national curriculum development in Pakistan

1. PPT BY:- GHULAM MUSTAFA SHAIKH
CLASS:- B.Ed(1.5), 2nd Semester
ROLL# 2K19-B.Ed(1.5)-04
SUBJECT: CURRICULUM DEVELOPMENT
TOPIC:- NATIONAL CURRICULUM FRAMEWORK PAKISTAN
SUBMITTED TO:- Sir Naeem Baloch

2. I N T R O D U C T I O N
 Importance and goals of education
 Curriculum definitions
Curriculum is “the planned and guided learning
experiences and intended outcomes, formulated
through systematic reconstruction of knowledge and
experience under auspices of school, for the learners’
continuous and willful growth in personal social
competence”.

3. Quality in education
 Quality of education is defined as a set of elements
containing input, process and output of education
system.
 Quality of education is linked to school inputs, such as
teachers’ qualifications, class size, pedagogy, teaching
and learning materials, curriculum, facilities and
resources.
 Quality is the heart of education

4. Six pillars of education quality
 According to The National Educational Policy 2009
there are six pillars of educational quality.
 1) Curriculum
 2) Textbooks
 3) Assessment
 4) Teachers
 5) Learning environment and,
 6) Relevance of education to practical life.

5. Standards in education
 These are used to measure the quality of education
and students’ achievement.
 Standards are the yardsticks for the inputs, process
and outcomes of an education system.
 Standards define the students’ level of education.
 Standards serve as a basis of educational reforms.
 Standards are national initiatives for knowledge, skills,
and dispositions for the students at their primary,
secondary and higher secondary levels.


6. History of curriculum development
in Pakistan
 The first Pakistan Educational Conference in 1947.
 The commission on National Education in 1959.
It proposed the curricula at primary level focusing on
reading, writing and arithmetic. It also proposed the
establishment of Textbook Boards.

7. The National Education Policies
 The Education Policy (1972-80) It designed the
curricula according to the nation’s social and economic
needs.
 The National Education Policy And Implementation
Programm (1979) It recommended revision,
modernization, and Islamization of curricula in
conformity with Islamic ideals.
 The National Education Policy (1992-2002) It focused
on Enlightenment of the muslim society by revising
the present curricula.

8. NEP cont….
 The National Education Policy (1998-2010) It
integrated the curriculum with the Islamic teachings,
science and technology.
 The National Education Policy (2009) Proposal given
to revitalize the current education system for catering
social, political, and spiritual needs of the individuals
and society. The ideology of the creation of Pakistan
was included under the umbrella of islamic ethos.

9. Rationale And Format For National
Curriculum Framework
 Need for national curriculum framework.
Pakistan does not have any national curriculum framework.
While most of the countries such as India, China, Russia,
Malaysia etc have national curriculum framework.
Majority of the muslim countries have uniform curriculum
for all the schools. The countries include Turkey, Egypt,
Jordan, Indonesia, UAE and Saudi Arabia.

10. Issues and challenges after 18th
amendment in the constitution
18th constitutional amendment devolved the curriculum
and its standards bringing many challenges.
 1) Safeguarding and promoting the ideology of
Pakistan.
 2) Ensuring integrity, solidarity, and national cohesion
 3) Developing and maintaining uniform standards in
learning and assessment.
 4) Implementing Article 25-A Right to Education.
 5) Equal access and opportunities to learners.

11. Development of National
Curriculum Framework
 Curriculum framework is a policy document on
curriculum.
 It is based on the Constitution of Pakistan, National
Education Policy and Vision 2025.
 It includes mechanisms, timeframe, ingredients and
needs for developing or revising curricula.
 It sets out the philosophical basis for the curriculum,
knowledge, understanding, skills, values and attitudes.

12. Establishment of national
curriculum council
 It consists on three members from each Province-one
from Curriculum Bureaus, one from Textbook Boards
and one from Education Department.
 The main objectives and functions of NCC:-
 1) to serve as professional, advisory and consultative
national body for designing the curriculum from Early
Childhood to grade XII.
 2) to develop jointly the curriculum framework.
 3) to carry out and oversee the implementation of the
curriculum.

13. Objectives of NCF
 i) to provide an appropriate structure for achieving
national goals of education,
 ii) to provide broader guidelines for the learning,
 iii) to suggest flexibility to care of needs of national
policies,
 iv) to connect national education policy and provincial
institutions,
 v) to provide an instrument for accountability in
education.

14. Scope of NCF
 a) National goals and objectives of education,
 b) Vision and mission covering all components of
education especially quality of education.

