Development in Education(Curriculum Development)

Curriculum Developmentby

Dr. Shazia Zamir

&

EPM II

Development of Education

Curriculum And Development In Education

Curriculum consists of the learning activities and

experiences ,selected to achieve educational goals.

It involves interaction between teachers and

learners, between learners and learners,

and between learners and

curriculum content.

Curriculum And Development In Education

Concept of curriculum is defined as,

The sum total of experiences provided for learners for which school takes responsibility.(Berman)

All of the planned experiences ,

a student can have at school.

( Ben and Unruh)

Concept cont……

Curriculum is a cultural reproduction in a structured

way. It is even more: It should also value independent

thinking in the context of the widest sense of social

responsibility.(Smith, Stanley & Shores)

Concept cont……

Tanner & Tanner 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”

Different Stages Of Curriculum Change

Series of activities under taken at different levels.

Situational analysis.

Formulation of aims and objectives.

Selection and organization of curriculum.

Selection and organization of

learning experiences.

Evaluation of curriculum.

Situational Analysis

Preliminary analysis of situation existing at present

and background against which process has to be

under taken. It Involves,

Needs assessment and determining priorities on

the basis of these needs.

educational system requirements

cultural and social change

Elements of Situational AnalysisAnalysis factors that constitute the situation:

Teachers- abilities/skills- teaching style- strengths / weaknesses

Pupils- needs- abilities- personal characteristics

Elements cont…..Physical Plant And Facilities

- materials- equipment- facilities

Psycho-social Climate- organizational climate- traditions , beliefs , attitudes

Development trends

Formulation of aims and objectives

Curriculum should aim to:

Provide knowledge and develop skills, attitudes, values

essential to personal development and necessary

for living in and contributing to a developing and changing

society.

Provide learning experiences which increases

a child’s awareness of and responsiveness

to the changes in the society.

Aims and Goals in Pakistan

QURANIC principles and Islamic practices

Achievement of universal primary education

To meet basic learning needs of children

To expand education qualitatively

and quantitatively

To ensure school access

Continue…..

To make curriculum development a continuous

process

To prepare students for professional needs

To develop a framework for policy planning and

development of teacher training.

To develop technical education

and improvement of it’s quality

Continue…..

To popularize information technology among children To encourage private schools for free education to

poor students To institutionalize process of monitoring and

evaluation To achieve excellence in different fields of higher education

Continue….

To institutionalize the process of monitoring and

evaluation at all levels

To achieve excellence in higher education

To bring teaching learning and research process

in line with international needs1

Selection and organization of contentPredescribed activities for achievement of

educational objectives.Activities are the primary aim Activities lead towards development

Two types of development Internal development External development

Activities organized while study of content

Study of text bookAdditional instructional materialExercise consist of recapitulationPractical work and experimentsEducational visits and special education sessionsOccasional celebrations and service programsPhysical training including games and sportsEducational content and students self-help activitiesScouting and girl guiding

Internal development

Internal development involves following aspects:

Psycho-physical developmentStudent's vocabularyKnowledgeProblem solving abilityPhysical strengthStaminaAttitudesInterests

Principle and criteria of content selection and organization

Selection of content according to aims and objectivesCareful selectionAccording to demandsValiditySignificance DifficultyPupil’s needs and interestsUniversity

Validity

Valid contentHelps to achieve the predetermined objectivesAddition of valid and relevant content as per

requirement

Significance

Content should be beneficial for the learner and society

Depth and breath of content according to demandsChange according to the new era

Difficulty

To keep this in mind that is the content easy to understand for students / learners without guidance

i.e. home assignmentsIf difficult content is added, to understand that content,

relevant skills should be given at school

Pupil's needs and interests

Pupils interest is an important motivational factor for learner

Students interest will enable the content selectors to select interesting and facilitating activities

Universality

The content should be selected according to recent educational terminologies and universal standards

It is very important to teach basics of educations as equal to the global standards

It reduces confusion among students

Selection and organization of learning experience

Relevant learning experience will enhance the desired changes in learners

Allows to add, compare or contrast the learning experiences to understand the actual meanings

MethodsLearning activities and experiences with reference is a

perfect method to adoptEconomic and rigidity constraints effects the methods a

lot

Teaching Methodologies

Class participationTechniques of evaluation 1. tests 2. questionnairesCultural taboos and restrictions should be eliminatedUpdated teachersProper evaluation criteriaSuccessful evaluation leads towards better changes in

curriculum

Evaluation of the curriculumOn the basis of field practicesWhat attitude may occur in learner’s attitude due to

learningWhat could be different ways to evaluate the learnersThis step provides a feedback to the teacher to

improve the teaching methodologyEffectiveness of the curriculum to establish better

learners for better future

EducationEducation is a process of development of overall

personality as well as a product to be a social competent person of the society.

Pakistan inherited a system of education which had been designed to produce literate man power to assist the colonial master at lower level.

