The document provides an overview of the curriculum development process in Pakistan, detailing its objectives, characteristics, and differences among curriculum, syllabus, courses, and educational programs. Key responsibilities include the federal Ministry of Education and provincial curriculum centers, which oversee the development of curriculum standards, syllabi, textbooks, and teacher training. It also highlights pitfalls such as the lack of subject area experts and the disconnect between written curriculum and actual classroom implementation.

1. Curriculum Development
Process in Pakistan?

2. Presenter - 1
HURIYA YASEEN
Educator

3. Objectives
• Understand the meaning of the Curriculum
• What are the Characteristics of the Curriculum?
• Elements of Curriculum
• Design and Development Processes in Pakistan.
• What are Curriculum pitfalls?

4. Curriculum
According to Ralph Taylor
• Curriculum means all those activities which are provides to students in the
school or out of school in order to achieve the predetermined activities.
According to Smith, Stanely and Shore
• The curriculum includes all the activities organized by the school inside or
outside the classroom. These activities are sequential in nature..

5. Characteristics of a Good
Curriculum
• Totality of activities
• A mean to an end
• Total school environment
• Totality of experience
• Mirror of educational trends
• Development of a balanced personality
• Process of living
• Dynamic
• Mirror of philosophy of life
• Achievement of goals

6. Differences Between Curriculum, Syllabus,
Course and Educational Program
Curriculum:
• The curriculum encompassed educational philosophy, values, objectives,
organizational structure, materials, teaching strategies, student experiences and
assessment and learning outcomes.
Syllabus:
• A list of the content of a course of the work simply means collection. It usually
specifies the content, learning outcomes and the time allocation for various topics.

7. Differences Between Curriculum, Syllabus,
Course and Educational Program
Course:
• It is defines as the series of planned units related to each other. In course
of study, organized subject is to the covered with specified minds,
teaching goods and suggestions for instructional strategies.
Educational program:
• It concerns with the specific period of a course of study. E.g L.L.B , BS , MS etc

8. Need of Curriculum
• Achievement of educational aims
• Fixing limits
• Development of democratic values
• Development of citizenship
• Development of character
• Satisfaction of needs
• Criteria of suitable teacher
• Acquisition of knowledge
• Development of personality
• Reflects trends in education
• Discoveries of and inventions

9. Presenter - 2
UME AYMEN
Educator, Co-founder of Ansharah Institute

10. Elements of Curriculum
Aims:
• Educational aims refer to the overall purpose of education, which
represents the needs and aspiration in an educational policy.
Goals:
• Goals are the general purpose of the educational that normally prepared
for particular stage or level of the education system.

11. Elements of Curriculum
Objectives:
• Objective refer more precisely to the changes in behavior ,which we hope
will result from studying particular courses.
Methodology:
• It includes the methods adopted by the teacher during instruction and the
learning experience or activities performed by the students.

12. Elements of Curriculum
Evaluation:
• Give a judgment decision about the worth, value or standard of
something according to some specific rules or regulations is called
evaluation.

13. Curriculum Development
Process in Pakistan
Introduction
• Education plays a vital role in nation-building.
• Federal Ministry of Education is responsible for the national cohesion,
integration and preservation of the ideological foundation of the state.

14. Responsibilities
Federal Ministry of Education is responsible in making of:
 Curriculum
 Syllabus
 Planning
 Policy
 Education standards.

15. National Bureau of Curriculum
and Textbooks (NBTC)
• Also known as curriculum wing.
• Supervise curriculum and textbooks.
• Approve and maintain curriculum standards from the
primary to the higher secondary levels.

16. Provincial Curriculum Centre
• Every province has a provincial curriculum centre.
• To ensure provincial collaboration.
• Involve in all activities falling within the purview of
the federation.

17. Provincial Textbook Board
(PTTB)
Each Province has its own Provincial Textbook Board.
PTTBs are responsible for:
• Preparing
• Publishing
• Stocking
• Distributing
• Marketing school textbooks

18. Presenter - 3
HAFIZ ABDUL WAJID
Educator, Founder of Ansharah Institute

19. Curriculum Design and
Development
• Curriculum objectives.
• Development of the scheme of studies.
• Development of syllabus of each subject.
• Development of textbook and instructional material.
• Approval of textual material.
• Teacher training.

20. Curriculum Design and Development

21. Curriculum Design and Development

22. Developing Objectives
Objectives are derived from:
• Recommendation of the National Education Policy
• National Level Seminars
• Inter Board Committee of Chairmen

23. Developing Objectives
NBCT prepares the draft of objectives:
• Circulated in provincial institutions responsible for curriculum
development.
• Objectives are finalized.
• Translated to the specific teaching objectives.

24. The Studies Scheme
It is based on three Key factors:
• The national education policy
• Market demand.
• Global issues.

25. Development of syllabi
It is based on objectives and a scheme of study:
Subject-specific syllabi are prepared in consultation
with:
• Subject expert
• Psychologist
• Serving teacher

26. Textbook Development
Punjab Text Book Board (PTBB) is responsible for the
development of the text-books according to the approved
syllabi.

27. How textbook is developed?
• Establish a list of textbook writers.
• Invitations are sent to the writers to submit the material
within the syllabus parameter.
• The selected material is transformed into a textbook.

28. Review the Approval
National review committee comprises on five or six
members:
• At least one expert form the syllabus Formulation Committee.
• Two subject experts.
• Two school teachers

29. Textbooks review parameter
• The books truly reflects the curriculum.
• It meets the objectives stated in the curriculum.
• Book does not contain any material contradictory to
Islamic and Pakistani ideology.

30. Teacher Training
• Teacher training for curriculum implementation is the
responsibility of the provincial government.
• It is now stressed that each textbook must have a
teacher's guide.
• In some cases assistance in the training of the masters
trainers is provided to the provincial government.

31. Curriculum Development
Pitfalls
There are several obstacles affecting the quality and effectiveness of the
curriculum development process in Pakistan.
• Lack of subject area expert.
• Textbook often do not reflect the curriculum
• Lack of follow-up of actual curriculum implementation in classroom
practice.
• Curriculum often different from the official curriculum documentation.