After the two-day brain storming and orientation session organised in the month of August in Ahmedabad by a team of experts from the National Council of Educational Research and Training (NCERT), the process for implementation of curriculum reforms recently took off in Gujarat.
Various experts of Languages and Commerce subjects for Classes IX till XII have already held their meetings over this week to suggest required reforms in the curriculum and submitted their recommendations to the Gujarat Secondary and Higher Secondary Education Board for further action.
The subjects already covered by the experts include Languages — English, Hindi and Gujarati — and Commerce — Accountancy, Economics, Statistics and Business Administration. Once these recommendations are approved by the GSHSEB, these would be forwarded to the Gujarat State Textbook Board which will further give its opinion on these suggestions and changes if required before approving and implementing from the academic session 2016-17.
As guided by the NCERT members during the orientation programme of subject experts from Gujarat for revision of curriculum as per the National Curriculum Framework (NCF) 2005, the stress has been given on mother tongue, illustrations and pictures used in textbooks, a shift from content based teaching to problem solving and understanding, enhancing child’s ability to think and reason, visualize and handle abstractions and formulate and solve problems.
“The guidelines given to us by NCERT experts on which curriculum reforms have been framed include gender sensitivity and justice and also sensitivity to caste and community including tribal and disadvantaged groups. These issues to be a part of all sectors of social science. For instance, females should also be shown through illustrations or real life examples of women working in senior positions across all sectors,” said one of the subject experts.
Also, the curriculum reforms have been suggested keeping in mind the mindset of a rural as well as an urban child. The textbooks should have a balance between these two. It also encourages innovation in ideas and practice through textbooks and use of technology and recommends partnerships between the school system and other civil society groups.