Capacity Building for Implementation
1. Overview of Capacity Building for NCF Implementation:
- Success requires developing State Curriculum Frameworks (SCFs) and other curriculum frameworks tailored to the NCF.
- All stakeholders, including teachers, principals, parents, and academic bodies, must achieve curricular literacy.
Purpose and Scope of the National Curriculum Framework (NCF):
- It seeks to provide a unified structure applicable to all types of schools, including traditional, alternative, open, virtual, and distance education models.
- The framework emphasizes a shift towards a more holistic, experiential, and competency-based approach, aligning closely with the goals of the National Education Policy (NEP) 2020.
Key Goals of Capacity Building for NCF:
- Supporting Local Adaptation: Each state will develop its own State Curriculum Framework (SCF), informed by the NCF, to accommodate regional needs and resources, ensuring that national standards meet local educational priorities.
- Involving All Stakeholders: Effective implementation depends on the alignment and participation of diverse stakeholders—teachers, principals, parents, curriculum developers, and administrative bodies. Capacity-building initiatives ensure each stakeholder understands their role and responsibilities in the broader educational ecosystem.
Critical Areas in NCF Capacity Building:
- Curriculum Framework (CF) Literacy: Builds specific knowledge on CF components, such as principles, learning standards, and instructional strategies, tailored to each educational stage.
- Pedagogical Training: Educators receive training on experiential, competency-based learning methods that prioritize skill development and student engagement over rote memorization.
- Assessment Literacy: Teachers and academic functionaries are trained on new assessment methods that focus on formative, student-centered evaluations over traditional exams, supporting individualized learning progress.
Key Stakeholders in Capacity Building:
- School Leaders (Head Teachers and Principals): Their role involves guiding school culture, supporting teacher autonomy, and overseeing curriculum integration and restructuring processes.
- Academic Functionaries: These include personnel involved in curriculum development, teacher training, and administrative support. They play a crucial role in aligning pedagogical strategies with NCF standards and maintaining an empowering culture for teachers.
- Parents and Community Members: As part of the ecosystem, parents and community members support learning outcomes and understand the framework's implications for students' progress and their role in reinforcing these efforts at home.
Modes and Duration of Capacity-Building Programs:
- Follow-Up and Ongoing Support: Continuous professional development includes regular block and cluster-level meetings, supplemented by digital resources, handbooks, and online modules. Intensive workshops continue for 2-3 years to reinforce knowledge and adapt to evolving educational needs.
- Role-Specific Training: Specific training sessions cater to different stakeholders, covering curriculum, pedagogy, and assessment, and adjusted based on their involvement level and roles within the educational framework.
Long-Term Vision of Capacity Building:
- By establishing a collaborative educational ecosystem, the NCF aims to create a transformative shift in education, empowering teachers and communities to contribute actively to students’ holistic development.
- This structured approach to capacity building helps ensure that all involved are not only informed but empowered to implement the NCF effectively, ultimately driving meaningful educational reform.
2. Curriculum Framework Literacy:
- Components: Understanding the educational aims, curriculum changes, roles, and responsibilities. Emphasis on teachers' autonomy and decision-making skills.
- Orientation Programs: 2-3 day intensive orientation led by SCERT and DIETs.
Programs are tailored
by role, focusing on curriculum, pedagogy, and assessment.
Curriculum Framework (CF)
Literacy involves equipping all stakeholders with a deep understanding of the
NCF’s principles, goals, and processes. This literacy is essential for
effectively implementing the curriculum at every level, aligning everyone
involved in education to the framework's objectives.
Purpose of CF Literacy:
- It ensures that stakeholders can interpret and apply the curriculum principles appropriately within their roles, whether in teaching, administration, or parental support.
- This literacy fosters a shared understanding across the educational ecosystem, allowing for consistent support for student learning across schools, families, and communities.
Key Stakeholders in CF Literacy:
- School Leaders (Principals and Head Teachers): Responsible for guiding curriculum alignment, fostering a supportive school environment, and driving changes in school processes and culture that reflect CF goals.
