The document discusses problems and issues in curriculum development. It defines education and curriculum, explaining that curriculum is the set of experiences that help children become adults. Developing curriculum involves addressing problems like lack of sequencing between stages, economic constraints, political interference, inadequate evaluation, and curricula being more suited to urban areas. Factors affecting curriculum development in Pakistan include economic problems, political interference, inadequate evaluation, curricula not suiting rural communities, lack of teaching materials, insufficient teacher training, teacher reluctance to change, and lack of commitment to a national philosophy in education.

2. Problems and Issues in curriculum
Development

3. What is Education?
• Tanner & Tanner (2007:121) offers the following
definition, derived from Dewey’s definition of
education;
• “That reconstruction of knowledge and experience
that enables the learner to grow in exercising
intelligent control of subsequent knowledge and
experience
•
• “Dewey viewed education as a generative process –
that is, a process through which the learner extends
and deepens the capability of exercising intelligent
control over changing conditions in life.

4. What is curriculum?
• John Franklin Bobbitt said that curriculum, as
an idea, has its roots in the Latin word for
race-course, explaining the curriculum as the
course of deeds and experiences through
which children become the adults they
should be, for success in adult society.

5. Curriculum
• Curriculum is the set of ideals followed by
the institutions philosophical views. It
speaks about courses, and their content,
which is generally offered at
a school or university (Pinal, Reynolds et.al).

6. “Problem",
• The word "problem" is connected with the
word "solution". A problem is something
negative that needs to be solved. Some bad
things that happen can't be called "problems"
because they're unsolvable.
• . A problem is something that has a clear
answer

7. "Issue"
• "Issue" is associated with
difficult decisions and disagreements. A issue
is something that causes debate and divides
people.

8. Problems and Issues
• They are similar because both problems and
issues cause debate, concern, and conflict. Some
issues can be broken into smaller problems that
can be solved by asking questions that can be
answered easily. Problems typically can be
solved by asking, how can something be solved.
If it can be answered then the problem is solved.
If the problem cannot be answered easily and
people are divided over the problem then it
becomes an issue.

9. Curriculum development
• Problems of planning an effective and
integrated curriculum are not simple. A good
curriculum involves out of hard dedicated and
intelligent work conducted on continuous
bases.

10. Curriculum development
• A curriculum development is continuous work. It
must have philosophical psychological, social and
economic basis. The curriculum planners have to
investigate carefully and thoroughly the nature
and qualification of those for which curriculum is
to be planned.
• Fundamental principle of curriculum planning is
“student must either be selected to fit the
planned curriculum or curriculum must be
planned to fit the level of the students
enrolled”(Kelly jr.,1971p.115)

11. Curriculum development
• Developing or revising a curriculum one is
faced a number of problems and issues. The
curriculum is planned set of activities.
• The process of curriculum is a web of moral
and intellectual purposes and beliefs which
ultimately define the political economic and
social arrangements of any society.
.

12. Curriculum development
• If the society is relatively stable, the planner
can answer of many crucial questions
underlying the curriculum It simple to shape
the personality and character of an individual.
• Straight hair and wan face that had seemingly
never known cosmetics.

13. Curriculum development
• In highly dynamic societies curriculum
problems are more complex.
• Decisions about aims, goals objectives,
selection of major areas of curriculum
choosing learning experiences and evaluation
procedures are reached after input of various
groups.

14. Curriculum development
• The people concerned in curriculum planning
gathering without conflicting points on
foundations. They may be able to work faster. If
personals involved have no agreement on these.
This would create confusions.
• Societal and ideological problems facing
curriculum have broadened the cultural and
philosophical dilemma. These may have indirect
but powerful relevance with curriculum.

