They certainly form the basic inputs for
immemorial. New elements of the construction of knowledge. But there
knowledge, methods of analysis, is no meaning in merely drawing
processes and activities which were conclusions from the gathered
unknown hitherto will be incorporated in information. One should be able to move
the new curriculum. There should be the further by making suggestions regarding,
realization that knowledge is socially or react against, the conclusions that are
created, culturally placed and historically drawn. The learners should be capable
marked. That should not get restricted of reflecting on issues such as the
merely within the content of the subject pollution of rivers, the marginalization of
concerned. Instead, its relevance should the under privileged, commodification of
be highlighted by locating it in a wider things around us, lack of acceptance of
social reality. regional dialects, disappearance of
However, we need to consider the basic traditional labour collectives, increasing
ideas articulated in NCF-2005. At the gender inequality, suppression of high
same time, we may proceed further with religious ideals by communal forces and
the knowledge that is socially relevant. the forces behind imposition of war. They
Reformulation of the curriculum by should have the opportunity to express
linking it to the receptivity of the child the acquired knowledge, share views,
and the hierarchical gradation of ideas take a position and search for alternatives.
becomes essential in this framework. The In short, the curriculum should have the
NCF-2005 perspective on critical scope for reflecting the socially
pedagogy has greater meaning in our constructed knowledge from a critical
context. We have already mentioned that perspective.
the contradiction that is found in the 3.2 The Learning Process
society could be seen in the classroom
also. The classrooms may act as places Contributions of psychology and their
where such contradictions get recreated. logical treatment are important for
There is a general tendency to portray understanding the learning process. We
certain knowledge as noble and certain should accept what is relevant and cast
others as of less value in our textbooks. off what does not appeal to reality.
Culture, language and situations in life Many streams of thought were evolved
are pictured from a hegemonic point of in psychology in the past. Behaviourism
view. The negative impact that such deeply influenced the field of education
treatment of knowledge makes on the and it was widely accepted for a long
learners from disadvantaged background while. The behaviourists put forward
is immeasurable. Therefore, the content, stimulus-response theory as the basic
language and presentation of knowledge premise for explaining the learning
in a textbook should be organised from a process. This theoretical position
critical point of view. provided justification for the traditional
'Learning' does not merely mean practices, rote learning, corporal

punishment, transmission of knowledge Constructivism has two major streams.
and the unquestioned position of the The first one looks at knowledge as an
teacher in the classroom. individual construct. Here the stress is
Principles of behaviourism were based on placed on the child as an individual and
the experiments done on animals and his/her innate and distinctive abilities.
such principles formed the basis for That the knowledge thus gained by the
understanding human learning. Animals, child is incomplete and that it does not
in general, follow the elder ones by lead to the optimum level, are the
imitating and repeating what they see. criticisms levelled against this.
Certain behaviours are instinctive in The other stream is social constructivism.
nature. They, unlike human beings, do This approach looks upon the learner as
not possess the modes of communication a social being who interacts with everyone
or higher mental ability to analyse around in the environment from birth and
experiences, or share their ideas with the goes beyond the existing level to higher
rest of the group. But the limitation of the levels of ability. At the same time, the
behaviouristic tradition is that it offers learner gains both biological and cultural
mainly stimulus- response and imitation development. Human beings possess
principles to understand human learning. such mental tools as language and
This compels us to look beyond the mathematical signs and symbols, higher
Behaviourist school of ideas and search level of cognition and acquired wealth of
for alternatives. knowledge. Child as compared to other
Another stream of thought is Humanism beings, enriches all these by interacting
which has a deeper perspective about with the society. Obviously, the learner
human individuality. It propounded that can make use of human creations such as
the nature of the learner must be equipments, books, machines, institutions
respected, his individuality be properly etc. In short, social constructivism tells
acknowledged, learning must be directly us that the learner, by interaction with
linked to the real problems faced by the other members of the society using
child and the teacher should intervene in cultural tools, attains higher levels of
such a way as to make learning an easy development. Social constructivism,
process. When the learner himself/ going beyond behaviourism and
herself identifies an issue, engages in it constructivism, advances explanations
and makes self-assessment, learning that focus on human understanding
becomes meaningful. Though this theory founded on the social aspects of human
does not consider the social aspect of nature. It is significant to note that NCF-
learning, the perspective advanced by it 2005 underscores social constructivism in
speaks of a curriculum that is democratic the process of learning.
and child-centred focusing on human This perspective provides for the natural
qualities. development of the individual,
Yet another school of thought is connecting the individual and the society;
Constructivism that looks upon learning and ensuring the development of both,
as an active mental process that provides are important for the creation of a future
for construction of knowledge. society based on democratic values.

When the learner engages in the critical the brain should be provided to the
reflection of his/her surroundings and learner at the school level. At the same
himself/herself, he/she constructs time, children may have a special
knowledge that forms the basis for inclination towards certain areas of
shaping the society. Social and cultural cognition. Their mode of study will be
variations affect the abilities of the closely linked to this. Their development
learners. Development is possible only is also connected to this. A curriculum
when one keeps on interacting and that recognises the individual differences
questioning these limitations. As the of the learners provides scope for the
process of construction of knowledge learners to locate their fields of interest
progresses, the outlook of life gets and, by gaining progress in the field may
transformed. Education is a continuous lead to their own development along with
process of construction and that of the society. Neuro-psychology
transformation. The approach to learning also points out that the lack of proper
should be based on the ideas of social experiences in life and nutritious food,
constructivism by assimilating the tenets as well, have an adverse effect on learning.
of critical pedagogy.
3.3 Execution of the Learning
Neuro-psychology explains the changes Process
that occur inside the brain when learning
takes place. Any piece of information that Learning is essentially an internal
is gathered afresh is registered in the cognitive process. But, the school, home
brain in the form of complex web-like and other social environments constitute
structures. Today, instruments that are the physical and social aspects of learning.
capable of capturing the images of Incongruence between these two is likely
changes that take place in the brain while to create problems for learning. Though
learning occurs are available. Brain it doesn’t happen always, it remains a
development happens mostly during problem. Teachers and learning materials
childhood. There are phases of play a major role in resolving this
development for each ability. If age- problem. Learning episodes can either be
specific relevant learning experiences are formulated based on social issues or can
not provided to the learner he/she may be viewed as a form of knowledge that is
face irreversible loss in life. These essential for addressing social issues.
observations support the view that Either way, the issues outlined in the text
informal and varied games should be should be capable of motivating the
provided to the learner at the pre-primary learner who is a growing member of the
level. Learning that nourishes different society and a thinking individual. The
areas of cognition activates different areas learner begins to explore the issues. Here,
of the brain. When we try to resolve an the learner is not alone. The teacher and
issue, the related parts of the brain as a the peers are with him/ her. The parent
whole get involved in this exercise. This and the society, as well, are available for
substantiates the fact that variety of help. Obviously, discussion and sharing
learning experiences that consider the of ideas pave the way for seeking
development of all the cognitive areas of solutions to the issues. Learner’s ideas
and suggestions are given importance.

He/she gathers information regarding the activities too find space in the textbook
problem and analyses it with the help of so that parents can see what takes place
previous knowledge, skills acquired in the school. PTA meetings held every
earlier, specially prepared learning month can be a source for providing
materials and timely intervention of the specific information and reflection.
teacher. There is scope for responding Without the participation of parents, no
individually and collectively upon the curriculum can ever fulfill its objectives.
conclusions drawn. Throughout the Handbook for the teacher should outline
process, there is sharing, debate, analysis the curriculum objectives, social issues,
and scope for betterment. This keeps on the general approach towards learning,
changing the individual as well as the the approach towards the concerned
society where he/she lives. subject and the process of evaluation.
Teachers’ understanding of the physical, Clarity on the processes that are to be
psychological and social strength and carried out, the conclusions to be arrived
weakness of the learner is important. at, the attitude that must be developed,
Limiting the objective of the learning to the responses that are expected and the
the constraints around the learner is not resultant products, obviously needs to be
advisable. Instead, there should be a joint maintained. Creativity in teaching is what
effort to assist the child in overcoming the we aim at within the framework of
limitations and seeking solutions for curriculum. Teachers are expected to
ensuring higher levels of achievement. share teaching models, examples and
Designing issue-based textbooks is our experiences during professional
priority. Knowledge should not be development programmes. Efforts should
treated as a finished product. Along with also be made to make the curriculum
the context that details the issue, the locally viable in such programmes.
general information for seeking solution In an issue-based curriculum, the local
needs to find space. If not, scope should experiences of the learner are quite
be there for gathering such information. important. A curriculum becomes more
A learner should not become helpless in meaningful when the local issues are
the search of prerequisite information reflected well in the learning materials
while engaging in the construction of and the lessons. Collective efforts in this
knowledge. This would especially regard at the school level, cluster level
further the handicap of disadvantaged and panchayat level are advantageous.
children. At the same time, we should stress must be laid on access to locally
not deny the learners the opportunity for developed reading materials and books,
enquiry. Local information should be supporting documents, reference
gathered locally. In this situation, the materials, IT-based learning materials etc.
teachers, parents and the society around Children’s literature that is helpful for
should take a supportive stance in the learning is further required. Media have
endeavour of the learner. In this context, significant contributions in this area. The
the textbook has other features too. Space market based interference in the form of
could be provided for the learner to ready-made solutions that hinder the
record conclusions or reactions. Learning natural process of learning is undesirable.

It should not happen. Teachers and from getting access to quality education.
parents should be made aware of this. A The argument that facilities and
curriculum functions at its best when the opportunities that make learning easy
teachers imbibe its spirit and work on it. must be provided at school has relevance
The curriculum that we design now is not in this context. The added facilities and
meant for the teachers who either impart learning time that are extended to the
knowledge as a finished product or leave learner at school should be seen as an
the task of knowledge construction initiative for justice towards the poor and
entirely to the students and stay away needy. Likewise, physical challenges
completely. Instead, we need teachers should not act as a hindrance to the child
who are social engineers who set the in utilizing the facilities at school. To
learning issues in the right direction, by overcome the physical challenges,
continuously inspiring the learners, appropriate material support may be
asking questions and providing hints and provided. The school must cater to the
explanations. needs of such learners. Inclusive
education should be given maximum
3.4 The Right to Education priority. Girls need to get more
Every child has a right to quality opportunities at school just as they do at
education. There should be no home and in the society around them. The
discrimination in terms of economic, marginalized sections of the society
social, linguistic or gender-specific status should be given education that helps
that prevents the child from gaining access them conserve their cultural identity and
to education. The limited facilities that are linguistic originality. Curriculum should
available should not prevent the learner be flexible enough to accommodate these
aspects.

4 THE STAGES OF SCHOOLING
The structure of general education in for development of one’s personality.

Kerala spreads from pre-primary to Each experience that the child is exposed
higher secondary. The various stages to during this period results in the
such as pre-school, primary, secondary development of millions of neurons in
and higher secondary function as his/her brain. There, the building of
separate entities today. They ought to complex relations also takes place. This
become complementary to each other. is the period that helps in the physical,
Efforts are needed to maintain the emotional, cognitive and social
continuity and complimentary nature of development of the child. The
these stages. educational experience that is provided
during this period forms the basis of all
4.1 Pre-School Education the fields that he/she engages in later life.
At present, pre-school education is not a This is made possible by combining the
part of formal system of education. Pre- inborn abilities and acquired experiences
school education in the state, in general, of the child. This process starts at the time
is in the form of anganwadis which mainly of birth itself. Family background has a
focus on nutrition and child care. These great role to play in this. The factor that
institutions function primarily in rural has the strongest positive impact is a
areas. The general education stream healthy and friendly atmosphere in the
begins with the lower primary and ends family. The deterioration of the joint
at the higher secondary level. This should family system and the rapid rise of
provide the learners the opportunity to middle class tendencies reduced the
develop the abilities, skills and possibilities of a child-friendly
vocational experience that help them to atmosphere at home that helps in the
interact creatively with the society. natural development of the child's
Primary, secondary and higher secondary personality. One can easily come across
stages must be conceived to facilitate this. many a family where the parents leave
As a system that provides for school their infants at day-care centres as they do
readiness in learners, pre-school must be not find time to spare for the child due to
unified and universalised. their busy work schedule. The transition
from joint family system to nuclear family
4.1.1 The need
system forces the children to switch to
In a person’s life, the first five years are formal education at an early stage. At this
decisive as this period is the foundation stage, pre-schools must function as

centres of child care where such care is perspectives. We should be able to unify
provided scientifically. They should also all these and provide a uniform pre-school
prepare the children to get into the system, thereby making it a part of
general education stream. general education. However, this should
not be a process that facilitates primary
4.1.2 The Present Perspective stage curriculum at pre-school level.
Educationists like Comenius and It is accepted that children have a natural
Rousseau had realised the importance of tendency to acquire the knowledge and
child education. Froebel and Montessori the ability to understand the world from
developed the idea of 'Kindergarten' and their immediate surroundings.
'Children's Abode'. Theorists like Jean Children’s interest, preferences and
Piaget, Bruner and Vygotsky, while experiences assume primacy in early
highlighting the importance of childhood education. An atmosphere that
Cognitivism put forward perspectives on is replete with love, care and inspiration
learning. The key features are : and abounding in opportunities that
• by nature children are active and enhance the quest for knowledge and
inclined towards learning experimentation will make the children
capable of doing things. Preschool is not
• natural and effective learning takes
a centre that promotes reading and
place while they play
writing. It should not create any effort that
• control imposed by elders curtail the insists on teaching foreign languages
natural tendency to learn such as English either. Mother tongue
• both at school and at home, the child forms the medium of learning in these
needs to get exposed to collective schools. In short, pre-schools should not
experiences
• pre-schools are to be designed
Gandhiji on the education of children
according to the needs and
interests of children 'The education of a child should start from the womb. It
• the child ought to get ample should start with the education of the mother.'
opportunity to gather 'As far as a child is concerned there is no difference between
experiences through his/her activity and play. A child sees everything as play.'
own culture and mother 'The first lesson of a child should be about cleanliness.
tongue Care should also be taken to improve his/her
pronunciation. History and Geography can be combined
• no effort should be taken to
in the form of stories. One should not make a child write
impart any kind of knowledge letters. But he/she can be encouraged to draw geometrical
that would be difficult for the figures. Physical development should be ensured through
child to actualise activities like running and jumping.‘
mechanically
‘’A teacher should be like a mother. It would be better if
The pre-school system prevailing mothers take up this task themselves.’’
in Kerala is based on these
features. But, the prevailing system
follows multiple approaches varying in

function as training centres to gain entry the physical, emotional, social and
to primary schools. creative development of the child
should be provided. Learning is not
4.2 Primary Education mere gathering of information.
Children in Kerala are brought up in a Primary education must find space
socio- cultural setting that is quite for activities that ensure social
different from those in other states. Most interaction.
of the students who enrol in primary • The need for designing an education
schools undergo pre-school education. that treats the child as an individual
With the background of socialisation at the beginning of primary stage is
gained through group activities - playing, the felt need today. Scope for
singing and dancing together - they enter creativity in all subjects and
primary classes. They are familiar with opportunity for self-expression are
the informal way of learning. Their crucial in this context. The variety in
parents must have completed at least one abilities should be recognised.
stage of formal education at some point
in their lives and may show keen interest • The rights of the child to enjoy his/
in getting their children educated. her leisure time by engaging in
Prevailing conditions like geographical activities of entertainment should not
diversity, variety of vegetation, climatic be lost sight of. Engaging in various
conditions and water resources are rich modes of entertainment is learning
natural sources for learning. The and provides for psychological
importance attached to health care and development of the child. A close
hygiene is quite visible, in the society. relation between mental health and
Our approach to primary education, in entertainment exists and it needs to
this context should be dynamic and be strengthened.
creative. It implies : • Primary education should be
• flexible curriculum provided in an informal setting,
where every child should experience
• the child who grows by interacting the warmth of love. Child-friendly
with his/her surroundings should school atmosphere is the key to this.
get ample opportunity empower
him/herself in the ensuing period of We need a curriculum that recognises the
learning child's nature. Quite often we see its
dilution at the stage of implementation.
• effective engagement of social When the child is permitted to do art
atmosphere for strengthening the work, or given tools for experimentation
process of learning or toys or musical instruments, there
• The range of knowledge that the forms an atmosphere that encourages
child acquires should go beyond the curiosity and creativity. A process of
boundaries of textbook education that focuses on the creative
nature of the child is expected from a
4.2.1 The rights of the learner teacher who follows a democratic
• A learning atmosphere that nurtures approach.

