This document discusses sources of content for reforms geared towards lifelong education. It outlines the evolution of curriculum, including imparting skills through cultivation, hunting and weaving as well as shaping attitudes regarding women, social issues and religion. Traditional curriculum was rigid and based on authorities while teaching dead languages, but reforms were needed due to scientific advancement, economic changes, and international understanding. A variety of agents influence curriculum reforms, including specialists, employers, research institutions, and international organizations, with the goal of maintaining a balance between technological and humanistic character.

1. THE SOURCES OF CONTENT
REFORMS GEARED TO LIFE LONG
EDUCATION
BY
Sajjad Ahmad Awan PhD Scholar
Sajjad Awan PhD Scholar TE DTSC
Khushab

2.  CURRICULUM
 EVOLUTION OF CURRICULUM
◦ IMPARTING OF SKILLS
 CULTIVATION
 HUNTING
 WEAVING
◦ ATTITUDES MAKING
 Regarding Women
 Social
 Gods
◦ INFORMATION GIVING
 Names Of Things
 Properties Of Herbs, Minerals etc.
◦ FOLKLORE- A Source of Moral Education
Sajjad Awan PhD Scholar TE DTSC
Khushab

3. • Traditional Curriculum
– Rigid/ Static
– Based on Authorities
– Taught Dead Languages
Sajjad Awan PhD Scholar TE DTSC
Khushab

4. • Reasons For Reformation in Curriculum
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Scientific Advancement
Economic Independence- Agricultural to Industrial
Student Viewed as the Centre of Activities
Psychological Advancements
International Understanding
From Elitism to Egalitarianism
From Patronage to Efficiency
From Static to a Dynamic Life
Political Changes
Sajjad Awan PhD Scholar TE DTSC
Khushab

5. • Need For A Planned Curriculum
– Need For Administrative Knowhow
– Development Of Various Government Offices
– Sophisticated Buildings
– City Planning
– Multiplicity Of Trades
Sajjad Awan PhD Scholar TE DTSC
Khushab

6.  Life Long Education
 Sources of Content Reforms
◦ Why Any Reforms?
◦ Agents of a Reform of Content
 Initiators
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Specialists in a Particular Discipline
Employers
Pressure Groups, Trade Unions, Philosophic & Religious Groups
Inspectors, Educational Councellors
Research Institutions & Universities
International Organizations
 The Decision Makers- Depends Upon the Level of Centralization
 The Curriculum Designers - Translation of Aims Into Content Specifications
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Specialists in Different Disciplines
Educational Psychologists
Research Workers
Specialists in Physiology & Nutrition
Specialists in Environmental Sciences
 A Balance Is Maintained b/w Technological & Humanistic Character
Sajjad Awan PhD Scholar TE DTSC
Khushab

7. Thanks
Sajjad Awan PhD Scholar TE DTSC
Khushab