General Principles of Intellectual Property: Concepts of Intellectual Proper...
Curriculum and development in education
1. Curriculum and Development in Education
Submitted To: Dr. Shazia Zamir
Submitted by : Hina Rashid
Sadia Ajmal
Ghania Shahid
Sama Hunaiza
Development of Education
2. 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.
3. 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)
4. 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)
5. 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”
6. 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.
7. 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
8. Elements of Situational Analysis
Analysis factors that constitute the situation:
Teachers
- abilities/skills
- teaching style
- strengths / weaknesses
Pupils
- needs
- abilities
- personal characteristics
9. Elements cont…..
Physical Plant And Facilities
- materials
- equipment
- facilities
Psycho-social Climate
- organizational climate
- traditions , beliefs , attitudes
Development trends
10. 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.
11. 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
12. 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
13. 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
14. 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
15. Selection and organization of content
Predescribed activities for achievement of
educational objectives.
Activities are the primary aim
Activities lead towards development
Two types of development
Internal development
External development
16. Activities organized while study of content
Study of text book
Additional instructional material
Exercise consist of recapitulation
Practical work and experiments
Educational visits and special education sessions
Occasional celebrations and service programs
Physical training including games and sports
Educational content and students self-help activities
Scouting and girl guiding
17. Internal development
Internal development involves following aspects:
Psycho-physical development
Student's vocabulary
Knowledge
Problem solving ability
Physical strength
Stamina
Attitudes
Interests
18. Principle and criteria of content selection and
organization
Selection of content according to aims and objectives
Careful selection
According to demands
Validity
Significance
Difficulty
Pupil’s needs and interests
University
19. Validity
Valid content
Helps to achieve the predetermined objectives
Addition of valid and relevant content as per
requirement
20. Significance
Content should be beneficial for the learner and society
Depth and breath of content according to demands
Change according to the new era
21. Difficulty
To keep this in mind that is the content easy to
understand for students / learners without guidance
i.e. home assignments
If difficult content is added, to understand that content,
relevant skills should be given at school
22. 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
23. 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
24. 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
Methods
Learning activities and experiences with reference is a
perfect method to adopt
Economic and rigidity constraints effects the methods
a lot
25. Teaching Methodologies
Class participation
Techniques of evaluation
1. tests 2. questionnaires
Cultural taboos and restrictions should be eliminated
Updated teachers
Proper evaluation criteria
Successful evaluation leads towards better changes in
curriculum
26. Evaluation of the curriculum
On the basis of field practices
What attitude may occur in learner’s attitude due to
learning
What could be different ways to evaluate the learners
This step provides a feedback to the teacher to improve
the teaching methodology
Effectiveness of the curriculum to establish better
learners for better future
27. Education
Education 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
28. Early phase when Pakistan came into being
90% illiterate people when Pakistan came into being
Only two universities were situated in Pakistan out of 21
According to one-unit scheme education became the
provincial subject
Four boards were working for intermediate and secondary
education
School run by machinery groups were considered as
providing quality education
29. First educational conference
Held in November 1947 in Karachi
Produced a number of recommendations designed
To make the educational system strong and relevant to the
country needs and aspirations
Including making Urdu the official language curriculum
revision
Diversification of courses
Compulsory religious instruction
Development of administrative machinery
30. Educational reforms
Six year development plan
New type teaching institutions
Specialized centers
Second plan period
Setting
Bureau of education for research and data collection
Plan reorganization for higher education
Increase the degree level beyond class 14
31. Education policy
Education reforms of 1972
Drew up fairly radical proposal
Emphasis upon
Students
Teachers
Enrolment
Policy of 1972
Aimed restricting education
Top to bottom
32. 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
33. Function of national textbook board
To design the layout the board national policy related
to textbooks
Review textbooks time to time
Identical and achievable content of education for all
levels
Production of model textbook
Production of Standard books for selected discipline
34. Function of NBCT
To
Provide assistant and advise for the formulation and
implementation of national curriculum and evaluation
Provincial bureau and boards for curriculum and
textbook development
Provide leadership in curriculum
conduct research in different aspects of curriculum
development
Collect information and data regarding curriculum
development
35. 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
36. 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
37. THE PROCESS OF CURRICULUM
DEVELOPMENT
In Pakistan the process of curriculum development is
generally proceed in following steps.
38. 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.
39. 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.
41. 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.
42. 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.
43. 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.
44. 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.
45. 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.
46. TEXTBOOKS
Textbooks play a vital role in educational activity
Full fledged textbook sector was established in
the Bureau of curriculum and Textbooks in 1974.
47. 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.
48. 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.
49. 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.
50. The finalized curricula are forwarded to CRDC’s
and the Board for preparation of textbooks.
51. 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.
52. 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.
53. • Then Ministry and Provincial Education
Dept. form National review committee.
• It consists teachers, curriculum planners
and subject specialists etc.
54. • 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.
.
55. • 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.