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8603 All Slides.pdf
1. ALLAMA IQBAL OPEN
UNIVERSITY, Islamabad
INTRODUCING
CURRICULUM
Presented By:
ALI HASNAIN KHALID
Resource Person
M.Phil, M.Ed
2. Definition of Curriculum:
• The subjects comprising a course of study in a
school or college.
• “Course components of the school curriculum.“
• The term curriculum refers to the lessons and
academic content taught in a school or in a
specific course or program. In
dictionaries, curriculum is often defined as the
courses offered by a school, but it is rarely used in
such a general sense in schools.
2
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3. Continue..
Curriculum is the outline of concepts to be
taught to students to help them meet the
content standards. Curriculum is what is taught
in a given course or subject. Curriculum refers
to an interactive system of instruction and
learning with specific goals, contents, strategies,
measurement, and resources.
3
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4. Types of Curriculum:
• Recommended Curriculum
• Written Curriculum
• Taught Curriculum
• Supported Curriculum
• Assessed Curriculum
• Learned Curriculum
• Hidden Curriculum
4
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9. What is Curriculum Planning?
• Curriculum planning is a complex process
where faculty define intended learning
outcomes, assessments, content and
pedagogic requirements necessary for student
success across an entire curriculum.
9
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12. Process of Curriculum Development:
• Curriculum development can be defined as
the step-by-step process used to create
positive improvements in the courses offered
by a school, college or university. The world
changes every day and new discoveries have
to be roped into the education curricula.
12
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17. Effective Curriculum Planning:
17
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20. Elements of Curriculum:
20
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21. Questions
21
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22. Thank you for
attentions !!
22
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23. Course Code: 8603 Unit No.2
Muhammad Tahir Hassan
Resource Person aiou
M.Phil, B.Ed
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24. Curriculum development during
the period of the Holy prophet
(PBUH)
Development of Curriculum in the
subcontinent
Curriculum development since
1947
Curriculum development under
various education policies
25. In unit 1 you have studied the nature and scope of
Curriculum
you have also studied the principle of Curriculum
development in a Muslim society
all these must be kept in mind while studying the present
unit.
The history of Curriculum in Pakistan today may be traced
back to the period when the prophet of Islam Muhammad
peace be upon him started teaching the principal of Islam to
the people in order to appreciate the meaningful
development of Curriculum at various stages in Muslim
history
we have started from the development of Curriculum the
early Muslim period and pressed it for different stages finally
upon the present time in Pakistan
26. Reading and writing ( Arabic )
Quranic education
Learning the Quran by heart
The Fiqa
Mathematical calculations in respect of
distribution of property
Basic medicine
Learning foreign language
Art of swing and arrow shooting
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27. curriculum which was introduced during 13th century
curriculum introduced during 17th century
Akbar the great Mughal introduced a curriculum
Shah waliullah introduce curriculum
Legacy of the British rule
First school leaving certificate
The Hartog Committee
The Punjab University enquiry committee
Kamal yar Jung committee
Sargent Scheme
Central advisory board
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28. The subject were divided into two groups compulsory and
elective as detailed below
Group A : compulsory subjects
English
Mathematics are in the case of girls Arithmatic and domestic
Arithmetic and household account
History and geography
Group B elective subjects
Pakistani languages such as Urdu Punjabi Pashto or a foreign
language French or German
classical language Arabic Persian habrow latin or Greek
Physics and Chemistry
Drawing
agriculture
physiology and hygiene or Civic and hygiene for domestic
economy for girls only
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29. EducationalConference 1947
Punjab University Commission 1950-52
Six year National plan of educational
Development
Board of Secondary Education Lahore 1957
The commission on national education 1959
curriculum committee for secondary education
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30. New education policy 1970
Education policy 1972-80
National education policy 1978
National Education Conference
Concluding remarks
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31. The role of education in preservation of Islamic values
Reorientation of educational programs
Emphasis on scientific and vocational education
Role of education as an instrument of social change
and development
importance of quality in education and crucial role of
teachers
decentralization of educational administration
Curriculum
Elementary curriculum
Secondary School curriculum
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32. The preservation promotion and practice of basic
ideology of Pakistan
Building of nation by promoting social and cultural
harmony
Providing comprehensive program of studies
Designing curriculum relevant to the Nation's changing
Curricula, syllabi and textbooks will be revised to
eliminate overloading
Improving the system of elementary education
The integration of general andTechnical Education
Elective subject for matriculation intermediate and
degree level
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33. Subjects
Language
first language
second language
Mathematics
Science
social studies
health and physical education
Islamiat
Arts
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34. Subjects
Languages
1st language
2nd language
English Compulsory
Mathematics
Science
Pak/Social Studies
Health and Physical education
Islamiat
Arts
Vocational For Daily Updates Regarding Allama Iqbal Open University And
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35. Compulsory
1- Urdu 2- English 3- Pak studies 4-Islamiat
Electives
1- Mathematics 2- Physics 3- Chemistry
4- Biology
General Group
1- General maths/ Home Economics
2- General Science
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36. To foster in hearts and mind of students the
loyalty to Islam and Pakistan
To create the awareness in students towards
the welfare of fellow Muslim
To produce citizens who display firm faith the
future of country as an Islamic State
To promote scientific, vocational, technical
education, training and research in the
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37. Benazir Bhuto Shaheed convened the National
Education Conference in Islamabad in march
1989
The objective of this conference was to
reconsider the aim of education at national
level and make it up to date according to the
changed circumstances
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38. There are numerous problems in the
implementation of Curriculum
Shortage of financial resources
Shortage of trained manpower
Rigid attitude of teachers, parents and
community
Frequent changes in national priority
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39.
