The document summarizes curriculum development processes in Pakistan. It discusses the education system levels of elementary, secondary, and university. It describes the roles of the federal and provincial ministry of education and curriculum bodies in developing curriculum at the primary and secondary levels. It also outlines the curriculum development process, including establishing curriculum committees, drafting curriculum, testing, reviewing, and approving curriculum. Finally, it discusses some common problems with curriculum development in Pakistan, such as teacher reluctance to change, lack of training, political interference, economic issues, inadequate evaluation, and lack of teaching materials.

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Curriculum Design and Instruction by Hina Jalal (PhD scholar GCUF)
Curriculum Development in Pakistan
6. Curriculum development processes at elementary and secondary level
6.1 Education in Pakistan
There are three tiers of education system in Pakistan as:
1.Elementary:
Primary stage: it comprises classes 1 to 5.
Middle stage: it comprises classes 6 to 8.
2.Secondary
High grade, it is including 9 and 10 that leads Secondary School Certificate (SSC).
Intermediate, it is including 11 and 12 that leads higher Secondary School Certificate (HSSC).
3.University
It is leading to graduate and advanced degrees.
6.1.2 Curriculum Bodies at Primary and Secondary Levels
The curriculum reform in Pakistan is combined effort of Ministry of Education and four provincial curriculum
centers and they accomplish it with collaboration of following organizations/ agencies. Ministry of (provisional)
Education, is responsible for the cohesion, integration and preservation of the ideological foundation of the states.
a.Federal Ministry of Education
Ministry of Education is responsible for the cohesion, integration and preservation of the ideological foundation of
the states. Federal Ministry of Education also responsible of curriculum, syllabus, planning, policy, center of
excellences, and standards are concurrent list of Constitution of Pakistan. Federal Ministry of Education has been
empowered it through Federal Supervision of Curricula.
b. Curriculum Wing
Federal curriculum wing Provincial bureau of curriculum Formation of provincial curriculum Preparation of
preliminary draft National curriculum draft Federal curriculum wing Formation of national curriculum committee
Curriculum Development Process in Pakistan.
The federal government under the notification under act Federal Act (No X of 1976) nominated Curriculum wing of
the ministry of education as competent authority for classes 1 to 12 and the University Grant Commission
(Predecessor of Higher Education Commission (HEC)) for beyond class 12. Now curricula of grade 1 to 12 is the
responsibility of curriculum wing. Curricula for grade 12 to onward is the responsibility of HEC.

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Curriculum Design and Instruction by Hina Jalal (PhD scholar GCUF)
c.Provisional level Curriculum Development
• IN PUNJAB: PUNJAB CURRICULUM AUTHORTY (PCA)is responsible to develop curriculum for Punjab
Province.
• IN SINDH: BUREAU OF CURRICULUM AND EXTENSION WING (BCEW) is responsible for develop
curriculum for Sindh Province
• IN KPK: DIRECTORATE OF CURRICULUM AND TEACHER EDUCATION(CTE) is responsible for develop
curriculum for Khyber-Pakhtunkhwa Province.
• IN BALOCHISTAN: Curriculum development/review is the mandate of Bureau of Curriculum (BoC)
• IN ICT, FATA, FANA and AJK: CURRICULUM WING is responsible for the develop curriculum for these Areas
d. Textbook Development
Four Provisional Curriculum Centers are responsible to established Provisional Text Book Boards (PTTB). Text
Book Boards are responsible for the development of the text-books according to the approved syllabi. How
textbook is developed?
1. Establish a list of text book writers.
2. Invitation are sent to the writers to submit the material within the syllabus parameter.
3. Selection is made based on relevance of material.
4. The selected material is transformed into a textbook.
Review the Approval Review committee comprises on five or six members. At least one expert forms the syllabus
Formulation Committee, Two subject experts, and Two school teachers
Textbooks Review Parameter
• The books truly reflect the curriculum.
• It meets the objectives stated in the curriculum.
• Book does not contain any material repugnant to Islamic and Pakistani ideology.
• In case of approval, textbook is sent for publishing and distribution.
• In case of objection, complaints are relayed with revision recommendations.
e.Quality Challenges
In each province the quality challenges are spread across the following institutions:
➢ Bureau of Curriculum
➢ Textbook boards