15. Process of Curriculum
Development
 Foundations for curriculum
 i) Philosophical considerations,
 ii) Psychological aspects,
 iii) Social/cultural factors,
 iv) Historical factors,
 v) Economic considerations.

16. Curriculum foundations for
Pakistan
 1. Constitutional Foundations:
 a) Preamble to the Constitution- that Sovereignty belongs
to Allah, the principles of democracy, freedom, equality,
tolerance and social justice, to live the life according to the
teachings of islam, Quran and Sunnah.
 b) Fundamental rights to be guaranteed.
 2. Islam as the state religion.
 3. Right to education-Article 25A.
 4. Right to preserve distinct language, script and culture.
 5. Provision of basic necessities of life to all.

17. Steps of curriculum development
 There are seven main steps of curriculum development
 i) Diagnosis of learners’ needs and expectations of
society,
 ii) Formation of learning objectives,
 iii) Selection of learning contents,
 iv) Selection of learning experiences,
 v) Selection of learning activities,
 vi) Determination of what to evaluate,
 vii) The means of assessment.

18. Curriculum Reforms
 a) Assessment of needs,
 b) Setting goals and objectives,
 c) Selection of contents,
 d) Organization of contents and learning experiences,
 e) Strategies for delivery and assessment,
 f) Field research and evaluation.

19. Challenges of curriculum
development in Pakistan
 a) Understaffing,
 b) Relevance of expertise,
 c) Absence of mechanism for continuous professional
development,
 d) Inadequate participation of stakeholders,
 e) Lack of field research,
 f) Harmonization amongst federating units on
curriculum and standards.

20. Textbooks and Supplementary
Learning Materials
 Importance of Textbooks:
 -these are of excellent quality written in psycho-social
context of the students,
 -these are the major resources in the Pakistani classrooms,
 -these are written according to the approved curriculum,
 -these are comprehensive teaching and learning source,
 -these offer students “a rich array of a new and potentially
interesting facts, and open the door to a world of fantastic
experience”. (Chambliss, J.M & Calfee, C.R, 1998)

21. Textbooks and supplementary
learning materials, cont…
 -these are source for students and resource material for
teachers.
 SUPPLEMENTARY LEARNING MATERIAL:
 These include the following;
 i) Encyclopedia, sourcebooks, newspapers, journals,
magazines etc;
 ii) Audio-visual material such as radio, tape
recordings, maps, posters, TV and computers etc;
 iii) Environment, community and outdoor etc;

22. Stages of textbook writing process
 There are five stages of textbook development:
 a) Planning,
 b) Drafting, the SLO’s are defined at this stage,
 c) Revising,
 d) Editing,
 e) Field Testing, at this stage the writer gives the
material to selected teachers for teaching in the
classroom.

23. Teacher Education and Continuous
Professional Development
 Current trends in teaching techniques;
 Teaching methodologies;
 Interactive lecture;
 Discussion;
 Cooperative learning;
 Inquiry method;

24. Teachers’ Qualification
 Primary/elementary schools BA/B.Sc/B.Ed/ADE
 Secondary schools MA/M.Sc/BS/B.Ed.
 Higher secondary schools MA/M.Sc/B.Ed.
 Computer teachers ITC/BSCS and B.Ed.
 STANDARDS FOR TEACHERS:
 There are ten standards of teachers;
 Standard 1. Subject Matter Knowledge;
 Standard 2. Human growth and development;

25. Standards for teachers, cont…
 Standard 3. Knowledge of Islamic Ethical Values and Life Skills;
 Standard 4. Instructional Planning and Strategies;
 Standard 5. Assessment;
 Standard 6. Learning Environment;
 Standard 7. Effective Communication and Proficient Use of
Information and Communication Technologies (ICT) for
Teaching and Learning Process;
 Standard 8. Collaboration and Partnerships;
 Standard 9. Continuous Professional Development and Code of
Conduct;
 Standard 10. Teaching of English as a Second/Foreign Language
(ESL/EFL).

26. Learning Environments in Schools
 The school environment consists of the following
components;
 i) Physical component;
 ii) Psychological component;
 iii) Missing facilities in schools;
 SCHOOL INFRASTRUCTURE GUIDELINES:
 a) School site;
 b) Design and layout of school building;

27. Learning environment in schools,
cont…
 c) Classroom facilities;
 d) Learning environment which includes;
 i) Visual comfort, ii) Acoustical comfort,
 iii) Sanitation facilities, iv) Drinking water,
 v) Electricity, vi) School health and security,
 vii) Playground, viii) Library,
 ix) Science labs, x) Computer labs.

