Agencies of Curriculum Change

Curriculum change is influenced by various agencies, which can be categorized as official, quasi-official, and unofficial.

Official agencies have legal authority over curriculum decisions. In many countries, including India, while the central government provides overall educational policies and direction, education primarily falls under state government responsibility. States manage schools either directly or by funding private schools through grants. Only a few schools are completely independent of government funding and are considered truly private.

The management of schools is a complex mix of government and non-government agencies. Non-government organizations (NGOs) play a crucial role in developing curricula and teaching methods that meet local needs while ensuring equitable educational opportunities. Traditional state educational research institutions, however, often lack genuine innovation, frequently recycling old ideas in new forms.

Community organizations and people’s movements usually lack the technical expertise and broad perspective necessary to develop curricula that balance local needs with national and international standards. This is where specialized technical organizations, universities, and NGOs can contribute significantly by supporting positive educational change and addressing issues like globalization and privatization.

University Grants Commission (UGC)

In 1986, the UGC set up a committee to review university curricula across subjects nationwide. The committee’s goals included:

• Assessing curriculum quality and workload
• Aligning education with national development and human resource needs
• Developing a model curriculum relevant to the country’s requirements
• Recommending textbooks, teaching aids, library, and lab equipment
• Suggesting teacher training methods to effectively deliver the revised curriculum

Recommendations for Implementation:

• Curricula developed by curriculum centers should be discussed and modified before adoption. This includes:
  • National meetings involving UGC officials, committee members, and teacher educators
  • Regional seminars with education professionals from universities
  • State-level seminars for master’s-level education faculty
  • National surveys on current teaching conditions
  • Public lectures and media articles to raise awareness and support
  • Workshops and seminars on teaching modules and materials

Material Development & Institutional Support:

• Creative workshops to prepare textbooks, software, and reading materials
• Establishment of:
  • A National Curriculum Development Centre
  • Six Regional Curriculum Development Centres
  • Ten Teacher Training Institutions
  • Curriculum Development Cells
  • A statutory body for national curriculum development in higher education

Research and Academic Inquiry:

• Strengthening education departments for curriculum research
• Publishing journals and bulletins on curriculum studies
• Supporting doctoral and postdoctoral research
• Inviting foreign experts as visiting professors
• Including curriculum research in national research agendas

National Council of Educational Research and Training (NCERT)

At the central level in India, NCERT plays a key role in planning secondary-level curricula. It develops curriculum frameworks in consultation with experts, teachers, and heads of institutions, aligning with national education policies. Although NCERT’s frameworks are advisory, state governments and examination boards can adopt, modify, or reject them.

Major Functions of NCERT:

• Monitoring Regional Institutes of Education
• Promoting educational research
• Organizing teacher training (pre-service and in-service)
• Preparing student study materials and teacher handbooks
• Awarding scholarships to talented students in various fields
• Disseminating knowledge about improved educational methods
• Conducting special studies and surveys

NCERT aims to improve education quality through research and development, training, and outreach, acting as a hub for ideas and information related to school and teacher education.

State Council of Educational Research and Training (SCERT)

At the state level, SCERT coordinates and manages academic programs. It regularly revises curricula, prepares textbooks, provides teacher guidance, and works to improve teaching and evaluation methods.

Functions of SCERT:

• Organizing and implementing special projects sponsored by agencies like UNICEF and NCERT
• Prescribing curricula and textbooks for schools and teacher training institutes
• Producing instructional materials for teacher educators
• Conducting in-service training for teachers, inspectors, and educators
• Overseeing teacher-training institutions and supporting their development
• Conducting educational research and evaluation
• Managing public examinations and scholarship selection