Dr Dibakar Sarangi Sr Lecturer in Education DAV College of Teacher Education ORISSA- 764020

1. PEDAGOGICAL TRANSFORMATION IN INDIAN SCHOOLS: AN EMPERICAL EXAMINATION INTO TIMETABLE STRUCTURE & SCHOOL BASED CURRICULUM PLANNING AT SECONDARY LEVEL Dr Dibakar Sarangi Sr Lecturer in Education DAV College of Teacher Education ORISSA- 764020

2. What is the Paper about? • NCF ‘05 advocated for transformation of school education • This is predicated upon many factors • Two such factors were examined to assess what extent the take off ground is ready for transformation

3. NCF 05 CALLS FOR PEDAGOGICAL TRANSFORMATION • Advocated Constructivists’ critical pedagogy to promote knowledge construction by learners which involves exploration of the multiple facets of textual concepts, life perspectives and their dynamic natural manifestations through self initiated inquiry and context situated cognitions.

4. Continued… Puts emphasis on • Awareness and knowledge of the contemporary life practices & embedded issues, • Sensitivity to the concerns of the self and others, • Explore possible choices/ scopes / alternatives in different contexts of life • Independent thought for value based decision making, and goal oriented actions • Learning to learn and willingness to unlearn and relearn as response to new situations (Scientific Temperament) • Spirit of cooperation & team mindedness • Aesthetic and creative capabilities

5. Vision of a Transformed School A school need to have: • Distinct vision & approach to education of children • Comprehensive plan of Edn. with - Adequate time , space & scope for participation - Diverse activities for experience, deliberation , reflection & contemplation • Well spelt out curriculum in writing with a precise annual calendar of activities

6. The Take off Ground for Transformation Proposed transformation is dependent on : • An enabling school time table • Efficient school based curriculum planning These are two critical factors

7. School Time Table Structure • A mirror of the curricular inputs, pedagogy and the organizational plans of a school in an academic session • Optimize institutional space, personnel and resources to maximize avenues for each kind of learning activities. • Distinction between teaching periods & learning periods should be sharp • Peer discourse, group & field work not to be ceremonial rather natural & regular

8. Obligations of Time table • Impeding home environment - NCF 05, Pg23 • Seasonalparameters • Not to be static & rigid over time • Vary with transactional demand -NCF 05, Pg98 A MISFIT timetable would cripple the intended multiple situated cognitions & many behavioral effects

9. School Based Curriculum Planning • Adaptation for socio cultural context of a school • Broad spectrum of learning inputs • Critical pedagogy • Concrete annual calendar of activities School level stakeholders' perception on curriculum planning is important

10. Objectives • To assess the present position of School Time Table (STT) & Academic calendar of Activities (ACA) • To analyze the perception of secondary school heads on school level curriculum planning (SCP) in n relation to location of the school, type of HM and experience as HM.

11. Hypothesis • No significant association between perception of the Secondary school heads on school level curriculum planning and the variables- HM type, Experience as HM and school location

12. Methodology • Sample survey • Sample55 secondary schools affiliated to B.S.E, Orissa randomly selected from Koraput district, Orissa • Tools * Information on STT & ACA through questionnaire; * 5- point Likert type rating scale with 10 items was used to assess the perception of the head of schools on school level curriculum planning. • Data analysis with frequency,% & chi square

13. Findings: School Time Table Structure • TT structure offered by BSE, Orissa • Most schools sit for 6 or more hours • 8 periods a day • Majority don’t have periods for lab/group/field work • Cross subject integrated learning sessions rare • Schools largely focused on text based instruction • 60% HMs felt need for contextual modification • Adaptations efforts were crippled by staff shortage, infrastructure constraints & lack of authority approval

14. Findings: Curriculum planning & School ACA • 86% HMs felt the need for a curriculum planning committee • curriculum planning committee existed in some schools • Picture of ACA not healthy • Large many schools function without ACA • Where ever existed, contained routine items ( exam celebrations, parent meetings etc) • Subject specific & cross subject curricular events to explore reflect upon the multiple perspectives of life were rare • Collaborative preparation of ACA items in few schools only • 41% schools reported regular review of STT & ACA by authorities

15. Findings: HMs’ perception on school based curriculum planning • 82% did not have appropriate notion of curriculum • 70% believed trs’ main job to be syllabus completion • 775 believed curricular programs to be decided by examining boards • Most believed authorities wouldn’t allow programs beyond syllabus • 49% believed curricular activities dilute academic focus & hamper exam result • 70% opined curriculum planning not possible with present school setup; 58% opined school with adequate resources cam accomplish a curriculum • Half of HMs viewed BSE, Orissa offered STT as prescriptive • 52% believed teachers can not prepare school curriculum Tr perception on SBCP & HM type, location & Experience not associated

16. Conclusion • This study stands as a precursor to the hidden issues emanating from inappropriate STT & school based Curriculum planning • STT & SBCP in Orissa is not supportive to the proposed school transformation & vision of NCF ’05 • As the whole gamut of constructivist critical pedagogy heavily stand upon STT & SBCP the NCF’05 vision would be paralyzed • Tr training interventions to treat teachers perception on STT & SBCP warranted to facilitate school transformation • School level stakeholders be sensitized to the critical truth of mutual dependence of curricular inputs, pedagogy & STT • Trs be equipped with appropriate knowledge & competence for subject specific curriculum planning with varieties of learning sessions, activities & evaluation programs