28. Medium of Instruction and
Teaching of Languages
 The language is the key facilitator and enabler for
transfer or acquisition of information and knowledge.
 Medium of instruction is the language used for
delivering curricula to the students in schools.
 Medium of instruction has numerous forms;
 i) Teaching learning resources (TLRs),
 ii) Delivery of the curriculum in classroom,
 iii) Assessment and the Examinations,

29. Assessment and Examinations
 Def. of assessment:- Assessment is the process of
defining, selecting, designing, collecting, analysing,
interpreting, and using information to continuously
increase students’ learning and development. (Erwin
T.D, 1991).
 TYPES OF ASSESSMENT:
 There are three major types of assessment;
 1) Formative Assessment- this refers to a wide variety
of methods that teachers use to conduct in-process
evaluation of student comprehension, learning needs,
and academic progress during a lesson, unit, or course.

30. Types of assessment, cont…
 2) Summative Assessment- it is used to evaluate
student learning, skill acquisition, and academic
achievement at the end of a defined instructional
period typically at the end of a course, semester, or
school academic year.
 3) Large-scale Assessment- this is conducted by
National Education Assessment System (NEAS), in
collaboration with Provincial and Area Education
Assessment bodies.

31. Importance and Purpose of
Assessment
 Assessment is “an integral component of the teaching
process”. (Reynolds, C.R., Livingston, R.B., & Willson,
V.L., 2006)
 Formative assessment be taken at weekly, monthly
during the learning process,
 Summative assessment at the end of the learning
process,
 Diagnostic assessment at the outset of a learning
process,
 Certification at local, national and international levels.

32. Feedback Mechanism
 The term ‘Feedback’ is used to describe the helpful
information, knowledge, understanding, or criticism
gathered from an individual or a group of individuals
as a reaction to an action undertaken in
implementation of certain policies and programmes.
 Evaluation:- it is defined as “to judge the value or
condition of ( someone or something) in a careful and
thoughtful way” or “to judge or calculate the quality,
importance, amount or value of something”.

33. WHY FEEDBACK IS IMPORTANT?
 It is basic tool of research and analysis.
 It highlights strengths and weaknesses of a policy or an
action.
 It helps increase and improve performance.
 It motivates people to work more passionately.
 It helps in formulating better and informed decisions
and choices.

34. Critical areas of feedback
 In education and in the context of curriculum
framework, essential areas on which feedback provides
vital input for analysis and research can be grouped in
the following six major categories:-
 i) Feedback on system, ii) Feedback on school,
 iii) Feedback on curriculum, iv) feedback on textbooks
 v) Feedback on teachers, vi) Feedback on student
assessment.

35. Mechanism for Information
Sharing and Harmonization
 Areas for information sharing;
 i) Curriculum development including appraisal, review, revision,
and implementation,
 ii) Scheme of studies,
 iii) Textbooks and learning materials, policies etc;
 iv) Teachers education and continuous professional
development,
 v) Examination and assessment,
 vi) School age, medium of instruction and language policy,
 vii) Learning environment and resources,
 viii) Any other areas related to education and of mutual interest.

36. Mechanism for Harmonization
 The aim of harmonization of the curriculum is to
collectively achieve the national goals and standards in
education by preparing the youth in all parts of the
country equally to carry out the nation forward in the
comity of nations in the future times.
 In the mechanism of harmonization the core subjects
are Pakistan Studies, Social Studies and Islamic
Studies/Ethics which may be made compulsory for all
(public, private, religious) schools.

37. References ;
 United Nations.(2016). Sustainable development Goals 2015-2030.
 Bano, Y. (2005). Curriculum development: Issues and challenges in
Pakistan.
 Wiles, J., & Bondi, J.C. (1984). Curriculum development: A guide
practice (2nd ed.)
 Government of Pakistan, Ministry of Education.(2009). National
Education Policy 2009.
 UNESCO, (2015), Quality Education. (Bangkok: UNESCO)
 UNESCO. (1977). The national bureau of curriculum and textbooks of
Pakistan.
 Constitution of Islamic Republic of Pakistan, 1973.
 Taba , H. (1962). Curriculum Development; Theory and Practice.
 Merriam-Webster Learners’ Dictionary.
 Durrani , A. (2012) Principles of Textbook Development, Lahore:
Nazeer sons Educational Publishers.