1. Curriculum and Development in Education
Submitted To: Dr. Shazia Zamir
Submitted by : Hina Rashid
Sadia Ajmal
Ghania Shahid
Sama Hunaiza
Development of Education

2. Curriculum And Development In
Education
 Curriculum consists of the learning activities and
experiences ,selected to achieve educational goals.
 It involves interaction between teachers and
learners, between learners and learners,
and between learners and
curriculum content.

3. Curriculum And Development In
Education
Concept of curriculum is defined as,
The sum total of experiences provided for learners for
which school takes responsibility.(Berman)
All of the planned experiences ,
a student can have at school.
( Ben and Unruh)

4. Concept cont……
Curriculum is a cultural reproduction in a structured
way. It is even more: It should also value independent
thinking in the context of the widest sense of social
responsibility.(Smith, Stanley & Shores)

5. Concept cont……
Tanner & Tanner offers the following definition,
derived from Dewey’s definition of education;
“That reconstruction of knowledge and experience that
enables the learner to grow in exercising intelligent
control of subsequent
knowledge and experience”

6. Different Stages Of Curriculum Change
Series of activities under taken at different levels.
Situational analysis.
Formulation of aims and objectives.
Selection and organization of curriculum.
Selection and organization of
learning experiences.
Evaluation of curriculum.

7. Situational Analysis
Preliminary analysis of situation existing at present
and background against which process has to be
under taken. It Involves,
 Needs assessment and determining priorities on
the basis of these needs.
educational system requirements
cultural and social change

8. Elements of Situational Analysis
Analysis factors that constitute the situation:
Teachers
- abilities/skills
- teaching style
- strengths / weaknesses
Pupils
- needs
- abilities
- personal characteristics

9. Elements cont…..
Physical Plant And Facilities
- materials
- equipment
- facilities
Psycho-social Climate
- organizational climate
- traditions , beliefs , attitudes
Development trends

10. Formulation of aims and objectives
Curriculum should aim to:
 Provide knowledge and develop skills, attitudes, values
essential to personal development and necessary
for living in and contributing to a developing and changing
society.
 Provide learning experiences which increases
a child’s awareness of and responsiveness
to the changes in the society.

11. Aims and Goals in Pakistan
 QURANIC principles and Islamic practices
 Achievement of universal primary education
 To meet basic learning needs of children
 To expand education qualitatively
 and quantitatively
 To ensure school access

12. Continue…..
 To make curriculum development a continuous process
 To prepare students for professional needs
 To develop a framework for policy planning and
development of teacher training.
 To develop technical education
 and improvement of it’s quality

13. Continue…..
 To popularize information technology among children
 To encourage private schools for free education to
poor students
 To institutionalize process of monitoring and
evaluation
 To achieve excellence in
 different fields of higher
 education

14. Continue….
 To institutionalize the process of monitoring and
evaluation at all levels
 To achieve excellence in higher education
 To bring teaching learning and research process
in line with international needs1

15. Selection and organization of content
 Predescribed activities for achievement of
educational objectives.
 Activities are the primary aim
 Activities lead towards development
Two types of development
 Internal development
 External development

16. Activities organized while study of content
 Study of text book
 Additional instructional material
 Exercise consist of recapitulation
 Practical work and experiments
 Educational visits and special education sessions
 Occasional celebrations and service programs
 Physical training including games and sports
 Educational content and students self-help activities
 Scouting and girl guiding

17. Internal development
Internal development involves following aspects:
 Psycho-physical development
 Student's vocabulary
 Knowledge
 Problem solving ability
 Physical strength
 Stamina
 Attitudes
 Interests

18. Principle and criteria of content selection and
organization
 Selection of content according to aims and objectives
 Careful selection
 According to demands
 Validity
 Significance
 Difficulty
 Pupil’s needs and interests
 University

19. Validity
 Valid content
 Helps to achieve the predetermined objectives
 Addition of valid and relevant content as per
requirement

20. Significance
 Content should be beneficial for the learner and society
 Depth and breath of content according to demands
 Change according to the new era