The child should be able to integrate the designed based on the connectivity
knowledge that he/she gains from life between knowledge and society. It
situations with that of the knowledge that means construction of knowledge
he/she learns from school. It enables to should help in seeing such a
look at a theme from different angles and connectivity.
to develop one's own perspectives. Such
an approach makes knowledge 4.2.2 The method of learning
comprehensive. During the construction A curriculum that favours construction of
of knowledge, this approach strengthens knowledge becomes the focus today. At
the relations among the various elements the primary level stress is placed on
of knowledge. The learner gets to know direct experience. He/she should analyse
himself/herself and his/her his/her learning experiences and arrive
surroundings. He/she should be able to at certain conclusions. When there is
envision the development of the themes. scope to provide direct experience,
For instance, the theme - ‘food’ can be descriptive approach or a visual
developed in an inter connected way such presentation using technology need not
as types of food, collection of food be attempted. The experience provided
materials, preparation of food, scarcity of should give importance to sensory
food, food habit, nutrition provided at perceptions and co-operative learning.
school, food during festivals, myths, Teachers are part of the learning process
proverbs and stories connected to food, and this process should be enriched with
buying and selling of food items, its creative activities including games. Each
preservation, expenditure on food etc. learning instance should have space for
This will pave the way for connecting values and attitudes. The learner must
knowledge to life. The subjects that he/ be enabled to interact with everyone in a
she learns should be viewed as a means democratic manner without any kind of
for such a learning. discrimination. Right from the lower
• By the end of the upper primary stage classes all the learning activities must
the child ought to be capable of focus on developing the inquisitiveness
analysing and understanding the of the learner. Experiences and
social life in his/her locality. He/she observations of the adult should be
should gather a comprehensive idea appropriately blended with the
about the administrative system, observations of the child who is engaged
democracy, organizational activities, in investigative learning.
folk traditions, cultural activities, At the upper primary level, children
service sector, physical environment, attain the capabilities to seek knowledge
geographical characteristics, soil from different sources. Schools should
variety, methods of agriculture, nurture and provide a democratic
employment, issues concerning atmosphere for pursuing all activities. A
development, bio-diversity and the collaborative way of learning will make
lives and challenges faced by the differently - abled children more
marginalised. The learners should confident. Opportunities must be
approach all these in a critical provided for learners to interact on the
manner. The curriculum should be
social issues for developing their horizon • inclination for high imagination
of knowledge and social skills. The right • readiness to engage in activities that
of the learners to question inequality and require leadership
injustice that exist in society must be
recognized. They need to be exposed to • inclination towards group learning
various methods of learning that develop • commitment to principles
a critical conscience. It is desirable to
• tendency to establish one’s
present the same idea in multiple ways
individuality
to help the learners of different ability
levels. A collaborative way of learning • awareness regarding gender
will make them more confident. sensitivity
When such formulations on learning are • the ability to imbibe and engage in
effected in the school system, the abstract ideas
community should be informed. Teachers • willingness to engage in adventurous
should understand the rationale of such activities
a learning approach and interact with the
The curriculum at this stage should
parents on the rationale. Constructive
consider these aspects. It should also
discussion in our society on the active
create awareness in the learners on the
involvement of children from all sections
various branches of knowledge and the
of the society in the educational process
possibilities.
is an essentiality.
At present, children are introduced to
4.3 Secondary Level subject specific learning in standard VIII.
In a broader sense, secondary education At this stage the activity-based approach
covers classes from the VIII to the XII. But rooted on concepts and principles
in practice, classes from the VIII to the X becomes the mode of learning. This is the
are part of the secondary level of stage where the learner makes conscious
education and classes XI and XII are part effort to enquire and understand the
of higher secondary. All the children who various forces that operate in the society.
complete primary education are given They try to learn different ideas and
admission to the secondary level. Those theories at this stage. Emphasis is laid on
who wish to do higher secondary learning mother tongue and other
education have the chance to pursue it. languages, developing linguistic
components and strengthening one’s own
When we discuss the secondary stage, the
language competence. This is the stage
age-level of the learners assumes
where the learner is able to express his/
meaning. At this stage learners are
her ideas, construct knowledge and
teenagers. The emotional and physical
acquire the skill to use language
features of the learners have wider
effectively. The aim and duration of
implications while designing the
language learning at this level need to be
curriculum. We must create in them:
defined more scientifically. The study of
• awareness about the physical core subjects at this stage gains more
changes they undergo depth and range, and at times creates

difficulty for the learners. At present, division of subjects should be done in
Science and Mathematics equip the such a way that a learner who recognises
learner for higher studies. In the case of that he/she has made a mistake in the
science, there is a clear distinction choice made first, should have the
between Physics, Chemistry and Biology freedom to choose another field that may
from IX standard onwards. Secondary attract him/her and take up that subject
education in Kerala is universal and it without any difficulty. There should be
covers learners of all sections of the a detailed discussion on how this
society. This phase ought to create possibility could be ensured to see that
awareness in the learners regarding all the freedom and choice of the learner is
fields of knowledge and to acquaint no way curtailed. The learners should be
themselves with the resources available able to decide their paths for themselves.
in each. The activities must lead the But the secondary level, which is the
children to recognize their abilities and critical phase in general education should
identify the vocation that they should get not form the platform for any kind of
engaged in, in future. discrimination. This should provide for
We must foresee all these while changing the prevailing system of
designing the transactional strategy and dividing students into the general stream
context of the core subjects at the and the technical stream.
secondary level. We should also 4.4 Higher Secondary Level
examine if the learning of the core subjects
could be divided into the general level The Higher Secondary level is the
and the specialised level from class IX terminal stage of general education.
onwards. The general level must open Education at this level should be
up the possibilities of different branches diversified so as to form a foundation for
of knowledge for learners of all sections those who go for higher studies and those
of society. The learners must be enabled who opt for employment. We must retain
to select their own respective field of the students who are forced to
interest. At the same time, the specialized discontinue their studies at the
level ought to provide an opportunity for completion of class X by providing them
those learners who identify certain areas opportunities to join higher secondary
of interest like Mathematics or Social courses. They should have options for
Sciences and show readiness to master gaining vocational skills that would
them to go further in these subjects. All enable them to contribute to the society.
the learners are familiarized with the It is not desirable in a progressive society
general level of core subjects while they to have a section of students as unskilled
get a deeper knowledge of the and unemployed after the completion of
specialized subject they have chosen. The conventional higher secondary courses.
learner should have the freedom to select Further, a situation wherein students are
art, work experience or sports as the denied the opportunity for higher studies
specialised subject of his/her choice. But because of social and economic reasons,
the specialisation in a subject should not is also not desirable. The learners who
hinder the higher studies of a student after complete general education should
his/her secondary education. The possess the competency to enter the

employment sector directly. Those who review their admission criteria as they
wish to pursue their studies further currently restrict admission based on the
should not be denied of the opportunity. kinds and combinations of courses studied
They should have opportunities either to at the +2 stage. As a consequence, many
work while studying or enter jobs for a significant and meaningful combinations of
certain period and join higher studies study, such as, for example, Physics,
later on. For this, the present division of Mathematics and Philosophy, or Literature,
courses into higher secondary and Biology and History, are closed to students.
vocational higher secondary streams
should be done away with. Instead, the Recent trends of school tailoring their classes
higher secondary stage of general to medical and engineering courses have led
education should provide opportunity to an artificial restriction on the courses they
and freedom for the learners to select offer at school, arguably on grounds of
subject combinations that have both popularity and timetabling. In many parts
vocational and academic components. of the county, students who want to study
the arts and liberal subjects are left with very
The National Curriculum Framework few options. Schools also discourage students
opines thus in this regard: from opting for unconventional
The possibilities of choosing optional courses combinations, often on account of
of study for exploring and understanding timetabling considerations. We believe it is
different areas of knowledge, both in relation essential to keep all options open for students.
to one’s interest and one’s future career, is In case there are not enough students in a
integral to this stage. Exploring disciplines school opting for a particular subject, schools
and approaching problems and issues from could consider working out arrangements
rich interdisciplinary perspectives are with other schools in the neighbourhood so
possible at this stage. There is a need to allow that they could employ a resource teacher
for such investigations to take place between together. Such resource teachers could also
and outside the ‘subjects’ chosen for study. be employed at the block level to teach such
Most boards of study offer a variety of subject special subjects that would not otherwise be
areas in addition to the compulsory language available in a school. School boards may also
courses. There is a concern about the formal consider a more active role in promoting
or informal restrictions that operate to subjects and streams of study.
narrow the choice of subjects of study for But the higher secondary education in
students. Several boards restrict the Kerala maintains a difference in this
combinations in the form of ‘the science regard. Our aim is to make this stage of
stream’, ‘the arts stream’ and ‘the commerce education accessible to everyone.
stream’. The CBSE does not restrict the However, we cannot frame the higher
possibility of combinations that students can secondary curriculum and the subject
choose, but in view of the increasing streams to meet the needs of those who
popularity of some combinations of subjects prefer higher studies. The problem of
of study, and also because of a perception of unemployment that the Kerala society
status of subjects in relation to each other, faces is mostly among youths in the age
many such options are now foreclosed to group of 18 and 25. It is only when a child
students. Further, universities also need to who completes his/her higher secondary,

gets equipped to plunge into the field of vocation of their choice. For example, a
employment, that we can solve the learner who takes up science can study
problem of lack of skilled labourers and one of the related vocations (Community
unemployment of the educated. We need Medical Service, Lab Technicians,
to reform the higher secondary Architecture, Draftsmen, Farming, Dairy,
curriculum to address this concern. Fisheries etc.) and can gain practical
What is desirable at present is a unified experience and expertise in it. Vocational
higher secondary curriculum. Efforts are education must be provided through
needed to break the boundaries of local centres.
prevailing streams of studies-Science, During this period it is advisable for all
Humanities and Commerce that are learners to gain experience as
formulated solely for higher studies. The apprentices. For this, job clusters are
subject combination at higher secondary created at the Block level and quality
stage can be Science, Social Sciences, training centres are recognised and
Commerce, Culture and Vocational authorised to impart training. Learners
studies. Each subject combination will be given opportunity to get trained
provides the learner a deep learning in vocations that are useful to society such
experience in three subjects. As the fourth as draftsmen, farmers, dairy farmers,
subject, the learner can have a subject of horticulturists, plumbers, architects,
his/her choice. For instance, a student electricians, automobile repairers,
who selects science stream can have mechanics, computer hardware
History, Dance, Hindi or Music as his/ technicians, repairers of electronic
her fourth optional. The number of equipments and mobile phones, lab
languages to be taught is to be decided technicians, community workers,
based on the aims of language learning. carpenters, hotel managers, caterers,
This should also be based on the available cooks, masons, sculptors etc. at different
working days and working hours. At training centres.
present institutions such as Navodaya Along with the higher secondary
Vidyalayas, which follow a centralised certificate, there will be certification on the
syllabus, have only English as a skill of the learner in any particular
compulsory language. Taking into vocation. On completion of higher
consideration the conditions prevailing in secondary, those who opt for academic
Kerala, there should be opportunity to pursuit can continue in their respective
study languages including the mother discipline while for those who seek job,
tongue. The details of this have to be the certificate will give scope for
worked out later through discussions. employment.
The learners who complete their higher
secondary course get trained in a

5 APPROACH TO SUBJECTS
There is a need to effect changes in the country. Mass movements like the
transactional strategies of subjects in tune Library Movement and the Literacy
with the new curriculum. The nature of Movement in Kerala could create great
content, the method of learning and the impact in the society. These movements
role of the teacher should reflect such paved the way for the awakening and
changes. Let's examine the various ideas empowerment of the oppressed. Print
that have been formulated in different media exert their increasing influence on
subjects. the people of the state and this reflects one
of the gains of the prevailing language
5.1 Language Learning learning environment.
The formulation of the curriculum
Since 1997 - ’98 a total transformation has
framework should seriously consider the
taken place in content, methodology and
relevance of language learning in school evaluation. This has enriched language
education. Modern Linguistics and
learning. The process-oriented
Psychology underline the possibilities of
curriculum creates a conducive
multilingualism. Language learning atmosphere for the generation of
helps cognitive development as well as
language. This has helped in promoting
enhancement of logical reasoning. The
the creative skills of the learners. A
educational policy of post-independent system of examination that tests the
India is based on three-language formula.
language competency and the mental
It is suggested that in Hindi speaking
process of the learner has replaced the
regions, Hindi, English and one of the examination system based on the memory
South Indian languages are to be taught.
power of the learner. Efforts have been
In non-Hindi regions, along with regional
made to design the textbooks into
language, English and Hindi are to be comprehensive units with integrated
taught. Kerala has effectively
activities. The new curriculum helped to
implemented the three-language formula.
activate the functioning of school
Along with the three-language formula, libraries. A number of publications for
there is also opportunity in the state to
children have sprung up as a result of the
learn Arabic, Sanskrit and Urdu from the
importance given to language learning in
primary level itself. This has been of the curriculum. There are also efforts to
great advantage to the learners of the state.
include technology as well in language
The importance accorded to literacy in learning.
Kerala has become a model to the entire

5.1.1 Issues products by themselves and in groups.
Though the infrastructure has improved The problems in sentence structure, the
considerably, the learning atmosphere in selection of words, the relation between
most schools continues to be unattractive. language and expression and related
For meaningful language learning, errors made while constructing
activities that are process-oriented and discourses need to be refined.
attractive are indispensable. Library activity is an essential factor in
The new curriculum of language is based language learning. Schools where
on the principles of Social libraries function are neither effectively
Constructivism, Linguistics and Neuro- utilised nor follow a satisfactory lending
Psychology. But at the level of system.
implementation it has yet to take roots. 5.1.2 Language Learning -
Inadequate teacher empowerment A General Approach
programmes, absence of monitoring,
limitations of awareness programmes Let's look at the ideas National
and insufficient supporting system add Curriculum Framework puts forward
on to the prevailing conditions. regarding language learning.
Studies reveal that the existing language ‘It is clear that through their innate language
faculty and interaction with the family and
textbooks have limitations on the
other people around them, children come to
following grounds: school with full-blown communicative
• lack of effort for meaningful use of competence in their language, or, in many
integrated approach cases, languages. They enter the school not
only with thousands of words but also with
• loaded content a full control of the rules that govern the
• less scope for self-learning in the complex and rich structure of language at
textbooks the level of sounds, words, sentences and
discourse. A child knows not only how to
• over looking child's perspective in understand and speak correctly but also
the selection of certain texts appropriately in her language(s). She can
modulate her behaviour in terms of person,
We are yet to overcome problems related
place and topic. She obviously has the
to planning of learning activities,
cognitive abilities to abstract extremely
strategies for providing proper complex systems of language-from the flux
scaffolding, process of implementation of sounds. Honing these skills by
and evaluation process. Time constrain, progressively fostering advanced-level
abundance of activities, activities of the communicative and cognitive abilities in the
same kind in different subjects, rigid classroom is the goal of first-language(s)
period structure etc. are different set of education. From Class III onwards, oracy
problems that seek answers. Teachers are and literacy will be tools for learning and for
developing higher-order communicative
yet to be empowered to design activities
skills and critical thinking. At the primary
that suit the needs of multi-level learners.
stage, child’s languages must be accepted as
The process of refining learner products they are, with no attempt to correct them.
have not been done. The learners should By Class IV, if rich and interesting exposure
get opportunities to examine their is made available, the child will herself acquire

the standard variety and the rules of correct psychology, the new curriculum aims at
orthography, but care must be taken to utilizing the innate competency of the
honour and respect the child’s home child to use the language. This method
language(s)/mother tongue(s). It should be makes use of the child's ability to use the
accepted that errors are a necessary part of linguistic skills he/she already has and
the process of learning, and that children will
enables him/her to engage in daily
correct themselves only when they are ready
activities and express his/her ideas
to do so. Instead of focusing attention on
errors and ‘hard spots’, it would be much creatively. The experiences gained in
better to spend time providing children learner centric situations in and outside
comprehensible, interesting and challenging Kerala assume meaning in this context.
inputs. The idea of Social Constructivism put
It is indeed hard to exaggerate the forward by Vygotsky and Bruner and the
importance of teaching home languages at findings by Noam Chomsky in
school. Though children come equipped with Linguistics form the foundation of this
basic interpersonal communicative skills, curriculum. Besides the ideas emerging
they need to acquire at school cognitively from gestalt psychology and humarism
advanced levels of language proficiency. also helped in shaping the perspective of
Basic language skills are adequate for meeting language learning.
situations that are contextually rich and
cognitively undemanding such as peer- The method of learning one follows has a
group interaction; advanced-level skills are crucial role in one’s learning. It also helps
required in situations that are contextually one to acquire ideas in a natural way. It is a
poor and cognitively demanding such as set of competencies that enable an individual
writing an essay on an abstract issue. It is to approach knowledge or objects, to collect
also now well established that higher-level
information and to analyze them.
proficiency skills easily transfer from one
language to another. It is thus imperative that Competencies like:
we do everything we can to strengthen the
· Intervening in group activities
sustained learning of Indian languages at
school.’ · Participating in activities
(NCF-2005, P-37,38) · Establishing relationship with others
Language is not a mere medium of · Solving problems
communication. It is also the social and influence one’s method of learning
cultural reflection of a society. We
express our thoughts and ideas through A recognition of the method of learning will
our language. One also engages in help the teachers to choose the responsibilities
creative activities and enjoys works of art to be allotted in the process of learning. It
with the help of language. Language is will also help the teachers to select the tools
also essential to weave the threads of that can be used. Teachers should be aware
social life and to understand and analyse that students have different methods of
the ways of the world. Thus language has learning and that the experience of learning
had a crucial role in the evolution and should be suited to the individual's unique
development of human kind. method.
Instead of banking on the behavioural

