Sunday, August 31, 2014
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RAMEESA .A
ASSIGNMENT
TOPIC:
COMPETITIVE
EXAMINATIONS
FOR TEACHERS- KTET, NTET, TET
SUBMITTED TO:
Mrs. RADHA
SUBMITTED
BY:
RAMEESA
ABDULSALAM
SUBMITTED
ON:
23-06-2014
INDEX
|
SERIAL NO
|
CONTENT
|
PAGE NO
|
|
1
|
INTRODUCTION
|
3
|
|
2
|
CONTENT
|
4-13
|
|
3
|
CONCLUSION
|
14
|
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4
|
REFERENCES
|
15
|
introduction
Qualifying in a Teacher
Eligibility Test (TET) is now mandatory for all existing and aspiring primary
and middle school teachers in the country, with the passing of the Right To
Education Act. The National Council of
Teacher Education (NCTE) has published the guidelines for conducting
the TET, providing complete details about rationale for the test,
eligibility to take the test, the structure and syllabus for the test, the type
of questions that would be asked and the marks required to qualify as a
teacher.
To be eligible to
take the CTET or any other TET conducted by the states, one has to have a
degree in education (B.Ed or D. Ed) or be on the verge of completing a degree
in the year of taking the test. Teachers will need to take the TET within a
period of 5 years from the time the TET is first notified. This kind of a
qualifying test can help improve the quality of teachers right from the
recruitment stage.
It
had been inter alia provided that one of the essential qualifications for a
person to be eligible for appointment as a teacher in any of the schools
referred to in clause (n) of section 2 of the Right To Education Act is that
he/ she should pass the Teacher Eligibility Test (TET) which will be conducted
by the appropriate Government in accordance with the Guidelines framed by the
NCTE.
TET
TET was introduced by the Government
of Indian
order to improve standards in teaching. It was held for the first time in
2011.For teachers already working, they are supposed to clear the exam in two
years time.
The implementation of the
Right of Children to Free and Compulsory Education (RTE) Act, 2009 requires the
recruitment of a large number of teachers across the country in a time bound
manner. In spite of the enormity of the
task, it is desirable to ensure that quality requirement for recruitment of
teachers are not diluted at any cost. It is therefore necessary to ensure that
persons recruited as teachers possess the essential aptitude and ability to
meet the challenges of teaching at the primary and upper primary level.
In
accordance with the provisions of sub-section (1) of section 23 of the Right of
Children to Free and Compulsory Education (RTE) Act, 2009, the National Council
for Teacher Education (NCTE) has laid down the minimum qualifications for a
person to be eligible for appointment as a teacher in class I to VIII, vide its
Notification dated August 23, 2010. A copy of the Notification is attached at
Annexure 1. One of the essential qualifications for a person to be eligible for
appointment as a teacher in any of the schools referred to in clause (n) of
section 2 of the RTE Act is that he/she should pass the Teacher Eligibility
Test (TET) which will be conducted by the appropriate Government.
Teacher Eligibility Test
known as TET is an Indian entrance examination
for teachers.
The test is mandatory for getting teaching jobs in government schools from
Class 1 to Class 8. Paper 1 is meant for teachers opting for Class 1 to Class 5
and Paper 2 for Class 6 to Class 8. It is conducted by both Central government
and State governments in India. Most states conduct their own TET.The test is conducted in order fulfills
and achieve Right
to education goals.
NTET
The basic objective is to
determine eligibility for college & university level lectureship and for
award of Junior Research Fellowship (JRF) for Indian nationals in order to
ensure minimum standards for the entrants in the teaching profession and
research.
The test for Junior
Research Fellowship is being conducted since 1984. The Government of India,
through its notification dated 22 July 1988 entrusted the task of conducting
the eligibility test for lectureship to University Grants Commission.
Consequently, UGC conducted the first ever National Eligibility Test (NET),
common to both Eligibility for Lectureship and Junior Research Fellowship in
December 1989. Since then it is conducted twice every year, once each in June
& December.
