Learning lessons

The National Curriculum Framework (2005) should be commended for its forward looking interventions in education. Designing a curriculum framework for India is not easy. But this document has broken new ground by adhering to some sound basic principles. It foregrounds the fact that curriculum reform must be about pedagogy as much as it is about content. It recommends a range of pedagogical innovations that should be applauded. It emphasises creativity and critical abilities at the expense of rote learning. It creates room for a curriculum that talks to children rather than talk at them. And it recognises that the rich work knowledge base of students from marginalised communities can be turned into a source of learning and dignity. Second, the framework allows for a nuanced appreciation of pluralism and diversity. But it does this, not by wielding some ideological shibboleth called “diversity”. Instead it allows for the curriculum to be adapted and modified in the light of diverse needs of many different kinds. Third, while allowing for pluralism and diversity, it sets down some basic norms that the curriculum will have to comply with. Striking a balance between pluralism and standardisation, autonomy and adequate monitoring, local variations and global requirements, is not an easy task. But this framework has the foresight to acknowledge these tensions and suggest a constructive balance.

The framework has been criticised largely by those who are used to looking upon the state as a vehicle for simple-minded ideological indoctrination. The state has an important role in ensuring that all schools meet certain standards. The state also has a role in promulgating our basic constitutional values among future citizens. But it does not follow from these aspirations that the state should exercise monopoly control over textbooks, or confuse maintaining standards with complete standardisation.

The debate over textbooks, especially in the social sciences and humanities, has been reduced to a one-dimensional debate over the meaning of secularism. The NCF, while displaying fidelity to our constitutional aspirations, moves the debate considerably beyond conventional parameters. It seeks to produce self-reliant, confident, creative students. And, more importantly, it reposes trust in their abilities. The NCF should be, broadly, endorsed.