Activities • major part of language learning does
not take place as a result of direct
The quintessence of learning a language is a
teaching. One learns language non
method of learning that is co-operative and
consciously by interacting with
collaborative. We have to go much further
elders
in this field. Teachers are not able to provide
the scaffolding necessary for children to • the learner has the ability to acquire
acquire new knowledge through group even the complex processes and it is
activities. Teachers should be able to essential to provide them
convince the students of the need for a opportunities to engage in such
participatory method of learning and to processes
create suitable circumstances to encourage • language has multiple functions in
this. Models of teaching that inculcate this daily life and participation in such
skill should be developed and these models functions provides for development
should be made widely available to teachers. of language proficiency
Multiple intelligence of the learner need to • language learning progresses from
be addressed and experiences in learning has whole to part. It is natural and
to be provided to the learner in such a way psychologically meaningful to move
to connect the languages across the from the holistic form of ideas to the
curriculum and the subjects with each other. elemental form of words
Classes that promote the learning of
Like the whole-language approach, the
language in connection with the experience
theory of Multiple Intelligence is another
of the content of other subjects should be
source of influence in the curriculum
arranged. This is one way of considering
reform effort. The theory outlines that the
the method of learning of each student.
different parts of the brain are related to
5.1.3 Whole-Language Approach different abilities of the individual. As
brain development takes place at a great
The important features of Whole-
pace in early ages, the child needs to get
Language Approach are given below:
exposed to a variety of experiences. More
• learner autonomy promotes learning. researches are needed for unfolding the
Learning gets maximised when the various aspects of Multiple Intelligence.
learners engage in activities. A
The new approach recognises the social
community of learners who take up
aspect of learning. The construction of
activities controlled by themselves is
knowledge takes place by means of social
envisioned
interaction and sharing. This is essential
• the innate abilities of the children to to enable the child to understand the
grow and learn are taken into account. world that he/she lives and also to
This ability needs to be nourished develop the skills essential to react
• learning gets enriched by social creatively and effectively. Generally, this
interaction. It is advisable to engage form of learning seeks dialogical,
the children in discussion, share collaborative and co-operative
ideas and act collectively in finding atmosphere.
answers to problems

5.1.4 Learning materials • should be creative and possess the
Though we recognise the fact that a variety ability to provide constructive
of learning materials, instead of a single suggestions on the work of the learner
textbook is essential for learning • develop a critical perspective of the
language, this has yet become a reality. world around them and also equip
Organised efforts are needed in this the learners to do the same
direction. The school and class libraries Formation of such a community of
ought to provide better facilities. If teachers would result in the creation of a
necessary, reading materials have to be generation that uses language for critical
developed at the district level or at the and creative purposes. Keeping this in
local level. view, well-conceived teacher
At the State level, we need focus on a empowerment programmes are to be
common curriculum, a framework for the planned and executed covering all the
textbook and teachers’ handbook. The teachers of the state. Evolving a
textbooks may be prepared at the district monitoring mechanism for ensuring the
level, considering the regional elements. quality of curriculum transaction is
As a first step, this can be initiated at the equally important. A mechanism
primary stage. involving local self-government,
Movies that would be interesting to education officers, DIETs and BRCs
children, extracts from newspapers which would help in strengthening teacher
contain social issues and interactive CDs quality.
could be used for language learning. This 5.1.6 Evaluation
will be of help in deciding the mode of
study of each learner and once the mode We should carry out a comprehensive
of study is identified, learning becomes and continuous evaluation programme in
enjoyable. order to assess the level of achievement
of the learner and to plan activities on a
5.1.5 The teacher regular basis. Practical methods that help
Our vision of language teachers suggest us to classify every learning activity
that they: under specific areas of study should be
developed. The evaluation programme
• demonstrate keen interest in reading should gradually upgrade itself by
and developing knowledge. They reducing the importance of terminal
also engage in cultivating reading examination and by strengthening the
habits in children continuous evaluation process.
• should be capable of interacting with
the learners effectively 5.1.7 Learning the mother tongue
• should be capable of clarifying the During the phase of language acquisition

doubts raised by the learners and mother tongue gets strongly rooted in the
kindle the spirit of enquiry in them learner's mind. It is the best medium for
the learner to express his/her emotions
• should have the ability to ask thought and ideas. Mother tongue can be made
provoking questions and lead the use of for a variety of purposes in the
learners in the process of learning
school curriculum. It provides
enabling conditions for the The baby takes its first lesson from its mother. I, therefore,
construction of knowledge. regard it as a sin against the motherland to inflict upon
her children a tongue other than their mother’s for their
Our curriculum provides space
mental development.
for the study of different Indian
languages and foreign Gandhiji
languages as well. It gives an
opportunity for the learners to interact situations for engaging the learner in
with different streams of culture as they different language discourses. We should
learn different languages. This is helpful also create an atmosphere that helps each
to attain excellence in different fields of learner develop a genuine inclination for
life. But, at the same time, we have not language.
been able to make the study of mother In general, three language formula is
tongue comprehensive and mandatory to followed from classes V to X. But in
all. The prevailing complacency has Kerala, there is an opportunity to learn
affected the study of mother tongue four languages. Along with the mother
adversely. We are quite late in realising tongue, English, Hindi and opportunity
the negative impact of overlooking the to learn Arabic/ Sanskrit/Urdu is
importance of mother tongue. In other provided. Those who opt languages
states of India, while learning of mother other than mother tongue should have
tongue is mandatory in Kerala, one can scope for gaining proficiency in mother
complete school education without tongue.
learning mother tongue. The study of any At the higher secondary level, more
subject is done basically through language combinations should be framed.
language. It becomes meaningful if it is Here, opportunity should be created to
done through mother tongue. The learn different languages by relating them
learners must be given the opportunity to art, culture, technology and commerce.
to learn their mother tongue in all stages Learning methodology could be arranged
of schooling. Learning mother tongue in such a way as to initiate the
needs to be viewed as the learners' right. inquisitiveness of the learner regarding
At the primary stage focus should be the possibilities of language. The benefits
placed on language learning. An of Applied Linguistics must be made use
integrated approach that is flexible in of. An integrated mode of teaching
nature can be help us in accomplishing subjects like Ayurveda with languages is
this. For instance, Mathematics or studies advisable.
on the environment can be studied
through integrated approach. 5.1.8 The medium of instruction
Language learning at the primary level In a multilingual society, the medium of

should be based on the experience of the instruction is an area of concern. There is
child. He/she should learn the language a general belief that English should be the
by reacting to his/her surroundings and medium of instruction at schools as
by analyzing them in an imaginative higher education is in English. But every
manner. There is a need to create familiar democratic society recognises the

relevance of mother tongue as medium Multilingual World', UNESCO states that
of instruction. Beyond the role of mere keeping a language away in the process
communication, language reflects the of education would lead to its death. In
culture and heritage of a society. It is also the international pact that was drawn on
the medium of thought. This realisation linguistic rights it is stated that:
forms the basis for recognising mother • everyone has a right to be educated
tongue as medium of instruction. in one’s mother tongue
Further, research in psychology has • at the national level, language of the
underlined the fact that individuals have linguistic majority has a space
much to gain if they learn an idea in
mother tongue. Learning languages other • there should be scope for learning
than mother tongue becomes strenuous. diverse cultures so as to develop
Processes like concept attainment and positive attitude towards minorities,
construction of knowledge take place regional languages and sub-cultures
meaningfully and effortlessly through • there should be opportunities for
mother tongue. Construction of learning international languages
knowledge does not mean a mere
Today, Kerala has schools with
gathering of information. It is an internal
Malayalam as well as English as medium
biological process. The development of
of instruction. Privatization and the
neurons and the establishment of their
growing competition that take place in the
inter-relativity results in learning. Every
field of education promote English
experience creates a web of neurons and
medium schools. This tendency can be
the new web of neurons forms over the
seen in the middle and upper strata of the
existing web. This process provides for
society. The National Curriculum
cognitive development. The process of
Framework points out that there is a
cognitive development becomes natural
deterioration of values among learners of
and effortless if the process of learning is
such elite schools. This can be attributed
set through mother tongue.
to the medium of instruction followed in
Theorists like Piaget, Vygotsky and these schools. A language that does not
Chomsky have made observations on the assimilate the thoughts and ideas of
link between thought process and learners of Kerala society cannot facilitate
linguistic ability. Vygotsky opines that well their cognitive development.
language is the tool for the execution of
We should avoid abstract experience that
thought. When thought and language
fails to communicate with the learners.
commingle, linguistic development takes
Language used in textbooks should be
place.
comprehensible.
Psychologists like Bruner points out that
The importance accorded to the standard
education leads to the process of identity
variety of language affects the mother
learning. Learning an idea in a foreign
tongue adversely. The domestic
language as the medium hampers the
language and the dialectical variant of the
identity learning process.
mother tongue used by the child should
In the document titled 'Education in the be recognised. Language should not be a

stumbling block in the construction of • language learning is a spiral process
knowledge and self-expression. • language learning takes place from
5.1.9 Learning English
whole to part
Language learning has great importance • texts that generate organic experience
in empowering the individual. As a must be provided to the child to help
universal language, English has been him/her traverse through a variety
given due importance in the curriculum. of discourse forms
In Kerala, learning of English language • the language used should influence
begins at class I. At the higher secondary the emotional orbit of the learner
level, English is taught as the First • the quality of the language used
Language. matters more than its quantity
The present learning materials and • language exists as meaningful
pedagogic practices do not consider the discourses and the child gains
innate linguistic ability and thought experiences at the discourse level
process of the learner. The inherent
limitations of language-learning • free thinking and the expression of
packages based on behaviouristic ideas ideas need to be stressed at all levels
have been realised recently. Yet, this
5.1.9.1 The Primary level
aspect is not considered in our
discussions on language teaching. • integrated approach is significant at
this level
It is in this situation that we need to
analyse the real issues embedded in the • simple discourses such as
learning of English rather than trying to conversation, rhymes and story need
switch over the medium to English. to be focused
Ensuring quality in the process of learning • it is desirable to introduce children
English assumes primacy in this context. to writing at class II
We must provide essential conditions for • English language learning could be
the acquisition of language in a natural started in standard I without making
manner. The basic premises are: it a burden for the child
• there is an innate linguistic ability in • code Switching will be an effective
children strategy at the lower levels in order
• language learning is a non-conscious to make the students imbibe
process discourse forms in language
• language-learning takes place by • avoid written examinations at the

developing an intuitive theory Lower Primary level
construction in the learner • at the Upper Primary level,
• language ability is the development comparatively higher discourses like
of an inner competence to make use story, poem, conversation, proverb,
of all language skills notice, letter, poster, report and diary
could be included

5.1.9.2 The Secondary level • the skill to read and comprehend
• at this stage, discourse forms like one literary forms
act play, autobiography, travelogue, • the readiness to engage in
screenplay and biography could be conversation
attempted, apart from the ones • the ability to respond in the target
envisioned in the upper primary language spontaneously
level
5.1.10.1 Higher Secondary
5.1.9.3 The Higher Secondary level
• opportunity should be made to
• at this stage higher order discourses choose Hindi from among different
like novel, essay, screenplay, script languages
and seminar could be included along
with the discourses that are included • learning experiences should be
at the secondary level designed to develop ability to
communicate effectively. This
• the learner has to be given should take into account the formal
opportunities to realise the and informal use of language.
possibilities of these discourses in the
visual and print media • learners need to be familiarised with
Hindi literature
• critical analysis of texts to realise how
semiotics work in manufacturing • Hindi language and literature could
consent is relevant at this level be made an optional subject at this
level
• at present, Communicative English
and English Literature are part of the 5.1.11 Arabic
higher secondary syllabus. The
Arabic could be taught from the first
communicative aspect of any
standard itself for those who opt it. The
language is an essentiality and as
learners who choose Arabic should
such both need not be seen as
develop the skill in communicating in
separate entities
Arabic by the time they reach the
5.1.10 Hindi secondary level. The cultural aspect of
Arabic need to be meaningfully
Hindi deserves to be given more addressed.
importance as it is the official language
of India. We must equip the learner to At the higher secondary level Arabic
develop communication skills in Hindi could be considered as an optional
that could be of use in real life situations. second language. It could also be an
The system of learning must stress upon optional subject of study.
conversation, reading and writing. It is
5.1.12 Sanskrit
from the fifth standard that the learners
are introduced to Hindi. We must Learners who opt Sanskrit could be given
develop in the learner: the opportunity to learn it from the fifth
standard onwards. At the secondary level
• the ability to use various discourse
stress must be placed on learning the
forms in a confident manner
language as well as its cultural aspects.
At the higher secondary level, it could be constructed socially is termed Science and
taught as an optional second language its applications, technology. These
and also as an optional subject. Literature developments helped in the survival of
and culture must be given prominence at human beings. It is the responsibility of
this level. the society to hand over the knowledge
and tools thus generated to the next
5.1.13 Urdu generation.
Those who opt for Urdu can learn it from While handing over the wealth of science
the fifth standard onwards. At the to the next generation, it is important that
secondary level, more stress must be laid the following ideas are considered:
on learning the language as well as its
cultural aspects. • science cannot be viewed as a
finished product. Knowledge is
At the higher secondary level, it could be constructed through experience. The
taught as an optional second language process-oriented method of learning
and also as an optional subject. Learning helps the learner construct new forms
literature and culture must be given of knowledge
prominence at this level.
• concepts and ideas in science that the
5.1.14 Foreign Languages learner constructs should have
linkage with real life situations
Learners who wish to study a foreign
• considering the nature of content,
language should have the freedom to
science is organised in terms of
study it at the Higher secondary level.
Physics, Chemistry and Biology. This
Necessary arrangements could be made
form of organisation does not help in
according to the availability of teachers.
understanding how things exist or
It is not advisable to let students choose
events occur in the universe. It fails
a language even if no teacher is available
to provide a comprehensive
to teach that language. The learning
understanding of how science is
process must be based on discourse
integrally linked to different spheres
forms. Proper exposure should be
of life. What we need in this context
provided to learn the literature of the
is an integrated idea of science. It is
chosen language.
desirable to branch of Science as
5.2 Learning Science different subjects for in-depth study
at higher levels
During the primitive period of life,
human beings explored the world around • the prevailing dichotomy of theory
them through physical interactions, using and practice needs to be replaced by
sensory organs and intellect. They creating opportunity to form theory
observed their surroundings and based on practical experience
analysed what they perceived. Physical, • every society has its own traditional
intellectual and social interactions with form of knowledge. Such knowledge
nature helped them to generate needs to be analysed scientifically
knowledge and appropriate tools as well. and what is acceptable should be
Later, the knowledge and tools thus interrelated with the realm of
modern science
• the society in which the learner lives environmental values and for the
is full of contradictions and welfare of the society. Science
discriminations based on gender, education should aim at equipping
wealth and cultural experiences. This the learner against the misuse of
may influence the treatment of science
concepts in science curriculum to suit
the privileged class. It is essential in 5.2.1 Background
this context to view science as a tool Science Education in Kerala and in the
for liberation. The study of science in country is facing myriad challenges.
a competitive society should enable Perhaps it is an area that has been widely
the learner to realize his/her identity criticized for its content and pedagogic
and take a firm stand on what is right treatment. The criticism, to a certain
• knowledge is dynamic. It does not extent, appears justified as we are not able
provide a final answer. The history to device a suitable approach for the
of science and evolution of learning of science and to accommodate
knowledge prove this. This very latest development and trends in the
nature of science needs to be realized field. The experiments that are given in
by the learner the prevailing textbooks are not indented
to make the learner discover facts and
• science should not become a tool for they also limit the scope for enquiry. The
creating imbalances in nature. It relevance of doing experiments and
should be used based on social and observations is either lost or undermined
Awareness of Science
It is hard to provide a universal definition for the term awareness of Science. It
could be referred to as an attitude that we develop while approaching an issue.
The thought process that is involved is also important. Such awareness if based
upon the spirit of enquiry, the readiness to question and the willingness to be ques-
tioned. It accounts for:
• the ability to observe things in a minute and perfect manner without prejudice
• the skill to measure and document a piece of sample information
• the ability to analyze and interpret data
• the skill to arrive at certain conclusions according to the data collected
• approval of the right to question and to be questioned
• insistence on decision-making according to the evidence gathered
• the readiness to re-examine the conclusion that is made, in the light of new evi-
dence that is gathered
• the ability to identify what is unscientific
• broadmindedness
• a respect for the right of others to take a different stance
• the commitment towards logical reasoning and factual enquiry
• awareness of the possibilities and limitations of science

