3. 3
INTRODUCTION
Curriculum is intimately related with all aspects of
education. It acts as a medium which helps the pupils to
understand and realise certain values and aims by which
they could become better individuals. Curriculum is the
path through which the student has to go forward in order
to reach the goal envisaged by education. Usually the term
curriculum is understood as a group of subjects
prescribed for study in a particular course. But
curriculum is not confined to this narrow concept.
Curriculum should in no way be considered as
synonymous with courses of study. The courses of study do
list much of the content to be learnt and indicate some of
the major activities but these form only part of the
curriculum. Curriculum should be considered as broad
based term encompassing every aspect concerning a
course of study. Curriculum for a course of study may be
conceived as the totality of experiences a pupil is exposed
to within the boundaries of the school and outside while
undergoing that course , with a view to achieve the
anticipated educational goals.
4. 4
STATE – SCERT
The State Council Educational Research &
Training (SCERT), Kerala is a board of school education
in India, conducted by the Government of the state of
Kerala, India. The board prepares the syllabus for schools
affiliated with it. Their main academic focus is on medical
care, engineering and telemarketing.
The whole schooling structure is divided in to
Kinder Garden (LKG & UKG), LP (lower primary,
classes / standard 1 – 4), UP (upper primary, classes /
standard 5 – 7 , High School (classes / standard 8 -10) and
Higher Secondary (plus one equals 11th class / standard
and plus two equals 12th class / standard). Students
completing this complete course (12 year including KGs ,
which is optional and otherwise 10 years of education) will
be awarded with School Leaving Certificate abbreviate
das SSLC.
The state syllabus is dependent on the government of
that particular state. For each state, a separate education
board would be available. The syllabus would then be
decided by them as per the normal standards. The mode
of instruction of this type of study will include English as
well as the regional language.
5. 5
ROLES OF SCERT
SCERT conducts the following programmes for
teachers for their professional enrichment.
1. SEMINARS – It can be arranged on various
educational problems concerning any aspect of education.
A working paper is prepared before hand and circulated
among the participants. Then it is read and discussed in
the plenary session. Seminars can be held on re-orientation
of educational objectives, curriculum
improvement, new techniques of teaching, administration
and supervision etc.
2. WORKSHOPS – A workshop differs from a seminar. In
a workshop, the approach is more practical. All the
participants participate actively and make a significant
contribution. A workshop is organised to consider
intensively practical problems of classroom teaching.
Workshops can be organised on lesson planning,
curriculum construction, test construction etc.
3. REFRESHER COURSE – Purpose is to enable the
teachers to keep abreast of the latest developments in their
subjects as in theory and practice of education.
4. CONFERENCES – It can be organised on subjects of
practical interest, such as revision of school curriculum,
selection of text books, report of successful educational
experiments.
6. 5. STUDY GROUPS – Teachers of different subjects can
form study group which may meet once a week or
fortnightly.
6. SCHOOL PROGRAMMES – This include club
meeting, faculty meeting, study circles, exhibitions in the
school, experimental projects, film shows, demonstration
lessons etc.
7. STUDY OF PROFESSIONAL WRITING – Teachers
can study various publications of NCERT, Extension
Service Departments of Colleges to acquaint with the
latest research findings.
8. MISCELLANEOUS PROGRAMMES – This include
educational tours, visits to places of educational
importance and teacher exchange programmes can be
organised for the professional growth of teachers.
6
ADVANTAGES OF STATE SYLLABUS
State board syllabus is designed by the Department of
Education of the concerned state government. That
implies that the syllabus changes for every states of
India. Each state government looks after educational
issues pertaining to this system.
The level of education of state boards is considered
easier than CBSE and ICSE boards.
7. They try to accommodate even students with lower
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IQ to complete their schooling successfully.
DISADVANTAGES OF STATE SYLLABUS
In state syllabus the quality of text books and
teaching methods are not good as compared to other
syllabus.
They do not focus on competency for entrance
examinations of medical and engineering. However,
the engineering and medical colleges are instructed to
allocate higher number of seats for state board
students than other students.
KCF
By taking the idea of NCF - 2005, the state for the
first time develop a curriculum framework at 2007.
