BCF - 2008 Full Notes ctet, TET, STET
After various rounds of discussion on National Curriculum Framework 2005, it was decided that the possibility would be explored to prepare the outline of our school in the state of Bihar also. The Secretary, Human Resource and Development Department entrusted this work to NCERT. After internal deliberations in the council, it was decided to constitute a Kap Acharya committee under the chairmanship of Professor Vinay Kant, to start this work, a workshop was organized in NCERT on 28 and 29 March 2006 but in July 2006 Only then did the work pick up pace. A series of workshops were conducted at SCRT in which expert school teachers, organized and cultural workers and interaction and exchange of ideas with students and parents brought about ambiguity in the idea. The members of the Acharya committee studied the National Curriculum Framework and the vision papers of the Khokha group of NCERT and they were also used in the workshop. Whenever possible small reports were prepared and used in preparing the report.
The English version of the draft Bihar Curriculum Framework was submitted to the Council by the Curriculum Committee on December 3, 2006. Its publication took some time and the publication of the published document was completed on 10 June 2007. There was some further delay in Hindi translation and publication.
The next important point was the discussion among the draft trainers. For this, workshops were organized at the district level, in which apart from this format, some parts of the proposed curriculum and the National Curriculum Framework 2005 were discussed. Through these workshops on one hand the teachers got information about these documents and on the other hand they gave their opinion which were recorded.
S.C.E.R.T. from 12 to 17 March 2008 In order to finalize the curriculum, a five-day workshop was organized in which fortunately many outside experts were also present and gave their views. Final Workshop S.C.E.R.T. It was convened on 14th and 15th May, after which this revised form of the outline of Bihar routine has been prepared. The first question that arose before the committee was why a State-level Curriculum Framework should be prepared, especially when the National Curriculum Framework has been prepared by the NCERT after extensive interaction and discussion across the country. The foreword to the Bihar Curriculum Framework and then its justification have been highlighted in the first chapter. In fact, from Kothari to Krishna Kumar, there has been a recommendation for a decentralized approach in the construction of the education curriculum, which has been approved by most of the sensitive educationists, at the same time, it cannot be ignored that in the context of education, Bihar The situation is distinct and different from that of the national general situation. Considering the contextual need, a need was felt for a separate curriculum framework for the state. Bihar ranks lowest in the economic backwardness or human development index, even as the percentage of urbanization is only 10.47 percent compared to the national average of 27.78 percent. Bihar has a strong tradition of caste based social stratification. The standard of educational infrastructure has been generally low. Despite all these limitations, the state has a strength of its own and the students here are displaying their talents at other places as well.
Guiding Principles - Bihar Curriculum Framework is committed to developing a system of education that promotes equality, harmony and excellence. The guiding principles of the Bihar Curriculum Framework are given in its first chapter, which are as follows-
Connecting education to nature, society and life outside the school
Redesigning textbooks and teaching-learning strategies to develop a positive but critical attitude
Redesigning the classroom and examinations to strengthen the learning process.
To help in the multi-dimensional development of children and to bring out their individual unique qualities.
The Bihar Curriculum Framework has nine chapters which is much more than the NCCEERT document on Curriculum. This is because separate chapters have been given on children, teachers, textbooks, assessment and most importantly, rural education. In the present revised edition, the chapter on Assessment and Evaluation has been clubbed with the chapter on Curriculum Action, so the total number of chapters has gone up to eight. There is a slight difference in the order of the chapters. The children's chapter deals with the issue of child education and adolescent education as well as underprivileged children, who represent a large part of the child population in the state. How to provide them the best education has emerged as the biggest challenge in the state level curriculum design. Issues related to teachers, their changing roles, the need for their training and finally the institutional arrangements for the same are discussed in the third chapter of the document.
The fourth chapter deals with the issue of curriculum, its scope and strategies. Not only is this part the longest but also the most important. Like the NCF, 2005, this chapter has accepted the problem of choice of subjects in the curriculum. Along with this, there is a discussion of level-based choice and definition of the subject and teaching-learning styles. In addition to the four traditional parts of the curriculum, language, mathematics, science and social science, environmental education has been taken as a special area, although its nature is different from the other four. The Bihar Curriculum Framework agrees to a large extent with the National Curriculum Framework that there has been a drastic change in the strategy of teaching traditional subjects.
