The document outlines the curriculum development process in Pakistan, highlighting key considerations such as national and global relevance, cultural preservation, and practical skills training. It details the structured framework involving central and provincial bodies tasked with curriculum and textbook development, as well as the implementation strategy. Challenges such as political interference, economic constraints, and teacher training gaps are identified as significant obstacles to effective curriculum reform.

1. Curriculum Development
Topic: Curriculum Development Process in Pakistan
Semester: 1st
Roll Number: F24-R-002
Academic Year: 2024-2026
Submitted by:
Sania Kurd
Submitted to:
Dr. Tahseen Arshad
Department of Education (B.Ed. 1.5 years)
Government College Women University, Sialkot

2. Defining Curriculum:
Curriculum means all those activities which are provided to students in the school or out of school
in order to achieve the predetermined activities.
-Ralph Taylor
Core Considerations in Curriculum Development:
The curricula development is based on the following broad areas of concern:
i) To incorporate changes at national and global level, to prepare our children for further job
market within existing economic climate and to provide human resources necessary to
ensure sustainable national development.
ii) To incorporate issues of global significance including environment change, degradation,
population control, gender issues, and international understanding and cooperation.
iii) To foster respect and preserve cultural traditions, ancestral values, and ways of life.
iv) To foster moral values through Islamic principles and ethics among pupils.
v) To cultivate democratic values while promoting respect and appreciation of the cultural
diversity that characterizes both Pakistani society and the global community.
vi) To create educational curricula that focus on practical skills and competencies by outlining
clear steps and methods for effectively teaching these skills at different educational levels
(either primary or secondary).
Curriculum Development in Pakistan:
The curriculum development process in Pakistan, or in any other country, requires inputs from a
large pool of intellectuals. These intellectuals come from universities and the business arena.
They tell us which way society and industry are heading. They form the vision to prepare
students.
For Pakistan, the curriculum has to be a comprehensive document, covering the needs of a
country where half the population still lives in rural areas, 55% is under the poverty line, and
60% of the primary school-going children are enrolled in a private school.
Pakistan, governed under the Islamic, Democratic, Federal Constitution of 1973 - is comprised of
four autonomous provinces: Punjab, Sindh, Khyber Pakhtunkhwa and Balochistan.
Education is considered to be a vital source of nation-building. Therefore, in order to ensure
national cohesion, integration and preservation of the ideological foundation of the State, certain
educational functions are the responsibilities of the Federation, rather than individual provinces
—via the Federal Ministry of Education. These responsibilities include: curriculum, syllabus,
planning, policy and educational standards.

3. In Pakistan, the development and approval of curricula and textbooks play a crucial role in
ensuring that educational standards are met across all levels of schooling. To effectively manage
this process, a structured framework has been established, comprising a central authority and
provincial bodies. This framework aims to promote collaboration among provinces while
aligning educational activities with federal guidelines.
The following sections detail the roles and responsibilities of the Central/National Bureau of
Curriculum and Textbooks, provincial curriculum centers, and Provincial Textbook Boards,
highlighting their contributions to enhancing the quality and accessibility of education in the
country:
♦ Central/National Bureau of Curriculum and Textbooks (NBCT): This
organization, also known as the Curriculum Wing, was established to oversee the
development and approval of curricula and textbooks. It ensures that educational
standards are maintained from primary education through higher secondary levels.
♦ Provincial Curriculum Centers: In response to the establishment of the NBCT, four
provincial curriculum centers were created, one in each province. These centers aim
to promote collaboration among the provinces and develop a consensus on
educational activities aligned with federal guidelines.
♦ Provincial Textbook Boards (PTTB): Alongside the provincial curriculum centers,
four Provincial Textbook Boards were established, one in each province. These
boards are tasked with various responsibilities related to school textbooks, including:
1) Preparing: Developing the content for school textbooks.
2) Publishing: Printing and producing the textbooks.
3) Stocking: Keeping an inventory of textbooks for distribution.
4) Distributing: Delivering textbooks to schools and students.
5) Marketing: Promoting and selling the textbooks to schools.
Reform: It may be noted that the process of curriculum reform in Pakistan has been introduced as
part of the successive series of national education policies.
Curriculum Development Execution Framework:
→ The following six-phase strategy has been adopted for implementing curriculum change:
1. Evolution of curriculum objectives (by level);
2. Development of scheme of studies (by level);
3. Development of syllabus of each subject;
4. Development of textbooks/instructional materials;
5. Review/approval of textual material;
6. Teacher training.
1) Developing objectives: Curriculum objectives are basically derived from the
recommendations of National Education Policy, national level seminars and other forums (e.g.

4. forums of the Interboard Committee of Chairmen (IBCC) and research studies conducted at
provincial curriculum centers). The NBCT prepares the draft of objectives; which are widely
circulated among the provincial institutions responsible for curriculum development, teacher
training and examination. Based on their views/comments, these objectives are finalized. They
are subsequently translated into the specific teaching objectives for various subjects.
Several factors are considered in finalizing curriculum objectives; including the requirements that
objectives should: (a) be clear and specific; (b) help choose appropriate teaching strategies; (c)
encourage a specific way of behaving; and (d) enable the teachers to measure or evaluate the
quality and effectiveness of learning.
2) The studies scheme: The scheme of studies is based on three key factors:
a) the national education policy;
b) market demand;
c) global issues that relate to new or contemporary education dimensions.
Task work in this area is undertaken with active participation of the provincial government,
research organizations and experts; as well as feedback from the IBCC.
3) Development of syllabi: Based on the objectives and scheme of studies, subject specific
syllabi are prepared in consultation with: provincial curriculum centers; subject experts; and
psychologists and serving teachers. Collectively, they ensure that the syllabi, in all respects,
satisfy the following conditions:
(i) They are based on the needs of the learner/child;
(ii) They take into account the existing knowledge and environmental experience of the
learner;
(iii) The developmental level of the learner is considered in the cognitive, effectiveness and
psycho-motor domains;
(iv) The contents should be focused on attaining the objective(s).
4) Textbook development: Provincial Textbook Boards (PTBB) are responsible for
development of text-books according to the approved syllabi.
Textbook development process: Established lists of textbook writers in various subjects are kept.
From these lists, invitations are issued to writers to submit draft materials within the prescribed
syllabus parameters. Selections are made on the basis of the quality and relevance of materials
submitted to local situations. Finally, the selected materials are transformed into textbooks; the
final versions of which are sent to the NBCT for approval.