Whenever there should be curriculum reforms, our state
responded to them in the past. After formation of NCERT
– 1961, Kerala followed all the curriculum reform efforts
initiated in National level. In 1997, effort for the
formulation of a comprehensive curriculum focusing on
teaching and learning was attempted in Kerala. Then later
8. CCE came in to effect. It is process oriented, activity based
approach, viewed learner as constructor of knowledge.
INPUTS FOR THE NEW CURRICULUM UNDER
KCF 2007
Kerala has a long heritage of educational reforms
8
initiated by various social movements.
We have been carrying out a variety of quality
initiatives under DPEP and later SSA for the last one
decade.
We had devised much insight through our field
experience in evolving new text books and teacher
support materials in tune with the emerging
paradigm and trying out them at various levels.
There was NCF 2005 which proclaimed the necessity
to reform the schooling system prevailing in the whole
country.
AIMS OF EDUCATION ACCORDING TO KCF –
2007
Social justice – Give emphasise to promote culture of
living and co-existence.
Awareness on environment – To develop a sense in
preserving all the available resources in nature.
Citizenship – To make each child responsible citizen
of the society.
Nationalism – Give emphasise to human progress and
universal love.
9. Vocational skills – To promote vocational education
9
to earn a successful life.
THREE PILLARS OF KCF - 2007
1. Critical pedagogy explores the social dimension of a
constructivist, learner centred and process oriented
class room.
2. Issue based curriculum which acknowledges that the
process of transforming the society and that of
constructing knowledge are complementary. It
sensitizes the learner on various social issues and
instils in them a need to react to these issues.
3. Social constructivism, which categorically conceives
learning as a process of constructing knowledge and
sharing it through individual and collaborative
efforts.
STAGES OF EDUCATON ACCORDING TO KCF –
2007
KCF (2007) classified the education in to four stages.
They are;
1. Pre-school Education
2. Primary Education
3. Secondary Education
4. Higher Secondary Education
10. 1. Pre-school Education
This stage of education helps to build skills,
10
vocational experiences, interaction etc.
General education stream begins with lower primary
to higher secondary. At present pre-school education
is not a part of formal educational system
(Anganwadi). Education takes place here through
activity and experience.
2. Primary Education
Most of students who enroll in primary schools
undergo pre-school education.
It implies,
a) Flexible curriculum
b) Effective engagement of social atmosphere
c) Knowledge gained should be beyond the
boundaries of text book.
3. Secondary Education
Secondary stage of education includes classes from 8
to 10.
Activity oriented.
Group learning.
Require leader ship.
4. Higher Secondary Education
It includes classes of 11th (plus one) and 12th (plus
two).
It is the terminal stage of general education.
Students get vocational skills.
11. It presents opportunities of higher studies in front of
11
students
CONCLUSION
The SCERT (State Council Educational Research &
Training) is the parallel organisation to the NCERT that
looks after the quality of education at the state level, for
which they receive the guidelines of the NCERT. The
SCERT is directly concerned with the in service
programmes for secondary school teachers. It is also
directly and indirectly connected with the in service
training of primary and pre primary teachers by giving
administrative and managerial leadership to the activities
of the District Institute of Education and Training. It also
develops curricula for schools, prepare hand books and
other instructional materials for teachers to enable them
make instruction modern and technology oriented. Like
this, KCF-2007 also brings many changes and new policies
to the educational field in our state. Curriculum is not
merely syllabus and the scope of curriculum is much
broader and deeper. Also it encompasses various kinds of
curricular and co-curricular activities as well as the
various aspects of the social, natural and educational
environment with reference to which the experiences are
transacted. KCF launched to strengthen primary,
secondary and higher secondary education in Kerala and
12. SCERT make the syllabus for the different stages of
education.
12
REFERENCES
1. ‘SCIENCE EDUCATION’ – Dr. K. Sivarajan
Prof. A. Faziluddin
2. ‘EDUCATION IN THE MODERN INDIAN
SOCIETY’
- Dr. K. Sivarajan
3. ‘SCIENCE EDUCATION’ – Dr. T. K. Mathew
Dr. T.M. Mollykutty
