scholarly journals The National Curriculum Framework 2005

2005 ◽  
Vol 3 (1) ◽  
pp. 108-110 ◽  
Keyword(s):  
National Curriculum ◽  
Curriculum Framework

scholarly journals Engaging with ‘Caste’: Curriculum, Pedagogy and Reception

2020 ◽  
Vol 8 (1) ◽  
pp. 101-110
Author(s):  
Devika Mittal
Keyword(s):  
Social Justice ◽  
Education System ◽  
National Curriculum ◽  
Social Identities ◽  
Indian Society ◽  
The Social ◽  
Curriculum Framework

Caste has been a persisting form of stratification that continues to evade equality and social justice in Indian society. Among the routes to tackle the menace of caste has been the education system. In this regard, the National Curriculum Framework 2005 came with a resolute to engage the students with different issues, including that of caste with a critical and empathic eye. This paper locates the challenges to this curriculum by focusing on the pedagogy and reception of the curriculum. In doing so, it argues that the challenges emanate from the social identities and lived realities of the students and the teachers.

scholarly journals Hierarchies of knowledge, incommensurabilities and silences in South African ECD policy: Whose knowledge counts?

2017 ◽  
Vol 8 (1) ◽  
pp. 77-98 ◽  
Author(s):  
Norma Rudolph
Keyword(s):  
South Africa ◽  
South African ◽  
National Curriculum ◽  
Government Support ◽  
Child Rearing ◽  
Curriculum Framework ◽  
Local Contexts ◽  
Uncritical Acceptance ◽  
High Level ◽  
Level Government

Abstract Policy for young children in South Africa is now receiving high-level government support through the ANC’s renewed commitment to redress poverty and inequity and creating ‘a better life for all’ as promised before the 1994 election. In this article, I explore the power relations, knowledge hierarchies and discourses of childhood, family and society in National Curriculum Framework (NCF) as it relates to children’s everyday contexts. I throw light on how the curriculum’s discourses relate to the diverse South African settings, child rearing practices and world-views, and how they interact with normative discourses of South African policy and global early childhood frameworks. The NCF acknowledges indigenous and local knowledges and suggests that the content should be adapted to local contexts. I argue that the good intentions of these documents to address inequities are undermined by the uncritical acceptance of global taken-for-granted discourses, such as narrow notions of evidence, western child development, understanding of the child as a return of investment and referencing urban middle class community contexts and values. These global discourses make the poorest children and their families invisible, and silence other visions of childhood and good society, including the notion of ‘convivial society’ set out in the 1955 Freedom Charter.

Examining Education Reforms of India in the Matrix of Rights and Biopolitics

2021 ◽  
Author(s):  
Jyoti Dalal
Keyword(s):  
National Curriculum ◽  
Legal Framework ◽  
The State ◽  
Regulatory Structure ◽  
Curriculum Framework ◽  
Before And After ◽  
The Matrix ◽  
Indian State ◽  
Education Act ◽  
The Right

Three significant reforms were established at the turn of the century in India: the National Curriculum Framework of 2005, the National Curriculum Framework for Teacher Education of 2009, and the Right to Education Act of 2009. All three reforms reflect a contradiction between the rights of citizens and the regulatory biopolitical inertia of the state. Indian State has undergone cyclical shifts in its orientation. In certain phases, rights became the fulcrum to guide policy and legal framework, and in other phases, the regulatory impulse of the state was at the center. The neoliberal turn of the 1990s marked a sharp shift in which the state left behind its welfare outlook and adopted a more regulatory structure. The rights-based agenda of the three reforms needs to be understood against the backdrop of the changing nature of the state. The three reforms stand apart from those instituted before and after, in that they were informed by a critique of the rights-based framework even while working within it. The three reforms and their social context provide an example of the tension between rights and biopolitics; the reforms emerged as a response to this tension. While proposing rights-based reforms in school education, the intent was much more ambitious, going beyond the immediate domain of education. Occurring in the middle of a neoliberal, market-driven discourse, these reforms critiqued the 21st-century state and pushed it to serve the role of a provider and not just a regulator.

An Investigation into Chinese Influence on the Current Curriculum of Bachelor of Business English Degrees at Vietnamese Universities

2020 ◽  
Vol 10 (10) ◽  
pp. 1179
Author(s):  
Anh Thi Tuyet Nguyen ◽  
Christine Cunningham ◽  
Annamaria Paolino
Keyword(s):  
English Language ◽  
National Curriculum ◽  
Document Analysis ◽  
Qualitative Approach ◽  
Russian Language ◽  
Business English ◽  
Language Competence ◽  
Curriculum Framework ◽  
The World ◽  
Current Curriculum

In education across the world the curriculum plays a very important part, as it guides student learning and helps to realise what the teacher has planned. A lot of research has been conducted on curricula; however, few studies have investigated the Bachelor of Business English (BBE) curriculum and even less focusing on Vietnamese universities. This project aimed to investigate the present curricula of BBE at Vietnamese universities to gain important understandings about the purposes of the curriculum of BBE. The project adopted an interpretivist, qualitative approach using document analysis to investigate BBE curricula. Information about the present curricula was collected from the official websites of Vietnamese universities and was analysed using thematic coding. The findings revealed that the present curricula of BBE, which is a national curriculum framework, is influenced by the curriculum theories of Bobbit (1918) and Tyler (1949). In addition, the results show the components of the BBE curriculum has been influenced by a Chinese influenced BBE framework. And yet, interestingly, today there is a focus on English language competence, rather than Chinese or Russian language competence. Nevertheless, the key findings reveal some concerns with the present BBE curriculum in Vietnam.

scholarly journals Children’s development, capability approaches and postdevelopmental child: The birth to four curriculum in South Africa

2019 ◽  
Vol 9 (1) ◽  
pp. 56-71 ◽  
Author(s):  
Karin Murris
Keyword(s):  
Child Development ◽  
South African ◽  
National Curriculum ◽  
Children's Rights ◽  
Theory And Practice ◽  
Early Years ◽  
Children’S Rights ◽  
Curriculum Framework ◽  
Fourth Theme ◽  
Development Capability

This article explores how three well-known conceptual frameworks view child development and how they assume particular figurations of the child in the context of the South African National Curriculum Framework for Children from Birth to Four. This new curriculum is based on a children’s rights framework. The capability approaches offer important insights for children’s rights advocates, but, like psychosocial theories of child development, assumes a ‘becoming-adult view of child’, which poses a serious threat to children’s right to genuine participation. They also share the exclusive focus on understanding development as located ontologically in the individualised human. In contrast, critical posthumanism queers humanist understandings of child development and reconfigures subjectivity through a radical philosophical decentring of the human. The relevance of this shift for postdevelopmental child in the context of the new South African early years curriculum is threaded throughout the article. A posthuman reconfiguration of child subjectivity moves theory and practice from a focus on assessing the capabilities of individual children in sociocultural contexts to the tracing of material and discursive entanglements that render children capable. This onto-epistemic shift leads to the conclusion that the National Curriculum Framework for Children from Birth to Four requires a fourth theme (with guiding principles), which would express a multispecies relationality and an ethics of care for the human as well as the nonhuman.

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