15. Societal and ideological problems
facing by curriculum
• Authority
• Poverty
• In-equality
• Indoctrination
• Ill health
• Suppression of inquiry and expression
• Regionalism
• Provincialism
• Nationalism

16. Societal and ideological problems
facing by curriculum
• Dissolution of family
• Ecological imbalance
• Prejudices
• Alienation
• Threat
• Fear
• Control
• Coercion
• War and greed

17. Institutional and Instructional
problems
• Apathy
• Discipline
• Individual differences
• Science and high technology
• Basic standards
• Jobs
• Instructional packages
• Teacher effectiveness
• Life skills
• Drug abuse Education

18. Institutional and Instructional
problems
• Death Education
• Family life
• Sex Education
• Consumers Education
• Accountability
• Global Education
• Mind and body study
• Feminist studies
(Schubert 1986. pp 344,345-62)

19. Issues to Consider
• globalization is a constant
• In a world of ever-increasing complexity, what are
our obligations to teach “how the world works”?
• How does faculty adapt or change educational
paradigms to be more responsive to an
increasingly interconnected world and far-
reaching economic, social, political and
technological changes resulting from
globalization?

20. Issues to Consider
• Looking at demographic trends, how can you
meet educational needs, demands &
expectations of its stakeholders?
• Educational challenges: anticipating the
knowledge, skills, critical thinking abilities &
wisdom needed for the globalized future
• Goal today: to begin working on a curricular
scaffold for faculty to work collaboratively in
shaping the future of education at your
institution.

21. Factor Effecting Curriculum Development
in Pakistan

22. Factor Effecting Curriculum
Development in Pakistan
1. Lack of Sequence
2. Economic Problems
3. Political Interference
4. Inadequate Evaluation
5. Disapproval of society
6. Curriculum more Urbanized
7. Lack of Teaching Material
8. Lack of In-services Training
Teacher Reluctant to Accept Change
9. Lack of commitment of National Philosophy

23. 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.

24. Economic Problems
• Change in curriculum, needs financial support.
• New teaching materials are required.
• Teachers are needed to be provided with in-
services training and equipped with 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.

25. Political Interference
• It would be tempting, to argue that education
should be taken out of politics. An educational
will expect political parties to clarify their
general educational aims and policies, which
concern broad social issues.
• 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

26. Inadequate Evaluation
• If evaluation is to be of any education worth, it
cannot be regarded, as it is in Pakistani schools,
evaluation must become an integral part of the
total learning process and not an appendage to it.
• The general practice in Pakistanis that curriculum
reshaped but the evaluation system helps the
teacher to concentrate on teaching the student,
the examination tricks rather that on bringing a
desirable change in student’s behavior.

27. Disapproval of society
• The school curriculum according to Lawton is
essentially a selection from the culture of society.
Certain aspect of our ways of life, certain kinds of
“knowledge”, certain values and attitude are
regarded as so important that their transmission
to the next generation is very necessary.
• Pakistan inherited its curriculum patterns from
the colonial rulers. The same pattern is being
social need it is often disapproved by the society.
The school to public members of the society
should have much to say about the curriculum.

28. Curriculum more Urbanized
• Uniformity has always been misinterpreted in
Pakistan.
• About 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.

29. Lack of Teaching Material
• Many of the educational programmers are fain
due to lack of teaching materials. The
semester system was introduced in the
institution of higher education.
• 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.

30. Lack of In-services Training
• When new curriculum was design are brought
into practice the teacher are not properly
introduced to new learning actives and teaching
strategies.
• If teacher are to be mobilized in support of
curriculum change, both initial and in-service
teacher education must convince them for their
crucial role in promoting innovation.
• It provide a place where teacher could find
solutions to practice they have encountered in
the classroom.

31. Teacher Reluctant to Accept Change
• It is universal phenomena that teacher are
considered to be conservative.
• They have reasons for beings unwilling to change
their approaches, not least because they have an
investment in knowledge and skills, which lend to
be devalued by the passage of time; they face the
natural human temptation to resist any change
which may render their stock in trade obstacle.
Secondary always opposed new curriculum as
they are supposed to pay more attention to new
concepts and ideas

32. Lack of commitment of National
Philosophy
• When Pakistan came into being it was stressed
hat our educational system will be reshaped
according to the teaching of Islam. Islamic way of
life will be the focus of our political, social and
economic thinking. But soon after the death of
Quaid-e-Azam, this motto was set aside.
• 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.