4. Introduction Many immediate and complex issues overcome educators today. With positive and negative global influences, educators must look beyond the surface of education. Students are not just products of their schools but will become shaping forces in society, determining the success and failure of their nation's future. Curricularists, educators, and everyone in leadership need to work together to develop a well-rounded curriculum, which includes the learning of different cultures. Our next generation will need to cope with cross-cultural matters and grow into sensible adults who are fair and just to the global society
5. International Trends The International Review of Curriculum and Assessment Frameworks ( INCA ) is an ongoing compilation of information on education structure and policy in 18 countries: Australia, Canada, England, France, Germany, Hungary, Ireland, Italy, Japan, Korea, the Netherlands, New Zealand, Singapore, Spain, Sweden, Switzerland, the USA and Wales.
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10. Malaysia The main aim of science at the primary level is to lay the foundation for building a society that is culturally scientific and technological, caring, dynamic and progressive. Emphasis is given on the mastery of scientific skills needed to study and understand the world. Scientific skills refer to process skills and manipulative skills. At the lower primary level, elements of science are integrated across the curriculum.
11. India Curriculum no longer to be bookish but was to be drawn from the social and physical environment of the child. In fact, the system offered a larger measure of freedom to teachers at a time when they were not prepared to shoulder it. Courses of study, therefore, in history, geography, economies, civics were fused together and were called social studies. Similar courses in physics, chemistry and biology were fused together and called general science. All books were rewritten and the teacher training institutions began to advocate this integrated approach
12. Elements of technology-based education are introduced at the upper primary level through the living skills curriculum, which covers various aspects of manipulative skills. At the primary school level, the subject focuses on three main topics, namely: Maintaining, repairing and producing things; Buying and selling things; Managing self and work. Technology-based education
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14. Korea As part of the decentralization of curricular control, the Sixth and Seventh National Curricula encourage schools . It is hoped that greater autonomy will enable schools and local authorities to devise curricula which are more appropriate for individual schools and children and thus contribute to increased diversity of educational programmes.
17. The 1976 Act of Parliament authorized the Ministry of Education (MOE) to appoint competent authorities to perform the curriculum-related functions. A Central/National Bureau of Curriculum and Textbooks (NBCT, commonly known as the Curriculum Wing ) was appointed to supervise curriculum and textbooks development/approval and to maintain curriculum standards from the primary through to the higher secondary levels. Four counterpart provincial curriculum centers (one in each province) were established to ensure provincial collaboration and evolve consensus in all activities falling within the purview of the Federation. This initiative was followed by the establishment of four Provincial Textbook Boards (PTTB)âone in each province.
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19. THE CURRICULUM DEVELOPMENT PROCESS Reform The process of curriculum reform in Pakistan has been introduced as part of the successive series of national education policies.
25. The curriculum: who makes what choices? Scheme of work., adjustment of time-table, provision for co curricular activities, exams Introduce unique cultural/regional aspects, including mother tongue National framework: syllabus and Weight age Curriculum plan Some aims of effective domains are suggested by teachers Evaluation/study reports of curriculum centers provide change direction National aims, as reflected in the National Educational Policy Aims and objectives School level ¡ Heads ¡ Teachers ¡ Communities Regional/Provincial level ¡ Local Authorities ¡ Inspectors ¡ Teacherâs Choice Curriculum Wing Ministry of Education
26. Conât Trained teachers set the papers and evaluate the script Board of Education holds exams Inter-Board Committee of Chairmen, co-ordinate activities of the Exams Board Evaluation and examination Representation of teachers. in the National Review Committee Provincial Textbooks Boards commission writers and select material on merit basis Provincial textbooks are reviewed/approved by Federal Ministry through National Review Committee Materials Practice different methodology Teachersâ colleges implement training programmes (pre-service) Teacher-training courses are designed, also in-service teacher training Methods and approaches to learning
27. Curriculum in Pakistan : In Pakistan efforts have been made to mould the curriculum in accordance with our ideological, moral and cultural values as well as our national requirements in the fields of science, technology, medicine, engineering and agriculture, etc.