The
National Educational Testing Bureau of University Grants Commission (UGC)
conducts National Eligibility Test (NET) to determine eligibility for
lectureship and for award of Junior Research Fellowship (JRF) for Indian
nationals in order to ensure minimum standards for the entrants in the teaching
profession and research. The Test is conducted in Humanities (including
languages), Social Sciences, Forensic Science, Environmental Sciences, Computer
Science and Applications and Electronic Science
The Council of Scientific and Industrial Research (CSIR) conducts the UGC-CSIR NET for other Science subjects, namely, Life Sciences, Physical Sciences, Chemical Sciences, Mathematical Sciences and Earth Atmospheric Ocean & Planetary Sciences jointly with the UGC. The tests are conducted twice in a year generally in the months of June and December. For candidates who desire to pursue research, the Junior Research Fellowship (JRF) is available for five years subject to fulfillment of certain conditions. UGC has allocated a number of fellowships to the universities for the candidates who qualify the test for JRF. The JRFs are awarded to the meritorious candidates from among the candidates qualifying for eligibility for lectureship in the NET. JRFs are available only to the candidates who opt for it in their application forms.
The Council of Scientific and Industrial Research (CSIR) conducts the UGC-CSIR NET for other Science subjects, namely, Life Sciences, Physical Sciences, Chemical Sciences, Mathematical Sciences and Earth Atmospheric Ocean & Planetary Sciences jointly with the UGC. The tests are conducted twice in a year generally in the months of June and December. For candidates who desire to pursue research, the Junior Research Fellowship (JRF) is available for five years subject to fulfillment of certain conditions. UGC has allocated a number of fellowships to the universities for the candidates who qualify the test for JRF. The JRFs are awarded to the meritorious candidates from among the candidates qualifying for eligibility for lectureship in the NET. JRFs are available only to the candidates who opt for it in their application forms.
Eligibility
i) Candidates who have secured at least 55% marks (without rounding off) in Master’s Degree OR equivalent examination from universities/institutions recognized by UGC in Humanities (including languages) and Social Sciences, Computer Science & Applications, Electronic Science etc. are eligible for this Test. The Scheduled Caste (SC)/Scheduled Tribe (ST)/Physically Handicapped (PH)/Visually Handicapped (VH) category candidates who have secured at least 50% marks (without rounding off) in Master’s degree or equivalent examination are eligible for this Test.
ii) Candidates who have appeared OR will be appearing at the qualifying Master’s degree (final year) examination and whose result is still awaited OR candidates whose qualifying examinations have been delayed may also apply for this Test. However, such candidates will be admitted provisionally and shall be considered eligible for award of JRF/Lectureship eligibility only after they have passed their Master’s degree examination or equivalent with at least 55% marks (50% in case of SC/ST/PH/VH category candidates). Such candidates must complete their P.G. degree examination within two years from the date of NET result with required percentage of marks, failing which they shall be treated as disqualified.
i) Candidates who have secured at least 55% marks (without rounding off) in Master’s Degree OR equivalent examination from universities/institutions recognized by UGC in Humanities (including languages) and Social Sciences, Computer Science & Applications, Electronic Science etc. are eligible for this Test. The Scheduled Caste (SC)/Scheduled Tribe (ST)/Physically Handicapped (PH)/Visually Handicapped (VH) category candidates who have secured at least 50% marks (without rounding off) in Master’s degree or equivalent examination are eligible for this Test.
ii) Candidates who have appeared OR will be appearing at the qualifying Master’s degree (final year) examination and whose result is still awaited OR candidates whose qualifying examinations have been delayed may also apply for this Test. However, such candidates will be admitted provisionally and shall be considered eligible for award of JRF/Lectureship eligibility only after they have passed their Master’s degree examination or equivalent with at least 55% marks (50% in case of SC/ST/PH/VH category candidates). Such candidates must complete their P.G. degree examination within two years from the date of NET result with required percentage of marks, failing which they shall be treated as disqualified.
iii) The Ph.D. degree holders whose Master’s level examination had
been completed by 19th September, 1991 (irrespective of date of declaration of
result) shall be eligible for a relaxation of 5% in aggregate marks (i.e., from
55% to 50%) for appearing in NET.
iv) Candidates are advised to appear in the subject of their post-graduation only. The candidates, whose post-graduation subject is not covered in the list of subjects in item No. 9, may appear in a related subject.
