development in education(curriculum development)
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Development in Education(Curriculum Development)TRANSCRIPT
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.