21. Difficulty
 To keep this in mind that is the content easy to
understand for students / learners without guidance
i.e. home assignments
 If difficult content is added, to understand that content,
relevant skills should be given at school

22. Pupil's needs and interests
 Pupils interest is an important motivational factor for
learner
 Students interest will enable the content selectors to
select interesting and facilitating activities

23. Universality
 The content should be selected according to recent
educational terminologies and universal standards
 It is very important to teach basics of educations as
equal to the global standards
 It reduces confusion among students

24. Selection and organization of learning experience
 Relevant learning experience will enhance the desired
changes in learners
 Allows to add, compare or contrast the learning
experiences to understand the actual meanings
 Methods
 Learning activities and experiences with reference is a
perfect method to adopt
 Economic and rigidity constraints effects the methods
a lot

25. Teaching Methodologies
 Class participation
 Techniques of evaluation
 1. tests 2. questionnaires
 Cultural taboos and restrictions should be eliminated
 Updated teachers
 Proper evaluation criteria
 Successful evaluation leads towards better changes in
curriculum

26. Evaluation of the curriculum
 On the basis of field practices
 What attitude may occur in learner’s attitude due to
learning
 What could be different ways to evaluate the learners
 This step provides a feedback to the teacher to improve
the teaching methodology
 Effectiveness of the curriculum to establish better
learners for better future

27. Education
 Education is a process of development of overall
personality as well as a product to be a social
competent person of the society.
 Pakistan inherited a system of education which had
been designed to produce literate man power to assist
the colonial master at lower level.
 Governess of masses

28. Early phase when Pakistan came into being
90% illiterate people when Pakistan came into being
 Only two universities were situated in Pakistan out of 21
 According to one-unit scheme education became the
provincial subject
 Four boards were working for intermediate and secondary
education
 School run by machinery groups were considered as
providing quality education

29. First educational conference
 Held in November 1947 in Karachi
 Produced a number of recommendations designed
 To make the educational system strong and relevant to the
country needs and aspirations
 Including making Urdu the official language curriculum
revision
 Diversification of courses
 Compulsory religious instruction
 Development of administrative machinery

30. Educational reforms
 Six year development plan
 New type teaching institutions
 Specialized centers
 Second plan period
 Setting
 Bureau of education for research and data collection
 Plan reorganization for higher education
 Increase the degree level beyond class 14

31. Education policy
 Education reforms of 1972
 Drew up fairly radical proposal
 Emphasis upon
Students
Teachers
Enrolment
 Policy of 1972
Aimed restricting education
Top to bottom

32. Content of Education
• Common curriculum for all provinces
• Cooperative study of curriculum
• Identification and resolution of problem areas
• Consultation with subject specialist
• Seminars and meetings

33. Function of national textbook board
 To design the layout the board national policy related
to textbooks
 Review textbooks time to time
 Identical and achievable content of education for all
levels
 Production of model textbook
 Production of Standard books for selected discipline

34. Function of NBCT
To
 Provide assistant and advise for the formulation and
implementation of national curriculum and evaluation
 Provincial bureau and boards for curriculum and
textbook development
 Provide leadership in curriculum
 conduct research in different aspects of curriculum
development
 Collect information and data regarding curriculum
development

35.  Provide guidance and resource material to textbooks
boards and authors
 Evaluate textbooks for all levels against national goals
and objectives
 Advise concerning curricula and material for special
education
 To liaise with educational institutes i-e UNESCO
UNICEF

36. Functions of provincial bureau
 Initial drafts of syllabi provincial bureau of curriculum
 Collaborations with provincial textbooks boards to
prepare textbooks manuscripts
 Implementation of agreed curricula in various boards

37. THE PROCESS OF CURRICULUM
DEVELOPMENT
 In Pakistan the process of curriculum development is
generally proceed in following steps.

38. 1.DETERMINING THE AIMS AND
GOALS OF EDUCATION
 This step includes a guideline for the curriculum
developers by the prevalent education policy, cabinet
decision or some other policy statement by the
president, Prime Minister or Federal Minister.