v) Candidates seeking concession in fee are required to submit attested copy of their OBC(Non-creamy layer)/SC/ST/PH/VH certificate along with online print out of their Application Forms (obtained while applying on-line). Other candidates are not required to submit any certificates/documents in support of their eligibility along with print out of their Application Form. Therefore, the candidates, in their own interest, must satisfy themselves about their eligibility for the Test. In the event of any ineligibility being detected by the Commission at any stage, their candidature will be cancelled and they shall be liable for legal action.
vi) Candidates with post-graduate diploma/certificate course(s), should in their own interest, ascertain the equivalence of their course(s) with Master’s degree of recognized Indian universities from Association of Indian Universities, New Delhi.
iv) Candidates are advised to appear in the subject of their post-graduation only. The candidates, whose post-graduation subject is not covered in the list of subjects in item No. 9, may appear in a related subject.
v) Candidates seeking concession in fee are required to submit attested copy of their OBC(Non-creamy layer)/SC/ST/PH/VH certificate along with online print out of their Application Forms (obtained while applying on-line). Other candidates are not required to submit any certificates/documents in support of their eligibility along with print out of their Application Form. Therefore, the candidates, in their own interest, must satisfy themselves about their eligibility for the Test. In the event of any ineligibility being detected by the Commission at any stage, their candidature will be cancelled and they shall be liable for legal action.
vi) Candidates with post-graduate diploma/certificate course(s), should in their own interest, ascertain the equivalence of their course(s) with Master’s degree of recognized Indian universities from Association of Indian Universities, New Delhi.
KTET
The Government of Kerala will conduct Kerala Teachers Eligibility Test
(KTET) also known as Kerala TET , as per the formalities laid down by the
central regulating authorities. Kerala TET is for the candidates aspiring to
become teachers in primary (class I -V) and upper primary (VI-VIII) schools in
the state of Kerala.
KTET notification will be
released by the Department of School Education, Kerala OR
concerned examination board as directed by the Government of Kerala. TET is a
compulsory examination for all the B.Ed. qualified candidates to be considered
for teacher jobs in schools run by the government and private managements.
Candidates may be facilitated to apply online for this examination. Here are
the details of the KTET notification, syllabus, question pattern, eligibility
details.
The implementation of
the Right of Children to Free and Compulsory Education (RTE) Act 2009 requires
the recruitment of a large number of qualified teachers across the country in a
time bound manner. It also directs the State to ensure that quality requirement
for recruitment of teachers is not diluted at any cost. It is therefore
necessary to ensure that persons recruited as teachers possess the essential
aptitude and ability to meet the challenges of teaching at all levels of
schooling.
In accordance with the
provisions of subsection(1) of section 23 of the RTE Act, the National Council
for Teacher Education (NCTE) vide Notification dated 23rd August 2010, had laid
down the minimum qualifications for a person to be eligible
for appointment as
a teacher in classes I to VIII.
The Government of Kerala has
decided to extent the TET up to class X teachers. It had been inter-alia provided
that one of the essential qualifications for a person to be eligible for
appointment as a teacher in any of the schools referred to in clause (n) of
section 2 of the RTE Act is that she/he should pass the Teacher Eligibility
Test (TET) which will be conducted by the appropriate Government in accordance
with the guidelines framed by NCTE.
Accordingly, Government of
Kerala has issued orders for the conduct of Teacher Eligibility Test in Kerala
- vide G.O (P) No. 70/12/G.Edn, dated: 01.03.2012 and
G.O (Ms) No.205/12/G.Edn.dated:25.06.2012.Teacher
Eligibility Test conducted in the State will hereafter be known as Kerala Teacher
Eligibility Test (K-TET).
The rationale for including
the TET as a minimum qualification for a person to be eligible for appointment
as a teacher is as under.
i. It would bring
national standards and benchmark of teacher quality in the recruitment
process;
ii. It would induce
teacher education institutions and students from these institutions to improve
their performance standards;
iii. It would send
a positive signal to all stakeholders that the Government lays special emphasis
on teacher quality.
Qualifying in the
Teacher Eligibility Test is mandatory to ensure that persons recruited as
teachers possess the essential aptitude and ability to meet the challenges of
teaching at all levels.
A person to be eligible
for appointment as a teacher in any of the schools approved by the Department
of General Education, Government of Kerala has to qualify the ‘Kerala Teacher
Eligibility Test’ (K-TET).