by the practice of giving in the textbook temperament of the learner are yet to
all the details that are to be explored. This, find space
intern, curtails genuine interest of the • examination centric textbooks and
learner and the scope for enquiry. Life learning process
around us is more complex and different
than what we see in our textbooks. In fact, • incongruence between the content,
science education does not help in and the level of the learner
fostering the competency for analysing • scientific temperament and science
and discussing possibilities for solving literacy are not addressed adequately
problems that the individual and the
• learning of science fails to become
society face. It also fails in creating even
interesting and challenging to the
the right attitude that is required for
learner
solving a problem. There is no scope for
developing scientific awareness. Science • construction of knowledge has not
fails to become an enabling area of study been duly recognised
if the learner does not get access to the • science education has yet to become
process of learning science such as life related
observation, data collection, data
• mechanisms for empowering
analysis, arriving at conclusions etc. A
learners in the pedagogic practices
learner, like a scientist, should get
are yet to be strengthened
opportunities to engage in different
projects and to be familiarized with the • the assessment of effectiveness of
process of scientific enquiry. teaching science is completely
neglected
5.2.2 Major criticisms
5.2.3 What the Society Demands
The major criticisms levelled against the
prevailing science education may While deciding curriculum approach,
include: teaching learning process and content, it
is essential to keep in mind long-term as
• there is a notion that the aim of
well as short term needs of the society.
science education is to transmit
We have to aim at creating a generation
knowledge that has already been
that can construct knowledge and resolve
gathered
issues in the fields of agriculture,
• the learning process is neither industry, health, communication,
process-oriented nor learner-centred, information technology etc. Keeping in
thus the learners do not have the view the concept of sustainable
opportunity to engage in learning development of Kerala society we have
activities and construct knowledge to make new strides in production sector
• there is a tendency to promote rote- by linking the resources and the human
learning of concepts in science to capability available in our society. In this
excel in examination context the following need to be
considered:
• the innate curiosity and scientific
• emerging opportunities in

employment sector need to be Thus, the aims of science education
utilised to the maximum include:
• locally viable technology needs to • development of scientific
be developed temperament and its application in
• scientific vision of the universe, daily life
scientific method of enquiry, • engagement in scientific methods
awareness of the environment, like observation, experimentation,
concept of sustainable development, data collection, interpretation of data,
value consciousness etc. are to analysis, theorising, examining for
become an integral part of the civil construction of knowledge
society • nurturing the ability to examine
• process skills are equally important scientifically the problems of daily
as the content life as well as social issues and
• inter-disciplinary approach is seeking logical solutions
gaining ground today in the field of • recognising and developing one’s
science including research own interests and abilities in
technical and vocational fields
5.2.4 Aims
• encouraging the development of
By the time the learner of today gets logical thinking
involved in the process of production in
the society, the nature and the needs of • imbibing a humanistic outlook and
the society would have changed developing a world view based on it
considerably. Besides, the changes occur • recognising the importance of
at a rapid pace and Science and understanding historical
Technology would continue to occupy a development of ideas
central position in becoming the • nurturing lateral thinking ability for
inspiration behind such changes. Every enabling the learners to look at things
student should ideally have imbibed a from different perspectives and to
scientific literacy, that would consist of an seek new solutions
awareness of scientific ideas and scientific
methods that will enable him/her to • developing scientific literacy that
intervene effectively in such a society with provides for building awareness of
self-confidence and to contribute towards scientific process
its progress. The main aim of science
5.2.5 Changing Approaches
education is to equip a student with a
scientific mind which will enable him/her The approach of science education has to
to deal with the problems logically and be changed to achieve the aims stated
to take decisions. Along with these, it is above. The conventional notion on science
necessary to take into account the education that transferring accumulated
interests and aptitudes of the learners knowledge about the universe has been
while designing the curriculum. changed almost four decades ago. After
this, the idea that process of learning

science is as important as the content of that the learner ought to possess in order
science came to the fore. But now to engage in scientific study. They are:
prominence is given to the view that there • observation
are other areas to be considered apart from
• data collection and documentation
process and content. They are:
• classification
5.2.5.1 Knowledge Domain • measurement and charting
Every student of science ought to be • data analysis
aware of the latest theories and • engaging in experiments
developments in the field of science. This • identifying variables
accounts for facts, ideas, laws, the present • questioning
status of learning and the correlation of • generalisation
science and social issues. These could be • problem solving
accomplished by observation and • arriving at a hypothesis
experiment, discussion, debate, project • decision-making
work and reference. • communication
5.2.5.2 Science Process Domain • predicting and inferring
• handling tools
This area helps to understand how
scientists construct knowledge and how 5.2.5.3 Creativity Domain
the learner can do it by himself/herself.
Science education is now viewed upon as
A process could be defined as a series of
the process that helps the learner gather
steps that aim at a particular result. The
information about some aspects of
ability to identify new ideas and analyze
science. This perspective overlooks the
them to reach a conclusion is termed as
creative thinking of the learner. The
process skills. Process skills are
learner should be given chances to
developed by collecting ideas and proof
explore new paths in the acquisition of
and by arriving at conclusions after
scientific knowledge. The learner should:
deeper analysis.
• develop the potential for
Concept formation is an essential part of
visualization
any kind of study. One can distinguish a
‘being’ which one has not seen before as • develop the skill to design an
a ‘living being’ as one has attained a experiment
concept of what a ‘living being’ is. When • correlate ideas and facts in a new
a particular matter gets disappeared in manner
water, a learner realises it as dissolved in • find an alternative utility for
water as the concept of dissolving is materials
imbibed by him/her. But, in order to • find answers for problems and
internalize an idea, the learner has to go puzzles
through a series of learning process. The
• start fantasizing
idea that the learner forms through
• design tools and equipment
observation and experimentation is his/
her own. There are certain process skills • start dreaming
• think differently
5.2.5.4 Attitudinal Domain tools and equipment used at home
The essential aim of science education is • making use of the process of science
to crate a change in attitude and develop to solve the issues in daily life
new ideas regarding values. Even after • developing ability to evaluate the
acquiring new ideas and process skills, if events related to science
there is no change in the learner's attitude • taking scientific decisions in matters
towards the society, science education of food, health and life style
will have no practical meaning. Even the • developing an inter-disciplinary
ones who have reached higher levels of approach
science education are seen to be making
unscientific decisions in life. Science 5.2.6 The Importance of Scientific
education should try to bring in a change Enquiry
in aspects like attitude, values and
The pivot of science education should be
decision-making. Therefore, science
the development of the spirit of scientific
education has to take into consideration
enquiry. With the help of science
these aspects as well:
education, all learners should acquire
• the learner ought to develop an skills like investigating, planning and
inclination towards scientific execution of experimental study and
knowledge and science education identification of the tools and equipment
• he/she should develop faith in one’s to be used and data collection. There
ability should be a spirit of enquiry in the
• he/she ought to understand and learners to understand the research
value human emotions methodology of scientists and construct
new forms of knowledge.
• he/she ought to be sympathetic to the
others and their attitude 5.2.7 Learning Methodology
5.2.5.5 Application Domain When there is a change in the attitude

towards the skills that are to be inculcated
If the learner is not able to apply the
in science education, there will be a
knowledge that he/she has gathered,
change in the learning methodology as
there is no meaning in imparting science
well. Science learning is something that
education. If the practical level of science
students do, not something that is done
education could not be related to life, the
to them. Science education should be an
learner will not find it to be of any
active learning process. We should
significance.
remember that it is not only manual
The elements of Application Domain are: activities that can be creative, even mental
• observing science concepts in daily activities too can be creative.
life
5.2.8 Activity-Based
• making use of the concepts and skills
that are imbibed for solving issues It is not a point of debate that learning is
related to technology activity-based. What we hear, we forget.
We may remember what we see. But
• forming ideas about the scientific
when we do something, we understand
principles behind the working of
it fully. But there is every chance to information through the right perspective
conclude that activities like playing, and by analysing and interpreting it.
songs, dramatisation, experiments in
which the learners physical participation 5.2.10 Connecting to Previous
is needed alone can be termed as Knowledge
activities. The problem of such an attitude Social constructivism aims at the
is that activities are taken up for the sake reorganisation of knowledge already
of activities. Learners may derive acquired by the learner. This has great
pleasure out of it but there is no assurance relevance in science education. Studies
that to has taken place. reveal that the learner's mind is not empty
A good learning activity has to: regarding scientific knowledge; he/she
has certain ideas and opinions about
• help in forming concepts and clouds, gases, motion, living beings and
developing skills changes that are perceived in the world.
• ensure participation of all It is quite natural that children possess a
• motivate the cognitive development basic idea about the aspects of nature just
of the child like adults. These notions may differ from
those of the scientists and need not
• be planned in advance so that the subscribe to reality.
learner must feel it enjoyable and
challenging The traditional pedagogy was not
concerned about the previous knowledge
• be suitable to the age and nature of or thought process of the learner.
the learner Therefore, the teacher-centred
In science education due focus needs to pedagogical system had no intention of
be given not only to content and process changing this situation. However, studies
but to the different areas discussed above conducted in the last decades have shown
as well. The teaching learning strategies that the amount of previous knowledge
for this need to be discussed further. that the learner possesses could be
creatively influenced by the constructivist
5.2.9 Construction of Knowledge idea of teaching.
All the new schools of thought give equal There are children who believe that a
importance to knowledge, process skills, particular form of energy emitted by the
thinking skills and attitudinal-creative- eye falls on the objects and that helps us
application domains in the process of see them. We can also find learners who
learning. This is a general idea that has believe that solids and water are
been accepted by the modern consumed as food by plants. Such wrong
constructivist school. Human beings are notions are the basis of their science
not passive recipients of knowledge; they education. These ideas, wrong in
are the constructors of knowledge. themselves, should provide a platform
Learning takes place in a social setting. to analyse one's ideas by experimentation
Real learning does not take place by a and observation and to lead one to a
mere gathering of information, it is done correct conclusion. If this process does
only by looking at the piece of not take place, the learner would have the

tendency to maintain the traditional specific task. If not, there is every
outlook on the different aspects of nature. chance for some of the group
Therefore, it is the duty of educators to members to dominate and for some
lead the child to unlearn wrong notions. others to remain inert
The learner should be enabled to relate • the involvement of each group
his/her new experiences and ideas with member should be evaluated
the previous knowledge he/she has
acquired and examine them with the help • an effective monitoring system
of the teachers and apply the newly should be in place
constructed knowledge in a practical
5.2.12 Team Teaching
situation.
It is proven fact that the collective efforts
5.2.11 Co-operative Learning of teachers is highly effective not only in
Co-operative learning is an effective planning teaching-learning activities but
learning method in science education. in actual classroom teaching as well.
Though this is another version of When a group of students engage in an
collaborative learning, we must bear in experiment, the presence of two or more
mind the fact that it is best executed in teachers will be of great help. Teacher
smaller groups. competence alone need not ensure
teacher effectiveness. For this, innovative
There can be three methods for Science techniques like team teaching should be
Learning: taken up by teachers.
1. Individual learning: Every student
fixes a specific aim and works 5.2.13 The Nature of Science and
towards the achievement of it. Science Education
2. Competitive learning: Students By interacting with the society, a child

compete with each other and learn. develops a variety of notions about the
nature of science. The supremacy of
3. Co-operative learning: Students co- science and the perfection of scientific
operate and work towards the theories form a part of this. The personal
achievement of a common goal. experience of the learner through suitable
The traditional classroom was learning activities provides him/her
characterized by the first two types of proper awareness on this. A mere
learning. But, the third method is found learning of scientific ideas and theories
to be more effective. This method helps will not enable the learner to understand
the learners to develop a creative attitude the nature of science. Acquisition of
towards others and the field of study scientific ideas will not, by themselves,
itself. Certain points have to be borne in develop a scientific perspective.
mind while executing this in the Experiences that facilitate this should be
classroom: provided to the learner right from the
• a heterogeneous group will be of beginning of his/her schooling.
help At the beginning stage, the student
• each member should be given a should go through concrete experiences

that help him/her get acquainted with contributions of some of the
various aspects of nature. This does not extraordinarily brilliant scientists (the
mean that the curriculum should avoid contributions might have arisen from their
abstract ideas. A learner who goes intellectual brilliance, from the
through a proper learning experience opportunities they came across, or even
would gradually gain processing skills accidentally) the learner may come to the
and the ability to internalize abstract conclusion that science is a field of
ideas. A learner who possesses the spirit endeavour meant only for the
of enquiry should be encouraged to extraordinarily brilliant. Learners must
discuss and share his/her findings with be made to understand that there are
the peer group. This will enable the several others who are actively engaged
learner to internalize the concrete in scientific enquiry around the world.
experiences and to assimilate the abstract They should believe that activity in
ideas. We must remind ourselves of the science is meant for everyone.
fact that presenting scientific facts through
textbooks or lectures is not a suitable 5.2.15 Time constraints
method for science education. At every It is widely accepted that science
point during the lesson the student education and evaluation should be
should feel like asking 'How do you know activity based. While planning activities
that is right?' It is only when such the time available for the learner should
questions arise that the curriculum and also be considered along with the learner's
the textbook and the teaching are justified. nature and the suitability of the activity.
The time that the learner gets inside and
5.2.14 The Relevance of the
outside the classroom and that which he/
History of Science
she dedicates for the learning activities
It is not suggested that the learner should related to other subjects should be taken
find out everything for himself/herself or into consideration. This shows the need
that he/she should find answers to all for an integrated approach towards
questions. Depending on the learner's subjects and the collective efforts of
age, nature, the specific subject taught, teachers handling different subjects in a
other methods may have to be used. At class.
some points, a historical method may
have to be used. This is also essential to 5.2.16 Relevance of Laboratory
inculcate a scientific temperament. This A well-equipped laboratory is not a an
is one field that is not sufficiently indispensable factor at the lower level to
considered in present-day textbooks. make science education effective.
This is necessary for the student to Teachers can make use of low cost
understand how science works, and for materials that are easily available for
the recognition that the present advanced effective teaching-learning process.
state of science and technology is the Science education is at its best when
accumulated result of the work of many learning takes place tapping the
scientists over the centuries. However, possibilities of relating scientific concepts
we must be conscious of the fact that with the surrounding of the learners. Of
when studying about the revolutionary course, along with all these, there should

be provision for a good laboratory, experiments should be evaluated
especially in the higher classes. The • the relevance of multiple choice
learners must be familiarised with how questions in evaluating science
to handle the laboratory equipment. learning has been widely criticized.
For the effective use of laboratories They are inadequate to evaluate the
teachers need to think of: higher order mental processes
• keeping the laboratory clean • evaluation should give importance
• classifying and labelling every piece to assessing performance in which
of equipment skills of the hands and the mind are
at work
• ensuring freedom and opportunity to
all teachers to handle the equipment • in science education, it is difficult to
in the laboratory separate the process of evaluation
from the teaching-learning process
• providing opportunities for all
learners to handle all equipment and The following areas of science education
article in the laboratory need to be evaluated:
• ensuring safety measures in handling • experiments

the equipment, but it must not be at • the process of experimentation and
the cost of opportunities provided to observation
the learner • projects
• providing the learner the opportunity • skills that exhibit a scientific
to do the experiments instead of the temperament
teacher doing all experiments for the • attitude
learners • outdoor activities
5.2.17 Evaluation • journals

