The document discusses several issues with curriculum development in Pakistan and other developing countries. It identifies that curriculums are often outdated, lack input from teachers, and are impacted by weak research skills. Additionally, there are problems with lack of coordination between stages, economic challenges, political interference, and curriculums not reflecting rural communities. EAST is highlighted as developing a more active learning and problem-solving based curriculum.

1. Issues in Curriculum
Development

2. contents
 Issues
 Issues in Curriculum Development
 Problems of Curriculum Development at Primary Level in Developing
Countries
 Issues & Problems of Curriculum Development in Pakistan

3. Issues:
"Issue" is associated with difficult decisions and
disagreements.
A issue is something that causes debate and divides
people

4. Issues in Curriculum Development:
Curriculum is outdated
Absence of school teachers’ involvement
Result of weak academic skills of researchers:
Result of EAST’s contribution to solving curriculum
 problems of weak academic skills of researchers
Lack of Sequence
Economic Problems
Political Interference
Disapproval of society
 Curriculum more Urbanized

5. Curriculum is Outdated:
Firstly, the curriculum is outdated, which does not
meet the local needs of Pakistani society.
our present generation is learning the same
knowledge that previous two generations have
learnt.
As students from different parts of the world get
difficult mathematical and scientific knowledge by
activity-based learning, our students are forced to
know scientific concepts through cramming.

6. Absence of School Teachers’ Involvement:
 it is seen that the academic experience of teachers from
different schools is also not considered in designing and
revising school curriculum.
 without intelligent participation of school teachers, meaningful
curriculum development will not be achieved.
 teachers, who are involved in bringing out educational change,
accept and adopt the new ideas more quickly than those
teachers who are not involved in carrying out change.
 Useful evidence suggests that in countries where well-educated
teachers were not involved in the curriculum development
process, they did not accept new changes in school textbooks.

7. Result of Weak Academic Skills of
Researchers:
With lack of academic skills in researchers responsible
for designing curriculum for schools, the most
important feature of curriculum, i.e. content suffers a
lot. Students follow rote-learning process, because the
content of their books does not match to their
educational skills.
In order to make students problem-solvers, our books
must contain questions that relate to problems we
face in our daily life. By answering those questions,
students will learn to solve issues in difficult situations.

8. EAST’s Contribution to Solving Curriculum
Problems:
EAST has developed a curriculum that provides
activity-based learning to students and gives
problem-solving skills to them.

9. Lack of Sequence:
There is a little coordination among the
committees working for curriculum development
at various stages.
When a student completes his studies at a
particular stage enters the next stage, he finds
himself helpless.
 The concepts being taught at this stage are quite
strange. It needed that learning experiences
selected and organized for every stage should
follow the pervious one and should be sequential
in form.

10. Economic Problems:
Change in curriculum, needs financial support.
 New teaching materials are required.
New teaching materials textbooks are to be
revised to fulfill the changing needs of the society.
 Supportive personal are required to assist the
teachers for effective implementation of new
curriculum designs.

11. Political Interference:
Every person coming into power brings with him
his vested interests and few educational plans for
the nation, in such atmosphere educationist is
likely to suffer from frustration.

12. Disapproval of society:
Society has its own expectations about the aims
and objectives that should be considered when
designing the curriculum. It also has a perception
of what the product of the school system should
look like. It is therefore necessary for curriculum
designers to take in to account these societal
considerations.

13. Curriculum more Urbanized:
In Pakistan seventy percent of the total
population is settled in rural areas.
 But the same coursed are being offered in rural
and urban schools, when urban children come
with a certain background of language,
particularly Urdu with either subject such as social
studies, general science etc.
 The need is to design a separate curriculum for
rural areas.

14. Lack of Teaching Material:
Many of the educational programmers are fain
due to lack of teaching materials.
It faced many problems due to lack of textbooks
and other teaching material.
Though teacher too, takes a little interest but
major factor for its failure is shortage of
instructional materials.

15. Lack of commitment of National
Philosophy:
A workable educational policy is always based on a
philosophy.
 Every nation has a philosophical way of life.
Due to lack of philosophy we are unable to derive
consistent educational objectives.

16. Problems of Curriculum Development at
Primary Level in Developing Countries:
Global Demands at Primary Level
 Free compulsory and universal education
 All round development of a child
 Expectations of parents politicians economists psychologist educator's religious
leaders

17. Curriculum Development Problems
 Increasing number of students
 Variety of students from different backgrounds
 Socio economic groups
 Value groups
 Psychological differences
 Geopolitical groups

18. Problems of Curriculum Planners
 Background and mind set
 Approach to curriculum development
 National problems

19. Problems of a Typical School
 Low participation rate
 High dropout
 Lack of facilities
 Teachers problem
 Textbook problem
 Examinations
 Students background
 Lake of community sport

20. Issues & problems of curriculum
development in Pakistan:
 Focusing on Learning
 Involving Teachers
 Economic Issues
 Global Issues
 Issues of Curriculum Understanding
 Issues of Diversity and Relevance
 Issues of Biases
 Language Issues