Curriculum Development.
Educational process in Pakistan.
curriculum design.
how to develop curriculum.
curriculum standards.
standards based curriculum.
characteristics of a quality curriculum standards.
benchmarking in curriculum.
3. Evolution of curriculum objectives.
Development of scheme of studies.
Development of syllabus of each subject.
Development of textbook, instructional
material.
Approval of textual material.
Teacher training.
4. Establish a list of text book writers.
Invitation are sent to the writers to submit the
material within the syllabus parameter.
Selection is made on the basis of relevance of
material.
The selected material is transformed into a textbook.
5. • National review committee comprises on five or six
members:
•
•
•
At least one expert form the syllabus Formulation
Committee.
Two subject experts.
Two school teachers
6. The books truly reflects the curriculum.
It meets the objectives stated in the curriculum.
Book does not contain any material repugnant to
Islamic and Pakistani ideology.
7. In case of approval, textbook is sent for publishing
and distribution.
In case of objection, complaints are relayed with
revision recommendations.
8. Teacher training for curriculum implementation is
the responsibility of the provincial government.
It is now stressed that each textbook must have
a teacher's guide.
In some cases assistance in the training of the
masters trainers is provided to provincial
government.
10. There are several obstacles affecting the quality and
effectiveness of curriculum development process in
Pakistan.
• Lack of subject area expert.
• Textbook often do not reflect the curriculum.
11. Lack of follow-up of actual curriculum
implementation in classroom practice.
Curriculum often different from the official
curriculum documentation
13. ◦ Reading and thinking skills
◦ Writing Skills
◦ Oral Communication Skills
◦ Formal and lexical aspects of language
◦ Appropriate ethical and social development
14. Competency-based education is an outcome-
focused approach that concentrates on the mastery
of skills at the learner’s pace rather than within a
specific period of time (Credit Hour).
Simply: In competency-based education,
it’s not about time,
it’s about what you know and are able to do.
15. Competency Based
Less Expensive
Variable Class Structure
Students finish as the are able to
Average 30 months to graduate
Traditional education
More Expensive
Standardized Class Structure
End of term
Average 60 months to graduate
16. The need to apply and enhance the following
1. Communication tools, networks and mechanisms
2. Usage of multimedia like graphics, audio, and videos
3. Search mechanisms and tools
4. Electronic libraries
5. Web portals
17. A statement of what students should know and to able to
do and demonstrate at the end of the process at each
level.
The standards can be used as a references point for
planning, teaching and learning program, and for
assessing student progress.
Standard should be clear, straight forward, observable,
measurable and well-articulated.
Synonyms:
Learning outcomes , learning objectives.
Learning targets , competencies.
18. Content Standards:
are statements about what learners should know
and able to do with contents.
Performance Standards:
Show us who the learners have achieved the
standard targeted .They refer to how learner are meeting a
standard and show the learner’s progress towards
meeting a standard.
Proficiency Standards:
These standards tell us how will learners should perform.
19. A standards base curriculum is a body of
knowledge and set of competencies that forms the
basis for a quality education.
It defines what students should know , understand
and be able to do and includes the accompanying
teaching content.
20. Standards are connected to community needs and
students needs.
Empower teachers
Based on principled procedures
Flexible and able to change
Include time lines for students learning , development
and growth.
Describes a whole Curriculum
Hidden Curriculum is considered
Identifies big ideas, concepts , and outcomes
Include assessment: Formative , Diagnostic ,
Summative and generative.
21. Benchmarking is the process of improving performance
by continuously identifying, understanding, and
adapting outstanding practices found inside and outside
theorganization.
22. Benchmarking is atool for continuous
improvement of the management ofprocesses in
companies to help them to gain world leadership.
BenchmarkPurposeandQuality Maturity
I
Learning
from
success
VI
National
leadership
II
Borrowing
ideas
III
Best-in-
firm
IV
Beating
industry
standards
V
Best-in-
class
Quality
Maturity
23. Abenchmark is an organization recognized for its
exemplary operational performance.
There are many benchmarks in the worldincluding:
ScandinavianAirlines for
Toyotafor
Intel for
Motorolafor
Hondafor
Processes
Design
Training
Service
Rapidproductdevelopment
24. Benchmarking hasthree main features:
Continuous method of measuring and
comparing a firm’s business processes
againstthoseof another firm.
Discoverperformance gapsbetween
one’sown processesandthoseof
leading firms.
Incorporate leadingfirm’sprocesses
into one’sown strategyto fill the
gapsandimproveperformance.
25. These standards can be considered minimum
levels required, or levels required to be
considered 'best practice'.
... Benchmarking involves a process of comparing
one's own performance to an appropriate
comparison which might be the industry
standard or a similar organization
26. Student learning outcomes or SLOs are
statements that specify what students will
know, be able to do or be able to demonstrate
when they have completed or participated in a
program/activity/course/project.
27. Outcomes are usually expressed as
knowledge, skills, attitudes or values.
What are the characteristics of
good SLOs?
SLOs specify an action by the student that
must be observable, measurable and able to
be demonstrated.
28. Facilitate student learning
Feedback
Enable students What they learnt?
Other Sources of knowledge for student
