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Curriculum development processes in Pakistan HennaAnsari
Curriculum development processes at elementary and secondary level
Curriculum Bodies at Primary and Secondary Levels
Steps Involved in Curriculum Review/Revision Process
Process of national curriculum development in Pakistan under Federal Control of Curriculum
2 Curriculum Reforms and policies
VARIOUS ROLE OF A TEACHER IN CURRICULUM DEVELOPMENT
Problems and issues in curriculum development
National Commission of education was adopted by Government on 30th December 1958.This commission was known as Sharif commission. Its chairman was S.M Sharif. The main reason was that the existing system of education was not adequate to meet the requirements of national.
Curriculum development processes in Pakistan HennaAnsari
Curriculum development processes at elementary and secondary level
Curriculum Bodies at Primary and Secondary Levels
Steps Involved in Curriculum Review/Revision Process
Process of national curriculum development in Pakistan under Federal Control of Curriculum
2 Curriculum Reforms and policies
VARIOUS ROLE OF A TEACHER IN CURRICULUM DEVELOPMENT
Problems and issues in curriculum development
National Commission of education was adopted by Government on 30th December 1958.This commission was known as Sharif commission. Its chairman was S.M Sharif. The main reason was that the existing system of education was not adequate to meet the requirements of national.
A curriculum is the combination of instructional practices, learning experiences, and students' performance assessment that are designed to bring out and evaluate the target learning outcomes of a particular course.
Curriculum development is a process of improving the curriculum. Approaches for curricula:
Analysis
Selecting
Formation
Review
Curriculum development is significant because it
Takes contents and shapes into plan for effective teaching and learning
Provide a map to achieve outputs
Provide appropriate learning activities and assessments
secondary education
In British India, the structure and curricula of secondary education were mandated by British colonial rule
After independence, Pakistan then developed its own Boards of Intermediate and Secondary Education (BISE) which were tasked with developing and conducting final examinations at the ends of grades 9 to 12
Admission requires completion of middle school
Consists of two years education (grades 9 and 10) followed by two years of higher-secondary education
Compulsory subjects include Urdu, English, Islamic education (civics for non-Muslim students), and Pakistan studies along with both required and elective courses in the specific stream.
The exams are conducted by one of the Boards of Intermediate and Secondary Education (BISE).
Curriculum Domain at Secondary Level\
According to the Constitution of Pakistan, curriculum development is the domain of the federal government.
Curriculum development up to intermediate level is the responsibility of the Curriculum Wing of the Ministry of Education.
Textbooks are developed by the provincial Textbook Boards strictly in accordance with the curriculum developed by the committees.
Developed after extensive analysis of the previous curriculum in order to bring desired changes in teaching and learning.
Assessment patterns (development and evaluation ) together with recommendations for teacher training were included in the curriculum
Administrative and Supervisory Structure in Pakistan | Educational Leadership...R.A Duhdra
i. Ministry of Education, Education Secretariat and its various wings
ii. Provincial and District Departments of Education, BISE
iii. National Bureau of Curriculum and Textbook
iv. Education Code and its Contents
A curriculum is the combination of instructional practices, learning experiences, and students' performance assessment that are designed to bring out and evaluate the target learning outcomes of a particular course.
Curriculum development is a process of improving the curriculum. Approaches for curricula:
Analysis
Selecting
Formation
Review
Curriculum development is significant because it
Takes contents and shapes into plan for effective teaching and learning
Provide a map to achieve outputs
Provide appropriate learning activities and assessments
secondary education
In British India, the structure and curricula of secondary education were mandated by British colonial rule
After independence, Pakistan then developed its own Boards of Intermediate and Secondary Education (BISE) which were tasked with developing and conducting final examinations at the ends of grades 9 to 12
Admission requires completion of middle school
Consists of two years education (grades 9 and 10) followed by two years of higher-secondary education
Compulsory subjects include Urdu, English, Islamic education (civics for non-Muslim students), and Pakistan studies along with both required and elective courses in the specific stream.
The exams are conducted by one of the Boards of Intermediate and Secondary Education (BISE).
Curriculum Domain at Secondary Level\
According to the Constitution of Pakistan, curriculum development is the domain of the federal government.
Curriculum development up to intermediate level is the responsibility of the Curriculum Wing of the Ministry of Education.
Textbooks are developed by the provincial Textbook Boards strictly in accordance with the curriculum developed by the committees.
