The document discusses the State Council of Educational Research and Training (SCERT) in Kerala and the Kerala Curriculum Framework (KCF) of 2007. It provides an overview of SCERT's role in developing syllabi for schools in Kerala and conducting teacher training programs. It also summarizes the key aspects of KCF-2007, including its aims, pillars, and stages of education. The KCF of 2007 aimed to strengthen primary, secondary and higher secondary education in Kerala based on principles of social justice, environmental awareness, citizenship, and more.

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STATE-SCERT, KCF
Submitted to ,
Mrs. Sushama Prabha
Lecture in Natural Science
Submitted by , Nihitha raj . V . S.
Natural scienceOptional
Submitted on : 16/08/2014

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SL NO. CONTENT PAGE No.
1 INTRODUCTION 3
2 STATE-SCERT 4
3 KCF 7
4 CONCLUSION 11
INDEX

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5 REFERENCE 12
INTRODUCTION
Curriculum is intimately related with all aspects of education. It acts as a medium
which helps the pupils to understand and realise certain values and aims by which they could
become better individuals. Curriculum is the path through which the student has to go
forward in order to reach the goal envisaged by education. Usually the term curriculum is
understood as a group of subjects prescribed for study in a particular course. But curriculum
is not confined to this narrow concept. Curriculum should in no way be considered as
synonymous with courses of study. The courses of study do list much of the content to be
learnt and indicate some of the major activities but these form only part of the curriculum.
Curriculum should be considered as broad based term encompassing every aspect concerning

4. a course of study. Curriculum for a course of study may be conceived as the totality of
experiences a pupil is exposed to within the boundaries of the school and outside while
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undergoing that course , with a view to achieve the anticipated educational goals.
STATE – SCERT
The State Council Educational Research & Training (SCERT), Kerala is a board of
school education in India, conducted by the Government of the state of Kerala, India. The
board prepares the syllabus for schools affiliated with it. Their main academic focus is on
medical care, engineering and telemarketing.
The whole schooling structure is divided in to Kinder Garden (LKG & UKG), LP
(lower primary, classes / standard 1 – 4), UP (upper primary, classes / standard 5 – 7 , High
School (classes / standard 8 -10) and Higher Secondary (plus one equals 11th class / standard
and plus two equals 12th class / standard). Students completing this complete course (12 year
including KGs , which is optional and otherwise 10 years of education) will be awarded with
School Leaving Certificate abbreviate das SSLC.
The state syllabus is dependent on the government of that particular state. For each
state, a separate education board would be available. The syllabus would then be decided by
them as per the normal standards. The mode of instruction of this type of study will include
English as well as the regional language.

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ROLES OF SCERT
SCERT conducts the following programmes for teachers for their professional
enrichment.
1. SEMINARS – It can be arranged on various educational problems concerning any aspect
of education. A working paper is prepared before hand and circulated among the participants.
Then it is read and discussed in the plenary session. Seminars can be held on re-orientation of
educational objectives, curriculum improvement, new techniques of teaching, administration
and supervision etc.
2. WORKSHOPS – A workshop differs from a seminar. In a workshop, the approach is more
practical. All the participants participate actively and make a significant contribution. A
workshop is organised to consider intensively practical problems of classroom teaching.
Workshops can be organised on lesson planning, curriculum construction, test construction
etc.
3. REFRESHER COURSE – Purpose is to enable the teachers to keep abreast of the latest
developments in their subjects as in theory and practice of education.
4. CONFERENCES – It can be organised on subjects of practical interest, such as revision of
school curriculum, selection of text books, report of successful educational experiments.
5. STUDY GROUPS – Teachers of different subjects can form study group which may meet
once a week or fortnightly.

6. 6. SCHOOL PROGRAMMES – This include club meeting, faculty meeting, study circles,
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exhibitions in the school, experimental projects, film shows, demonstration lessons etc.
7. STUDY OF PROFESSIONAL WRITING – Teachers can study various publications of
NCERT, Extension Service Departments of Colleges to acquaint with the latest research
findings.
8. MISCELLANEOUS PROGRAMMES – This include educational tours, visits to places of
educational importance and teacher exchange programmes can be organised for the
professional growth of teachers.
ADVANTAGES OF STATE SYLLABUS
 State board syllabus is designed by the Department of Education of the concerned
state government. That implies that the syllabus changes for every states of India.
Each state government looks after educational issues pertaining to this system.
 The level of education of state boards is considered easier than CBSE and ICSE
boards.
 They try to accommodate even students with lower IQ to complete their schooling
successfully.
DISADVANTAGES OF STATE SYLLABUS