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Curriculum Design and Instruction by Hina Jalal (PhD scholar GCUF)
➢ Teacher Training Institutions
➢ BISE (Board of Intermediate and Secondary Education) for classes 9 to 12.
➢ National Education Assessment System (NEAS) for classes 4 to 8.
➢ Provincial Education Assessment Centers (PEAS)
➢ Punjab Examination Commission (PEC) for classes 4 to 8.
➢ Curriculum Research and Development Centre (CRDC)
6.1.3 Steps Involved in Curriculum Review/Revision Process
The following Steps are involved in curriculum process:
1.Provincial centers are requested to develop draft curriculum for various subjects by the Curriculum Wing.
2.Committees of teachers and subject specialists are called in by the Provincial centers.
3.Initial draft of curricula for various subjects is prepared by provincial curriculum centers.
4.Curriculum prepared by provincial committees and is then sent to the Curriculum wing.
5.A National curriculum committee representing from all provinces is appointed to develop one draft of
curriculum.
6.Curriculum draft is circulated in institutions for micro testing and for comments to the relevant teachers and
specialist.
7.The draft is reviewed again with respect to the comments by the National Committee of Curriculum.
8.The suggestions and recommendations are sent to the Ministry of Education where Secretary Education accords
the approval.
9.The approved curriculum is sent to the textbook boards to produce textbooks.
The working of Curriculum wing is closely collaborated with the research organizations, Board of Intermediate
and Secondary Education, textbook boards and Education departments in the province. When curriculum is
needed to be revised the Curriculum Wing prepares a proposal and submits to Educational Secretary for
approval. After analyzing the proposal and considering the financial matters involved in the process the
Educational Secretary gives final approval.

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Curriculum Design and Instruction by Hina Jalal (PhD scholar GCUF)
Process of national curriculum development in Pakistan under Federal Control of Curriculum, Textbook and
Maintenance Act 1976. Source: (Iqbal, 2011, p.41)

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Curriculum Design and Instruction by Hina Jalal (PhD scholar GCUF)
6.2 Curriculum Reforms and policies
Sharif Commission Report: 1959
 It was urged that scientific knowledge must be included up to 10 to 12 years of education.
 General Education also needs to be included up to age of 17.
 It was also urged that those who terminate their education earlier must be in position to take up a career.
Recommendations of Education Commission 1959 Policy:
◦ The curriculum should be flexible so that it could be changed according to the social needs and interest.
◦ The curriculum should be designed according to the mental abilities and interest of the students.
◦ Religious subjects should be made compulsory throughout the primary stage.
◦ Due emphasis should be placed on teaching of the national language.
◦ Ministry of Education set up a text book board.
Reforms of the National Education Policy: (1978)
 Enough content on Islam and Islamic Ideology will be included to ensure it is protected and maintained so that
to promote national cohesion and integration.
 At the primary level more, importance will be given to practical and creative activities so that children could
gain desired attitudes and skills.
 National/ Provincial curriculum development agencies will work in close collaboration with adequate number
of students and teachers.
 To make teaching and learning more effective, laboratory equipment and instructional aids/kits will be provided
 A standing committee for the National Education Counsel on curriculum and textbooks will be considered to
review the existing curricula and textbooks for improving and identifying textbooks which can be prescribed
throughout the country.
Reforms of National Education Policy: (1992)
 The curricula shall encourage enquiry, creativity, and progressive thinking through project-oriented education.
 The linkages among curriculum, textbook writing, teacher training, and examination will be reinforced.
 Science curricula will be revised and made compatible with demands of new knowledge.
 The weightage of mathematics and science shall be increased. Specially mathematics will be progressively
included as a compulsory subject up to F.Sc. level.
 The teaching of languages will be improved to enhance communication skills.

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Curriculum Design and Instruction by Hina Jalal (PhD scholar GCUF)
Reforms of National Education Policy (1998-2010)
 Uniform curricula for all the public and private sectors shall be adopted gradually.
 Emerging key issues such as computer literacy, population and environmental education, health education,
AIDS, education and value education etc., shall be introduced and integrated in curricula.
 The span of primary/lower elementary education including kachi class shall be of six years.
 Revision of intended learning outcomes e.g.
 Introducing innovative design in textbooks
 Integration of technical Education into General Education
 Developing the quality of instructions (Teacher Education)
Curriculum Reforms 2000-2009 – Milestones Achieved & Planned
 2000 - review of Basic Science Subjects under Education Sector Reforms Action Plan 2001-06 and
production of textbooks
 2002 - review of Social Science Subjects under ESR and production of textbooks
 2005 - comprehensive review of all subjects
 2006/7- completion of review National Curriculum 2006/7 and its publication
 2007 - National Textbook and Learning Materials Policy and Plan of Action – 2007-
 2007-9 - Development of textbooks in phases. Phase I = Grades I, VI, IX & XI
 2010 Implementation of National Curriculum 2006/7
 2010- (April) New Textbooks Planned to be in Schools
6.3 Role of teacher in curriculum development process at various levels
Teacher writes a curriculum daily through a lesson plan, a unit plan or a yearly plan. the teacher
addresses the goals, needs, interests of learners by creating experiences where the students learn better.
The teacher as a curriculum maker designs, enriches and modifies the curriculum to suit the learner's
characteristics. To create a strong curriculum, teachers must play an integral role in every step of the
processes. They work directly with students meant to be benefit from the curriculum and they know best
what curriculum should look like.
• Teacher play essential role in developing g, implementing, assessing and modifying the curriculum

