Curriculum Development

Submitted to

Prof. Dr. Tahseen Arshad

Submitted by

Muzalfa Ansar

B.Ed Education (Morning)

Semester 1st

Department of Education

Government College Women University, Sialkot

 Curriculum Development Process in Pakistan

Introduction

Curriculum development in Pakistan is a continuous and detailed process

that responds to national needs and global trends. The primary goal is to ensure
that the curriculum is relevant, provides students with essential skills, and prepares
them for local and international challenges. This process involves multiple stages,
starting from assessing needs to implementing and evaluating educational content.

Planning the Curriculum

Effective curriculum planning begins with defining clear goals and

determining the best strategies to achieve them. Careful planning increases the
likelihood that the curriculum will meet its objectives. Thoughtful and structured
planning is essential for creating a curriculum that responds to students'
educational and social needs.

Fundamental Questions in Curriculum Planning

According to Tanner and Tanner (1980), a successful curriculum plan should

address four main questions:

1. What educational goals should the curriculum achieve?

2. What learning experiences will help accomplish these goals?

3. How can these learning experiences be structured effectively?

4. How can we measure whether these goals are being met?

D.K. Wheeler (1967) emphasized these steps as vital to rational curriculum

planning, where each question leads to decisions that shape the curriculum’s goals,
methods, and evaluation processes.
Components of a Curriculum Plan

A robust curriculum plan includes several key elements:

1. Diagnosis: This step involves analyzing the current educational needs and
challenges faced by learners. The data collected provides an overview of the
situation, highlighting the need for new teaching approaches or adjustments
in curriculum design. Diagnosis should continue as an ongoing assessment
throughout the planning process.

2. Formulation of Specific Objectives: General goals are broken down into

specific, achievable objectives that clarify the skills and knowledge the
curriculum aims to develop. These objectives guide content selection and
learning activities and should ideally be expressed as measurable learning
outcomes. Tyler (1949) identified key sources for defining these objectives,
such as:

o The needs of learners.

o Societal demands.

o Input from subject experts.

o Educational philosophies and psychological principles.

3. Content and Its Organization: Educational content should be well-

organized to support learning goals. This includes instructional materials
that students need to understand, remember, and apply. Content can be
arranged based on the learner's developmental stages (psychological
approach) or in a logical sequence that follows the progression of concepts
(logical approach). The most effective organization is one that best
facilitates the curriculum’s goals.
 4. Teachers and Teaching Methods: Teachers are critical in bringing the
curriculum to life. For effective teaching, they need:

o A clear understanding of the curriculum’s aims and objectives.

o Knowledge of background information and subject changes.

o Access to guidebooks, materials, and teaching aids that support the

curriculum.

This guidance enables teachers to implement the curriculum effectively, aligning

with its intended outcomes.

5. The Learner: In curriculum planning, it is vital to consider who the learners

are and ensure equal access to education. In Pakistan, educational
opportunities differ based on school systems, such as public and private
schools, Deeni Madaris (religious schools), and English-medium schools.
Efforts are ongoing to standardize these systems, but differences remain in
curriculum and accessibility.

6. Evaluation: Evaluation is crucial to assess the curriculum's effectiveness. It

involves regular feedback on students’ progress, allowing teachers to
determine if learning objectives are being met. Effective evaluation enables
continuous improvement in teaching and curriculum content, helping
teachers make necessary adjustments to enhance learning experiences.

Main Goals of Curriculum Development

The curriculum in Pakistan is designed around key objectives that reflect

societal values and prepare students for their future roles. These objectives include:
 1. Preparing for Employment and Economic Participation: The curriculum
aims to equip students with skills needed to succeed in the job market and
contribute to Pakistan’s economy.

2. Raising Global Awareness: It includes global issues such as environmental

sustainability, population management, gender equality, and international
cooperation to enhance students’ understanding of the world.

3. Promoting Cultural Respect: The curriculum emphasizes respect for

Pakistan’s rich cultural traditions and the diverse lifestyles across the
country.

4. Instilling Moral Values: Education based on Islamic principles and ethics is

emphasized to encourage responsible and ethical behavior in students.

5. Supporting Democratic Values and Diversity: The curriculum aims to

promote democratic values and appreciation for diversity within Pakistan
and globally.

6. Focusing on Competency-Based Learning: It introduces competency-

based objectives that focus on practical skills, especially at the primary and
secondary education levels, to enhance learning effectiveness.

Stages of Curriculum Development

The curriculum development process in Pakistan involves several key stages:

1. Planning by the Federal Government: The Federal Government initiates

curriculum reform by consulting with Provincial Governments about
potential changes. This consultation considers both academic content and
administrative requirements.
2. Drafting by Provincial Centers: Once an agreement is reached, the Federal
Ministry of Education, along with the Curriculum Wing, invites Provincial
Centers to create initial drafts of the curriculum for subjects taught up to
Class XII.

