Quality primary education in India: A review and analysis of the National Curriculum Framework 2005 (NCF-2005), with a focus on curriculum reform in primary (Grade I-V) education

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dc.contributor.advisorGilmour, James Daviden_ZA
dc.contributor.authorSaha, Anshuen_ZA
dc.date.accessioned2017-06-06T09:48:25Z
dc.date.available2017-06-06T09:48:25Z
dc.date.issued2016en_ZA
dc.description.abstractThe National Curriculum Framework, 2005 (NCF-2005) was introduced by the Government of India to address the issue of quality in education. This study aims to analyse the area of actual curriculum reform for quality aspects at the primary (Grade I-V) level, both generally and specifically within India, in order to look at the quality aspect of education, which the NCF-2005 highlights as a key aim. In light of this, the key question that the current study asks is: how does the National Curriculum Framework 2005 (NCF-2005) address the 'quality' issue for primary education? In order to move more closely to an assessment of 'quality' within NCF-2005, this study employed document analysis and Critical Discourse Analysis (CDA) as methodological tools. The study used CDA to generate a critical analysis of the dominant discourses in the NCF-2005 policy document alongside a framework that included tools for policy analysis. An important feature of the framework design was that it considered various definitions of 'quality' at the international level; the influence of these on the national level, and how these are operationalized in the curriculum through the NCF-2005's key monitoring tool- Quality Monitoring Tool (QMT). The primary level (Grade I-V) curriculum is used in this thesis as an illustrative case. This study concludes with an attempt to highlight that the problem does not necessarily lie with the quality indicators or the definition of quality, nor necessarily with the curriculum itself. On the contrary the difficulty lies far more with complex implementation issues- the QMTs, the texts, and the lack of teacher training to implement the new curriculum. Also, the study highlights how the humanistic indicators that better capture the concept of 'quality' have been downplayed. Thus the thesis concludes that the NCF-2005 does not sufficiently capture the differing political, social and education ideologies resulting in a subsequent gap between the policy and its implementation.en_ZA
dc.identifier.apacitationSaha, A. (2016). <i>Quality primary education in India: A review and analysis of the National Curriculum Framework 2005 (NCF-2005), with a focus on curriculum reform in primary (Grade I-V) education</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/24512en_ZA
dc.identifier.chicagocitationSaha, Anshu. <i>"Quality primary education in India: A review and analysis of the National Curriculum Framework 2005 (NCF-2005), with a focus on curriculum reform in primary (Grade I-V) education."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2016. http://hdl.handle.net/11427/24512en_ZA
dc.identifier.citationSaha, A. 2016. Quality primary education in India: A review and analysis of the National Curriculum Framework 2005 (NCF-2005), with a focus on curriculum reform in primary (Grade I-V) education. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Saha, Anshu AB - The National Curriculum Framework, 2005 (NCF-2005) was introduced by the Government of India to address the issue of quality in education. This study aims to analyse the area of actual curriculum reform for quality aspects at the primary (Grade I-V) level, both generally and specifically within India, in order to look at the quality aspect of education, which the NCF-2005 highlights as a key aim. In light of this, the key question that the current study asks is: how does the National Curriculum Framework 2005 (NCF-2005) address the 'quality' issue for primary education? In order to move more closely to an assessment of 'quality' within NCF-2005, this study employed document analysis and Critical Discourse Analysis (CDA) as methodological tools. The study used CDA to generate a critical analysis of the dominant discourses in the NCF-2005 policy document alongside a framework that included tools for policy analysis. An important feature of the framework design was that it considered various definitions of 'quality' at the international level; the influence of these on the national level, and how these are operationalized in the curriculum through the NCF-2005's key monitoring tool- Quality Monitoring Tool (QMT). The primary level (Grade I-V) curriculum is used in this thesis as an illustrative case. This study concludes with an attempt to highlight that the problem does not necessarily lie with the quality indicators or the definition of quality, nor necessarily with the curriculum itself. On the contrary the difficulty lies far more with complex implementation issues- the QMTs, the texts, and the lack of teacher training to implement the new curriculum. Also, the study highlights how the humanistic indicators that better capture the concept of 'quality' have been downplayed. Thus the thesis concludes that the NCF-2005 does not sufficiently capture the differing political, social and education ideologies resulting in a subsequent gap between the policy and its implementation. DA - 2016 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2016 T1 - Quality primary education in India: A review and analysis of the National Curriculum Framework 2005 (NCF-2005), with a focus on curriculum reform in primary (Grade I-V) education TI - Quality primary education in India: A review and analysis of the National Curriculum Framework 2005 (NCF-2005), with a focus on curriculum reform in primary (Grade I-V) education UR - http://hdl.handle.net/11427/24512 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/24512
dc.identifier.vancouvercitationSaha A. Quality primary education in India: A review and analysis of the National Curriculum Framework 2005 (NCF-2005), with a focus on curriculum reform in primary (Grade I-V) education. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2016 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/24512en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEducationen_ZA
dc.titleQuality primary education in India: A review and analysis of the National Curriculum Framework 2005 (NCF-2005), with a focus on curriculum reform in primary (Grade I-V) educationen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMEden_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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