• the use of library
A comprehensive and continuous
evaluation is the practise of evaluation we • co-operative tests
put forward for all subjects. The • self-learning
traditional method of class tests is not • concept mapping
sufficient to evaluate the child. All the • drawings
abilities of the child should be subjected
• problem solving
to evaluation. Multiple choice questions
• research
are not suitable to evaluate mental
processing of the highest order. The • debate/group discussions
following elements have to be considered
5.3 Social Sciences
while evaluating the learner:
The study of Social sciences needs to help
• learners should not be evaluated
the learner understand social reality and
solely by the written mode of
equip him/her to react to social
examination. Skills developed by the
situations. The learner of social science
process of science education
can not go forward ignoring the growing
including the ability to do
influence of caste, race, superstitions and
unscientific practices in society. The Kerala experience has helped us in
learner needs to understand social analysing things beyond the ideas put
realities like unemployment, alcoholism, forward by NCF 2005.
drugs and increasing rate of suicide in our
society and analyse the cause and effect 5.3.1 Issues and Limitations
of such issues for finding solutions to • teachers are not equipped to
them. The employment opportunities in approach the curriculum in a
the fields related to science attract most comprehensive manner and to
of the learners towards science. transact it in true spirit
The concept of activity-based, process- • most of them have a wrong notion
oriented learning could not be actualised that textbook and handbook are the
in the learning of the social sciences. The only materials for curriculum
curriculum revision of 1997 made efforts transaction
to make the study of social sciences • lack of competent resource persons
activity-based and process-oriented. At in teacher training programmes
this stage the values and attitudes that • lack of awareness about textbooks
have to be inculcated by learning social suitable to activity-based classroom
sciences were stressed upon. The
• classrooms that depend only on the
possibility of integrating science and
traditional learning materials
social sciences was discussed. Utilization
• inefficiency of teachers in
of local resources in order to facilitate the
overcoming the academic issues by
learning of social sciences was also put
proper planning
forward.
• lack of continuity of cluster meeting
Social sciences was integrated with
of teachers, complacency in utilising
language and mathematics in I and II
innovative strategies in teaching-
standards. In the III and IV standards,
learning process and lack of effective
science and Social Sciences were
monitoring system
presented as Environmental Studies.
• lack of books and other materials that
From the V to X standards, Physical
are required for gathering
Sciences were separated from Social
information
Sciences. In the higher secondary classes
a completely subject oriented approach • difficulties faced in continuous
was put forward. evaluation
• lack of means to ensure whether
Social Science curriculum that stresses on
learners make use of the values and
social justice faced a lot of limitations.
attitudes they have acquired in their
Lack of proper infrastructure and inability
daily lives
to utilize local resources caused problems
in learning Social Science as in the case of • lack of parental awareness on latest
other subjects. learning principles
• lack of proper interventions from the
The above observations are based on the
part of local self government bodies
suggestions made by the National
Curriculum Framework 2005. But yet, the • the different subject combinations in

social sciences/commerce at the • creating awareness on production
higher secondary level and distribution of wealth and
• over loaded content, and economic relations in society and to
arrangement of it not suitable for equip the learner to intervene in
spiralling of facts and figures economic matters in favour of the
larger interest of the society
• lack of possibility for critical
• formulating ideas regarding social
assessment of information given
structures , its development and its
• dearth of scope for converting pieces relationship with social contexts and
of information gathered to the role of economic relations in social
knowledge development process
• over looking the fact that different • forming conclusions about power
subjects that come under Social structures evolved in different stages
Science have there on method of of human development, systems of
study and approaching all subjects administration and the state
in the same fashion • developing awareness on democracy,
• lack of proper accessibility to social justice, equality and secularism
resources such as reference book, and forming stance against the forces
internet and other media that are opposed to them
• understanding problems faced by the
• the existing period structure
marginalized and taking stand points
• the inability of the curriculum to for helping them to get equal justice
accommodate the different cultural
• familiarizing with the methodology
sects within our society such as
of learning social sciences and
adivasis and dalits and their resultant
developing skills related to it
alienation. It also results in ignoring
dignity of labour and the knowledge 5.3.3 Primary Level
of the marginalised
At the primary level, an integrated
• lack of integrated approach at higher approach is desirable. The learners
levels should be able to link the experiences
gathered by them with the learning
5.3.2 Aims
materials. There should be provisions for
• creating opportunities for the learner to from ideas based on
developing awareness on the concrete facts. Learners must not be forced
complementary nature of the to attain a level which is beyond his/her
individual and the society and his/ reach. There should be scope for the
her physical surroundings learner to apply what he/she has
• developing opportunities to gathered.
understand the present status of the At the upper primary level a continuation
society and compare it with earlier of what is suggested for lower primary
times for developing perspective can be made. The possibility of
about the future and intervening for integrating different subjects under social
materialising it

sciences may be explored. At this stage, knowledge about historical events as
the range of experience of the learner is well.
expanding and when the learner passes The learners at the secondary level have
through learning experiences related to a high sense of self-esteem and self
his/her own locality he/she must be able realization. The education on
to extrapolate it to the state and national contemporary subjects should focus on
levels and analyze it as well. The learner assimilating the experiences of the
should view history by fixing himself/ marginalized and must use the vast
herself in his/her immediate social quantity of knowledge that they possess.
surroundings and evaluate these The same perspective has to be
surroundings against the backdrop of the maintained in the learning of History as
history of the nation. well. In learning the history of the
The learner needs to be familiarized freedom movement of India learners
himself/herself with the administrative must be aware of the involvement of the
setup and public institutions in his/her different regions and social classes in it.
vicinity. The learning of Geography should
At this stage the learner should get an provide the learner boarder
opportunity to involve himself/herself in environmental perspective that upholds
group activities that help him/her to the idea that the earth is an invaluable
acquire values such as democracy, asset handed over to us by our
equality, and social justice and to collect predecessors and that it should be
data by interacting with the society to properly conserved for the generations to
construct new forms of knowledge. come.
5.3.4 Secondary Level

The study of Economics should help
him/her go beyond statistical data
The learners at this level belong to an age collection. Instead it should equip him/
group that enables them to take up her to formulate ideas in economics which
responsibilities and to interfere creatively. are socially relevant.
The learning activities should be
designed in such a way as to create an When we say that the learner must
integrated experience of all the subjects familiarize himself/herself with the
that come under Social Sciences. Here learning methodology of different
integration of ideas and varied learning subjects we do not mean to say that it
methods should go hand in hand. should be a process that aims at collecting
information from different subjects. The
The learner is capable of internalizing plethora of information should not hinder
abstract ideas at this stage. Therefore in the construction of knowledge.
learning Political Science there should be
provision for him/her to learn ideas such At this stage, the students are capable of
as equality, justice, brotherhood and self social interaction. Therefore the
esteem. He/she should be able to liberate curriculum should provide more
himself/herself from all forms of opportunity to the learner for
exploitation. The child should gather communication with the outside world
and the realization of information that he/

she has internalized. The formation of by the learners should be approved as
school parliament and club activities valid learning activities.
would serve to familiarize the students Within the school atmosphere, there
with administrative set ups and their should be practical situations to utilize
functioning. knowledge that the learners create. For
5.3.5 Higher Secondary Level
instance, the history museum created by
learners as part of learning history or a
This stage can be looked at in two co-operative society led by the students
dimensions. as a part of learning economics should be
In the case of a few learner, this stage is considered as learning activities.
the final phase of formal education. It The learning experience of all levels
helps them enter the job market. It also should be organized by considering the
develops in them the ability to interact curriculum objectives of social sciences.
with the society. For some others, the Apart from the information a learner
higher secondary is the spring board for acquires by learning Social Sciences the
higher studies. These learners should knowledge to be constructed by the
acquire the basic skills to pursue the learner must be clearly defined. The
study of a subject of their own interest. learning objectives need to be fixed in
Along with that, the learner should get an accordance with it. It must be born in
opportunity to acquire social skills. mind that the development of different
Both these groups of learners should get levels of learning of Social Sciences get
a chance to select subjects according to exemplified in making absolute
their interests and develop the ability to knowledge a dynamic social praxis.
handle abstract ideas. They should go
through different learning 5.4 Mathematics
methodologies. Learning experiences The basic characteristic of mathematics is
have to be arranged in such a way as to to analyze and interpret the world on the
facilitate learners from all regions and basis of numbers. Most of the times when
social classes. The self esteem of all the facts are explained with figures they are
learners should be elevated. understood better. When we present the
Different subjects have different modes of numerical relations inherent in natural
approach in the learning process. Still, phenomena through algebraic equations,
we must ensure a link between all these it becomes possible to arrive at minute
to the extent possible. Along with that, forms of knowledge and accurate
we must develop learning materials that predictions. From this angle, mathematics
can provide a variegated experience to the is a numeric-centred language. Just like
learner. language that has a creative template
other than the practical discourse level,
The learners at this level are able to mathematics has an independent logical
interact with the society in a more trajectory other than the practical
accomplished way and they must be able numerical calculations.
to apply knowledge that they create in real
social situations. The activities taken up

5.4.1 Why is Mathematics Difficult mathematics. More clarity is required in
for Students? this regard. In the present system, all
Students find it difficult to imbibe the students from the 1st standard to the 10th
basic tenets of mathematics. The standard are compulsorily made to learn
condensed forms of mathematical mathematics. At the Higher Secondary
theories are not palatable to a large level, it is an optional subject.
section of the student body. As these Mathematics taught till the 10th standard
theories begin to explain primary has many levels.
numbers and abstract ideas the As we make arrangements to teach mathematics and
fissure widens. The spirit of enquiry science with more priority than given in earlier times,
that led to such theories or the and even as we stress the importance of practical
causative conditions are not being knowledge, we have to insist on someting else as well.
brought to the discourse. This is 'methodology'. Whatever one thinks about, the
The established methods of process of thinking should be systematic and methodical
- this is what is meant by methodology. Whatever the
mathematical calculations have been
subject taught, an additional benefit that is aimed at is
moulded over centuries. Learning
to make the student capable of and inclined to systematic
mathematics becomes a herculean
and methodical thought. Mathematics and science are
task when the student is not familiar the two subjects that are ideal for the development of
with the early methods and without this capacity. However, the method by which the
training in the proper method for the subjects are taught is in no way capable of doing this.
formation of ideas. The repetitive The aim being to attain pass marks in some examination,
nature of exercises in order to gain notes are given on each subject in the curriculum and
proficiency in mathematical the students are encouraged to repeat the answer ten
calculations makes the learning of times by rote to enable them to reproduce it. This is not
mathematics uninteresting. surprising in a system where education is aimed only
Mathematics is a language that at passing examinations. But, this means that the effort
presents facts through figures. There taken to teach subjects like Mathematics and
is no need for the children to apply Science are wasted for the most part. It is past time
mathematics in their real life. This that we learnt to avert this tragedy.
is one of the reasons why they stay (Pulic Education - For What? How? Joseph
away from the subject. Mathematical Mundassery)
signs are suddenly introduced and the
importance given to the established They are:
methods of calculation are other factors • Mathematics that is required in daily
that distance the learners from the subject. life.
5.4.2 Why Do We Learn Mathemat-

e.g. basic calculations, percentage,
ics? measurements etc.
Usually, noble ideas such as 'mathematics • Mathematics that is useful for higher
is essential in daily life' or 'mathematics studies.
helps in the evolution of logical e.g. Trigonometry, statistical data
reasoning' are presented during the interpretation, Algebra and
discussions on the necessity of learning Geometry.

• Ideas that go deeper into the complex • learners should enjoy learning
details of Mathematics: Mathematics
e.g. Proof of geometrical principles, • they should gain a deeper insight into
the latent infinite character that is the subject than a mere study of
inherent in irrational numbers etc. numbers or theories can give.
Learners who do not acquire knowledge Mathematics does not comprise
in these three levels fail in the Secondary merely of equations and mechanical
level examination. A learner who is steps
excellent in languages or social sciences • learners should be able to
has to terminate his/her studies because communicate in numerical terms
of his/her lack of knowledge in • study of the subject should help the
trigonometry. learners raise sensible issues, the
There is a specific behavioural change that solutions for which should be arrived
the learning of each subject can bring in a at
person. In the National Curriculum • learners ought to equip themselves
Framework, the chief aim of learning to understand mathematical
mathematics is for the mathematisation of relations, perceive structures, think
thought process. The characteristics of logically and differentiate between
this process are clarity of thought, the what is right and what is not, while
ability to arrive at logical conclusions, the examining statements and facts
ability to handle abstract ideas and the
capacity to analyze facts systematically. • learners should understand the
The study of Mathematics can surely basics of Mathematics
assist in the assimilation of facts in a • every learner should be confident that
detailed manner. As stated earlier, the he/she can manage Mathematics
method of mathematics is to comprehend well
the world through numbers. As a first
• the basic content of mathematics
step, facts are presented in the accurate
provided at school in the form of
forms of numbers. Mathematisation
Arithmetic, Algebra and
attains perfection when variables are
Trigonometry provide the ability to
introduced to demonstrate facts which are
understand abstraction,
inconsistent and the connection between
structuralization and generalization
these facts are explained with the help of
algebraic equations. When Geometry, We must understand the fact that the
which is the study of figures, gets child acquires numerical ability to some
connected to numbers and Algebra, extent even before reaching school. By
mathematical branches such as Calculus providing more ideas regarding
develop. Mathematics, we can supplement this
ability. The learner, after co-operative,
The suggestions of the National
collaborative learning, should be able to
Curriculum Framework regarding the
explain what he/she has internalized.
learning of Mathematics are:
This can be illustrated as shown overleaf.

conventional method of finding a single
Direct Explanations
concrete through answer to a question.
experience language
5.4.5 Mathematics - a Language
Mathematics is a language. The factors
like letters, writing, reading and grammar
in language can be seen in mathematics
Making use of Formulating as well. Through this language,
mathematical ideas using communication and translation also take
symbols pictures
place. Just like the discourse forms in
5.4.3 Necessity of Learning language, we come across discourse
Mathematics forms such as figures, tables and graphs
in mathematics. Therefore, the child has
Different mathematical ideas are used for
to use these discourse forms in order to
different purposes. During the formation
understand mathematical ideas and
of any idea, the necessity for such a
communicate through them. The learner
formation makes us use whole numbers
must be enabled to use mathematics to
and fractions as the case may be. By
form new mathematical relations and to
organizing discussions and activities that
clarify his/her thoughts. This skill helps
inspire the learner, we can relate the
in problem solving.
activities and the problems to the learner's
life. 5.4.6 Establishing the Logic of Math-
ematics
5.4.4 Open-Ended Questions and
Divergent Thinking By learning mathematics, the learner
should be able to come to conclusions by
The teacher should ask questions that are
realizing the cause and effects of a
open-ended. There should be chances to
problem. There is no point in learning a
generate many conclusions which can be
definition or a formula by heart. In order
directly or indirectly connected to the
to reach certain general ideas, the learner
query. Thus, there is scope for divergent
has to go through phases like guesswork,
thinking. And, we move away from the
Estimation and Guesswork

It is often stated that accuracy is the hallmark of mathematics. However, in finding a solution
to any problem that occurs in real life situations, it becomes relevant to arrive at an estimate.
Frequently, this becomes more important than arriving at an exact answer.
A student who calculates how much money is required for textbooks and uniform, a father
who calculates how much money is needed to conduct his daughter's wedding, a farmer who
calculates how much harvest he is likely to get that year - many people like that depend on an
intelligent guess or estimate to arrive at the answer rather than an exact amount. That is why
it is important that a child should be taught to arrive at an estimate in this way or to make an
intelligent guess. A child who is doing the addition 238+759 should be given an opportunity
to guess whether the answer would be above or below one thousand. Such a guess will quite
often lead the child to the correct answer as well.