- Academic Functionaries: These include curriculum developers, teacher trainers, and administrative personnel, who help design and support the CF literacy programs and provide ongoing resources.
- Parents and Community Members: Understanding CF basics allows parents and community members to support children’s learning effectively, monitor progress, and become actively involved as resource persons or in encouraging attendance and engagement.
Components of CF Literacy:
- Curricular Changes and Pedagogical Shifts: Insights into key changes, including experiential and competency-based learning approaches, which shift away from rote memorization towards hands-on, contextual learning.
- Assessment Literacy: Emphasis on formative assessments, focusing on ongoing feedback, competency development, and personalized student progress tracking rather than traditional exams.
- Stakeholder Roles and Responsibilities: Clear delineation of what each stakeholder is expected to do in support of CF implementation. For example, teachers are responsible for adapting lessons to student needs, while principals manage school restructuring to align with CF principles.
Orientation to the Curriculum Framework:
- Training for Teachers: Includes hands-on experience with competency-based learning, assessment tools, and strategies for contextualizing learning to students’ real-life experiences.
- Orientation for School Leaders: Focuses on building a school culture that reflects NCF values, understanding restructuring requirements, and managing curriculum changes effectively.
- Modules for Academic Functionaries: Specialized training to support teachers in pedagogical transitions, including maintaining an empowering and supportive environment.
- Parental Orientation: Helps parents understand learning standards, assessment changes, and ways to track and support their children’s learning at home.
Modes and Duration of CF Literacy Programs:
- Ongoing Digital Support: Supplemental materials, including digital handbooks, online modules, and videos, provide accessible resources for stakeholders to revisit and deepen their understanding of CF concepts.
- Follow-Up Interactions: Cluster and block-level meetings throughout the year enable continued discussions on CF literacy, fostering collaborative learning and practical application.
Specialized CF Literacy for Key Areas:
- Experiential Learning Methods: CF literacy includes how to design and facilitate learning experiences that connect academic content to real-life situations and student experiences.
- Interdisciplinary Learning: Provides guidance on integrating subjects like Art, Vocational Education, and Physical Education, ensuring students receive a well-rounded education.
Long-Term Support and Sustained CF Literacy Development:
- This ongoing process promotes a deep understanding of the CF, helping stakeholders maintain curriculum fidelity and adaptability in an ever-evolving educational landscape.
- By establishing a thorough and ongoing approach to CF literacy, the NCF ensures that all stakeholders are well-equipped to support the curriculum's aims and contribute to creating a more integrated, competency-based education system across the country.
3. Teacher Capacity Building:
- Approach: Preferably face-to-face, with continuous on-site support and digital resources. Collaboration between SCERT, DIETs, and relevant bodies for training materials.
- Focus Areas: CF literacy, competency-based education, experiential learning, and leveraging local resources.
- Subject-Specific Training: 10-day intensive sessions supplemented by yearly interactions for secondary teachers.
- Special Areas Training: Includes interdisciplinary areas like Art, Vocational Education, Physical Education. Involves face-to-face programs and follow-up support over 2-3 years post-implementation.
Teacher capacity building is a critical component of implementing the NCF, as teachers are directly responsible for delivering curriculum content and supporting student learning. This initiative focuses on empowering teachers with the skills, knowledge, and resources needed to create a competency-based, student-centered learning environment.
Purpose and Objectives of Teacher Capacity Building:
- Empowering Teachers with Autonomy: Teachers are encouraged to make instructional decisions best suited to their students’ unique needs and contexts.
- Equipping Teachers for New Pedagogical Approaches: Training emphasizes experiential, competency-based, and interdisciplinary teaching methods, fostering a learning environment that promotes both academic and life skills.
Key Components of Teacher Capacity Building:
- Curriculum Framework (CF) Literacy: Teachers gain a strong grasp of NCF principles, curricular transitions, and pedagogical strategies to effectively deliver the curriculum.
- Learning Standards and Competency-Based Approaches: Teachers are trained to focus on achieving learning outcomes through skills-based instruction, rather than rote learning.