Governess of masses

Early phase when Pakistan came into being

90% illiterate people when Pakistan came into beingOnly two universities were situated in Pakistan out of 21According to one-unit scheme education became the

provincial subjectFour boards were working for intermediate and secondary

educationSchool run by machinery groups were considered as

providing quality education

First educational conferenceHeld in November 1947 in KarachiProduced a number of recommendations designed To make the educational system strong and relevant to the

country needs and aspirationsIncluding making Urdu the official language curriculum

revision Diversification of courses Compulsory religious instructionDevelopment of administrative machinery

Educational reforms

Six year development planNew type teaching institutionsSpecialized centers Second plan period Setting Bureau of education for research and data collection Plan reorganization for higher educationIncrease the degree level beyond class 14

Education policy

Education reforms of 1972Drew up fairly radical proposal Emphasis upon

Students

Teachers

EnrolmentPolicy of 1972

Aimed restricting education

Top to bottom

Content of Education

• Common curriculum for all provinces• Cooperative study of curriculum• Identification and resolution of problem areas• Consultation with subject specialist• Seminars and meetings

Function of national textbook board

To design the layout the board national policy related to textbooks

Review textbooks time to timeIdentical and achievable content of education for all

levelsProduction of model textbookProduction of Standard books for selected discipline

Function of NBCTTo Provide assistant and advise for the formulation and

implementation of national curriculum and evaluation Provincial bureau and boards for curriculum and

textbook developmentProvide leadership in curriculum conduct research in different aspects of curriculum

development Collect information and data regarding curriculum

development

Provide guidance and resource material to textbooks boards and authors

Evaluate textbooks for all levels against national goals and objectives

Advise concerning curricula and material for special education

To liaise with educational institutes i-e UNESCO UNICEF

Functions of provincial bureau

Initial drafts of syllabi provincial bureau of curriculum

Collaborations with provincial textbooks boards to prepare textbooks manuscripts

Implementation of agreed curricula in various boards

THE PROCESS OF CURRICULUM DEVELOPMENT

In Pakistan the process of curriculum development is generally proceed in following steps.

1.DETERMINING THE AIMS AND GOALS OF EDUCATION

This step includes a guideline for the curriculum developers by the prevalent education policy, cabinet decision or some other policy statement by the president, Prime Minister or Federal Minister.

FORMULATION OF VARIOUS COMMITTEES BY THE CURRICULUM WING:

In order to proceed policy statement or police guidelines, curriculum wing of the Ministry of education made two committees at National level.

1. National Committee in Secondary and Primary

Education

2. Subject Committee at Primary and Secondary

levels.

These committees include:

1. Teachers 2. Subject

specialists 3. Administrators

Purpose of these committees is

1. Delineate aims of education for subsequent

input.

2. Curriculum wing communicates with

above mentioned committees along with

CRDC at provincial level on aims and

goals of education and other policy guidelines.

3. PROPOSALS BY THE CRDC’S AND CURRICULUM BUREAUS

Then after the formulation of two committees the CRDC and the bureaus of curriculum functioning at the provincial level do following actions:

1. Take appropriate initiative firstly

2. Then secondly finalize their proposals keeping in view the

overall aims of education, local situation and their research

experience etc

3. Then send it to the National committee of Primary,

Secondary Education for further proceeding.

4. PROCESSING IN THE NATIONAL COMMITTEES

Relevant committee either the primary or secondary level committee received the curricular proposals from the provincial CRDC’s and BC’s check their suitability in the light of aims of education.

• Then with its recommendations and observations curricular proposals send to relevant subject committee.

4. PROCESSING IN THE NATIONAL COMMITTEES

Relevant committee either the primary or secondary level committee received the curricular proposals from the provincial CRDC’s and BC’s check their suitability in the light of aims of education.

Then with its recommendations and observations curricular proposals send to relevant subject committee.

The relevant subject committee then considers the whole package and send it back to the primary and secondary level from whom it had received.

Then primary/secondary level committee functioning at the international level and reconsiders the original proposals and the subsequent recommendations and made final approval of the curriculum.

TEXTBOOKS

Textbooks play a vital role in educational activity

Full fledged textbook sector was established in

the Bureau of curriculum and Textbooks in 1974.

This sector has certain objectives:

1.To coordinate work of four provincial Textbook Boards.

2.To keep a check on prices of Textbooks published by the boards.

3.To ensure that textbooks prepared by the provinces are according to the National aims and objectives as expressed through National curriculum.

4. To maintain uniformity in textbooks

both in content and production.

5. To provide leadership to the boards

by preparing model textbooks.

PRODUCTION OF TEXTBOOKS

Production of textbooks in Pakistan is basically the responsibility of four Provincial Textbook Boards.

These Boards are autonomous organizations of

Provincial Education Department.The process of textbook production for classes

I to XII start from Federal Ministry of

Education.Then Federal Ministry formulates curriculum and devices schemes of studies.

The finalized curricula are forwarded to CRDC’s and the Board for preparation of textbooks.

FOR THE PREPARATIONS OF MANUSCRIPTS OF TEXTBOOKS;THERE ARE TWO TYPES OF PRACTICES 1.Some boards appoint panel of authors for

writing a textbook and assign different chapters to them.

2. Another way is through open competition invite written manuscripts, a committee of Board’s experts examines the manuscript, then best manuscript is selected for publication.

In some cases when no manufactures are found up to the mark then different

lessons/ chapters are selected from different

manuscripts.

Then final selected/adopted manuscript submitted to the Federal Ministry for the approval.

• Then Ministry and Provincial Education

Dept. form National review committee.

• It consists teachers, curriculum planners

and subject specialists etc.

• Committee determines adequacy of content according to the grade and ability level as well as it also reflects true spirit of National curricula.

• It also check the uniformity in the prices of books and ensures that there is no overloading.

.

• Then examined manuscripts with the recommendations of the committee are sent back to the Boards for printing.

• And after printing and publishing, books entered the big cities through private agencies.