Curriculum Orientation and reform in Pakistan

Click to edit Master title style
1
CURRICULUM
ORIENTATION AND
REFORM IN PAKISTAN
Theoritical Prespective in Education
( As s ignment 2 SLD )
Instructor
DR. RAZIA FAKIR
D. Phil (Teacher Education)
Oxford University UK

2
S t u d e n t s o f M . P h i l ( E d u . ) 2 0 2 1
SHAHZAIB ALI (19933)
Head Teacher (Govt. School)
BCS (Hons), MBA, M.Ed.
Shahzaib.laghari@gmail.com
SHUMAILA FARHEEN (20329)
Motivational speaker, Teachers trainer
M.sc, M.Ed.
Shumaila14786@gmail.com
SHAZIA BANO ABBASI (21496)
JST (GOVT. Teacher , Teachers trainer)
M.A, M.Ed.
Shaziabanoabbasi@gmail.com

3
The curriculum consists of the goals, objectives, content
knowledge, teaching approaches, assessment methods,
and other aspects of classroom learning and teaching.
The sequences of planned activities where students practice and
acquire mastery in particular subject and enhance learning skills.
According to John Kerr, a curriculum is planned and guided by the
school, whether it is carried on in groups, individually inside or outside
the school.
(Ref: https://www.igi-global.com/dictionary/curriculum/6468)
(https://www.ride.ri.gov/InstructionAssessment/Curriculum/CurriculumDefinition.aspx)

4
(https://doi.org/10.5539/ies.v11n4p92 )
Teachers' beliefs regarding the educational aim and curriculum
components such as objectives, content, teaching, learning,
activities, and assessment techniques are referred to as curriculum
orientation (Cheung & Ng, 2000). Academic rationalism, cognitive
process, social reconstruction, self-actualization, and technology are
the five curricular orientations proposed by Eisner and Vallance
(1947). Each orientation has its own set of views concerning
curriculum design and content (Cheung & Wong, 2002).

5
5
1. Cognitive processes
2. Curriculum as technology
3. Self-actualization
4. Social reconstruction
5. Academic rationalism
(http://teaching.up.edu/edresearch/pages/Eisner.html)

6
Five
This process is oriented in two senses,
It identifies the goals of schooling and understanding
the processes by which learning occurs in the classroom.
Technology orientation focuses on systematically preparing the curriculum,
with the teacher's responsibility being to create and attain learning objectives
(Eisner & Vallance, 1947).
Cognitive processes
Curriculum as technology

7
Five
The social reconstruction curriculum focuses
on the issues that communities face such as war,
Sexual harassments, poverty, climate change, crime etc
The goal of curriculum is to encourage students to
think critically and reflectively about issues in their communities
and to try to solve them and make decisions. The role of the teacher
is to create a safe and open environment in which students can ask
questions and think critically.
Social reconstruction

8
Five
self actualization stresses the student's
needs and interest, so the role of teacher is to
provide students with opportunities and experiences
that allow them to grow and to serve their personal
development (Tanriverdi & Apak, 2014).
Self-actualization
Academic rationalism
Academic rationalism emphasizes the importance of intellectual process in
assisting students in acting as scholars. The job of the teacher is to help
students in learning the academic discipline's principles, material, and key
ideas (Tanriverdi & Apak, 2014).

9 9
Teachers choose curriculum orientations depending
on their educational philosophy(s), and their philosophies
affect their curriculum orientations (Tanriverdi & Apak, 2014).
The first is Perennialism, which stresses subject matter, content, and
Knowledge. The second philosophy is Progressivism, which is reflected in John
Dewey's theory and focuses on the learners rather than the subject content.
Philosophies that affects
(https://doi.org/10.5539/ies.v11n4p92)

10
The fourth philosophy is Social Reconstructionism, which focuses on social
issues in order to improve society. It should also be dedicated to promoting
social welfare via education (Counts, 1978, p. 5).
Philosophies that affects
The third philosophy is Social efficiency,
which stresses the creation of educational
objectives while focusing on society's requirements.
The Bobbitt, 1913 and Tyler 1949 believed that the educational
objectives help curriculum makers design the other components of
curriculum such as the learner experience, content, activities, and the
methods of assessment.
(https://doi.org/10.5539/ies.v11n4p92)

1111
First Educational Conference (1947)
Under Supervision of Qauid e Azam
Education conference 1947, Chairman of the Conference, Fazal ur Rehman (Edu. Minister)
Proposed following three Dimensions
Dimensions of Education
Spritual Social Vocational
The Conference formed a number of committees, Primary, Secondary, Adult, University,
Technical Education Committee Cultural Relations Committee Women’s and Scientific
Research Committee

1212
The major recommendations of the conference were Education should be
teamed with Islamic values Free and compulsory education in Pakistan
Emphasis on science and technical education
Continue…
First Educational Conference (1947)
Under Supervision of Qauid e Azam
This policy could not be implemented properly due to increased
number of immigrants and other administrative problems of
new born country.
Implementation
(https://www.slideshare.net/zulfazoufishan/different-education-policies-of-Pakistan)