7.  In state syllabus the quality of text books and teaching methods are not good as
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compared to other syllabus.
 They do not focus on competency for entrance examinations of medical and
engineering. However, the engineering and medical colleges are instructed to allocate
higher number of seats for state board students than other students.
KCF
By taking the idea of NCF - 2005, the state for the first time develop a curriculum
framework at 2007. Whenever there should be curriculum reforms, our state responded to
them in the past. After formation of NCERT – 1961, Kerala followed all the curriculum
reform efforts initiated in National level. In 1997, effort for the formulation of a
comprehensive curriculum focusing on teaching and learning was attempted in Kerala. Then
later CCE came in to effect. It is process oriented, activity based approach, viewed learner as
constructor of knowledge.
INPUTS FOR THE NEW CURRICULUM UNDER KCF 2007
 Kerala has a long heritage of educational reforms initiated by various social
movements.
 We have been carrying out a variety of quality initiatives under DPEP and later SSA
for the last one decade.
 We had devised much insight through our field experience in evolving new text books
and teacher support materials in tune with the emerging paradigm and trying out them
at various levels.

8.  There was NCF 2005 which proclaimed the necessity to reform the schooling system
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prevailing in the whole country.
AIMS OF EDUCATION ACCORDING TO KCF – 2007
 Social justice – Give emphasise to promote culture of living and co-existence.
 Awareness on environment – To develop a sense in preserving all the available
resources in nature.
 Citizenship – To make each child responsible citizen of the society.
 Nationalism – Give emphasise to human progress and universal love.
 Vocational skills – To promote vocational education to earn a successful life.
THREE PILLARS OF KCF - 2007
1. Critical pedagogy explores the social dimension of a constructivist, learner centred
and process oriented class room.
2. Issue based curriculum which acknowledges that the process of transforming the
society and that of constructing knowledge are complementary. It sensitizes the
learner on various social issues and instils in them a need to react to these issues.
3. Social constructivism, which categorically conceives learning as a process of
constructing knowledge and sharing it through individual and collaborative efforts.
STAGES OF EDUCATON ACCORDING TO KCF – 2007
KCF (2007) classified the education in to four stages. They are;

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1. Pre-school Education
2. Primary Education
3. Secondary Education
4. Higher Secondary Education
1. Pre-school Education
 This stage of education helps to build skills, vocational experiences, interaction etc.
 General education stream begins with lower primary to higher secondary. At present
pre-school education is not a part of formal educational system (Anganwadi).
Education takes place here through activity and experience.
2. Primary Education
 Most of students who enroll in primary schools undergo pre-school education.
 It implies,
a) Flexible curriculum
b) Effective engagement of social atmosphere
c) Knowledge gained should be beyond the boundaries of text book.
3. Secondary Education
 Secondary stage of education includes classes from 8 to 10.
 Activity oriented.
 Group learning.
 Require leader ship.

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4. Higher Secondary Education
 It includes classes of 11th (plus one) and 12th (plus two).
 It is the terminal stage of general education.
 Students get vocational skills.
 It presents opportunities of higher studies in front of students
CONCLUSION
The SCERT (State Council Educational Research & Training) is the parallel
organisation to the NCERT that looks after the quality of education at the state level, for
which they receive the guidelines of the NCERT. The SCERT is directly concerned with the
in service programmes for secondary school teachers. It is also directly and indirectly
connected with the in service training of primary and pre primary teachers by giving
administrative and managerial leadership to the activities of the District Institute of Education
and Training. It also develops curricula for schools, prepare hand books and other
instructional materials for teachers to enable them make instruction modern and technology
oriented. Like this, KCF-2007 also brings many changes and new policies to the educational
field in our state. Curriculum is not merely syllabus and the scope of curriculum is much
broader and deeper. Also it encompasses various kinds of curricular and co-curricular
activities as well as the various aspects of the social, natural and educational environment
with reference to which the experiences are transacted. KCF launched to strengthen primary,
secondary and higher secondary education in Kerala and SCERT make the syllabus for the
different stages of education.

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REFERENCES
1. ‘SCIENCE EDUCATION’ – Dr. K. Sivarajan
Prof. A. Faziluddin
2. ‘EDUCATION IN THE MODERN INDIAN SOCIETY’
- Dr. K. Sivarajan
3. ‘SCIENCE EDUCATION’ – Dr. T. K. Mathew
Dr. T.M. Mollykutty