- Stage-Wise Pedagogy and Assessment: Capacity-building programs include guidance on age-appropriate teaching strategies for each educational stage and how to apply continuous, formative assessments aligned with student progress.
- Utilization of Local Resources: Training emphasizes the use of local, culturally relevant resources to make learning more contextual and relatable, especially in vocational and interdisciplinary education.
Modes and Structure of Teacher Capacity Building Programs:
- Face-to-Face Training: Preferred for its interactive nature, face-to-face sessions offer immersive experiences where teachers can engage directly with trainers and peers. This mode allows hands-on practice and immediate feedback.
- Supplemental Digital Resources: Training is supported by digital handbooks, instructional videos, and online materials, allowing teachers to access resources anytime and continue their learning independently.
- On-Site and Continuous Support: Block and cluster-level resource personnel provide ongoing, in-person support throughout the year, addressing teachers’ real-time challenges and facilitating collaborative problem-solving.
Focus Areas by Teaching Level:
- Middle and Secondary Stages: Development of subject-specific knowledge, including advanced concepts in mathematics, sciences, social sciences, and languages.
- Strategies for facilitating critical thinking, problem-solving, and in-depth exploration of subjects, with special attention to integrating interdisciplinary concepts.
Subject-Specific Training for Secondary School Teachers:
- Extended Training Programs: Intensive sessions lasting approximately 10 days, complemented by additional single-day sessions throughout the year, ensure sustained learning and adaptation to curriculum changes.
- Curricular Adaptation for Empowerment: These sessions empower teachers to leverage new pedagogical freedom, allowing them to tailor lessons to their student’s needs rather than adhering to rigid lesson structures.
Capacity Building in Special Areas and Interdisciplinary Education:
- Interdisciplinary Learning: Training encourages teachers to integrate topics across subjects, particularly in areas like The World Around Us, Art Education, Vocational Education, and Physical Education.
- Non-Traditional Teaching Responsibilities: Teachers may need to cover additional subjects or interdisciplinary areas outside their primary expertise. For instance, a social science teacher might teach “Individuals in Society” in Grade 9 or cover aspects of Art Education at lower grades.
- Ongoing, Intensive Support: For these non-traditional areas, teachers undergo two 10-day face-to-face programs in the first year, plus on-site support from resource persons to ensure they can meet curricular goals.
Continuous Professional Development and Follow-Up:
- Single-Day Interactions: Additional training days distributed throughout the year provide structured, targeted support for teachers to address challenges and refine practices.
- Collaborative Development of Materials: Teachers are encouraged to participate in workshops and collaborative initiatives to develop instructional materials, fostering a sense of ownership and shared responsibility in the curriculum.
Role of Teacher Autonomy and Empowerment in Capacity Building:
- Promoting Reflective Practice: Teachers are encouraged to reflect on their teaching methods and adapt based on student feedback and learning needs.
- Encouraging Innovative Teaching Methods: With the flexibility provided by the NCF, teachers are empowered to experiment with instructional methods, including project-based learning, group work, and real-world problem-solving activities.
- Support for Continuous Improvement: By fostering a culture of continuous improvement, teachers can actively participate in curriculum development, resource creation, and educational research.
Implementation Support and Monitoring:
- Role of Resource Persons: Dedicated resource persons, often at the block and cluster levels, support teachers on-site, providing feedback and facilitating collaborative workshops.
- Monitoring and Feedback Mechanisms: Structured feedback mechanisms allow teachers to share their experiences, enabling continuous improvement in training programs and curriculum implementation.
Long-Term Vision for Teacher Capacity Building:
- Sustained Development over 2-3 Years: Capacity building is designed as a long-term process, with programs continuing for several years to help teachers adapt fully to the NCF.
- Building a Supportive Network of Educators: Through regular interaction and collaboration, teachers can build a network of peers for professional support, shared resources, and mutual learning.
- Contributing to Educational Reform: As teachers gain mastery over the new curriculum, they contribute to creating a more holistic, student-centered educational experience across the school system.
- By providing teachers with robust, ongoing training and resources, the NCF aims to create a workforce of confident, skilled educators who can meet the diverse learning needs of students while upholding the framework’s values and objectives.