1313
 The curriculum should be adaptable, allowing it to alter in response to
social demands & interests.
 The curriculum should be customized to the learners' mental ability and
areas of interest.
 Religious education should be made mandatory throughout the elementary
school years.
 Ministry of education established text book board for curriculum reviews
and books printing purpose.
Reforms
https://www.slideshare.net/yes_u/curriculum-reforms-in-pakistan
The Education Commission 1959 recommended the following Reforms

14
Implementation
14
The National Education Commission
recommendations were useful but due to the
conditions of country and the situation of
resources they were not applied well.

15
 There will be enough information on Islam and Islamic ideology to ensure its protection
and preservation.
 To help students develop the required mindsets and abilities, a greater emphasis will be
placed on practical and creative activities at the primary level.
 The process of curriculum development will be improved by proper emphasis on
research.
 There will be additional reading materials, guides, and manuals produced for students
and instructors to enhance their learning experience.
Reforms

16
 Laboratory equipment and instructional aids or kits will be given
to make teaching and learning more effective.
 A curriculum and textbooks standing committee for the National
Education Counsel will be proposed to examine existing curricula
and textbooks for improvement and to select textbooks that may
be prescribed across the country.
Reforms
Continue…

1717
Reforms
 A brand new cycle of Curriculum development is initiated and a significant effort are
directed towards rising the impartation of the education
 The curricula shall encourage inquiry, creativity, and progressive thinking through
project headed education.
 The linkages among program, textbook writing, teacher coaching, and examination
are strengthened.
 Science curricula are revised and created compatible with the stress of recent
information.
 The weightage of arithmetic and science shall be enhanced. particularly arithmetic is
more and more enclosed as an obligatory subject up to the F. Sc level.

1818
Reforms
 Crash programs are proclaimed with the assistance of various
universities for the coaching of science and arithmetic academics.
 A special arithmetic course shall be introduced for the science
students.
 The teaching of languages is improved so as to boost
communication skills.
 The teaching of social sciences is improved in content quality.
Continue…

19
Implementation
19
This policy could not be implemented
due to change in political scenario of
country. No implemented

20
The Education Commission 1998-2010 recommended the following Reforms
Reforms
 Gradually, uniform curriculum for all public and private sectors will be implemented.
 All curriculum (grades 1–12) will be redesigned as a whole, including links to
teacher training and textbook changes. Emerging critical concerns such as computer
literacy, population and environmental education, health education, AIDS education,
education, and value education, among others, must be presented and incorporated
into curriculum.
 Secondary school curriculum will be centred on two pillars in order to prepare pupils
for a certain profession.1. Compulsory subjects, 2. Supplementary subjects
 Incorporating novel design elements into textbooks
 Technical Education Integration into General Education

2121
The Education Commission 2000-9 recommended the following Reforms
Reforms
 2000 Review of Science Subjects underneath Education Sector Reforms Action
 2001-06 production of textbooks
 2002 - review of scientific discipline Subjects
 2005 - a comprehensive review of all subjects
 2006/7- completion of review National syllabus
 2007 - National Textbook and Learning Materials Policy and Plan of Action
 2010 Implementation of National syllabus 2006/7
 2007-9 - Development of textbooks in phases. clinical test = Grades I, VI, IX & XI
 2010- (April) New Textbooks Planned to be in colleges
Milestones Achieved
& arranged
Milestones Achieved
& arranged

22
22
The Education policies and recommendations of Reforms
Reforms
These ideas and changes seem fantastic, but the government is unable to implement them
owing to a variety of difficulties. Sometimes there was a conflict with India, sometimes there
was a shift in the political scenario, and sometimes there were financial problems with the
administration. It was a 1998 education policy that stated that the curriculum should be
uniform throughout the country, however it is still not being implemented. This government
has said that all formalities for implementation have been completed, but the Sindh
government is still not on board. Our educational system need immediate improvement.

23
 https://www.igi-global.com/dictionary/curriculum/6468
 https://www.ride.ri.gov/InstructionAssessment/Curriculum/CurriculumDefinition.aspx
 https://doi.org/10.5539/ies.v11n4p92
 http://teaching.up.edu/edresearch/pages/Eisner.html
 https://www.chalk.com/resources/7-reasons-why-your-curriculum-matters-more-than-you-think/
 https://www.slideshare.net/yes_u/curriculum-reforms-in-pakistan

24

25
Please feel to ask …
25
Your Questions are
welcome
Your Questions are
welcome

Curriculum Orientation and reform in Pakistan

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Curriculum Orientation and reform in Pakistan

Similar to Curriculum Orientation and reform in Pakistan (20)

Recently uploaded

Recently uploaded (20)

Curriculum Orientation and reform in Pakistan