39. FORMULATION OF VARIOUS COMMITTEES
BY THE CURRICULUM WING:
 In order to proceed policy statement or police
guidelines, curriculum wing of the Ministry of
education made two committees at National level.
1. National Committee in Secondary and Primary
Education
2. Subject Committee at Primary and Secondary
levels.

40. These committees
include:
1. Teachers
2. Subject specialists
3. Administrators

41. Purpose of these committees is
1. Delineate aims of education for subsequent
input.
2. Curriculum wing communicates with
above mentioned committees along with
CRDC at provincial level on aims and
goals of education and other policy guidelines.

42. 3. PROPOSALS BY THE CRDC’S AND
CURRICULUM BUREAUS
Then after the formulation of two committees the CRDC and
the bureaus of curriculum functioning at the provincial level
do following actions:
1. Take appropriate initiative firstly
2. Then secondly finalize their proposals keeping in view the
overall aims of education, local situation and their research
experience etc
3. Then send it to the National committee of Primary,
Secondary Education for further proceeding.

43. 4. PROCESSING IN THE NATIONAL
COMMITTEES
 Relevant committee either
the primary or secondary
level committee received
the curricular proposals
from the provincial
CRDC’s and BC’s check
their suitability in the light
of aims of education.
• Then with its
recommendations and
observations curricular
proposals send to
relevant subject
committee.

44. 4. PROCESSING IN THE NATIONAL
COMMITTEES
 Relevant committee either the primary or secondary
level committee received the curricular proposals from
the provincial CRDC’s and BC’s check their suitability
in the light of aims of education.
 Then with its recommendations and observations
curricular proposals send to relevant subject
committee.

45.  The relevant subject committee then considers the
whole package and send it back to the primary and
secondary level from whom it had received.
 Then primary/secondary level committee functioning
at the international level and reconsiders the original
proposals and the subsequent recommendations and
made final approval of the curriculum.

46. TEXTBOOKS
 Textbooks play a vital role in educational activity
 Full fledged textbook sector was established in
the Bureau of curriculum and Textbooks in 1974.

47.  This sector has certain objectives:
1.To coordinate work of four provincial Textbook Boards.
2.To keep a check on prices of Textbooks published by the
boards.

48. 3.To ensure that textbooks prepared by the provinces are
according to the National aims and objectives as expressed
through National curriculum.
4. To maintain uniformity in textbooks
both in content and production.
5. To provide leadership to the boards
by preparing model textbooks.

49. PRODUCTION OF TEXTBOOKS
 Production of textbooks in Pakistan is basically the
responsibility of four Provincial Textbook Boards.
 These Boards are autonomous organizations of
Provincial Education Department.
 The process of textbook production for classes
I to XII start from Federal Ministry of
Education.
 Then Federal Ministry formulates curriculum
 and devices schemes of studies.

50.  The finalized curricula are forwarded to CRDC’s
and the Board for preparation of textbooks.

51. FOR THE PREPARATIONS OF MANUSCRIPTS OF
TEXTBOOKS;THERE ARE TWO TYPES OF
PRACTICES
1.Some boards appoint panel of authors for
writing a textbook and assign different chapters to
them.
2. Another way is through open competition invite
written manuscripts, a committee of Board’s
experts examines the manuscript, then best
manuscript is selected for publication.

52. In some cases when no manufactures are
found up to the mark then different lessons/
chapters are selected from different manuscripts.
Then final selected/adopted manuscript submitted
to the Federal Ministry for the approval.

53. • Then Ministry and Provincial Education
Dept. form National review committee.
• It consists teachers, curriculum planners
and subject specialists etc.

54. • Committee determines adequacy of content according
to the grade and ability level as well as it also reflects
true spirit of National curricula.
• It also check the uniformity in the prices of books and
ensures that there is no overloading.
.

55. • Then examined
manuscripts with the
recommendations of the
committee are sent back
to the Boards for
printing.
• And after printing and
publishing, books
entered the big cities
through private
agencies.