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1. Curriculum Reforms in Pakistan
• Review of Curriculum Reforms in Pakistan in line
with the National Education policies.

2. What is curriculum?
 According to Johnson; (1967)
 Curriculum is a structured series of intended
learning outcomes.
 According to J.F Kerr; (1968)
 All the activities which are planned and guided by
the schools whether carried on in groups or
individually, inside and outside the school.
 Curriculum may be defined as:
 The document that provides the detailed objectives
and contents for each paper in a particular course is
termed as the curriculum.

3. Education system in Pakistan
 In Pakistan we have Education system divided
into the following levels.
 Primary: 1st to 5th class
 Middle: 6th to 8th class
 Secondary: 9th to 10th
 Higher Secondary: 11th to 12th
 Tertiary (University): 13 Onward.
 Various Policies have been drafted to improve curriculum at
different levels.
 Here is a Review Of The Curriculum Reforms recommended by
different National Educational Policies.

4. Sharif Commission Report: 1959
 As the curricula at secondary and post secondary level was
theoretical and it was not adequately catered for all the talents of
the pupils, so this commission recommended some basic reforms
which are as follows.
 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.

5. Recommendations of 1959 Policy:
 The Education Commission 1959 recommended the following
Reforms;
◦ First the Compulsory subjects must provide adequate information
◦ Secondly the additional subjects will be included in such a way that it
could prepare the students for a definite career.
◦ 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.
 Text Book Board
 A small autonomous body comprising of the representatives from the provinces, working
with text book committees operating within the sphere of each education authority.
 Responsibilities:
 To frame the syllabus according to the recommendation made in this report.
 To lay down policy for the preparation, printing, and publication of text books.

6. 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.
 The text book board will be reorganized to improve their efficiency.
Effective liaison (link)will be established between the national book
foundation and the text book boards.
 The process of curriculum development will be improved by proper
emphasis on research. Field testing will be given more importance.
 Supplementary reading materials; guides/manuals for children and
for teachers will be prepared for enrichment the experience of
students and teachers.

7. Reforms:….. (1978)
 The revised curricula will be implemented in phased manner.
 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.

8. Reforms of National Education
Policy: (1992)
 A new cycle of curriculum development will be initiated and
major effort will be directed towards improving the
imparting of the education
 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.

9. Reforms:…..(1992)
 Crash programs will be announced with the help of
different universities for the training of science and
mathematics teachers.
 A special mathematics course shall be introduced for
the social science students.
 The teaching of languages will be improved in order to
enhance communication skills.
 The teaching of social sciences will be improved in
content quality.

10. Reforms of National Education Policy
(1998-2010)
 Uniform curricula for all the public and private sectors shall
be adopted gradually
 All curricula (1-12) shall be re-vamped , making it a
systematic whole and linking it to teacher training and
textbook reforms.
 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.
 Kachi class shall be institutionalized in the primary cycle
gradually and progressively.
 The span of primary/lower elementary education including
kachi class shall be of six years.

11. Reforms :……(1998-2010)
 Curriculum at secondary stage will be based on two
principals
1. Compulsory subjects
 The knowledge that is useful for a developing society
2. Additional subjects
 To prepare the students for a definite career
 Revision of intended learning outcomes e.g.
 Developing insight (Problem solving ability)
 Independent thinking
 Introducing innovative design in textbooks
 Integration of technical Education into General Education
 Developing the quality of instructions (Teacher Education)

12. 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-
 2010 Implementation of National Curriculum 2006/7
 2007-9 - Development of textbooks in phases. Phase I = Grades I,
VI, IX & XI
 2010- (April) New Textbooks Planned to be in Schools

13. Curriculum Authorities:
 The Federal Government has nominated two authorities for
curriculum development ; (Notification: 1976)
◦ Curriculum Wing Grades Early Childhood Education to XII
◦ Higher Education Commission Grades XII - Onwards
 In each province the following institutions are in direct link with
the Ministry of Education for inputs to curriculum reforms:
1. Bureau of Curriculum
2. Textbook Boards
3. Teacher Training Institutions (in-service and pre-service)
4. Boards of Intermediate & Secondary Education ( BISE) X & XII
5. National Education Assessment System (IV & VIII) and provincial education assessment centers (PEAC)
6. Punjab Examination Commission (PEC) (V & VIII) restricted to the province of Punjab.
 The first five institutions are present in each province of Pakistan. Punjab is
the only province which has launched its own examination commission for
grades V and VIII.

14. Higher Education Commission
 Higher Education Commission has been appointed as the Competent
Authority for Curriculum Revision Work beyond Class XII.
 HEC has also been entrusted to maintain the standards of education in
keeping with the nation’s changing social and economic needs which are
compatible with the basic national ideology.
 The Curriculum Section guides all Degree colleges, Universities and other
Institutions of higher learning in designing curricula that provides
appropriate content regarding Basic Sciences, Social Sciences, Humanities
along with Engineering and Technology.
 According to the decision of the 44th Vice-Chancellors’ Committee in
2001.
◦ Curriculum of a subject must be reviewed after every 3 years..
 Educational programs are thus designed not only to meet the needs of the
employment market but to promote the study of Basic and Applied
Sciences in every field of national and international importance.

15. General Recommendations for
Curriculum development process:
 Curriculum should be based on the native research not on the basis of
opinions and experts.
 Some of the enthusiast working teachers should be involved in curriculum
development.
 The objectives must be spelt out in specific behavioral terms.
 While setting the objectives equal weight age must be given to all the
domains such as cognitive, effective and psychomotor.
 Curriculum should be future oriented to meet the needs of 21st century
which is expected to be scientific and technological.
 There should be a vertical and horizontal articulation among different
concepts.
 Curriculum should be activity based.
 Curriculum must provide a higher level of understanding, inductive
reasoning and application of knowledge in life situation.

16. General Recommendations:
 Instead of product based instruction, there should be emphasis on
processes of learning.
 Curriculum should be according to the social, cultural and economic
conditions of the country.
 Teachers should be highly trained to provide quality instructions.
 Curriculum planners must suggest a proper criteria for evaluation.
 The test items must posses a high content validity.
 The test items must help in the achievement of desired goals.
 The test items should be objective valid and reliable.
 curriculum must be career oriented and must be economical.
 Curriculum should provide materials for career counseling, so as to enable
the students to advance in a particular field of their interest.