40. FOUNDATIONS
OF
CURRICULUM
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42. MajorFoundationsofCurriculum
It includes:
•Philosophical Foundation
•Psychological Foundation
•Sociological foundation
•Economical Foundation
•Historical Foundation
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43. Philosophical Foundations
philosophy is the the pursuit of wisdom and
knowledge
it is the study of realities and general principles it
concerned with research of eternal truths
Defined literally philosophy pursuit of rational
thinking and sound judgment.
Aristippus (435-359 BC) wrote philosophy is the
ability to feel at ease in any society
Kabir (1902-1969) stated philosophy seeks to
give knowledge of the whole
44. Philosophical Foundations
Philosophical work can aid curriculum
development in many ways but it is
particularly useful in helping us to
understand
Nature of educational objectives
The structure or inter relationship of
the objectives
Nature of Curriculum activities
45. PhilosophicalFoundation
It is concerned with beliefs.
What is real --- ONTOLOGY
What is true --- EPISTEMOLOGY
What is good – AXIOLOGY
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46. Ontology
Ontology e is concerned with the nature of
reality and by asking the question
“what is real?”
A number of queries become clear.
what is real to our society is very important
and must be taken into account while
constructing curriculum indeed
some curriculum developers see their role as a
vehicle for change
47. Epistemology
The philosophical problem that deal with the nature of
knowledge and of knowing is called Epistemology.
Waller and Ever (1988) “ epistemology is the study of the
nature and applicability of knowledge”
We are actually concerned with the nature of knowledge its
basis how we know and what we know
when studying epistemology we ask
what is true?
how do we know the truth?
how do we know that we know?
these are obviously vital questions for curriculum developers
to consider particularly in a society
curriculum developer should be aware of epistemology and be
prepared to pose the fundamental question involved in such a
study
48. Axiology
Axiology is that aspect of Philosphy that is concerned with the
nature of value.
Axiology questions are fundamental feature of our life and that
the resulting decisions have a profound effect upon our behavior
.
Question such as:
what is good ?
what is attributable to humans?
Axiology questions are usually divided into two main categories
1- Ethics
2- Aesthetics
Ethics is concerned with concepts of good and bad right and
wrong as they applied to human behaviour
Aesthetic concern with such values and issues as Beauty And
enjoyment of human experience
49. Psychological Foundation
Psychology is the scientific
study of human behavior. It
gives insight into:
Child development
Educational objectives
Student characteristics
Learning process
Teaching method
Evaluation procedures
50. Sociological Foundation
Curriculum must take into account the
sociological considerations otherwise it will
remain bookish and divorced from life
curriculum that ignore sociological foundations
does not any purpose
It results in waste of time energy and
resources
meaning of sociology ” the science or study of
society”
definition of Sociology is the systematic study
of the groups and societies human beings build
and the way these alliances effects our
behavior
sociology is the study of social life and social
causes and consequences of human behavior
51. Role of Sociology in Curriculum
Development
It includes
Value of society
Media explosion
New forms of cooperation
Changing value of people
Demand of modernization
Regional and national imbalances
Population Explosion
52. Value Based Curriculum
Exemplary behaviour of teachers
value formation through various types of co
curricular activities i-e student participation in
social management social service program visit to
hospitals
lecture or discourses
Creation of an environment of psychological safety
and security for the students in the school
value oriented content in various subjects studied
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53. Classification of Values
Instrumental values
preparatory values
introductory values
practical values
conventional values
intrinsic values
essential values
personal values
social values
institutional values
Global values
54. Economical Foundation
It focuses on:
Job or market oriented
curriculum
Skill learning
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55. HistoricalFoundations
It includes
Role of curriculum in achievements
of nations.