analysis, interpretation, generalization admission to students who have
and inference. completed their VII standard in the
general education stream. The learners
5.4.7 Problem Solving who qualify the X standard from the
We have learnt that by learning Technical High Schools are given
mathematics, one is able to face the admission in the Higher Secondary
problems in daily life and come to Schools under IHRD, Vocational Higher
conclusions after a deep analysis. In order Secondary Schools and Polytechnic
to achieve this end, problem solving Colleges. There are 37 such schools in the
capacity has to be developed as a life-skill. state. For vocational subjects no special
To execute this, a mechanical exercise of textbook is prescribed. Sourcebooks for
mathematical steps will be of no use. teachers are made available. All the
Instead, a lot of opportunities for Technical Schools in the state are in the
problem solving should be provided. government sector.
There should be provision for problems
such as abstraction, approaching a 5.5.1 The Institutions under IHRD
problem in a step by step manner, There are 25 schools under IHRD. Among
verification and speculation and case these, 9 schools have provision for
studies. The ability to expand a given admission at the Secondary level.
problem according to one's own level of Subjects that come under Physical Science
understanding and that of giving a new (Electronics, Computer Science, Physics,
dimension to mathematical posers are Chemistry and Mathematics) and
instances of problem solving. Integrated Science ( Biology, Computer
Science, Physics, Chemistry and
5.5 Vocational Education Mathematics) are taught here. Learners
Though as a part of the Education Policy who have qualified VII standard in the
of 1986 extensive planning for vocational general education stream are given
education had been done it did not admission here.
materialise. If vocational education is to
5.5.2 Vocational Higher Secondary
be implemented effectively there must
be thorough changes in all fields of Schools
education such as curriculum, textbook, There are 375 Vocational Higher
teacher training, monitoring, evaluation Secondary Schools in the state. Most of
etc. these are in the rural area. These function
In Kerala, three types of institutions are with Central Government aid. The
there in vocational education sector: curriculum as designed by Sundarlal
Sarma Central Institute of Vocation
(i) Technical High Schools Education, Bhopal, is followed in these
(ii) Technical High Schools and Higher schools, though a number of changes
Secondary Schools under IHRD have been brought in to suit the
conditions of Kerala. A thousand batches
(iii) Vocational Higher Secondary
exist at present, in forty two different
Schools
courses spread over four groups.
The Technical High Schools provide

Issues that are related to infrastructure in vocational higher secondary as
pose a problem in this stream. The qualifying courses.
laboratories, libraries and work sheds are No financial assistance is provided to the
not properly equipped. No dairy farm is production-cum-training centres to come
available at the centres where courses on up with products and to market them.
Livestock Management are introduced. For training in the respective job, learners
LCD and Internet are not available where get only ten days in an academic year.
courses related to them are taught. Even This is quite insufficient. Career guidance
basic necessities are not available in most and placements are conducted just for the
of the schools. No facility has been sake of conducting them.
provided to learn arts or sports.
The curriculum of vocational subjects is 5.5.3 The Approach to Vocational
outdated and rigid, and so, does not Education
provide importance to learning. No An activity-based curriculum that equips
exposure to English is provided and so the learner to acquire self-confidence and
the students lack skills in self-sufficiency should be introduced.
communication. The content is not The learner should be given opportunity
suitable for the age and nature of the to interact with his peers and also with
children. The curriculum does not help the society. He/she should utilize his/
the child to face the challenges in the her reasoning ability to analyse and react
manufacturing or marketing sectors. to learning experiences. He/she should
Though the vocational higher secondary be able to understand the available job
course was launched for vocational opportunities and should be given on-
education, other subjects started creeping the-job training by experts in the field.
in gradually. The course turned out to This should be planned by considering
be an easy path for higher studies. the locally available opportunities and by
Therefore, the learner could not gain any observing the job market. There should
deep experience in the vocation chosen. be an opportunity at the schools where
Along with all these, learning materials training programmes are conducted by
and facilities like library, text books, service providers and skilled artisans to
practical manuals and reference materials help the learners attain their goals.
are not provided in sufficient quantity. The learners should be able to choose a
The situation gets worse because of the vocation of their choice from the High
lack of teacher training programmes and School level onwards. At the Higher
ineffective on-the-job training. Secondary level, vocational education
should be given more importance.
The course content is too heavily for the Academic subjects should also be
teachers to handle effectively. Ironically, included. As part of the course, the
permanent teachers are not provided in learners must visit various institutions
most schools. There is no scope for higher that are related to their particular vocation
studies in the vocational subject chosen. and must get trained. Hospitals and
The Public Service Commission and the industrial units in the locality should be
universities do not recognise the courses utilized for this purpose.

• workshop training should be 5.6.1 The Present Condition
provided with the assistance of Though art education, health and
experts and the local work units physical education are identified to be
• diary farm is to be ensured where crucial in the development of a learner,
courses on agriculture and cattle the curriculum has not been designed to
rearing are given include these so as to assist the
• case study should be carried out to comprehensive development of the
understand the issues in the job child's personality.
market Art education has been reduced as a mere
• opportunities should be made to hold practice for art festivals which have
interviews with experts in the field becomes the prerogative of a few selected
and there should also be provision learners who are given intense coaching
for conducting short term projects even at the cost of instructional hours and
without any continuation in the
• scope for practical application should performer's life once the festival is over.
be given more importance than Art festivals are accessible only to elite
learning theory class of learners. No provision is made
for identifying those who are talented but
5.6 Art Education and Health
lack facilities. The curriculum does not
and Physical Education
offer any chance for such children to
The role of Art Education in learning has improve their artistic abilities.
been recognised for decades now. The
It is only by organizing sports meets that
cultural heritage and tradition of a locality
we make the students engage in any
is closely related to its art forms. Art
sporting event of their interest. Talented
education serves as the channel to make
students are not given sufficient
the learner study his/her surroundings.
consideration or opportunity. Proper
Modern educational theories and
nutrition is not provided. The learners
perspectives underline the necessity of
are not provided with any information on
art education. The application of Multiple
hygienic and healthy lifestyle.
Intelligence Theory is of great importance
in concept formation and creative 5.6.2 Learning Art
expression. Art education promotes a
learner's constructive and creative skills. The learner’s natural and inborn talents
and attitudes need to be tapped fully in
Physical fitness and a healthy mind are the process of knowledge constructions.
essential for a learner in his/ her learning This helps the learner to understand his/
process. Being dynamic is an inborn her surroundings deeply and to realise
instinct of the child. Health, whether his/her cultural identity as well. As art
physical or mental, is a decisive factor in education involves factors that influence
personality development. It gets the learner's constructive and creative
influenced by factors that are organic, talents the various methods of art
social, cultural, economic and political. education need to be included in the
curriculum.

Visual and performance art that pave the study of art there should also be
way for creative interaction with one’s opportunities for learning art as a separate
surroundings need to be given subject. In higher secondary different areas
prominence. Art forms like acting, dance, of art education such as drawing, theatre,
music, visual arts, should be included in music and dance are to be introduced as
the curriculum. This should be made an optional subject so as to help the
possible by integrating art education with learner pursue the learning of that art
other subjects of study. The possibilities forms in higher studies as well.
of art education can be explored at all
stages in learning languages and the 5.6.3 Health and Physical Education
environment. Learning experiences that The health and physical education should
are provided should create an awareness help in the physical, mental, emotional
on values and a social perspective. The and social development of the learner.
learners should be made aware of the Health is an important factor in the
impact of consumerism and urbanisation overall development of a child. The child
on art. should develop awareness regarding a
Learning experiences that help the learner healthy lifestyle, nutritious food and
go for higher studies should be provided. health issues. The curriculum should
The curriculum of art education should include personal hygiene, cleanliness
be flexible so as to incorporate the local and food habits. It should also address
variants of art forms. Theatre studies for the problems and emotional stress that a
developing skills in expressions and folk child faces during every phase of his/her
art and folk songs for identifying one's growth.
cultural identity need to be familiarised. A proper awareness regarding gender
There should be opportunities for equality should also be provided to the
familiarising the learners with different learner. As part of the curriculum, learners
musical instruments and different streams with higher physical capabilities should
of music. Using organic colours for be recognized and given ample
painting needs to be promoted. Scope for opportunity for developing that faculty.
learning animation using multimedia
The curriculum experience of health and
possibilities needs to be provided.
physical education need to be given at
Opportunities for learning folk dance,
different levels and a slow gradation and
traditional dance forms, and classical
growth from the pre-primary to the higher
dance forms, cinema and modern audio-
secondary levels need to be thought of.
visual media need also be provided.
Learners should get first-hand experience The learners must have an awareness
in documenting issues of their localities regarding food habits, first aid, adolescent
visually. For this learners are to be given education, disease and prevention,
opportunities to view good films. kinaesthetic and rhythmic activities,
gymnastics, athletics, minor games,
An integrated approach for learning art
native games, major games, yoga,
is desirable at pre-school and primary
swimming, cycling and martial arts.
stages. But in secondary and higher
secondary along with the integrated According to the inherent tastes of the

learners, these skills should be imparted gathers. IT can also help in teacher
to them from pre-school to higher empowerment.
secondary levels - in an integrated manner First of all, we must realize that computers
up to the lower primary level and as a are essential in our present age in almost
separate subject at the secondary level. all fields. With the help of computers, it
Students who display excellence in the is possible to solve almost all the
field should be allowed to opt for health problems associated with the learning
and physical education as an optional process. It can provide assistance to both
subject at the higher secondary level. the teachers and the students. The most
The curriculum must create in the teachers important element in such a learning
and students awareness on population process is that computers have a wide
and growth and must evolve a responsible range of interactivity that most other
attitude towards them. They should also audio-visual aids lack. Therefore, it is the
know the adolescent issues and develop most effective learning aid. It is advisable
awareness about a healthy man-woman to identify the areas in each subject, where
relationship. computers could be used to carry out the
learning process.
Population studies should be integrated
with other subjects. It should not be 5.7.1 The Curriculum Possibilities
taught separately. It should also be of IT-Assisted Education
addressed in teacher training We must identify the different areas in
programmes. different subject which could be taught
5.6.4 Local Resources
with the help of computers. We should
also be able to develop learning materials
The importance of local resources should for this. Teachers should be given training
be realized in the field of art education, to use these learning materials. Proper
health and physical education and work support systems should be provided to
experience. By identifying the social the teachers.
setup and possibilities for each school,
resource mapping should be conducted. IT should be used in education as
Each resource centre can be considered as suggested in National Curriculum
a study centre. This can be done with the Framework. We should employ IT
help of local self-government bodies. The education by taking into consideration,
collective effort of the PTA can also be the available resources in a school, the
sought in this regard. needs of the school, its limitations and
possibilities. In every school, a
5.7 IT-Assisted Education technology plan should be prepared.
The present status of IT education in high We should aim at accomplishing the
schools in Kerala helps only to develop educational aims from the pre-school to
certain fundamental IT skills. The the higher secondary levels and should
learning process of different subjects can support the teachers as well as the
make use of IT to make learning effective students. The new approach should be
and meaningful. This deepens the range challenging, interesting and creating
and scope of knowledge that each learner

responsibility both in the teachers and the Teachers should take up the
students. All learners should use the responsibility of organizing class-wise
computer for their different learning activities as a part of the learning process
needs. They should learn IT skills. The to identify and solve the limitations of the
influence of IT on society should be learners. Evaluation, in the broader sense
realized and learners have to use it for of the term, is not essential for this. The
social welfare. The learner must be National Curriculum Framework 2005
capable of critically analysing the suggests that evaluation should not be
knowledge based in IT and evaluate it. limited as a means remedial teaching.
More over the learner and the teacher The lack of competence of the learner in
must acquire skills in data consolidation mathematical calculation could be
and analysis using IT. identified as a part of the learning process.
IT would help the teachers to execute By providing newer leaning experiences
their roles in the best way possible. These this could be solved. For a learner who
possibilities could be utilized in school is weak in using the proper morphemes
administration, planning learning with words should be provided learning
activities and evaluation. Therefore experiences based on that. Here also,
teachers should engage in experiments, evaluation that helps remedial teaching
studies and research on the possibilities takes place. But this does not help in
of IT. identifying the area of excellence of a
learner.
They should develop software related to
the content of different subjects. This can The practice of assessing the excellence
include tutorial software, simulation CDs of a learner by standardized examinations
and interactive multimedia packages. conducted at a particular stage alone has
Types of software like the Office package, many limitations. Assessment has to be
DTP, and graphic painting could be used carried out by considering the response
to develop IT skills. Teachers can make of the learner in different situations.
the students use these types of software Therefore evaluation has to be
for data collection, analysis and continuous and be carried out along with
preparation of reports. the learning activities. The result of
evaluation has to be an indicator for
5.8 Evaluation inclusion and acceptance and not to be a
norm for exclusion.
Evaluation is an inevitable part of the
process of education. This helps the 5.8.1 Lessons learnt from experience
teacher to identify the areas of excellence
in the learner. It can also suggest a proper The curriculum revision of 1997 brought
direction to the process. Evaluation in considerable change in the process of
process can direct the course of studies evaluation. It spread the message that
and provide a proper direction for evaluation ought to be continuous and
studies. It is not desirable to limit comprehensive. In order to avoid
evaluation as a means for remidial unhealthy competition, the grading
teaching or as the basis of classification system was introduced. It was decided
of learners. that questions for the terminal

examinations should be in confimity with The new system of evaluation has a lot of
the learning activities. The influence of practical limitations. It was not accepted
such an evaluation system was seen up at the higher levels. Though it was
to the higher secondary classes by the year envisioned as a daily activity, in practice
2007. it was observed to be detached from
The new curriculum put forward a learning. Most often, it remained an
learning practice that is activity-based evaluation of the learner output alone.
and process-oriented. It was widely Lack of flexibility in deciding the areas
accepted that process skills like for continuous evaluation and the
observation and experimentation could inclusion of certain elements of terminal
be evaluated only by a continuous examination made the entire process lose
evaluation process. Teachers learned its substance. The anxiety among parents,
how to evaluate students according to teachers and learners about the traditional
classroom activities. This has led to the nature of most of the competitive
planning of teachers to become more examinations made continuous
effective and meaningful. Specific areas evaluation a meaningless activity.
for continuous evaluation were fixed. The The grade and promotion to higher classes
introduction of indicators for each area were decided up on by adding the score
made evaluation easier. In the primary given for continuous evaluation and
classes, different skills could be graded terminal examination in a specific ratio.
directly. In the upper primary and high But, while awarding the continuous
schools, each indicator was given a score evaluation scores, most of the teachers
which in turn led to a grade. The same turned subjective rather than objective.
system was implemented at the higher The standard of continuous evaluation
secondary level with slight changes. has to improve if the process is to be
In the higher secondary level, the process- meaningful.
oriented learning and continuous At the national level, a lot of new reforms
evaluation were implemented without are taking place in the field of evaluation.
much changes in the content area of The National Curriculum Framework has
different subjects. Hence the process of made some interesting observations on
evaluation was done as envisioned. But this: "The aim of evaluation is to measure
a change in the nature of the public the progress made by the teacher and the
examination could me made possible. learner in achieving the curriculum
The supremacy of content oriented objectives. This will, in turn, help them
questions was given up. It was generally score better in future. There is an
accepted that the process of learning and opportunity for the child to improve his/
thought process have to be tested. The her performance without fearing the
new evaluation was based on the premise examination or the evaluation process."
that any learner who passes through a Correction of mistakes and grading that
process of learning should be able to takes place in the presence of the learners
answer a particular level of questions. is successful in convincing them about the
errors they have made. Learners are

given a chance to correct their errors and study and learning activities that suit
to improve. It is not only the result of the their inclinations.
learning activities that should be 6. The development of multiple
evaluated. The learning experience intelligence of the learner should be
should also be taken into consideration. made possible through the learning
The learners should be allowed to speak process. Along with tests that
freely about their learning experience and measure logical and linguistic
should be able to evaluate them. This abilities, other tests like data
gives the teachers a proper feedback on collection, exhibition, preparation of
the learning process. journals, diaries and projects could
5.8.2 How Can We Make Continuous
be included. The teachers should
Evaluation Better?
prepare checklists, rating scales and
other means of observation to
1. Continuous evaluation should be an evaluate the learner.
integral part of the teaching-learning
process. It should not be a mere 7. Techniques of grading should be
appendage, but an active element of flexible, effective and transparent.
the process. Factors like personality, behaviour
and attendance should not be
2. The relationship between continuous considered to grade the learner. The
evaluation and learning outcome activities of each term should be
should be indicated accurately and planned by the teachers and the
ensured. students. The teacher should analyse
3. The continuity of continuous the evaluating activities along with
evaluation must be ensured. The the students. The learner should get
elements of continuous evaluation an opportunity to improve. There
should be included in all classroom should be scope for self-evaluation
activities. For example, continuous and peer evaluation.
evaluation takes place in an informal 8. Term evaluation and continuous
way while checking the homework, evaluation should be made
asking questions or observing the complimentary to each other. The
learner. Methods like test papers, aim of both is to satisfy the
oral examinations, performance curriculum objectives. Evaluation
assessment tasks, projects and results and grades should enable the
portfolio could be used for learner to realize his/her strengths
continuous evaluation. and weaknesses.
4. Different techniques could be used 9. The teacher should develop suitable
for continuous evaluation. The tools for continuous evaluation. It is
curriculum must be flexible enough the performance of the learner and the
to accommodate all these for the sake product of the particular learning
of the learners as well as the teacher. activity that are subjected to
5. There should be liberty for the continuous evaluation. The
children to choose different modes of indicators that facilitate this should