4. Intensive Support Programs:
- For areas requiring special focus, such as Art Education and Interdisciplinary Education.
- Teachers will receive extended training and regular on-site visits by resource persons.
- Intensive programs continue over 2-3 years, ensuring ongoing capacity development.
Intensive Support
Programs are critical to the successful implementation of the National
Curriculum Framework (NCF), particularly in areas that require specialized
knowledge or significant pedagogical shifts. These programs provide in-depth
training, resources, and on-the-ground support to ensure that teachers and
academic personnel can effectively deliver the curriculum’s aims and adapt to
new teaching methods, assessment techniques, and interdisciplinary
requirements.
Purpose of Intensive Support Programs:
- Focused Skill Development: Intensive programs are designed to provide deep, practical knowledge in specific subjects or educational areas that require specialized attention, such as Art Education, Vocational Education, Physical Education, and interdisciplinary studies.
- Supporting Transition to New Pedagogies: These programs help teachers and academic functionaries transition to the NCF’s student-centered, competency-based, and experiential learning approaches.
- Addressing Non-Traditional Teaching Needs: Teachers may be required to teach subjects outside their primary expertise due to interdisciplinary requirements; intensive support helps bridge this gap by building cross-functional competencies.
Key Areas for Intensive Support:
- Art Education: Teachers learn creative instructional methods for integrating art into various subjects, fostering creative expression, cultural appreciation, and critical thinking in students.
- Vocational Education: Training emphasizes the integration of hands-on, practical skills that align with local employment opportunities and industry needs, helping students develop life-ready competencies.
- Physical Education and Well-being: Focuses on physical health, mental well-being, and social-emotional learning, providing teachers with skills to support holistic student development.
- Interdisciplinary Areas: Includes subjects like “The World Around Us” that require teachers to connect concepts across different fields, promoting a well-rounded, contextualized understanding of content.
Structure and Duration of Intensive Programs:
- First Year: Two 10-Day Face-to-Face Sessions: Teachers attend two intensive 10-day sessions in the first year after the curriculum implementation. These sessions provide foundational training, hands-on experience, and direct support from expert resource persons.
- Calendar of On-Site Visits: Resource persons conduct at least five on-site visits per year, spending one full day with teachers to offer personalized guidance, address challenges, and support application of training in real classroom settings.
- Follow-Up and Single-Day Interactions: Throughout the year, teachers participate in single-day training interactions at block and cluster levels. These sessions, adding up to around 15 days over the year, reinforce key concepts and provide ongoing professional development.
Instructional Approaches in Intensive Programs:
- Blended Learning Format: Programs combine face-to-face sessions with digital resources, such as instructional videos, online modules, and handbooks, enabling teachers to review materials at their own pace and access ongoing support.
- Experiential and Practical Training: Teachers engage in hands-on, experiential learning during these sessions, simulating classroom situations to practice new techniques in a risk-free environment.
- Peer Collaboration and Reflection: Facilitated group discussions and collaborative activities allow teachers to share insights, troubleshoot common issues, and support each other in adopting new practices.
Specialized Training for Academic and Administrative Functionaries:
- Roles of Academic Functionaries: Academic personnel, including curriculum developers and instructional coaches, are trained to support teachers in key transitions such as new pedagogical approaches and assessments.
- Empowering Teacher Support: Intensive programs train academic functionaries on fostering a supportive culture that empowers teachers, creating an environment where teachers feel encouraged to innovate and take ownership of their teaching.
- Focus for Administrative Functionaries: Administrative personnel receive training in monitoring implementation, resource allocation, and evaluating progress to ensure the NCF’s goals are being met.
Addressing Unique Teaching Needs Through Special Programs:
- Interdisciplinary Instruction Training: Intensive support enables teachers to confidently teach interdisciplinary content, connecting concepts across subjects like science, social studies, and art.
- Non-Expert Training for Emerging Subjects: Teachers may be required to cover content outside their primary discipline; for example, a social science teacher may be tasked with teaching aspects of Art Education. Intensive support helps these teachers gain necessary knowledge and adapt quickly.