Guides future plans
Factors that influence development
of nation e.g. unity
Eliminates the useless traditions.
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56. Thank You!!!
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57.
58. Conceptual Framework of
Curriculum Development
Muhammad Tahir Hassan
Resource Person Course Code: 8603
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90.
91.
92. ALLAMA IQBAL OPEN
UNIVERSITY, Islamabad
CONEPTUAL FRAMEWORK
OF CURRICULUM
DEVELOPMENT
Presented By:
HUMAAMIN
M Phil Special Education
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93. 2
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123. •Thanks..
32
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124. ALLAMA IQBAL OPEN
UNIVERSITY, Islamabad
AIMS, GOALS AND
OBJETIVES OF
EDUCATION
Presented By:
HUMAAMIN
M Phil Special Education
125. 2
• Aims are concerned with purpose
whereas objectives are concerned with
achievement.
• Usually an educational objective relates to
gaining an ability, a skill, some knowledge, a
new attitude etc. rather than having merely
completed a given task.
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150. Curriculum Evaluation
Evaluation is the systematic process of collecting
and analyzing data in order to determine whether
and to what degree objectives have been
achieved” (Boulmetis & Dutwin, 2005, p. 4)
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151. Curriculum Evaluation
Curriculum evaluation is an attempt to toss light on
Two questions:
Do planned courses, programs, activities, and learning
opportunities as developed and organized actually produce desired
results?
How can the curriculum offerings best be improved?
(Hussain, dogar, azeem, & shakoor, 2011)
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152. For Daily Updates Regarding Allama Iqbal Open University And
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153. Purpose of Curriculum Evaluation:
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154. Educational Goals and Curriculum Objectives:
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155. For Daily Updates Regarding Allama Iqbal Open University And
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156. For Daily Updates Regarding Allama Iqbal Open University And
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157. For Daily Updates Regarding Allama Iqbal Open University And
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158. For Daily Updates Regarding Allama Iqbal Open University And
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159. For Daily Updates Regarding Allama Iqbal Open University And
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160. For Daily Updates Regarding Allama Iqbal Open University And
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161. Designing Evaluation Studies
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162.
163. For Daily Updates Regarding Allama Iqbal Open University And
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164. THANK YOU FOR LISTENING
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165. Unit 8
Curriculum and Development
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166. Educational Policies and Developmental
Trends
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167.
168.
169.
170.
171.
172.
173.
174.
175.
176.
177.
178.
179.
180.
181.
182.
183.
184.
185.
186. EDUCATION AND DEVELOPMENT IN
ASIA REGION
• The Asian region is large and diverse and so there are a multitude of educational
issues that are of importance and concern to the millions of individuals,
thousands of communities and dozens of countries in the region. Many countries
indicated that the most pressing areas for action are:
• support for the moral curriculum including international and values education;
• promotion of greater attention to the essential role of teachers as agents for
educational progress and social change;
• enhancement of community participation, including the ownership of schools
and training institutions;
• development of effective education strategies and schemes for poverty
reduction;
• improvement of education quality and learning achievements while at the same
time expansion of access to education;
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187. EDUCATION AND PRODUCTIVE
APPROACH SKILL DEVELOPMENT IN
ASIA REGION
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188. SOLUTIONS OF PROBLEMS
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189. Analysis and Comparative Study of
Current Projects and Plans:
• KOREA/ INDIA
• SRI LANKA
• BANGLADESH
• MORONG
• NEPAL
• INDONESIA
• PHILIPPINE
• SINGAPORE For Daily Updates Regarding Allama Iqbal Open University And
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190. Education for Rural Development
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191. Education for Rural Development:
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192. THANK YOU FOR
LISTENING
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193. Unit 9
Curriculum Development in
Comparative Perspectives
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194. China
• Most popular country of the world is China
• 200 million students attending public schools taught
by over 9 million teachers in the elementary, junior,
and senior high schools
• Largest educational system of the world
• The course syllabi are written by scientists and
professors hired by the National Educational
Commission.
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195. • Education in China is a state-run system of public
education run by the Ministry of Education.
