This document discusses curriculum development and education reforms in Pakistan. It begins with defining curriculum as a course of study and outlining the curriculum development cycle, which includes needs assessment, writing goals and objectives, selecting content and organization, choosing learning experiences, adapting to teaching situations, and evaluation. It then provides details on each step. The document also outlines education reforms in Pakistan, including introducing English earlier, upgrading curriculums, establishing vocational schools, improving teacher status, and revising curriculums for 11 core subjects. In closing, it thanks the reader and provides contact information.

1. Education, development
and curriculum
Shams ud din pandrani
shams kalati@yahoo.com
MA-Education

2. Topics Covered
• Objective of curriculum
• Curriculum Development Cycle
• Overview of national curriculum

3. What is Curriculum?
• Curriculum simply means `a course of study.'
• Curriculum development is the process of designing a
course of study according to a set of requirements.

5. Let’s examine what happens in each step of the
curriculum development/revision cycle. This
cycle is a dynamic system that helps each school
re-vitalize and replenish what is taught to its
students.

6. Needs Assessment
• For one child in special education, this would
include his test scores
• For a campus, this might include achievement
test data, attendance, graduation, collegegoing rate, and others

7. Types of assessments
Normative such as
• Achievement tests
• IQ tests, group and
individual
• Learning styles
inventories
• Adaptive behavior
Criterion-referenced
such as
• Individual testing
• Individual or
analytical reading
inventories

8. Don’t forget the qualitative information.
For either one child or for a school, interest
inventories can tell a lot, as can opinion
polls.

9. Writing Goals (second step)
• Goals do not have to be
behavioral, but should
be translatable into
behavioral language
• Need enough goals to
point the way

10. Writing objectives (3rd)
• Objectives are more
detailed
• Audience, behavior, con
ditions, degree
• In
cognitive, affective, and
psychomotor domains
• Assessments should be
written from objectives

11. Selecting content (4th)
• For MRs, keep in mind the mental age of the person or
persons being written for. Chronological ages are deceiving.
• For special ed., keep it very utilitarian. The content must be
useful . . . These will remember, at the most, one-half of what
normal persons would.
• Build on students’ past experiences.

12. Organization of content (5)
• Logical sequencing of content always helps.
• Build in some repetition
• Provide for loop-backs for students to re-visit things that they
may have forgotten
• Spiral curriculum is one very effective plan

13. Selection of learning
experiences
• Learning experiences
do not stand alone-they must relate to
objectives
• Fun!
• Interesting!
• Multi-sensory
• Use technology as often
as possible

14. Adaptation to teaching
situation
For campuses, this seventh section is where teachers
make adjustments to make the new curriculum their
own and in their own ways in their classrooms.
For special education, this is where the related
services sometimes come in; special
transportation, special technology, nurse
care, counseling on demand, wheelchairs, medical
assistance.

15. Evaluation of curricula
1
0.8
K1
0.6
K2
0.4
K3
0.2
A1
0
P1
1st
Qtr
3rd
Qtr
• For many years, this
was the step never
taken
• Check to see how many
students reached each
objective
• For special
education, it’s the endof-year meeting

16. The evaluation at the end of one curriculum
cycle feeds right into the needs assessment of
the next. In this way, the curriculum of the
school--or for one child--is perpetually
replenished and revitalized.

17. Enrollment & Drop-outs up to Intermediate Level
2000 & 2005
Student Enrolment in Public Institutions
1999-2000
Up to Class 12
0.076
Up to Class 10
1.311
Up to Class 8
3.074
Dropouts
1999-2000
2004-05
Inter & HSSC*
Secondary
Middle
0.708
1.479
3.323
30.14%
22.41%
0.023
0.294
Dropout
Stage
Dropouts
2004-05
15.7%
15.68%
During Inter/HSSC
0.111
0.539
36.44%
0.232
24.5%
0.753
15.9%
1.316
During Secondary (SSC)
39.60%
0.528
Up to Class 5
12.480
Primary
6.865
14.829
53.0%
6.614
Total: 20.339 Million
After Middle
During Middle
46.30% After Primary
31.3%
4.641
Total: 16.941 Million
After Secondary
Total: 7.684 Million
During Primary
Total: 5.512 Million
1999-2000
Note: (i) Total eligible for enrolment (3 to 16 age group):
(ii) Enrolment in Public and Private Institutions:
(iii) Enrolment in Public Sector:
(iv) Children do not enroll.
* Data for Inter/HSSC relate to Academic Year 2000-01.
2004-2005
50.270 million
25.072 million
16.941 million
25.198 million
52.256 million
33.379 million
21.258 million
18.877 million
17