This test will be
conducted by Pareeksha Bhavan, Kerala in accordance with the guidelines
published by State Council of Educational Research and Training (SCERT) Kerala
and such other Rules/Regulations/Instructions/Policies laid down by the National
Council for Teacher Education(NCTE)/Department of General Education/Government
of Kerala.
In accordance
with the provisions made in the Service Rules of various categories of teaching
staff in the State of Kerala, RTE Act 2009 and guidelines framed by the NCTE, K-TET shall apply to -
i) Schools of the State Government/ Local authority referred to
in the Service Rules and also sub-clause (i) of clause (n) of Section 2 of the
RTE Act 2009 and
ii) Schools referred to in sub clause (ii) of clause (n) of the
RTE Act in Kerala.
iii) A school belonging to specified category; and Provided a
school referred to in sub-clause (iv) of clause (n) of Section 2 of the RTE Act
may, for the purpose of Elementary levels, exercise the option of considering
either this K-TET or the TET conducted by the Central Government. In Kerala
ktet is applicable to HS level.
SYLLABUS
Syllabus
of the K-TET for Category I, II, III& IV will be published by SCERT Kerala
in the website www.scert.kerala.gov.in and the Pareeksha Bhavan, Kerala
www.keralapareekshabhavan.in
ELIGIBILITY, SCHEME, STRUCTURE AND CONTENT OF THE TEST
The tests will be for four categories - Category I, Category II
, Category III &Category IV. All individuals, who possess minimum
educational qualifications as delineated for each category, are eligible to
appear the tests.
The test is for:
i) Those who intends to be a teacher for Lower Primary classes
and fulfills the minimum educational qualification (Category I)
ii) Those who intends to be a teacher for Upper Primary classes
and fulfills the minimum qualification (Category II)
iii) Those who intends to be a teacher for High School classes
and fulfils the minimum qualification (Category III)
iv) Those who intends to be a language teacher up to Upper
Primary classes and fulfills the minimum qualification. For Specialist teachers
and Physical Education teachers, K-TET is applicable up to High School level
(Category IV).
However,
a person who intends to be qualified in more than one category (Lower Primary
classes, Upper Primary classes, High school classes and Language teachers in
Arabic, Hindi, Sanskrit, Urdu, (up to UP Level), Specialist teachers and
Physical Education teachers) and possess the minimum
qualifications for the respective categories, can specify this in the same
application form (online) and appear for the examinations meant for these
categories.
Conclusion
Teachers
in the contemporary society need to be through professionals fully equipped
with both, high academic standards, Pedagogical and practical skills and
ethical and moral values. That is the main purpose of conducting competitive
examinations for teachers. The dream of a learning society can become reality
only when the dream teachers are well equipped with moral, professional
intellectual, practical and communication skills to convince the students
through their efficient teaching. We can also conclude with the quote: ―To be a
good teacher, you have to have heart for the kids, integrity to push for
excellence and a lot of creativity. And it takes stamina like you would not
believe.
REFERENCES
1. www.bie.org/Training
2. en.wikipedia.org/wiki/Teacher_Eligibility_Test
4. ugcnet.testbag.com/exam-analysis.php?tp=4
Saturday, August 30, 2014
Friday, August 29, 2014
Natural Resources
DAYANA CYRUS
Roll No. 110
Roll No. 110
Natural Resources occur naturally within environments that exist relatively undisturbed by humanity, in a natural form. A natural resource is often characterized by amounts of biodiversity and geodiversity existent in various ecosystems.
Natural
resources are derived from the environment. Some of them are essential for our
survival while most are used for satisfying our needs. Natural resources may be
further classified in different ways.
Natural
resources are materials and components (something that can be used) that can be
found within the environment. Every man-made product is composed of natural
resources (at its fundamental level). A natural
resource may exist as a
separate entity such as fresh water, and air, as well as a living organism such
as a fish, or it may exist in an alternate form which must be processed to
obtain the resource such as metal ores, oil, and most forms of energy
There
is much debate worldwide over natural resource allocations, this is partly due
to increasing scarcity (depletion of resources) but also because the
exportation of natural resources is the basis for many economies (particularly
for developed nations such as Australia).
Some
natural resources such as sunlight and air can be found everywhere, and are
known as ubiquitous resources. However, most resources only occur in small
sporadic areas, and are referred to as localized resources. There are very few
resources that are considered inexhaustible (will not run out in foreseeable
future) – these are solar radiation, geothermal energy, and air (though access
to clean air may not be). The vast majority of resources are exhaustible, which
means they have a finite quantity, and can be depleted if managed improperly.