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Curriculum Design and Instruction by Hina Jalal (PhD scholar GCUF)
• Teachers are essential pillars in the teaching process. with their knowledge, skills and experiences they are central
to any curriculum improvement effort.
• They know their students' needs better than others involved in Curriculum process
• They can provide insights into the types of materials, activities and specific skills that need to be included in the
curriculum.
VARIOUS ROLE OF A TEACHER IN CURRICULUM DEVELOPMENT
A> MAKER • Teacher writes a curriculum daily through a lesson plan or an early plan. The addresses the
goals, needs interest of learners by creating experiences where the student learn better.
B> DEVELOPER • The teacher as a curriculum developer designs, enriches and modifies the curriculum to
suit the learner’s characteristics.
C> IMPLEMENTER • In this stage, the teacher gives life to the written materials. The role has shift from
learning to doing such as guiding, facilitating and directing activities.
D> ACTIVE LEARNING • Curriculum is content, but when contextualized, it comes alive for students. The
role of teachers in the curriculum process is to help students develop an engaged relationship with the content.
Active learning will increase the focus and retention of the curriculum, resulting in an exciting learning
environment.
E> MULTICULTURALISM • During the Curriculum Development, teachers use a prescribed curriculum to
build lessons that have global impact. For Example: Teachers integrates examples of diverse people who have
made significant contribution on the content area. The intentionality of building inclusion helps dispel stereotypes
and to encourage students to look favorably upon diverse group.
6.4 Problems and issues in curriculum development
As curriculum revision in Pakistan is attempted adhoc basis and is never based on adequate research, experimentation
and formative evaluation, the discussion about the failure or success of curriculum implementation will be based
on theoretical framework already discussed. As for as desirable outcomes we have not been successful to achieve
thus the implementation of curriculum design in Pakistan seems to be a failure.
➢ Teacher are reluctant to accept the change
It is universal phenomena that teacher is conservative. They have reasons for beings unwilling to change
their approaches, not least because they have an investment in knowledge and skills, which lend to be
devalued by the passage of time; they face the natural human temptation to resist any change which may
render their stock in trade obstacle.

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Curriculum Design and Instruction by Hina Jalal (PhD scholar GCUF)
➢ Lack of in-service training
When new curriculum was design are brought into practice the teacher are not properly introduced to new
learning actives and teaching strategies. If teacher is to be mobilized in support of curriculum change,
both initial and in-service teacher education must convince them for their crucial role in promoting
innovation.
➢ Political interference
It would be tempting, to argue that education should be taken out of politics. An educational will expect
political parties to clarify their general educational aims and policies, which concern broad social issues.
Every person coming into power brings with him his vested interests and few educational plans for the
nation, in such atmosphere educationist is likely to suffer from frustration
➢ Economic problems
Change in curriculum, needs financial support. New teaching materials are required to implement
curriculum effectively. Teachers are needed to be provided with in-services training and equipped with
new teaching materials textbooks are to be revised to fulfill the changing needs of the society.
➢ Inadequate evaluation
If evaluation is to be of any education worth, it cannot be regarded, as it is in Pakistani schools,
evaluation must become an integral part of the total learning process and not an appendage to it. The
general practice in Pakistanis that curriculum reshaped but the evaluation system helps the teacher to
concentrate on teaching the student, the examination tricks rather than on bringing a desirable change in
student’s behavior.
➢ Lack of commitment of national philosophy
When Pakistan came into being it was stressed that our educational system will be reshaped according to
the teaching of Islam. Islamic way of life will be the focus of our political, social and economic thinking.
But soon after the death of Quaid-e-Azam, this motto was set aside. A workable educational policy is
always based on a philosophy. Every nation has a philosophical way of life. Due to lack of philosophy
we are unable to derive consistent educational objectives.
➢ Disapproval of the society
The school curriculum according to Lawton is essentially a selection from the culture of society. Certain
aspect of our ways of life, certain kinds of “knowledge”, certain values and attitude are regarded as so
important that their transmission to the next generation is very necessary. Pakistan inherited its
curriculum patterns from the colonial rulers. The same pattern is being social need it is often disapproved
by the society. The school to public members of the society should have much to say about the
curriculum.
➢ Lack of sequence

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Curriculum Design and Instruction by Hina Jalal (PhD scholar GCUF)
There is a little coordination among the committees working for curriculum development at various
stages. When a student completes his studies at a stage enters the next stage, he finds himself helpless.
The concepts being taught at this stage are quite strange. It needed that learning experiences selected and
organized for every stage should follow the pervious one and should be sequential in form.
➢ Curriculum is more urbanized
Uniformity has always been misinterpreted in Pakistan. About seventy percent of the total population is
settled in rural areas. But the same coursed are being offered in rural and urban schools, when urban
children come with a certain background of language, particularly Urdu with either subject such as social
studies, general science etc. The need is to design a separate curriculum for rural areas.
➢ Lack of the teaching materials
Many of the educational programmers are fail due to lack of teaching materials. It faced many problems
due to lack of textbooks and other teaching material. Though teacher too, takes a little interest but major
factor for its failure is shortage of instructional materials.