Absence of Uniform Curriculum Has Led to an ‘Unscientific’ Pre-school Experience: Draft Kerala Curriculum Framework – News18

The Kerala State Council of Educational Research and Training (SCERT) has developed the Kerala Curriculum Framework (KCF) 2023 which calls for segmenting the state’s educational system into three phases: early childhood care and development (up to the age of 5 or 6), primary (Classes 1–7), and secondary (Classes 8–12).

The framework pointed out that the absence of a uniform curriculum has resulted in an ‘unscientific’ pre-school experience for young learners. It emphasises the significance of developing a consistent curriculum for all pre-schools in the state and prioritises informal and child-friendly evaluation approaches for pre-schoolers.

General Education Minister V Sivankutty released the draft Kerala Curriculum Framework on October 9, highlighting that pre-schools should not be transformed into institutions that solely focus on academics, but rather must adapt to their student’s specific requirements considering their young age.

The current pre-school education set-up in Kerala is run by a varied range of providers, including private schools, agencies, and government departments which makes maintaining uniformity a difficult task. The Kerala Curriculum Framework cites numerous challenges in pre-school education, including a lack of consistency in teaching techniques, parents’ lack of awareness of pre-school objectives, insufficient pre-school teacher training, and a lack of infrastructure. According to the draft NCF 2023, pre-school teachers must have undergone pre-primary teacher training from a government-approved institution.

In an effort to standardise pre-school textbooks, the government proposes that they have 85 per cent pictorial content, including zero-text pages. This strategy seeks to make learning for young children more interesting and visually appealing.

According to The New Indian Express, the draft Kerala Curriculum Framework 2023 holds local authorities responsible for pre-school institutions for failing to provide adequate “support, supervision, or coordination.” Additionally, it highlighted the need for greater coordination between the organisations in charge of administering these institutions, the general education department, the department for women and children, and the department for SC/ST development.

The framework also encourages mother-tongue communication in pre-schools. In addition to facilitating peer conversation in a classroom setting, speaking in one’s mother tongue promotes successful interaction between students and teachers.