• NINE YEAR COMPULSORY EDUCATION (1986)
• 6 years of Primary Education
• 3 years of Junior Secondary Education
196. Education in China is divided into four categories:
• basic education
• secondary vocational-technical education
• regular higher education
• adult education
197. • Education is free and compulsory for 9 years in China, split
between Primary and Junior middle school at the age of 6-15.
many children start their schooling at a nursery school (called
Kindergarten in China) as early as 2 years old.
• 2-6: Kindergarten
• 6-12: Primary school (compulsory)
• 12-15: Junior middle school (compulsory)
• 15-18: Senior high school (middle school) or vocational
school
• 18-22: University or college
198. • Secondary vocational training provide short-term
vocational programs of finance and economics, physical
education and arts.
• Technical training provide medium-level skilled workers,
farmers, as well as managerial and technical personnel.
• Both have 3 or 4 years programs
199. PRIMARY EDUCATION
• Age: 6-12 Years
• Duration: 5-6 Years
• Compulsory Subjects:
• Moral Education, Chinese Language,
• Mathematics, Social Studies, Natural Science,
• Physical Education, Music, Arts, and Labor services
200. SECONDARY EDUCATION
• Junior Secondary Education
• Duration: 3-4 Years
• Compulsory 13 Subjects: Politics, Chinese Language,
Mathematics, Foreign Language, History, Geography,
Physics, Chemistry, Biology, Physical Education, Music,
Art and Household Skills.
201. China
• 1993: syllabi and twenty four curricula for nine year
compulsory programme
• 1998: adjustment of primary and secondary school
curriculum contents; reducing the overload and subject
difficulty; enabling locally relevant selection of teaching
materials
• 2001: implementation of curriculum standards for basic
education; emphasizing innovation and creative thinking
202. India
• 1988: National Curriculum Framework for Elementary
and Secondary Education
• 2000: National Curriculum Framework; emphasizing
minimum levels of learning, values, ICT, management
and accountability, continuous comprehensive evaluation
in cognitive, social and value dimensions.
• 2005: shift in examination system from content based
testing to problem solving and competency based
assessment; states encouraged to renew their own
curriculum in light of the national curriculum
framework.
203. • 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
204. Indonesia
• 1999: development of a national competency based
curriculum allowing both unity and diversity; addressing
overload and overly rigid curricula
• 2006: application of school based curriculum
205. Malaysia
• 1983, 1995, 1999: content and outcome based curriculum; use
of activity based and student centered pedagogy approaches;
promoting critical and creative thinking skills
• 2008: trial implementation of new modular and thematic
curriculum and school based assessment
• 2011: implementation of the standard curriculum for primary
school in stage/phase I (grades 1‐3) building on the Integrated
Curriculum for Primary School introduced in the late 1990s.
206. • 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.
207. New Zealand
• 1992: Outcomes focused curriculum
• 2007: New Zealand Curriculum (NZC) consisting of a
framework of key competencies integrating essential
skills, knowledge, attitudes and values.
208. PAKISTAN
Phases
• Evolution of curriculum objectives.
• Development of scheme of studies.
• Development of syllabus of each subject.
• Development of textbook, instructional material.
• Approval of textual material.
• Teacher training.
209. THE SCHEME OF STUDIES
It is based on three key factors:
• The national education policy
• Market demand
• Global issues
Visit National Curriculum 2006
210. USA
• Schooling compulsory 5-16
• Curriculum state wise different
• Local autonomy and pluralistic nature
• No official state curriculum
• Stakeholders involved in curriculum development
• English, mathematics, social studies, music, arts, physical
education
• Advancement in new technology-new teaching methods
• High school diploma require attendance and satisfactory school
record
211. UK
• National curriculum
• Core three subjects: maths, science, languages
• Provision of religious education also included
• Nation wide assessment at terminal stages
212. Canada
• No national curriculum
• 12 provinces, 12 education systems, stemming
from aspirations of the people of that community
• Discovery method
213. Russia
• Continuously updating since 1920
• State controlled education system
• Primary Level : games, study, entertainment, all aspects of
physical, moral, academic education
• Secondary Level: vocational and specialized secondary
schools
• Labour education throughout secondary education
• Higher education accessible to everyone
214. Japan
• Overall development of learner
• Primary Level: activities, basics of arithmetic,
read and write
• Japanese languages, Science , Maths,
Handicrafts, Physical education
• Pre-vocational, English as foreign language
215.
216.
217.
218. Thank you for your
attentions, cooperation
and support