Renewable Resources
Renewable resources can be replenished
naturally. Some of these resources, like sunlight, air, wind, etc., are continuously
available and their quantity is not noticeably affected by human consumption.
Though many renewable resources do not have such a rapid recovery rate, these
resources are susceptible to depletion by over-use. Resources from a human use
perspective are classified as renewable only so long as the rate of
replenishment/recovery exceeds that of the rate of consumption.
Non-renewable Resources
Non-renewable resources either form slowly or
do not naturally form in the environment. Minerals are the most common resource
included in this category. By the human perspective, resources are
non-renewable when their rate of consumption exceeds the rate of
replenishment/recovery; a good example of this are fossil fuels, which are in
this category because their rate of formation is extremely slow (potentially
millions of years), meaning they are considered non-renewable. Some resources
actually naturally deplete in amount without human interference, the most
notable of these being radio-active elements such as uranium, which naturally
decay into heavy metals. Of these, the metallic minerals can be re-used by
recycling them, but coal and petroleum cannot be recycled.
Reference : http://en.wikipedia.org/wiki/Natural_resource
Wednesday, August 27, 2014
RADHIKA. S (119)
CURRICULUM-FUNCTIONS AND PRINCIPLES
INTRODUCTION
Curriculam is an important element of
education. Aims of education are reflected in the curriculam. In other wards,
the curriculam is determined by the aims of life and society. Aims of life and
society are subject to constant change. The aims of education are attained by
the school programmes, concerning knowledge, experiences, activities, skills
and values. The different school programmes are jointly known as curriculam.
The traditional curriculam was subject-centered while the modem curriculam is
child and life-centered.
According
to the history of education, the term ‘curriculum’ was originally related to
the concept of a course of studies followed by a pupil in a teaching
institution. The term ‘curriculum’ is derived from Latin word ‘currere’ which
means a ‘race course’ or a runaway on which one runs to reach a goal.
Accordingly, a curriculum is the instructional and educative programme by
following which the pupils achieve their goals, ideals and aspirations of life.
In recent decades, the concept of curriculum has evolved and gained in
importance. Increasingly, it is used universally within the framework of
globalization, the theory of pedagogy and the sociology of education. At the
same time, the concept acquired such an importance that since the 1990s certain
authors underscored the risk of an invading epistemology (i.e. the concept
being used to indicate all dimensions of the educational process, without allowing
any differentiated analytical approach to its complexity).
In fact, the term curriculum is mostly
used to refer to the existing contract between society, the State and
educational professionals with regard to the educational experiences that
learners should undergo during a certain phase of their lives. For the majority
of authors and experts, the curriculum defines: (i) why; (ii) what; (iii) when;
(iv) where; (v) how; and (vi) with whom to learn.
CURRICULUMDEVELOPMENT
PROCESS
The curriculum development processes can be defined through four
phases:
(i) the
curriculum presented to teachers;
(ii) the
curriculum adopted by teachers;
(iii)
the curriculum assimilated by learners; and
(iv)
the evaluated curriculum.
In this cases, the curriculum
development process proceeds from the top downwards. The most usual term to
indicate this type of process is the English expression “top-down”. In this
case, The majority of centralized countries follow this type of curriculum
development process. Eg. India.
In some other
cases, the curriculum development process proceeds from the bottom upwards (a
“bottom-up” process). In this case as well, four different phases can be
identified:
(i) what the
society or the parents want;
(ii) responses
provided by teachers in the schools;
(iii) the
collection of these responses and the effort to modify aspects; and
(iv) the
development of common standards and their evaluation.
The majority of
decentralized countries follow this type of curriculum development process or
processes, which are carried out in each school in the context of its
community, but without necessarily taking into consideration the developments
adopted by other schools or institutions.
New approach of Curriculum development
The current trend is to promote networked curriculum development
with several interactions (top-down and bottom-up), while trying to take into
account the needs—not only the educational requirements—and to rebuild the way
of conceptualizing reality and education systems, in order that political
authorities are no longer found at the top, but in the centre of curriculum
development dynamics. These authorities thus become stimulating bodies that
promote multiple interactions between teaching institutions and society,
jointly defining the meaning, the knowledge, the methods and the spaces of
education.