Monitoring should be strengthened at
be identified in the sourcebook. In
different levels with proper assistance.
order to evaluate the products the
teacher ought to understand the
Suggestions for Improving Evaluation
process that the learner has system
undergone. There should be scope
for the learner to evaluate himself or 1. It is the teacher who has the right to
herself. This should be based on clear evaluate the academic achievement
indicators. While evaluating the of the child.
process and the product, the process 2. As there is continuous evaluation,
should be given more importance. only an annual examination is
10. Continuous evaluation should be necessary at the Lower Primary level.
feasible and just. The processes of As for the I and II standards, there is
evaluation should touch all the skills no need for an annual examination.
and content suggested by the 3. At the upper primary level, along
curriculum. It is only when the with the terminal examination, a
learner is given the freedom to take written examination could be held in
up activities that he she can execute the middle of the academic year.
that evaluation becomes meaningful.
4. The learner should be able to discuss
The Recording of Continuous
Evaluation and Grading the learning experience with the
teacher. Continuous evaluation
In the I and II standards, the consolidation should help in sharing the excellence
of continuous evaluation could be and the limitations of the learners.
recorded as qualitative statemnts. In the
III and IV standards, these qualitative 5. At the high school level, periodical
statemnets could be recorded as letter feedbacks, a half-yearly examination
grades. This record helps to inform the and the terminal examination could
parent about how effectively the learner be held. The same system could be
engages in the process of learning. followed in the higher secondary
level.
Continuous Evaluation in the Upper
Primary and Secondary Levels 6. The learner should be able to make
an answer key and evaluate him/
We must ensure that all the curriculum
herself.
objectives put forward by the curriculum
are achieved by the learner. Term 7. Question papers should stress on the
evaluation and continuous evaluation practical aspects of knowledge.
could be employed for this. This should 8. There should be provision for
be recorded as letter grades and shared parents, teachers and media to
with parents. understand the educational systems
At the secondary and higher secondary of other countries.
levels, promotions to a higher standard 9. Teachers and educationists should be
could be made based on annual encouraged to develop new modes
evaluation and continuous evaluation. of evaluation.

10. In X and XII standards Board 14. A system that allows the learner to
Examinations should be held. write the examination only when he/
11. In IX and X standards, there should she is ready should be implemented.
be opportunity to choose subjects 15. Parents can be made unofficial
according to one's taste. monitors.
12. There should be an opportunity to 16. Open book examinations,
opt for either the general or the examinations which publicize the
special levels of subjects for the questions earlier and online
Board Examinations. examinations could be introduced.
13. The portfolio analysis of the learner 17. The schedule of public examinations
could also be made a part of the should be arranged in such a way as
monitoring system. to ensure that there are 200 academic
days.

6 SYSTEMIC REFORMS
Changes have to be affected at various airy and shady atmosphere, quality

levels of school education in accordance playing materials, qualified instructors,
with the visions put forward by the Kerala supply of nutritious food and medical
Curriculum Framework 2007. These assistance are the basic facilities required
changes have to be segmented as those in pre-schools.
that can be implemented with immediate
The system of learning and the materials
effect and those in a phased manner
based on a unified curriculum should be
taking into consideration Kerala's special
implemented in all schools. However, the
situation, complexities involved in
curriculum of pre-schools should be
execution, order of priority and so forth.
flexible and there should be scope for
The detailed plan layout of each change
adapting the curriculum according to
to be affected is also required.
regional diversities. The curriculum
The systemic reforms envisioned in the must ensure opportunities for learning
light of the curriculum approaches and to tribal children, specially abled
the ones which can be implemented are children, children belonging to sections
given below. of socially and financially backward
communities as well.
6.1 Stages of Education
The academic affairs of the pre-school
The general education sector in Kerala
stage must be undertaken by general
consists of pre-school, primary, secondary
education department and the child care
and higher secondary stages. Hence, the
activities by the social welfare
general education policy should be
department. SCERT, the apex academic
planned in a comprehensive and diverse
institution in general education sector
manner, keeping in mind the peculiar
should exercise complete control of the
characteristics of the children in different
academic affairs of pre - schooling.
stages.
Supply of nutritious food, maintenance
6.1.1 Pre-School of hygiene and health care should be
A scientific and healthy childcare and under the control of the social welfare
child educational environment must be department. The department of social
ensured in every pre-school. The physical welfare should also make arrangements
environment of all anganwadis and pre- for issuing health cards to all children.
schools should be improved to meet the The overall responsibility of pre-
above mentioned objective. Spacious, schooling must be taken by the local self

government organizations and welfare Work Experience. Learning of English
committees are also to be formed and should also be included as one of the
equipped in each institution. subjects for learning considering the
The minimum qualification for ayahs and demand of the public. Learning of
teachers should be fixed and in-service Arabic language needs to be
training have to be provided to them continued due to certain special
periodically. A professional approach reasons.
should be developed in this sector by • In upper primary stage subjects like
arranging venues for cluster-level sharing Basic Sciences, Social Sciences and
of experiences. It is possible to strengthen Hindi should be included. An
the community participation of pre- integrated approach in learning
schooling by floating the idea of different subjects has to be followed
neighbourhood schooling. A wherever possible. The history teacher
comprehensive pre-school bill must be who teaches about pyramids must
formulated keeping in mind these factors. present the creative and mathematical
The bill must have strong awareness behind using the structure
recommendation for ensuring pre-school of a solid in constructing a pyramid.
education to all children in the age group The curriculum of mathematics has to
of 3 to 5. be in proximity with real life
The instructional hour of each pre-school situations and the study of other
should be flexible considering the social subjects. The approach of learning at
needs of the community of parents. Pre- this stage is a bit different from the
schools need to impart only a kind of integrated approach followed at the
informal learning for 2 to 3 hours and the lower primary level. It views things in
rest of the time has to be focused on closer and more micro levels. In such
childcare activities. an approach though subjects get
separated as different entities learning
6.1.2 Primary Level experiences have to be provided so as
to clarify their inter-linkage.
Primary education which spans from
class 1 to 7 is the longest phase in the • There should be provision for
existing system of school education and students at the upper primary stage
it is divided as lower primary (1 to 4) and to learn their mother tongue, other first
upper primary (5 to 7). Further languages, English, Mathematics,
classifications can be considered keeping Social Sciences, Basic Sciences, Hindi
in mind the diversity of growth in as well as Art Education, Physical
children of the stage. Education and Work Experience,
cultural activities, library activities and
6.1.2.1 Subjects for Learning other creative activities.
• The main subjects of study in lower • Opportunity to learn Malayalam
primary level should be learning of should be provided for students who
mother tongue, Mathematics, learn languages like Arabic, Urdu and
Environmental Studies, Art Sanskrit as first languages. Learning
Education, Physical Education and Materials conducive to this must be

developed. The proficiency in • considering the democratic-secular
languages (mother tongue, English, values of the society
Hindi and other languages) should • ensuring equal opportunities
empower the learners and they should • attractive to students
feel proud of the fact that they are • containing possibilities for learning
equipped with the power of language. outdoor
6.1.2.2 Learning Materials
• with adequate number of equipment
for playing
The fact that in spite of the introduction • ensuring continuum of pre-school
of activity based curriculum we have not experience (in 1st standard, specifically)
yet been completely liberated from
• providing environment for learning
textbook-centred learning is to be taken
languages like Tamil and Kannada in
as a major lesson. The conventional
their regions
notions regarding learning materials
• providing learning environment in
should not continue.
tribal areas to use their local dialects
Any context or object that might facilitate in standards 1st and 2nd and then shift
the transaction of curriculum must be to formal language
considered as a learning material. The • friendly and non-intimidating
resources available in one's locality environment
(lakes, hills or farm lands), one’s school • opportunity for students and teachers
(the lattice work in windows, corners, to come to a common platform.
angles, patterns, distribution of drinking
• with hygienic classrooms and proper
water, plant diversity etc.), authentic
seating facilities
materials (news papers, notices,
• airy classrooms with sufficient light
intimations, boards, forums, name slips),
and with proper locking arrangements
formal occasions (Gramasabha, meetings,
observance of certain special days), • with facilities like class library,
learner groups’ products (supplements, laboratory, experiments corner and
constructions, exhibits, reports, playing equipment corner
documentaries), learning aids that are • with drinking water facility in each
made in advance by teachers (models, classroom
picture cards, albums, compact discs, • with boards that can be used as and
charts, collections, special editions, when the teacher or learner wishes to
constructions etc.), materials created use
centrally (text books, work sheets, work • providing teacher learning material,
sheets for assessments), should all be first aid kit and playing equipment
considered as learning materials. • providing Information Technology
facility for monitoring the functioning
6.1.2.3 Environment for Learning of the class, continuous evaluation and
• considering the child's nature class level PTA meetings
• protecting the rights of children • ensuring environment for encouraging
• suitable for the learning approaches students to exhibit their products and
adopted constructions

6.1.3 Secondary Level 1. Science - Mathematics/Biology,
At the Secondary Level, students should Physics, Chemistry.
acquire in-depth knowledge of 2. Social Sciences - History, Political
Mathematic, Science and Social Science Science/Sociology, Geography/
and should also acquire the learning Economics.
methods of these subjects. The 3. Commerce - Accountancy,
knowledge gathered should be sufficient Economics, Business Studies.
enough to be used in daily life and it 4. Culture - Kerala Culture/Indian
should help them obtain training in one Culture, any one language and one
of the vocations that would facilitate their of the art forms.
social life. The secondary level should 5. Vocational Proficiency - Theory and
also help them realize their aptitudes and practical of the selected vocation,
equip them for higher studies. Practical/Marketing, Proficiency in
The selection of optional subject should Computers, General Foundation
be done keeping in mind the possibilities Course.
for higher studies. The method of (The course material will enable the learner
learning at this level can be carried out as to gain expertise in a particular
projects or assignments. Teachers have to production or services sector. Regional
provide necessary guidance for learners specialities, availability of institutions for
in undertaking the projects and practical experience are factors that should
assignments. be considered for introducing a vocational
The instructional hours in a week will be courses.)
25 hours and it can be arranged as 5 Geology, Statistics, Islamic History,
periods of one hour duration a day. This Computer Application, Journalism,
time must be utilized for learning the first Psychology, Computer Science,
language, English, Hindi, core subjects, Computerised Accounting, Co-operation,
and also to engage in vocational training, Gandhian Studies, Social Work,
Art Education, Physical Education and Anthropology, Sociology, Philosophy,
library and literary activities. Home Science, Vocational Education,
other core subjects, languages etc. can be
6.1.4 Higher Secondary Level
one of the subjects chosen as the fourth
The higher secondary level, which is a option.
continuation of class 10, combines the
The three subjects in the five combinations
academic and vocational streams and
mentioned are mandatory but a learner
becomes a single structure. The learners
can opt for one of the subjects from the
at this level have chosen their optional
list as the fourth option. For example, a
subjects according to their aptitudes and
student studying in science combination
preferences at the secondary level itself.
can also learn computer application and
The following combinations can be a student studying in vocational group
considered as main core subjects at this can study economics or psychology. Thus
level: it is ensured that a student learns a total
of four subjects. There will be two levels

for the study of languages. One, as on the basis of the content of education,
complementary to the study of core method, execution and the impact it
subjects and the other as a focused study creates in society. Community
in literature and culture as an optional participation, perspective on education,
subject. the availability and utilization of learning
The instructional hours proposed at this materials, child-friendly environment, the
level is thirty hours spanning five days a preparation by teachers, making use of
week and on the sixth working day, the support systems and continuous
students carry out independent learning assessment also play a crucial role in
with the help of teachers. This activity determining the quality of education.
need not necessarily be conducted in Quality can be attained only by the
schools. Any topic from the vocational combined efforts of different agencies at
subjects or music or painting or sports can different levels and administrative
be learnt on the sixth day. A student can reforms are necessary in the educational
also learn independently from a sector in order to achieve this.
recognized industrial unit or under a
local educator as well. It can also be 6.2.1 Neighbourhood Schools
effectively utilized by the student It is essential to develop the concept of
engaging in library work, seminars, neighbourhood school which envisions
educational visits or group studies or the learners of a locality studying together
collaborative studies under the guidance in a nearby school and the community
of teachers. The nature of the sixth around the school joining hands for the
working day will differ from school to progress of the school. Neighbourhood
schools and subject to the availability of schools are critical in a curriculum that
local production centres. There will be aims at making the learner realize oneself
provision for issuing certificates to the and one’s society. The process of learning
learners who attain proficiency in a becomes effortless if students have the
particular vocation within a time span of opportunity to study in schools in
two years. This will be compulsory for all walkable distance. Free conveyance
students. should be provided if it is necessary for
Schools should make newer the learners to reach the neighbourhood
arrangements considering the availability schools. There must be a limit to the
of resources. It must be done considering number of students admitted in a school
the possibilities of different options for and the area of operation of each school.
learners in future. The approach we have The primary section can be separated
to adopt is to keep the diversity of higher from secondary schools.
secondary education without sacrificing
6.2.2 Children with Special Educa-
the spirit of general education.
tional Needs
Discussions need to be conducted in this
regard for obtaining further suggestions. Inclusive education is to be encouraged
with a view to helping learners with
6.2 Administrative Reforms physical and mental difficulties to come
The quality of education is determined to the mainstream of society. However,

students with very serious disabilities to higher secondary level should be
should be given facilities to join special flexible enough in order to augment the
schools. Different agencies like SCERT, student's ability to acquire knowledge.
SSA and the Department of Education
working in special education field have 6.2.4 Admission to School
to be converged keeping in mind the The minimum age of admission to a
common aim of helping children with school in many states of our nation is six
special educational needs. years, but it is seven years in many
countries. However, the society of Kerala
6.2.3 Medium of Instruction generally favours the age of five as apt
Mother tongue is the most effective for admission to school. Considering the
medium for any individual for proper situation in Kerala, it is desirable to
reception of ideas and exchange of the continue the existing practice.
same. The declaration of national
educational policy in 1986 regarding the 6.2.5 Instructional Hours
use of mother tongue or regional The instructional hours proposed is five
language categorically endorses this hours a day. Provision for continuing
view. But such declarations remain studies should also be take care of.
mostly on paper. It is not fair to promote Laboratories and libraries are imperative
a foreign language as a medium of for effective curriculum transaction. Time
instruction except in special situations. It for art and work experience education
is imperative that English and Hindi are and vocational education need also be
taught and learnt more effectively. Efforts provided. The school hours need to be
have to be made to clarify the prevalent arranged in such a fashion to
wrong notion regarding medium of accommodate learners who are socially
instruction. The medium of instruction up and economically backward and those
The school annual calendar is currently decided at the state level. Several suggestions have
been made in the past that the annual calendar could be planned at a more decentralised level,
so that it is closer to the calendar of local activities and climate/weather. The plan for such
calendars could be decentralised to the district level, and decided in consultation with the zilla
panchayats....
The timings of the school day could be decided at each school level, in consultation with the
gram panchayat, keeping in mind issues such as how far children need to travel to get to school.
This flexibility is suggested only in order to facilitate children’s participation in school. While
saying this, we strongly maintain that the time spent in school itself, and on learning in the
school, cannot be in any way compromised or reduced below six hours a day (and three hours
for the ECCE period). Where teachers and children travel to school from a far - off place, it
would be fit the overall societal concern for children if bus timings are changed to enable
teachers and students to reach the school and leave at a convenient time, instead of compelling
them to routinely come late and leave early.
The school day, week, month, term and year need to be planned for as a mixture of routine and
variation, as children need a little of both, and the kinds of learning we would like them to
experience have different requirements. We share some organisational ideas that could form the
basis for planning and enriching children’s time spent in school, and also some aspects that
relate to institutional arrangements for the same. NCF - 2005