18. Number of Deeni Madaris by Enrolment and
Teaching staff
No. of
Deeni
Teaching
Madaris for Enrolment
Staff
which Data
is Collected
Area
No. of
Deeni
Madaris
Covered
Pakistan
12979
826
12153
1549242
58391
Punjab
5459
159
5300
674281
24977
Sindh
1935
119
1816
312693
11951
NWFP
2843
275
2568
336983
12058
769
99
670
65597
2891
77
15
62
10557
657
FATA
135
43
92
14162
481
FANA
1193
39
1154
88540
3160
568
77
491
46429
2216
Balochistan
ICT
AJK
No. of
Deeni
Madaris
Refusal
Source: National Education Census (NEC), 2006

19. Reforms Undertaken
1. Uniform academic session from 1st of September
throughout the country.
2. Free education upto Matriculation.
3. Provision of free textbooks.
4. Grant of scholarships and incentives to girl
students.
5. English language compulsory from Class-1
onwards.
6. Composite examination at Matric level throughout
the country from 2007, province of Sindh will adopt
it in 2008.
7. Provision of missing facilities in schools through
PESR (Rs. 1.05 billion for 2006-07).
Continue…

20. 8.
Introduction of English as medium of
instruction for Science, Mathematics and
Computer Science. Islamiyat and Pakistan
Studies in Urdu in all schools.
9.
Social Studies for Classes VI-VIII bifurcated
into History and Geography as compulsory
subjects.
10. New Scheme of Studies approved and notified
with effect from 2007.
11. Budgetary allocations for education increased.
Continue…

21. New curriculum:
 Information Technology / Computer Education
from Class-VI.
 All duplication in subjects eliminated.
 Contents do not reflect thinking of any particular
sect / school of thought.
 Ethics, moral education and Haqooq-ul-ibad
included.
 Curriculum upgraded to ensure latest
developments / ideas in science and technology.
Progressive with vertical and horizontal linkages.
 New Groups i.e. Medical Technology Group and
Computer Science Group introduced in Class XIXII.
Continued…

22. 13. Ordinance issued for regulatory authority for
registration of private sector educational
institutions.
14. Format of the question papers for the Board
examinations revised. The papers will have
three parts:
i.
20% objective questions. The questions will have
multiple choices.
ii. 50% questions for short answers.
iii. 30% questions for descriptive answers.
-
During 2006 teachers being trained to prepare
children to answer questions on this pattern from
2007.
Continue…

23. 15. NAVTEC established to ensure:
Vocational Schools: at each Tehsil and at
industrial clusters. All dropout from schools be
encouraged to enroll.
ii. Polytechnic Institutes: at District level for
matriculates to produce technicians /supervisors.
iii. Technical Colleges: 4/5 in each province for F.Sc.
qualified students to produce technical graduates.
i.
16. Teacher’s status improved, recruitment of female
teachers given priority.
17. National textbook policy formulated.
18. Curriculum for the following eleven core
compulsory subjects have been revised:
Islamiat
Urdu
English
Pakistan Studies
History
III-XII
I-XII
I-XII
IX-X
VI– VIII
Physics
Chemistry
Biology
Mathematics
General Science
Geography
IX-XII
IX-XII
IX-XII
I-XII
IV-VIII
VI-VIII

24. Thank You
shamskalati@yahoo.com