Systematic Reforms

Systematic Reforms:

The dimensions of the national framework for school curriculum that have been outlined in the preceding chapters are derived from related aims of education with a social conscience, focusing on learners who are actively engaged with constructing rather than only receiving knowledge through their individual and collective endeavours. Such a curricular vision needs to be supported and sustained with systemic reforms of structures and institutions that nurture practices supportive of children's inclusion in school and their learning. Important among these are the system for preparing teachers and supporting their professional practices through monitoring and academic leadership; the system for producing textbooks and learning materials; decentralisation and Panchayati Raj Institutions; work-centred education and Vocational Education and Training (VET) and the most important structural feature — the examination system. The curriculum is realised in the activities planned for by the teachers and experienced by the children. The school ethos and practices of teachers depend critically on the architecture of the system. The critical areas that require attention are identified and discussed hereafter.