National Curriculum Framework
Curriculum designing has a special place among the diverse responsibilities envisaged in the charter of NCERT. As an apex national agency of educational reform, NCERT is expected to review the school curriculum as a routine activity, ensuring the highest standards of rigor and deliberative openness in the process. The National Policy on Education, 1986 (NPE) and the Programme of Action, 1992 assigned a special role to NCERT in preparing and promoting a National Curriculum Framework.  "The National Curriculum for Elementary and Secondary Education; A Framework", 1988, was the first document detailing a national curricular framework in schools. It was published in response to the desire expressed in the "National Policy on Education", 1986 that the implementation of education policy and emergent trends in education should be reviewed periodically. Subsequently two NCFs have been brought out in 2000 and 2005.
National Focus Groups 
Twenty-one focus groups were constituted as part of the process of development of NCF 2005. The Habitat and Learning group especially addressed the integration of environmental concerns into the framework.
Articles on National Curriculum Framework
Romila Thapar
Textbooks should certainly be child-friendly but it is equally necessary that the schoolteacher should be made child-friendly. Teachers need a more intensive exposure to social science concepts, changes in data and methods in history, and critical enquiry.
Special Correspondent
Attempt made to address concerns raised by critics: NCERT director
Teesta Setalvad’s note addressed to CABE critiques its processes and its recommendations.
Deepa A
The new National Curriculum Framework has put the child firmly at the center of its proposals. But critics point out that it has overlooked many problems, such as the lack of infrastructure, inadequate teacher training, and continuing social biases. Some provisions have also been attacked as obscurantist.
Varma, Vijaya S.
A critique is presented of the draft of the national curriculum framework recently released by the NCERT. It is argued that the document is not sufficiently announced and is unrealistic in projecting Constructivism as the universal pedagogy for all subjects and for children of all ages. It is also not clear what kind of school it addresses and why the reforms it is proposing are not already in place even though they have been strongly advocated many times in the past.
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