- Mental Health and Well-being Initiatives: Given the focus on holistic student development, intensive programs also cover areas like mental health support, emotional well-being, and classroom strategies for fostering a positive, inclusive environment.
Monitoring, Evaluation, and Feedback Mechanisms:
- Ongoing Monitoring by Resource Persons: During on-site visits, resource persons evaluate teachers’ application of the training and provide constructive feedback, enabling continuous improvement.
- Regular Progress Assessments: Single-day interaction sessions include reflective assessments, where teachers share progress, challenges, and adjustments they have made in their teaching methods.
- Feedback Loops for Curriculum Adjustments: Teachers' feedback is systematically gathered and used to refine curriculum resources and future training content, ensuring that the support remains responsive to actual classroom needs.
Long-Term Development and Sustainability:
- 2-3 Years of Ongoing Support: Intensive support programs are planned to continue for at least 2-3 years following NCF implementation, ensuring teachers and academic staff have sufficient time to fully integrate and master new practices.
- Blended Follow-Up Programs: After the initial years, follow-up programs are held at regular intervals, using both face-to-face and online formats to sustain learning and adaptation.
- Creating a Collaborative Network of Educators: Teachers trained through intensive programs can serve as mentors for new teachers, contributing to a sustainable cycle of professional development and collaborative learning within schools and regions.
Building Confidence and Autonomy in Teachers:
- Fostering Teacher Independence: By focusing on empowering teachers with both knowledge and practical skills, intensive programs help teachers make autonomous, informed decisions that align with the NCF’s student-centered philosophy.
- Encouraging Innovation: Intensive training and continuous support encourage teachers to experiment with new methods, adopt interdisciplinary approaches, and tailor lessons to meet diverse student needs.
- Promoting Reflective Teaching Practices: Teachers are guided in reflective practices, assessing their own effectiveness, and making iterative improvements in their teaching approaches.
Benefits of Intensive
Support Programs for the Broader Educational Ecosystem:
- Enhanced Curriculum Fidelity: Teachers are better equipped to deliver the NCF as intended, ensuring consistent and high-quality learning experiences across the country.
- Empowered School Culture: The school environment benefits from the empowered, well-supported teachers who foster positive, student-centered learning.
- Engaged Community and Parental Involvement: By training teachers in communication strategies with parents and the community, intensive programs help create a collaborative support network around students’ learning and well-being.
Intensive Support
Programs are vital to bridging the gap between curriculum design and classroom
implementation, providing the depth and sustainability needed for a successful
transformation of the education system under the NCF. This structured,
long-term approach ensures that all teachers are empowered and prepared to meet
the demands of an evolving curriculum, fostering a more enriched, inclusive,
and competency-based learning environment for students across India.
5. Parent and Community Involvement:
- Parents to be informed about learning standards to support children’s education.
- Community members encouraged to engage as resource persons or support attendance.
- Parent and community involvement is a crucial pillar of the National Curriculum Framework (NCF), recognizing that students’ learning extends beyond the classroom. The NCF emphasizes collaboration between schools, parents, and the wider community to create a supportive ecosystem for holistic student development. This partnership strengthens educational outcomes and aligns with the NCF’s goal of experiential, student-centered learning.
Purpose of Parent and Community Involvement:
- Enhancing Learning Outcomes: Active involvement of parents and the community supports students’ academic progress and fosters positive attitudes toward learning.
- Creating a Supportive Ecosystem: By aligning parents and community members with NCF goals, schools can establish a nurturing environment where students feel supported both in school and at home.
- Fostering Real-World Relevance: Community engagement brings diverse perspectives, resources, and real-world experiences into the classroom, enriching students’ learning experiences and helping them connect education to their lives outside school.
Roles of Parents and Community Members:
- Supporting Student Learning at Home: Parents can reinforce what is taught in the classroom, encourage a love for learning, and monitor their child’s progress to ensure continuity between school and home.
- Acting as Resource Persons: Community members, including parents with specific skills or knowledge, can serve as resource persons in schools, sharing expertise in vocational subjects, local arts, environmental studies, and other relevant areas.