who do not get support or encouragement governments. A district education
from their homes. The existing forty five committee and panchayat education
minute periods must be rearranged to one committee should come into force. The
hour periods and the teachers workload development models that were emerged
must also be rearranged accordingly. under the leadership of certain local self
Studies indicate that it is ideal to begin governments have to be properly
school hours early in the morning. We analysed. The present administrative set
must realise that learning is not a process up has to be restructured.
that happens at school alone. It has been fifty years since the Kerala
6.2.6 Attractive Public Schools Education Rules was formulated. The
structure of the classroom, the
If schools in the public sector need to administrative set up, the appointment of
survive in the modern society they teachers, conduct of examinations and the
should be made more attractive. They teacher-student ratio have to be reformed
must seek the support of the local self- in tune with the visions of the new
government institutions and the local curriculum. The teacher-student ratio has
populace in this attempt and make the to be fixed at 1:25 at the primary level,
schools conducive for transacting the new 1:30 at the secondary level and 1:40 at the
curriculum. higher secondary level. Timely reforms
The aided school managements should need to be introduced in fixing the
also take necessary steps in this regard. qualification of teachers and making their
In the primary schools, there should be appointments.
class library and laboratory system. • A curriculum that views pre-school to
Secondary and the higher secondary higher secondary level
schools ought to possess a school library comprehensively and a supportive
and laboratory along with facilities to administrative set up has to be
utilize modern technology. envisioned.
6.2.7 Decentralisation and • There should be additional directors
Education under the Director of Public
Instruction to carry out different
The National Curriculum Framework
educational activities effectively.
views decentralisation quite seriously.
(Primary and pre-school, secondary,
The Framework observes that
higher secondary and examinations).
decentralisation process in education in
India is only on paper except in the case • The educational set up has to be
of Kerala. Even in Kerala, the real spirit restructured in concurrence with the
of decentralisation has not been general structure of the local self-
assimilated adequately. Convergent governments. There should be
efforts of the department of education and separate officers for corporations and
the local self-government bodies is municipalities. They should function
necessary for this. Systems like SSA need as the educational convenors of the
to work in tandem with the department corporation and municipal
of education and the local self- committees and should carry out

leadership role in the educational the institution for developing
activities up to the higher secondary regionally relevant curriculum
level. Considering administrative materials and learning materials. This
convenience the block education should be done only in consultation
officers can be given the responsibility with the district administration.
to supervise all the schools within the SCERT should provide academic
limits of the block. support in such ventures.
• There should be education officers at • BRCs and CRCs reformulated on the
the village panchayat level. They basis of the visions of the new
should act as convenors of the curriculum have to be functioned at
panchayat education committee. the block and panchayat level.
• The academic leadership of the state 6.2.8 School and Regional
is vested in the hands of SCERT. SIET, Community
SIEMAT, IT@School, and others
should function as the subdivisions of Parent Teacher Association (PTA) is the
the SCERT. only statutory body that exists in
connection with a school. School
• There should be a restructuring of the development committee and school
faculty and the responsibilities of resource group are active nowadays. If the
SCERT considering its crucial role as concept of neighbourhood school is to
the head quarters of all academic become a reality, they should also be
activities of the state. This given statutory status. The school
organization, which functions with development committee is the vital link
limited autonomy should be that connects the school with local self
entrusted with the task of re-examining government institutions.
teacher training programmes up to B.
Ed level on the basis of the changes 6.2.9 Students and Democracy
that take place in curriculum. SCERT
Democratic forums by students are
should give more prominence to
relatively weak in schools. Balasabha in
researches in the field of education.
primary schools and school parliament in
• DIETs should function as the central high schools and higher secondary
academic institution at the district schools should be given more
level and necessary structural changes opportunities to be active. In monitoring
are to be brought in for this. The the functions of a school activities of the
district level training institute should parliament can also be considered. School
be able to take up the academic parliaments should not be focused on a
leadership of educational activities class leader or the school leader. It would
from the pre-school to the higher be desirable to form a class council of
secondary levels. New posts of faculty ministers which that upholds the spirit of
should be granted keeping in mind the collective leadership.
trainings to be conducted at the pre-
school and higher secondary levels. 6.2.10 Mid-Day Meal
Academic freedom should be given to The need for extending the mid-day meal

scheme to higher secondary level is being aiming at creating awareness to the
discussed. All needy students should be common public about the new valuation
provided with diverse and nutritious method must also be carried out
food. It is also important to have dining simultaneously. Parental education must
halls where students can sit together and become a regular feature. The public
have their food. The idea of teachers and examinations conducted by different
students having food together from the boards should be brought under a unified
school and those who can pay for their board and faculty of all subjects should
lunch can pay can also be thought of. be there with the board. In a system that
focuses on continuous evaluation, only
6.2.11 School Fests one or two public examinations are
The excess of different school festivals like needed (X, XII).
secondary, higher secondary, vocational
6.2.13 Monitoring
higher secondary and technical schools
should be avoided. They can be combined Giving proper direction is real
as a single festival. Festivals for the lower monitoring. Monitoring is a process that
primary level need only be conducted at extends right from the beginning to the
panchayat level and upper primary level culminating point of curriculum
and other levels can have block level and execution. The responsibility of school
revenue district level festivals level monitoring is entrusted to the
respectively. These festivals, if possible, headmaster of the school. Lower level
can be conducted during vacation time. monitoring can only be strengthened by
Arts, sports and work experience, science, setting the headmasters free from charge
social science and literature are part of the of classrooms. CRCs, Panchayat
curriculum and hence the festivals should education officer, BRCs, officials at
be conducted in connection with the different levels, panchayat authorities,
learning process. It is an unhealthy trend AEOs, DEOs, faculty members of DIETs
to make festivals an occasion for mere and DDEs are to perform monitoring at
competition. Prominence is to be given different stages. Monitoring reports
for gaining training in respective fields should be analysed at different levels
and sharing of excellence. every month. Monitoring should also be
teacher-friendly.
6.2.12 Examinations
The systems for conducting examinations 6.2.14 Teacher Education
in accordance with the new curriculum In the context of a comprehensible
are not yet operational. Evaluation curriculum revision the chief factor in
methods to be implemented must be improving the quality of education is
formulated locally and this must be having a total reform in teacher education.
followed from state level to local level Teacher education must be responsive to
and there must be responsible officials for the changing demands of school
this in every district. The procedure for education system. Pre-service teacher
recording the same should not be education and the in-service teacher
complicated and students must be able training programmes need to be
to obtain feedbacks and the activities redesigned. A crucial transition has to

take place in the role of the teacher. knowledge and by renewing the entire
Tomorrow's teacher is not the centre of all system that professionalism can be
the knowledge. He/she functions brought in to this field.
primarily as a motivator and guide in • Democracy in classrooms is an
helping the children transform important element in teacher
information to knowledge. He/she education programme. There is a
extends continuous scaffolding to the general tendency to intimidate
learners in achieving the curriculum learners and suppress their creativity
objectives. There should be changes in and liberty in the name of internal
teacher education in accordance with the assessment. The teacher trainee should
changed perspective. be able to critically analyse the
• The fact that learner can construct educational process that he/she goes
knowledge has not been assimilated through. They should be given the
properly in teacher education. The chance to evaluate their trainers. There
teacher trainee continues to be an should be opportunities to evaluate
obedient recipient of knowledge. He/ the teacher trainee during practice
she is destined to listen to long lectures teaching and this should be natural
on the nature of the learner and and democratic.
different methods of teaching. Evaluation in teacher education should
Experimental pedagogy should be transparent and democratic. The
be implemented at first in teacher teacher trainee should be able to react
education. democratically to the internal assessment
• The present situation is that the programme and should possess the rights
reforms in teacher education lag to get sufficient explanation regarding it,
behind school curriculum reform if necessary. The board of examination
efforts. Teacher education should be that is entrusted with practical
the field that incorporates the latest examination should be given the
trends in education with a critical opportunity to evaluate all the
approach. It is only after familiarizing programmes and trainers in the
the latest trends in education to the institution. Institutions could be given
future teachers that they should be the liberty to develop novel techniques
implemented in the schools. Teacher in evaluation. New methods of
education centres should be dynamic. evaluation could be developed by
The role of SCERT should be ensured blending organically the self-evaluation
in developing the curriculum for of teacher trainees, peer evaluation and
teacher education in order to establish the evaluation of the trainer.
its relation with the school curriculum. The evolution of Information Technology
had general impact on the educational
• The methodology in teacher education process and specific impact on teacher
programme should lay stress on education. In teacher education, the use
experimental activities that construct of IT is of supplementary nature. For
a new insights in pedagogy. It is only instance, providing opportunities for
by constructing new forms of reading from a computer screen, instead

of reading from a book. This does not every year. After the completion of a
make the use of IT indispensable. The particular period of service all teachers
use of computers should be of have to undergo a training programme of
complementary nature. The process of one month duration.
learning has to be deigned in such a Long-term in-service teacher training
fashion that when a particular stage is programmes could be conducted only
reached it won’t be possible to proceed through distance education. Teachers
any further without the help of IT. In order should be encouraged to take part in
to develop such processes, all teacher these. Monitoring and follow-up could
trainers should get in-depth training in the be done making use of the strategies of
use of ICT. the distance mode of learning.
6.2.15 Reforms in In-Service Teacher educators and teacher training
Teacher Training institutions stay away from in-service
In-service training for teachers serves as training programmes. Their participation
the source that brings in changes that are in such programmes must be ensured.
in concurrence with the curriculum An annual calendar for in-service teacher
reforms that take place from time to time. training converging different agencies
It maintains the research aptitude, should be prepared. The selection of
technical excellence and professional trainers, the duration of training period,
updating of the teachers. its monitoring and follow-up should be
There are different agencies in Kerala that continuously evaluated and improved.
provide in-service training. Several days Along with in-service training, there
are dedicated for this every year. Still, we should be facilities to achieve higher
find a lot of unscientific methods and degrees.
confusions in the field. There is no In the primary level, there are teachers
convergence among the agencies in who have not received pre-service teacher
organizing programmes, monitoring education. These are language teachers
them or in holding follow-up who teach Hindi, Sanskrit, Urdu and
programmes. The yardstick to measure Arabic. Those who are in the service
the quality of in-service training is to should be given in-service training.
check if it serves the needs of the teachers. Instead of examinations conducted by the
Scientific studies are not conducted to DPI for the teachers of these languages,
identify the training needs of the teachers. teacher education programmes in the
When the teachers stay away from model of TTC should be conducted for
schools for longer periods in order to two years. The siksha visharad and
undergo training, it creates a lot of siksha sastri courses should be
difficulties back at the school. To restructured in order to match the teacher
overcome this, a phase of training can be education curriculum in Kerala. An
conducted during the summer holidays expert committee has to be constituted for
this.

Appendix
The Process of Curriculum Framing

The process of curriculum framing is envisioned in a democratic manner. Large scale
action programmes that are related to the development of Kerala have been designed.
There are opportunities for social activist, educationists, teachers, people's
representatives, officials in the education department and cultural activists to
suppliment the ideas put forward in the curriculum draft. The nature of discussions
were published in the website and transparency in the reform process has been
ensured. Discussions on the draft curriculum have been held even at school and
panchayat levels. Media also reflected the nature of discussions that have taken place
in Kerala society. Incorporating all relevant suggestions an open and transparent
approach has been taken in formulating the curriculum.
The details are given below:
The Course of Curriculum Revision
Based on the National Curriculum Framework 2005, efforts to revise the Kerala School
Curriculum began in August, 2006. The first phase of the revision process is culminated
by the publication of the Kerala Curriculum Framework 2007. It has been made a
reality through the process detailed below.
• The plan of action for curriculum revision was prepared and was subject to the
consideration of the NCERT and the Kerala State Government.
• The Malayalam version of National Curriculum Framework 2005 was printed
and distributed.
• A two-day workshop comprising curriculum committee members, experts in
the field of education, representatives of the state advisory committee for
education and SCERT faculty was conducted to form the plan of action. 14 subject
areas were fixed and 14 subject groups were formed. A 30-member core group
and 14 focus groups with 230 members were proposed to be formed.
• The first meeting of the core group that was formed by the Kerala Government
was held at SCERT. A combined workshop for all the 14 focus groups was planned.
The curriculum revision process was sanctioned.
• A three-day workshop was conducted, including the focus group members and
the core group members. The participants could familiarize themselves with
NCF 2005, collect observations, fix the educational needs of Kerala, decide the
mode of operation of the focus groups and analyze the curriculum. Dr. M. A.
Khadar, the head of the curriculum group of the NCERT, Dr. Anita Rampal, from
the curriculum division of Delhi University and Dr. Manjula Rao from the
evaluation department of the Regional Institute of Education attended the
workshop.

• The activities of the focus group were centred on the DIETs of all the fourteen
districts. In order to discuss the curriculum revision programme, DIET principals,
DDEs, representatives from local self government bodies, representatives of SSAs,
SCERT faculty and DPI held meetings and seminars to form opinions at the district
level.
• 14 district level seminars were organized by DIETs and local self-government
bodies.
• A three-day workshop was organized to form a general approach for curriculum
revision.
• A three-day seminar was organized for a detailed study of the problems in different
fields.
• A meeting of DIET principals was held to unify the district level activities.
• A web portal titled www.kerala.gov.in was formed to facilitate interaction with the
public.
• The focus group conducted a detailed study for two months in all the 14 districts
under the leadership of the DIETs. 14 position papers were formed after school
visits and surveys to evaluate different textbooks and learning materials.
• An interim evaluation of the activities of the focus groups was conducted.
• The position papers were brought for discussion in a three-day workshop attended
by curriculum committee members and the members of the core group.
• Based on the suggestions in the position papers, the Kerala Curriculum Framework
was formed.
• This Framework was presented for discussion and approval before the Kerala
society. As a part of this, the main suggestions therein were presented at the district,
panchayath, municipality and school levels. The suggestions made in these
discussions have been consolidated at the district and state levels. On the basis of
these suggestions as well the curriculum framework was prepared. We have to
now take up the framing of the syllabus up to the 12th standard, the preparation of
learning materials, try-out, preparing teachers to use the new materials and make
structural reforms.

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KERALA CURRICULUM

tIcf ]mTy-]-≤Xn N´-°qSv ˛ 2007

1. Kerala’s Educational Scenario: An overview ............................... 10 - 14

Kerala Curriculum Framework - 2007 3

The curriculum revision programme in Kerala was conceptualised on the basis

Wishing the endeavour all success,

Kerala Curriculum Framework - 2007 4

There is a general demand to explain the social aims of a curriculum. A

The aim of Higher Secondary education is to prepare the aspirants of higher

Kerala Curriculum Framework - 2007 5

Such a change cannot be implemented overnight. As a first step, it should be

Kerala Curriculum Framework - 2007 6

Learners from every stratum of the society could be encompassed in the

Kerala Curriculum Framework - 2007 7

Local self-government institutions should shoulder more responsibility in the

There should be reforms in the methodology of learning, infrastructure

The history of educational development of Kerala is the history of the

Kerala Curriculum Framework - 2007 8

Kerala Curriculum Framework - 2007 9

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2.1 Introduction effect. However, the state’s curriculum

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• girl child In Kerala, the number of girl children

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(ii) Suggestions for curriculum • providing opportunity for girls for

• content organisation, language and • providing girl-friendly toilet facilities

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It is essential to maintain clarity on major stratification. Globalisation and

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The structure of general education in for development of one’s personality.

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Instead of banking on the behavioural

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• should be capable of clarifying the During the phase of language acquisition

Language learning at the primary level In a multilingual society, the medium of

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• language-learning takes place by • avoid written examinations at the

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