There are several
groups working on the curriculum. Nevertheless, comparative studies on the
curriculum are not yet abundant. The discipline “comparative education” has
rather dealt with issues such as the definition of educational policies,
education system structures and trends of schooling worldwide. In recent years,
however, a need for more comparative research in the field of the curriculum
has come to the fore. Indeed, in recent years, various comparative research
projects on students’ learning achievements have been carried out, especially
in the most advanced countries of the world. These research programmes could be
considered as producing an “international evaluated curriculum”, although this
issue has not set off much reaction among the international community.
On the other hand,
the gathering and analysis of information on the curriculum offered to teachers
and as taught in educational institutions is not sufficiently developed. To
meet existing needs in terms of information, especially for better promoting
education to live together in an increasingly interdependent world, UNESCO’s
International Bureau of Education (www.ibe.unesco.org), based in Geneva, has
received a new mission. Within the framework of this mission, the IBE is one of
the sources giving access to information about curricula in the contemporary
world and contributing to comparative education.
DETERMINANTS
OF CURRICULUM CONSTRUCTION
PHILOSOPHICAL
- · Principle of Philosophy of Education.
- · National Goals.
- · School of thought.
- · Idealism.
- · Naturalism.
- · Pragmatism
- · Existentialism
PSYCHOLOGICAL
- · Capacities
- · Interest,
- · Attitude of the children.
- · Learning theories
- · Personality
- · Mental Health.
SOCIOLOGICAL
- · Curriculum –
- · Nature of Family,
- · Goals of Nation,
- · Social Needs,
- · Social Evils,
- · Social Problems.
POLITICAL
- · Democracy –
- · Equality,
- · Liberty,
- · Fraternity
SCIENTIFIC
- · Science & Technology
- · Information & Technology
HISTORICAL
- · Country’s Historical background
- · Culture
- · Tradition
ENVIRONMENTAL
- · Pollution
- · Earthquake
- · Ozone Layer depletion
PRINCIPLES
OF CURRICULUM CONSTRUCTION
The Principle of Curriculum construction emphasized
by John Dewey. They are:
·
Principle
of Utility - Subjects included in the curriculum should be useful in solving problems
and facingsituations in life. Eg – health and hygiene.
·
Principle
of Flexibility – It should be flexible and not pre- determined and rigid.
Changes could be accommodated based on child’s interests
·
Principle
of Child- Centeredness: Child is the focus of education, content should be
based on his/her interest and ability. Eg: primary , secondary etc.
·
Principle
of Life- Centeredness: Subjects and activities should be related to life. Eg:
Bank transactions.
·
Principle
of Community- Centeredness: A dominant role in community development. Eg:
values of cooperative action.
·
Principle
of Correlation: Cannot be isolated from one another bringing in ARD.
·
Principle
of Activity- Centeredness: Purposeful activity and actual life experiences.
According
to Secondary Education Commission
·
Principle
of totality of experience: Includes all experiences that achieve the physical,
mental, social andemotional development of the child.
·
Principle
of variety and elasticity: Learning experiences should be based to the
diversity of interests, levelsof intellectual development and various talents
and aptitude.
·
Principle
of core subjects: Include some common subjects like Languages, Science and
Social Studies.
·
Principle
of linking with community life: Community Life and interaction with community
eg: socialservice, school camps.
·
Principle
for the use of leisure: Education for leisure develops creativity, aesthetic
sense and developvocational skills.
·
Principle
of inter-relation of subjects: Correlation of subjects and suggests an inter-disciplinary
approach.
·
Principle
of Need-based activity: Cater to the needs of society and provide the man-power
for social andeconomic development.
·
Conservative
Principle: Conservation of cultural heritage, monuments, natural resources and
wildlifethrough various subjects and co- curricular activities.
·
Principle of creative training:
Stimulates and develops the creative
abilities of the pupils
FUNCTIONS OF
CURRICULUM
A
curriculum is said to have the following functions
1.Synthesis of
the subjects of study and life
The
primary aim of the curriculum is to provide the educands those subjects of
study which will enable them to bridge the gap between school life and life
outside the school.
2.Acquisition and strengthening of
knowledge
Acquisition
of relevant knowledge in various subjects may be considered as the most
fundamental requirement for making the above synthesis possible.Hence it should
be considered as a primary function served by the curriculum.By providing and
integrating the various fields,the
cognitive structure gets strengthened.
