Curriculum Development in Pakistan

1. ROLL# 2K19-B.ED(1.5)-04
TOPIC:- CURRICULUM
DEVELOPMENT, UNIT 1.3 & 1.4
THE UNIVERSITY OF SUFISM & MODERN SCIENCES BHIT
SHAH, MATIARI, SINDH.
NAME:- GHULAM MUSTAFA
F/NAME:- GHULAM ABBAS SHAIKH

2. ELEMENTS OF CURRICULUM
 It consists of various phases called elements.
 The elements include philosophy, society,
aims, educational administrators, school
organisation, teaching material, teacher’s
role and teaching methods.
 “The elements of curriculum are the goals,
objectives, content, processes, resources, and
means of evaluation.” (Lawton D. 1976)

3. ELEMENTS OF CURRICULUM,
CONTD…
 Weeler has given five elements of curriculum;
 1.The selection of aims, goals and objectives.
 2.The selection of learning experiences for
attainment of these goals, aims and objectives.
 3.The selection of contents.
 4.The organization and integration of learning
experiences and contents.
 5. Evaluation of the effectiveness of all above
phases.

4. FACTORS OF CURRICULUM
 A) Situational Analysis:
 Geographical condition of the country,
society, its religion and culture influence the
curriculum development.
 When general decisions are made for school
timings, duration of working time, Summer
and Winter vacations, availability of natural
resources, animals and plants are also
considered.

5. FACTORS OF CURRICULUM,
CONTD…
 B) SettingThe Objectives:
 Objectives are usually specific statement of
educational intention.
 Benjamin Bloom defines objectives in two
ways;
 1) Explicit formulations of the ways in which
students are expected to be changed by
educative process;
 2) Intent communicated by statement
describing proposed change in learner.

6. FACTORS OF CURRICULUM,
CONTD…
 C) Subject Matter Or Content:
 Content is defined as information to be
learned in school, another term of knowledge
( a collection of facts, concepts,
generalization, principles, theories etc;)
 Principles of subject matter or content
selection:
 Types of society or culture;
 Types of curriculum;

7. SELECTION OF CONTENT, CONTD…
 Number and qualification of the teachers;
 International needs;
 Validity and Significance;
 Pupils needs and strengths;
 Difficulty And Universality;
 Available Sources & Resources;
 Demands of the society;
 System of Examination etc;

8. Factores of curriculum,
contd…
 D) Methods OfTeaching/Activities:
 It includes the methods adopted by the
teacher during instruction.
 This element has often been ignored too in
the past as well as in the present equally.
 Teachers are not directly involved in this
process because curriculum development is
centralizes in Pakistan.

9. FACTORS OF CURRICULUM,
CONTD…
 E) Evaluation:
 The evaluation of curriculum should not be
confused with the evaluation of students.
 There are four types of decisions involved in the
curriculum evaluation:
 (a) Planning
 (b) Planning procedure (personnel, method and
material to employ)
 (c) Implementation procedures
 (d) Outcomes (extent of achievements of targets
or objectives)

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

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. Aims and Goals in Pakistan,
Contd…
 To prepare students for professional needs.
 To develop technical education and
improvement in it’s quality.
 To popularize InformationTechnology among
students.
 To achieve excellence in different fields of
higher education.

13. Aims
 Wilson(2004) defines AIMS as " general
statements that provide direction or intent to
educational action".
 Orstein and Hunkins concluded that AIMS serve
to:
 1. Be general statements that provide shape and
direction to the more specific actions designed
to achieve future product and behavior.
 2. Be starting point for ideal/inspirational vision
of the good future.

14. CURRICULUM IMPLEMENTATION
 Curriculum implementation is the last phase
in the development of curriculum.
 Here the action of teacher takes place.
 Curriculum implementation means putting
into practice the written curriculum that has
been designed in syllabi, course of study,
curricular guides and subjects.
 Curriculum implementation takes place in a
class, a school, or the whole higher education
system.

15. STAKEHOLDERS IN CURRICULUM
IMPLEMENTATION
 There are different stakeholders who take part in
the implementation of the curriculum;
 1.Teacher:-The teacher is the frontline
implementer of the curriculum.
 2. Parents.
 3. Community.
 4. Curriculum Managers & Administrators.
 5. Other stakeholders.
 Students (Learners) are always at the centre of
the curriculum.

16. References:
1. Print, M., Curriculum Development and
Design, 1998, Allen and Unvvin Ltd.,
Australia.
2. Shahid, S.M., Curriculum Development
and Instruction, 2001.
3. Taba, H., Curriculum Development;
Theory and Practice, 1962, Harcourt
Brace & World, America.
4. Wilies, J. & Bondi, J., Curriculum
Development; A Guide To Practice.
1993. McMillan Company, New York.

17.  T H A N K Y O U
 V E RY M U C H