3. Input from Committees of Experts: Provincial Centers form committees of

subject specialists, teachers, and other experts to develop initial drafts of the
curriculum for each subject.

4. Review and Feedback Collection: The drafted curriculum is sent back to

the Curriculum Wing, where it is circulated among educators, parents, and
the community for input. This step ensures that all stakeholders can provide
feedback on the educational content.

5. Refinement by the National Curriculum Development Committee

(NCDC): The NCDC, made up of experienced professionals from all four
provinces, reviews the feedback, refines the curriculum drafts, and ensures
they align with national policies.

6. Final Approval: After refinement, the revised curriculum drafts are sent to
the Ministry of Education for approval to meet national educational
standards.

7. Textbook Development: Upon approval, the curriculum is forwarded to the

Provincial Textbook Boards, which develop textbooks based on the
approved content. These textbooks are then distributed to schools.
Composition of Curriculum Committees

The development process involves contributions from professionals at both the

provincial and federal levels. Committee members come from diverse backgrounds
to ensure the curriculum reflects a wide range of educational insights:

 Provincial Level: Includes representatives from Provincial Curriculum

Centres, teachers, administrators, subject experts, and members from
textbook boards and educational boards.

 Federal Level: Additional members include representatives from the

Ministry of Education’s Curriculum Wing, UNESCO consultants, and
community leaders.

Collaboration and Support

The Federal Curriculum Wing works closely with Provincial Curriculum

Centres and other organizations, such as Textbook Boards and Educational
Departments, to identify and develop curriculum projects. Provincial Centres
typically handle initial drafting with guidance from the Curriculum Wing to ensure
consistency with national goals.

Challenges in Curriculum Implementation in Pakistan

1. Lack of In-Service Training

When new curricula are designed and introduced, teachers often do not receive adequate
training on new learning activities and teaching strategies. To support curriculum changes
effectively, both initial and in-service teacher education programs must emphasize the
essential role teachers play in promoting innovation in education.
2. Political Interference
There is a common belief that education should be separate from politics. However, it is
important for political parties to clarify their educational goals and policies, as these
 relate to broader social issues. Each new political leader tends to bring their own
interests, which can hinder the development of consistent educational plans. As a result,
educators may experience frustration when political agendas interfere with educational
progress.
3. Economic Problems
Implementing curriculum changes requires financial resources. New teaching materials
and textbooks are necessary to effectively support the new curriculum. Additionally,
teachers need in-service training to become familiar with these materials. Without
adequate funding, it becomes difficult to meet the evolving educational needs of society.
4. Inadequate Evaluation
For evaluation to be meaningful, it must be integrated into the overall learning process
rather than treated as an afterthought, as is often the case in Pakistani schools. Currently,
the evaluation system tends to encourage teachers to focus on preparing students for
exams rather than fostering genuine changes in student behavior and understanding.
5. Lack of Commitment to National Philosophy
Upon its establishment, Pakistan aimed to shape its educational system according to
Islamic teachings and values. However, after the death of the country's founder, this
vision was largely abandoned. A coherent educational policy should be grounded in a
clear philosophical framework. The absence of such a philosophy leads to inconsistencies
in educational objectives.
6. Societal Disapproval
According to education expert Lawton, school curricula should reflect the culture of
society. Certain aspects of life, knowledge, values, and attitudes are considered crucial
for passing on to future generations. However, Pakistan's educational curriculum has
inherited patterns from colonial rulers, which may not align with current societal needs
and values. It is important for community members to have a voice in shaping the
curriculum to ensure it meets their expectations.
7. Lack of Sequence
The curriculum should be organized in a logical sequence that supports effective
learning. Inadequate sequencing can lead to confusion among students and hinder their
ability to connect concepts meaningfully.
 References

Govt. of Pakistan. National Bureau of Curriculum and Textbooks. (1999). Islamabad.

Govt. of Pakistan. (1998). National education policy, 1998-2010. Ministry of Education,

Islamabad.

Govt. of Pakistan. (1959). Report of the commission on national education. Ministry of Interior,
Education Division, Karachi.

Govt. of Pakistan. (1979). National education policy and implementation programme. Ministry
of Education, Islamabad.

Henson, K. T. (1995). Curriculum development for education reform. HarperCollins.

Ibrahim, I. (1999). Educational guide of Pakistan. Ibrahim Publishers, Lahore.

McNeil, J. D. (1996). Curriculum: A comprehensive introduction (5th ed.). Harper Collins.

McNeil, J. D. (1965). Curriculum administration: Principles and techniques of curriculum

development. Macmillan.

Oliva, P. F. (1997). Developing the curriculum (4th ed.). Longman.

Farooq, R. A. (1993). Orientation of educationist. Asia Society for Promotion of Innovation and
Reform in Education, Islamabad