3.Complete development
The
aim of education is to achieve the physical, mental,social,moral,religious and
spiritual developments of the educand.The curriculum aims at making such a
completedevelopment possible
4.Development of democratic values
The curriculum of education is meant
to develop values of liberty,equality,and fraternity,so that the educands may
develop into worthy citizens of a democratic country.Special emphasis is laid
on the development of values such as tolerance,respect for
others,co-operation,we-feeling andcivic sense.This development aims not only at
creationof national outlook but also at introducing a spirit of
internationalism.
5.Satisfaction of educand’s needs
It
is seen that a great variety of interests,skill,attitude,aptitude,etc; are
possessed by the educands. A curriculum can satisfy these multifarious needs
and requirements of the educand.
6.Realization of values
The
ultimate aim of education is the development of character and what is required
for this is to helpthe educand internalize various desirable values.Hence,one
of the functions served by the curriculum is enabling the educand build up a
desirable value system.
7.Harmony between individual and
society
The
success of democracy depends upon the efficiency of the individuals as revealed
in their personal life as well as social life.The society has to look
after individual while the individual
has to contribute to the development of the society.Hence,creation of an
environment which enables the individual to achieve as well as social
efficiency leading to the betterment of the society is another function served
by the curriculum.
8.Creation of suitable environment
Whether
all the aspects described above would be realized depends on the efficiency of
the learning environment provided.Such an environment must assist the educand
in achieving the maximum possible development of his intellect,emotions,and
skills.Hence,creation of environmental conditions appropriate for each
situation is a very important function served by the curriculum for
developmental education.
CURRICULAR GOALS
Curricular goals
are the general, long-term educational outcomes that the school system expects
to achieve through its curriculum. Three critical elements are included in this
definition.
First, goals are
stated much more generally than objectives. Thus, one goal for English language
arts might be “Learn to communicate ideas through writing and speaking.” One objective
for fifth-grade language arts would be much more specific: “Write a letter,
with appropriate business-letter form, suggesting a community improvement.”
Second, goals are long-term, not
short-term, outcomes. The school system hopes that after 12 years of formal
schooling, its students will have achieved the goals the system has set.
Finally, curricular goals
are those outcomes the school system hopes to achieve through its curriculum.
Here, it is important to make a distinction between educational goals and
curricular goals. Educational
goals are the long-term outcomes that the school system expects to accomplish
through the entire educational process over which it has control, as Brown
(2006) found from a survey conducted with educators, parents, and employers as
to what type of skills they believed students should be developing. The
following is a prioritized list of survey responses:
1. Critical-thinking skills
2. Problem-solving strategies and effective decision-making skills
3. Creative-thinking processes
4. Effective oral and written communication skills
5. Basic reading, mathematics, and writing abilities
6. Knowledge of when and how to use research to solve problems
7. Effective interpersonal skills
8. Technology skills
9. Knowledge of good health and hygiene habits
10. Acceptance and understanding of diverse cultures and
ethnicities
11. Knowledge of how to effectively manage money
12. Willingness, strategies, and ability to continue learning
CONCLUSION
The present assignment defines the concept of curriculum and standards,
describes the contrasting nature of curriculum components, and analyzes the
meaning of curriculum to provide some fundamental concepts essential for
understanding the comprehensive field of curriculum followed by process of
curriculum development, determinants and principles of its construction, functions
and goals.
The current trend
is to promote networked curriculum development with several interactions
(top-down and bottom-up), while trying to take into account the needs—not only
the educational requirements—and to rebuild the way of conceptualizing reality
and education systems, in order that political authorities are no longer found
at the top, but in the centre of curriculum development dynamics. These
authorities thus become stimulating bodies that promote multiple interactions
between teaching institutions and society, jointly defining the meaning, the
knowledge, the methods and the spaces of education.
REFERENCES:
Bryk,
A. S. (2010). Organizing schools for improvement. Phi Delta Kappan, 91(7), 23–30.
Benavot, A. (2002). Curricular content and
(desirable) societal outcomes: perspectives
and questions from comparative
educational research. Prospects
(Dordrecht,), vol. 32, 1
Teaching
for Change ,http://www.teachingforchange.org/
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