- Encouraging Student Attendance and Participation: Parents play a key role in ensuring regular attendance, supporting active participation in school events, and motivating students to engage in school activities.
- Participating in School Activities and Governance: Parents and community members can be involved in school committees, events, workshops, and feedback sessions, offering insights that inform school policies and decisions.
Orientation and Training for Parents and Community Members:
- CF Literacy for Parents: The NCF emphasizes that parents should have basic literacy in curriculum frameworks, helping them understand learning standards, assessment changes, and expected competencies.
- Online Modules and Resources: Online training modules on NCF literacy can be made available to parents and interested community members. These resources explain NCF goals, curriculum changes, and practical ways parents can support learning.
- Community Workshops and Information Sessions: Schools or local educational bodies organize periodic workshops to inform parents about curriculum updates, learning milestones, and the role they can play in supporting these changes.
Engagement in Learning Standards and Assessments:
- Awareness of Learning Standards: Parents are encouraged to understand the NCF learning standards to track their child’s progress and recognize the purpose behind competency-based education.
- Understanding New Assessment Methods: Since the NCF moves towards formative, competency-based assessment rather than traditional exams, parents need clarity on how their child’s progress will be measured and reported.
- Feedback Mechanisms: Regular feedback from parents helps teachers and administrators gauge the effectiveness of curriculum implementation and make adjustments to improve student outcomes.
Community as a Source of Local Knowledge and Cultural Context:
- Integrating Local Culture and Knowledge: Community involvement brings local cultural heritage, traditional skills, and indigenous knowledge into the learning environment, providing students with a richer, context-based understanding of their studies.
- Supporting Vocational and Life Skills Education: Community members can contribute their expertise to vocational training, providing hands-on demonstrations, skill-based workshops, and guidance in areas like craftsmanship, agriculture, business, or digital skills.
- Contributing to Physical and Environmental Education: Community members, such as local athletes, environmentalists, or health workers, can offer insights into physical health, environmental sustainability, and wellness, aligning with the NCF’s emphasis on holistic development.
Supporting School Initiatives and Activities:
- Participation in Extracurricular Activities: Parents and community members can support extracurricular activities like sports events, cultural festivals, science fairs, and art workshops, fostering students’ personal growth and social skills.
- Resource Contributions: Parents and community organizations can provide resources, materials, or financial support for school programs, particularly in resource-limited areas, helping to enrich learning experiences and infrastructure.
- School-Based Volunteering: Volunteers from the community can assist in various school functions, including managing events, organizing field trips, assisting teachers in classroom activities, and providing students with diverse adult role models.
Collaborative Programs for Holistic Student Development:
- Mentorship Programs: Community professionals can serve as mentors, offering students guidance on career choices, life skills, and academic interests, contributing to a well-rounded educational experience.
- Parent-Teacher and Community Forums: Schools can establish regular forums for parents, teachers, and community members to discuss students’ academic and personal progress, curriculum changes, and collaborative initiatives.
- Health and Wellness Initiatives: Community health workers and wellness practitioners can collaborate with schools to promote physical and mental health awareness among students, aligning with NCF’s emphasis on holistic well-being.
Building a Continuous Feedback Loop:
- Structured Feedback from Parents and Community: Schools can regularly gather feedback from parents and community members regarding curriculum relevance, teaching quality, and students' learning experiences.
- Parent-Teacher Conferences: Regular conferences allow parents to discuss their child’s development with teachers, provide feedback on the learning environment, and learn about how they can support specific learning goals.
- Community-Led Feedback on Vocational Relevance: For vocational subjects, feedback from local businesses and industry professionals can help schools adjust their vocational programs to better meet community needs and labor market demands.
Encouraging Parent and Community Advocacy for Education:
- Advocacy for Educational Quality: Informed parents and community members can advocate for quality education standards, school resources, and policy improvements within local governance.
- Promoting Inclusive Education: Community involvement fosters inclusive practices by promoting equitable access, cultural relevance, and social acceptance, especially for students from marginalized backgrounds.