Developed after extensive analysis of the previous curriculum in order to bring desired changes in teaching and learning.
Assessment patterns (development and evaluation ) together with recommendations for teacher training were included in the curriculum
Administrative and Supervisory Structure in Pakistan | Educational Leadership...R.A Duhdra
i. Ministry of Education, Education Secretariat and its various wings
ii. Provincial and District Departments of Education, BISE
iii. National Bureau of Curriculum and Textbook
iv. Education Code and its Contents
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curriculum reforms in Pakistan
1. Curriculum Reforms in Pakistan
• Review of Curriculum Reforms in Pakistan in line
with the National Education policies.
2. What is curriculum?
According to Johnson; (1967)
Curriculum is a structured series of intended
learning outcomes.
According to J.F Kerr; (1968)
All the activities which are planned and guided by
the schools whether carried on in groups or
individually, inside and outside the school.
Curriculum may be defined as:
The document that provides the detailed objectives
and contents for each paper in a particular course is
termed as the curriculum.
3. Education system in Pakistan
In Pakistan we have Education system divided
into the following levels.
Primary: 1st to 5th class
Middle: 6th to 8th class
Secondary: 9th to 10th
Higher Secondary: 11th to 12th
Tertiary (University): 13 Onward.
Various Policies have been drafted to improve curriculum at
different levels.
Here is a Review Of The Curriculum Reforms recommended by
different National Educational Policies.
4. Sharif Commission Report: 1959
As the curricula at secondary and post secondary level was
theoretical and it was not adequately catered for all the talents of
the pupils, so this commission recommended some basic reforms
which are as follows.
It was urged that scientific knowledge must be included up to 10 to 12 years
of education.
General Education also needs to be included up to age of 17.
It was also urged that those who terminate their education earlier must be in
position to take up a career.
5. Recommendations of 1959 Policy:
The Education Commission 1959 recommended the following
Reforms;
◦ First the Compulsory subjects must provide adequate information
◦ Secondly the additional subjects will be included in such a way that it
could prepare the students for a definite career.
◦ The curriculum should be flexible so that it could be changed according
to the social needs and interest.
◦ The curriculum should be designed according to the mental abilities
and interest of the students.
◦ Religious subjects should be made compulsory throughout the primary
stage.
◦ Due emphasis should be placed on teaching of the national language.
◦ Ministry of Education set up a text book board.
Text Book Board
A small autonomous body comprising of the representatives from the provinces, working
with text book committees operating within the sphere of each education authority.
Responsibilities:
To frame the syllabus according to the recommendation made in this report.
To lay down policy for the preparation, printing, and publication of text books.
6. Reforms of the National Education
Policy: (1978)
Enough content on Islam and Islamic Ideology will be included to
ensure it is protected and maintained so that to promote national
cohesion and integration.
At the primary level more importance will be given to practical and
creative activities so that children could gain desired attitudes and
skills.
The text book board will be reorganized to improve their efficiency.
Effective liaison (link)will be established between the national book
foundation and the text book boards.
The process of curriculum development will be improved by proper
emphasis on research. Field testing will be given more importance.
Supplementary reading materials; guides/manuals for children and
for teachers will be prepared for enrichment the experience of
students and teachers.
7. Reforms:….. (1978)
The revised curricula will be implemented in phased manner.
National/ Provincial curriculum development agencies will work in
close collaboration with adequate number of students and
teachers.
To make teaching and learning more effective, laboratory
equipment and instructional aids/kits will be provided
A standing committee for the National Education Counsel on
curriculum and textbooks will be considered to review the existing
curricula and textbooks for improving and identifying textbooks
which can be prescribed throughout the country.
8. Reforms of National Education
Policy: (1992)
A new cycle of curriculum development will be initiated and
major effort will be directed towards improving the
imparting of the education
The curricula shall encourage enquiry, creativity, and
progressive thinking through project oriented education.
The linkages among curriculum, textbook writing, teacher
training, and examination will be reinforced.
Science curricula will be revised and made compatible with
demands of new knowledge.
The weightage of mathematics and science shall be
increased. Specially mathematics will be progressively
included as a compulsory subject up to F.Sc level.
9. Reforms:…..(1992)
Crash programs will be announced with the help of
different universities for the training of science and
mathematics teachers.
A special mathematics course shall be introduced for
the social science students.
The teaching of languages will be improved in order to
enhance communication skills.