5. 5) Review and approval: A National Review Committee, comprising five or six members
includes: at least one expert from the Syllabus Formulation Committee; two subject experts; two
schoolteachers (one teaching the relevant material and one from a teacher-training institute). On
receipt of textual materials from PTBB, this committee conducts textbook reviews based on the
following parameters:
(a) the book truly reflects the curriculum;
(b) it meets the objectives stated in the curriculum;
(c) the book does not contain any material repugnant to Islamic and Pakistani ideology.
→ In the case of approval, the textbook is sent back for publishing and distribution. In case
of objection, the specific complaints are relayed along with revision recommendations.
6) Teacher Training: Teacher training for curriculum implementation is the exclusive
responsibility of the provincial government. However, it is now being stressed that each textbook
must have a teacher’s guide—also approved by the NBCT. In some cases, assistance in the
training of master trainers is provided to provincial governments.
Curriculum Development Pitfalls:
Curriculum development in Pakistan is a multifaceted process that is essential for enhancing
educational outcomes and aligning them with the nation’s cultural heritage and societal needs.
However, this process is fraught with challenges that hinder effective implementation.
Understanding these pitfalls is crucial for formulating strategies that can address these issues and
foster a more effective educational framework. This exploration delves into the specific challenges
faced in curriculum development, highlighting the critical areas that require attention and reform
for a more effective educational system in Pakistan:
1. Cultural Heritage Screening: The emphasis in curriculum development is on choosing
significant elements from a rich cultural heritage. Educational institutions must evaluate which
aspects of this heritage to share with students, guided by their educational values and perspectives
on student learning.
2. Inconsistent Curriculum Adaptations: Curriculum revisions in Pakistan often lack adequate
research and evaluation. The absence of a structured approach has resulted in failure to achieve
educational goals.
3. Teachers' Reluctance to Change: Many teachers are conservative and reluctant to adopt new
approaches, often fearing that their established skills may become obsolete, particularly in
secondary education where focus is more on subjects.
4. Insufficient In-Service Training: New curriculum designs are not adequately introduced to
teachers, highlighting the need for both initial and ongoing training to support innovation.

6. Establishing teachers’ centers could provide practical solutions to challenges faced in the
classroom.
5. Political Interference: Political instability negatively impacts education, with each new leader
often introducing conflicting agendas, leading to frustration among educators and administrative
complications.
6. Economic Constraints: Changes in the curriculum require financial resources for teaching
materials, teacher training, and revised textbooks. However, Pakistan spends only about 2% of its
GNP on education, resulting in inadequate funds for effective implementation.
7. Inadequate Evaluation Systems: Current evaluation practices focus on exam preparation
rather than meaningful learning outcomes. Evaluation should be integrated into daily learning
rather than treated as a separate entity.
8. Lack of National Educational Philosophy: Following Pakistan's founding, there was an
intention to align education with Islamic teachings, but this focus has waned. The absence of a
cohesive educational philosophy hinders consistent objective-setting.
9. Societal Disapproval: The inherited colonial curriculum does not align with contemporary
societal needs, leading to community dissatisfaction. The curriculum fails to prepare students for
modern challenges.
10. Lack of Sequential Learning: Poor coordination among curriculum development committees
results in gaps in students' educational progression, making transitions between stages difficult.
11. Urbanized Curriculum: A uniform curriculum is applied to both urban and rural schools
despite significant differences in student backgrounds, necessitating the development of
contextually relevant curricula for rural areas.
12. Lack of Teaching Materials: Educational programs often fail due to insufficient teaching
materials, including textbooks, which has hindered the effective implementation of systems like
the semester system in higher education.
❖ Concluding Observations: Curriculum development in Pakistan is a comprehensive and
collaborative process, involving both federal and provincial institutions. It aims to create a
curriculum that is responsive to national priorities, market needs, and global challenges.
However, ongoing efforts are needed to address challenges such as regional disparities,
outdated content, and teacher training gaps to ensure that all students have access to a high-
quality, modern education that equips them for the future.

7. The End

8. References and Bibliography:
1. Ibrahim Imran Educational Guide of Pakistan, Lahore, Ibrahim Publishers, 1999. 11.
2. Farooq, R.A. Orientation of Educationist, Islamabad, Asia Society for Promotion of
Innovation and Reform in Education, 1993.
3. Govt. of Pakistan - National Bureau of Curriculum and Textbooks, Islamabad July-1999.
4. Govt. of Pakistan - Report of Commission on National Education Karachi. Ministry of
Interior, Education Division, 1959.
5. Govt. of Pakistan - National Education Polity and Implementation Programme
Islamabad, Ministry of Education, 1979.
6. file:///C:/Users/seopr/Downloads/1588140620-curriculum-development-in-pakistan.pdf
7. https://www.studocu.com/row/document/allama-iqbal-open-university/bed-15-
years/1586982123-unit-6-see-it/65214000
8. https://www.coursehero.com/file/63498916/249629640-Curriculum-Development-
Process-in-Pakistandoc/