- Building Partnerships with Local Organizations: Schools can collaborate with local non-profits, businesses, and cultural organizations to support school programs, fund resources, and offer extended learning opportunities.
Benefits of Parent and Community Involvement for Students:
- Enhanced Motivation and Academic Achievement: Studies show that when parents and community members are actively involved, students tend to perform better academically and show more motivation toward their studies.
- Improved Social and Emotional Well-Being: A strong support network contributes to students’ emotional stability, helping them build confidence, resilience, and social skills.
- Lifelong Learning Mindset: By witnessing the collaboration between their school and family, students develop a mindset that values education, community service, and continuous learning throughout their lives.
By actively involving
parents and community members, the NCF seeks to create a robust support system
that enhances educational outcomes, personal development, and social connections
for students. This partnership reinforces the NCF’s vision of a well-rounded,
contextual, and relevant education, benefiting not only the students but the
larger community as a whole.
Multiple Choice Questions
- What is the purpose of the NCF?
B) To create a unified
school structure.
C) To reform school
education.
D) To increase school
funding.
Answer: C
B) Principals
C) Local Government
D) Parents
Answer: C
3. What does CF literacy
include?
B) Understanding
educational aims and curricular changes
C) Identifying
high-performing students
D) Creating new textbooks
Answer: B
4. Who is responsible for
implementing the SCFs?
B) SCERT
C) Students
D) None of the above
Answer: B
5.For effective NCF
implementation, capacity building for teachers is preferably conducted through
which method?
B) Face-to-face sessions
C) Self-paced study
D) Monthly exams
Answer: B
6. Who are considered
academic functionaries?
B) Parents
C) Teachers and
curriculum developers
D) District
administrators only
Answer: C
7. What is the primary
purpose of the CF literacy orientation?
B) To inform stakeholders
about curriculum changes and their roles
C) To develop teaching
schedules
D) To establish new
school rules
Answer: B
8. What is the expected
duration of the initial CF orientation program?
B) 2-3 days
C) 1 month
D) 1 day
Answer: B
9. Which body anchors the
design for CF orientation programs?
B) DIETs
C) SCERT
D) Local Schools
Answer: C
10. What focus area is
specific to head teachers and principals?
B) Exam grading
techniques
C) School culture and
processes
D) Classroom behavior
Answer: C
11. Teachers in which area
will undergo special orientation?
A) Vocational Education
B) Mathematics only
C) English only
D) History only
Answer: A
12. How long should intensive
programs for teachers in Art Education last initially?
A) 5 days
B) 10 days
C) 20 days
D) 2 days
Answer: C
13.Which is NOT part of CF
literacy?
A) Familiarity with
curricular changes
B) Roles of stakeholders
C) Private school
inspection techniques
D) Aims of education
Answer: C
14. What type of support will
teachers receive for capacity building?
A) Yearly exam reviews
B) Digital resources and
follow-up sessions
C) Student evaluations
D) Self-study modules
Answer: B
15. Who will oversee ongoing
support after capacity building?
A) Local government
B) Block and
cluster-level functionaries
C) Private schools
D) School principals
Answer: B
16. What is a priority area
for parents in the NCF ecosystem?
A) Monitoring learning
standards
B) Creating new textbooks
C) Taking attendance
D) Supervising teachers
Answer: A
17. In the second year, how
many days are planned for face-to-face interactions in special training?
A) 5 days
B) 10 days
C) 2 days
D) 15 days
Answer: B
18. What is emphasized in the
CF for vocational education?
A) Only high-tech skills
B) Leveraging local
resources
C) Full-day school
projects
D) Career-specific exams
Answer: B
19. How many years is the
extended capacity building planned for after CF implementation?
A) 1 year
B) 5 years
C) 2-3 years
D) Indefinitely
Answer: C
20. How are parents and
community members encouraged to contribute?
A) By offering financial
donations
B) By monitoring school
exams
C) As resource persons or
by ensuring student attendance
D) By teaching classes
Answer: C
Read More -
NCF SE Part - D (School Process)
NCF SE Part -D (School Culture)
NCF SE Part - E Chapter - 2 Ensuring an Appropriate Environment for Learning