The teaching of social sciences will be improved in
content quality.
10. Reforms of National Education Policy
(1998-2010)
Uniform curricula for all the public and private sectors shall
be adopted gradually
All curricula (1-12) shall be re-vamped , making it a
systematic whole and linking it to teacher training and
textbook reforms.
Emerging key issues such as computer literacy, population
and environmental education, health education, AIDS,
education and value education etc, shall be introduced and
integrated in curricula.
Kachi class shall be institutionalized in the primary cycle
gradually and progressively.
The span of primary/lower elementary education including
kachi class shall be of six years.
11. Reforms :……(1998-2010)
Curriculum at secondary stage will be based on two
principals
1. Compulsory subjects
The knowledge that is useful for a developing society
2. Additional subjects
To prepare the students for a definite career
Revision of intended learning outcomes e.g.
Developing insight (Problem solving ability)
Independent thinking
Introducing innovative design in textbooks
Integration of technical Education into General Education
Developing the quality of instructions (Teacher Education)
12. Curriculum Reforms 2000-2009 –
Milestones Achieved & Planned
2000 - review of Basic Science Subjects under Education Sector
Reforms Action Plan 2001-06 and production of textbooks
2002 - review of Social Science Subjects under ESR and production
of textbooks
2005 - comprehensive review of all subjects
2006/7- completion of review National Curriculum 2006/7 and its
publication
2007 - National Textbook and Learning Materials Policy and Plan of
Action – 2007-
2010 Implementation of National Curriculum 2006/7
2007-9 - Development of textbooks in phases. Phase I = Grades I,
VI, IX & XI
2010- (April) New Textbooks Planned to be in Schools
13. Curriculum Authorities:
The Federal Government has nominated two authorities for
curriculum development ; (Notification: 1976)
◦ Curriculum Wing Grades Early Childhood Education to XII
◦ Higher Education Commission Grades XII - Onwards
In each province the following institutions are in direct link with
the Ministry of Education for inputs to curriculum reforms:
1. Bureau of Curriculum
2. Textbook Boards
3. Teacher Training Institutions (in-service and pre-service)
4. Boards of Intermediate & Secondary Education ( BISE) X & XII
5. National Education Assessment System (IV & VIII) and provincial education assessment centers (PEAC)
6. Punjab Examination Commission (PEC) (V & VIII) restricted to the province of Punjab.
The first five institutions are present in each province of Pakistan. Punjab is
the only province which has launched its own examination commission for
grades V and VIII.
14. Higher Education Commission
Higher Education Commission has been appointed as the Competent
Authority for Curriculum Revision Work beyond Class XII.
HEC has also been entrusted to maintain the standards of education in
keeping with the nation’s changing social and economic needs which are
compatible with the basic national ideology.
The Curriculum Section guides all Degree colleges, Universities and other
Institutions of higher learning in designing curricula that provides
appropriate content regarding Basic Sciences, Social Sciences, Humanities
along with Engineering and Technology.
According to the decision of the 44th Vice-Chancellors’ Committee in
2001.
◦ Curriculum of a subject must be reviewed after every 3 years..
Educational programs are thus designed not only to meet the needs of the
employment market but to promote the study of Basic and Applied
Sciences in every field of national and international importance.
15. General Recommendations for
Curriculum development process:
Curriculum should be based on the native research not on the basis of
opinions and experts.
Some of the enthusiast working teachers should be involved in curriculum
development.
The objectives must be spelt out in specific behavioral terms.
While setting the objectives equal weight age must be given to all the
domains such as cognitive, effective and psychomotor.
Curriculum should be future oriented to meet the needs of 21st century
which is expected to be scientific and technological.
There should be a vertical and horizontal articulation among different
concepts.
Curriculum should be activity based.
Curriculum must provide a higher level of understanding, inductive
reasoning and application of knowledge in life situation.
16. General Recommendations:
Instead of product based instruction, there should be emphasis on
processes of learning.
Curriculum should be according to the social, cultural and economic
conditions of the country.
Teachers should be highly trained to provide quality instructions.
Curriculum planners must suggest a proper criteria for evaluation.
The test items must posses a high content validity.
The test items must help in the achievement of desired goals.
The test items should be objective valid and reliable.
curriculum must be career oriented and must be economical.
Curriculum should provide materials for career counseling, so as to enable
the students to advance in a particular field of their interest.