Environmental education in the curriculum can bring about a massive change, which is possible because of its open dimension. Studying the environment confined in the classroom by mere textbooks often gives nothing but exam preparation. Its significance is questionable and it hardly fulfills the core sentiments of the 1977 Tbilisi Conference. In addition to these core subjects, the curriculum now includes those areas, which till yesterday were known as co-curricular areas. Like art, health, physical education, yoga, work in education and finally value based education.
The focus group of N.C.E.R.T. has given very interesting and important advice in this subject and this insight has been used extensively in the framework of Bihar Curriculum with social changes Chapter on Rural Education Bihar Curriculum Framework The most distinctive and important part of The reason for this is that the number of rural children in Bihar's population is around ninety percent, the most prominent use also looks towards basic education. It is here to discuss this matter. On the one hand if this chapter talks about understanding the village and looking at education from the rural perspective, then on the other hand it would be relevant to the education implemented in India that the concept of basic education was first introduced by Mahatma Gandhi in North Bihar - RK Champaran district. was implemented and later a series of basic schools were opened all over the state. Unfortunately, we have forgotten this important experiment today.
The use of basic education was an important step to increase equality and goodwill among rural children and even today the experience of this experiment will be very beneficial in planning the strategy of rural education. The sixth chapter focuses on curriculum implementation. The introductory part explores how to make full use of textbooks and teaching materials.
The compulsory entry of textbooks in the classroom beyond the teachers and makes a definite contribution to the teaching-learning process, so this tool should be fully utilized without compromising the learning process. Assessment and evaluation have also been included in this chapter, although more emphasis is given on this subject in education even today. Like the National Curriculum Framework, here also the limitations of the examination system have been accepted in the evaluation of certain areas. Also, like other published reports on the curriculum, assessment has been recognized as an important part of the teaching-learning process. Chapter Seven is a relatively new feature of this document on the grounds that the curriculum assumes its original form in every school. The possibility of curriculum formulation at the school level is explored here. Special emphasis has been laid on the possibility of how to multiply learning opportunities within educational spaces and schools so as to meet the learning objectives. Special emphasis has also been laid on the participation of children in this and connecting them with the community. Chapters on systemic reforms and functional issues are also very important because without an efficient system and a clear functional strategy, the entire effort of curriculum restructuring will not start. The Kothari Commission had suggested a uniform school system and this was accepted in later education policies. Although not implemented in any state till date, an expert committee on education in the state brought this debate back into the discussion and recommended its implementation.
Recently the Bihar government has constituted a commission to make these issues functional, and the government has accepted it in principle. The introduction of Panchayati Raj Institutions and partial transfer of school system to Panchayati Raj Institutions have created a new situation which will help in fulfilling the objectives of Bihar Curriculum Framework.
There is a need for the creation of many institutions to make the National Curriculum Framework or Monastery Curriculum a reality. If vocational education needs special attention, it is because new technologies have opened up many possibilities and there is a need to take advantage of them. There are some other functional issues, which are examined in this chapter. Finally, it is necessary to make it clear again that this is only a guideline which is to be finalized in different contexts and schools, although the creation of this document has been done after several rounds of discussions. but the scope of the discussions did not become as wide as expected. The role of teachers, equipped with long and varied experience, will be very effective in giving the final practical shape to the curriculum and the Curriculum Committee is also very optimistic about this. Next Action Plan - The importance and usefulness of any curriculum depends on its effective implementation and the curriculum design is only indicative.
Therefore, many other efforts will have to be made for its monitoring, for which some suggestions are given below-
* The council may publish some small booklets through which information can be given to the schools and teachers about the curriculum, curriculum construction in the school, teaching of subjects etc. In these books, various things can be told in simple language in some detail.
There is a need to create new models for teacher teaching which should include proper discussion about etc. in the curriculum.
* The question of quality in education has become very important today and the strategy for implementation of curriculum and framework is essentially related to it. The Council should make a clear plan in this regard. If possible, quality enhancement should be given the form of a campaign in collaboration with various teacher associations. * There is a need for coherence in the curriculum, syllabus and text-book. Therefore, it is necessary to familiarize the creators of the curriculum with the basic objectives and nature of the curriculum before the creation of textbooks. Also, to ensure school level objectives, this P.O. Equally important is the engagement of teachers with the process.
By- Prof. Rakesh Giri
Epam Siwan
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