2. Definition of Curriculum
Hilda Taba (1962) defines a curriculum as
“containing a statement of the aims and of the
specific objectives; it indicates some selection and
organization of content; it either implies or
manifest certain patterns of learning and
teaching. It includes a program of evaluation of
the outcomes”.
3. Definition:
David G. Armstrong (1989):
"is a master plan for
selecting content and
organizing learning
experiences for the purpose
of changing and developing
learners' behaviors and
insights."
4. What is Curriculum Implementation?
“Is a network of varying activities involved in
translating curriculum designs into classroom
activities and changing people’s attitudes to
accept and participate in these activities”.
Curriculum implementation, according to Okello and Kagoire (1996:124)
Implementation is the process of making
something active or effective
5. Definition of problem:
Problem is a question raised
for inquiry, consideration, or
solution.
A problem is a situation that
is unsatisfactory and causes
difficulties for people.
6. Types of Curriculum
Explicit curriculum:
Subjects that chosen to support the intentional instructional agenda of a school.
Implicit curriculum:
The implicit curriculum refers to the lessons that arise from the culture of the school
Null curriculum:
Topics or perspectives that are specifically excluded from the curriculum
Extra curriculum:
School-sponsored programs that are intended to supplement the academic
aspect of the school experience
Concomitant curriculum
What is taught, or emphasized at home
Phantom curriculum
The messages prevalent in and through exposure to any type of media.
7. Problems in curriculum implantations
1) Economic Problems
2) Political Problems
3) Lack of teachers training
4) Teachers reluctant to accept the change
5) Lack of sequence
6) Feeling of uncertainty in parents
7) Unavailability of teaching resources
8. Continue …….
8) Mismanagement of time by administrator
9) Lack of qualified staff
10) Curriculum outdated
11) Teacher – student ratio
12) Less linkage with industry
13) Monitoring and evaluation of teachers
9. Economic Problems
• It is very difficult to implement a
curriculum successfully if the
education system has limited
funding capacities.
• The economy of a nation will
determine the success of
curriculum implementation.
• Pakistan spends 2.4% GDP on
education.
Pakistan: Public spending on
education, percent of GDP
: For that indicator, UNESCO
provides data for Pakistan from
1971 to 2017. The average value
for Pakistan during that period
was 2.34 percent with a minumum
of 1.58 percent in 1972 and
a maximum of 3.02 percent in
1997.
10. Economic Problems
At national level, 89% education expenditure
comprises of current expenses such as teachers’
salaries, while only 11% comprises of development
expenditure which is not sufficient to raise quality of
education.
Money allocated to education is absorbed by salaries
leaving very little for teaching materials, books, in-
service training, monitoring and other things needed
for the smooth implementation the of curriculum
11. Political Problems
Education and information are tools to reach the
heights of the development and prosperity
Every political party has its own policy and program
for each sector and education is most neglected area
No uniform policy for the whole country that has its
particular aims and goals
12. Lack of teachers training
• Teachers play a key role in the
implementation of curriculum
• It is important that these teachers are
equipped with proper knowledge, skills
and attitudes in carrying out the goals
of education & given curriculum
• To direct the child of new century
teachers need quality trainings
13. Teachers reluctant to accept the change
• Teachers are suppose to give more attention to
new ideas and concept
• Among the reasons for the reluctance is low
salaries, unattractive working conditions
• Less involvement of teachers in bringing out
change in curriculum
That teachers, who are involved in bringing out educational change,
accept and adopt the new ideas more quickly than those teachers who
are not involved in carrying out change
• Teachers are not given related training regarding
changes made in curriculum
14. Lack of sequence
• Lack of consistency in learning
• Books does not match to their educational
skills due to which students take less
interest, feel difficulty in understanding
content, lack of motivation can be seen
• Activity-based learning does not takes
place
• Our students are forced to know scientific
concepts through rote memorization
• Lack of age appropriate activities
15. Feeling of uncertainty of parents
• Institution do not bother counselling of parents,
so that they can choose a career for their child
which is market friendly
• Parents do not prefer sudden changes in
curriculum because they are unable to
understand by their own
• Can’t compete with new trends professionally
16. Unavailability of teaching resources
• Instructional materials and equipment are all
in short supply
• To make teaching learning more effective it is
very essential to provide well equipped class
with both physical and information resources
books , writing material, chalk, science apparatus, library,
laboratory, video films
• Need adequate infrastructure like library, skills
lab, rooms for small group discussion with
teaching aids
• Lack of ICT tools
17. Mismanagement of Time by Administrator
• Pupils’ learning time is mismanaged by
administrators and the class teacher.
• Curriculum implementation is also hindered
by what goes on in learning institutions
• In most schools, a lot of time is taken up by
activities such as assemblies, meetings held by
visiting government officials and other co-
curricular activities
• Unplanned holidays
18. Lack of qualified staff/ Less involvement of teachers
• Teachers are the most important human
resource in curriculum implementation
since they are the ones who adopt and
implement the ideas.
• success of the curriculum depends on the
teachers
• A sufficient supply of trained teachers is
therefore, needed if the implementation of
the curriculum is to be effective.
19. Curriculum is outdated
• Raja Omer Shabbir in his article, “The
curriculum problems,” notes that our present
generation is learning the same knowledge
that previous two generations have learnt.
• Due to which student do not give maximum
output
• Can not estimate the worth of curriculum
• Entry level, phycology, interest and
comprehension level should be considered
20. Teacher-Student ratio – over
enrolment
• Teacher pupil ratio is too high
and in some cases, untrained
teachers are involved.
• the high teacher-student
ratio, which is around 1:40 at
the primary and 1:36 at the
secondary level.
Pakistan: Student teacher ratio, primary
school
: For that indicator, UNESCO provides data
for Pakistan from 1971 to 2016. The
average value for Pakistan during that
period was 39.42 students per teacher with
a minumum of 33 students per teacher in
2000 and a maximum of 47.63 students per
teacher in 2016.
21. Less Linkage with Industries
• No opportunity to practice what they
learn
• Exposure visits to related field of study
can enhance students curiosity and
motivation
• Less involvement of experts from
industry
22. Monitor and evaluate teachers
• To achieve the educational objectives it is
important to assess teacher’s competency
in given subjects
• There is no proper teacher's assessment
system in our country
• Teachers should be given an opportunity
to improve themselves through in-
service trainings
23. Solutions:
Develop an overall district level plan for development
and implementation of curriculum
Make necessary organizational change
Provide quality training for teachers
Develop a bridge between teacher and curriculum
developers
Availability of all teaching aids
Monitor and evaluate teachers
Increase administrative pressure to adopt new trends
and curriculum
Solve initial and emerging problems
