Unit–6

CURRICULUM DEVELOPMENT
IN PAKISTAN:
PROBLEMS AND PROSPECTS

Written by:
Khalid Mahmood
Reviewed by:
Dr. Munazza Ambreen

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 CONTENTS
S.No Description Page No

Introduction .....................................................................................................

Objectives .........................................................................................................

1. Planning the Curriculum ................................................................................

1.1 Fundamental Questions in Curriculum Planning ....................................
1.2 The Components of Curriculum Plan ......................................................

2. Forces Influencing Curriculum Planning .....................................................

2.1 Historical Precedent and Tradition ..........................................................
2.2 Cultural Patterns and Social Aims...........................................................
2.3 Educational Philosophy, Research and Experimentation ........................
2.4 Textbooks as Curriculum Determinants ..................................................
2.5 Administrative Structure and Organization .............................................

3. Characteristics of a Good Curriculum ..........................................................

3.1 Development of Social Understanding....................................................
3.2 Promotion of Maximum Personal Development .....................................
3.3 Promotion of Continuity of Experience ..................................................
3.4 Provision for Educational Goals..............................................................
3.5 Maintenance of Balance among all Goals ...............................................
3.6 Utilization of Effective Learning Experiences and Needed Resources ...

4. Curriculum Development in Pakistan ...........................................................

4.1 Composition of Curriculum Committees ................................................
4.2 Relationship with Provincial Curriculum Centres and Other Agencies ..

5. Implementation of Curriculum in Pakistan..................................................

5.1 Textbooks Development..........................................................................
5.2 Teacher Training .....................................................................................
5.3 Evaluation................................................................................................
5.4 Research ..................................................................................................
5.5 Mechanism for Curriculum Development in Pakistan ............................
5.6 Curriculum at Elementary and Secondary Level in Pakistan ..................

6. Problems and Prospects of Curriculum in Pakistan ....................................

6.1 Teachers Reluctance to Accept Change ..................................................
6.2 Lack of In-service training ......................................................................

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 6.3 Political Interference ..............................................................................
6.4 Economic Problems.................................................................................
6.5 Inadequate Evaluation .............................................................................
6.6 Lack of Commitment to National Philosophy .........................................
6.7 Disapproval of the Society ......................................................................
6.8 Lack of Sequence ....................................................................................
6.9 Urbanized Curriculum .............................................................................
6.10 Lack of Teaching Materials .....................................................................

7. Self Assessment Questions ...............................................................................

8. Bibliography ......................................................................................................

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 INTRODUCTION
Since education is an orderly and deliberate effort, some plan is needed to guide this effort.
The term curriculum generally refers to this plan. The way in which curriculum is defined
reflects value judgments regarding the nature of education. This definition also influences
how curriculum will be planned and utilized.

The authors of many books and other publications on curriculum have appeared since early
1918. Bobbitt’s “The Curriculum”, has usually presented a particular conception of the
curriculum. Lewis and Miel (1972) identified definitions of curriculum in the following
categories: course of study, intended learning outcomes, intended opportunities for
engagement, learning opportunities provided learner’s actual engagements, and learner’s
actual experiences. They defined curriculum as “a set of intentions about opportunities for
engagement of persons-to-be-educated with other persons and with things (all bearers of
information, processes, techniques, and values) in certain arrangements of time and space.
Tanner and Tanner (1980) traced the history of curriculum definitions showing that
curriculum has been variously defined as:
a) The cumulative tradition of organized knowledge;
b) Modes of thought;
c) Race experience;
d) Guided experience;
e) A planned learning environment;
f) Cognitive/affective content and process;
g) An instructional plan;
h) Instructional ends or outcomes; and
i) A technological system of production;

What is Curriculum Development? Teachers need to establish very clearly what they are
trying to achieve with their pupils, then to decide how they hope to do this and finally to
consider to what extent they have been successful in their attempts. In other words, the
planning of learning opportunities Intended to bring about certain changes have taken
place is what is meant by curriculum development.

OBJECTIVES
After completing this unit, you should be able to:
1. Discuss the different treads at national level, in curriculum development.
2. Differentiate between the bases of curriculum at elementary and secondary level.
3. Analyze the planning and implementation of curriculum in Pakistan.
4. Understand the mechanism of curriculum development in Pakistan.
5. Enlist the disparities in curriculum development.
6. Criticize the pros and cons of multiple textbook systems.
7. Enlist the forces influencing curriculum planning.

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 1. PLANNING THE CURRICULUM
For all rational actions, we must carefully determine the ends/goals first and then decide
about the means to achieve them. The more intelligent and sensible the planning, the more
rational an action is likely to be. Actions which deviate from this procedure are
correspondingly less rational. Curriculum development is a rational and responsible
process; it must be planned carefully and cautiously.

1.1 Fundamental Questions in Curriculum Planning

The rationale for analyzing, developing, organizing and planning curriculum begins with
seeking answers to the following fundamental questions:-
(a) What educational purposes should the school seek to attain through the curriculum?
(b) What educational experiences can be provided which are likely to attain these
purposes?
(c) How can these educational experiences be effectively organized?
(d) How can we determine whether these purposes are being attained or not?
According to Tanner and Tanner (1980), these four functions in curriculum planning
identifying the objectives, establishing the means, organizing these means and evaluating
the outcomes are interdependent in nature. D.K. Wheeler (1967) has identified the same
steps, as illustrated in the following figure.

1.2 The Components of aCurriculum Plan

The components of a curriculum plan or design are generally as below:
(a) Diagnosis
(h) Formulation of spec ilk objectives
(c) Contents and its organization
(d) Teacher and teaching methods
(c) The learner
(f) Evaluation
Let us now look at each of these components in more detail.
(a) Diagnose
It is necessary to make a general analysis of problems, conditions and difficulties
present in the group for which curriculum is being planned. These data must be

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 scrutinized for an indication of a general picture of the prevailing circumstances and
resources available. This picture may well indicate the need for a new approach to
the curriculum, changed attitudes, or a new orientation to teaching learning
situations. Though this preliminary analysis of needs, characteristics and resources is
the initial step, it is not to be thought that the necessity for analysis comes to an end
when the next stage is entered. Diagnosis is a type of evaluation and must be
maintained throughout the planning process.
(b) Formulation of specific objectives
In this step, the goals already sketched, out must be translated into specific
objectives. Irrespective of the particular nature of the contents of each subject,
attention must be paid to all the categories of behavioural outcomes. It will also help
in the selection of activities and contents. In formulating specific objectives, it is
necessary to select the particular behaviour desired to state the form in which it is to
be exhibited. If the objective is in the cognitive field, then the sub-class of the
taxonomy or some similar model will be useful in dictating precisely what is
required, and up to what level. As far as possible, the objectives must be expressed as
behavioural outcomes so that it is clear what skills are to be developed and what
sensitivities, feelings or attitudes are the focuses of attention. Tylar (1949) has
mentioned some sources of objectives, which are illustrated below.

 The learner
 Contemporary life
 Subject specialists
 Philosophy
 Psychology

 Selection of
Objectives
 Contents
Organization
However, there is a difficulty in selecting the objectives through this model, viz, which of the
objectives should be given priority as compared to the other? Are all the objectives equally
important? The curriculum planner should make decisions according to the situation.
(c) Content and its Organization
The content of education is an inclusive term concerning what is considered
necessary to be organized to achieve the desired goals. First, there is the subject
matter or the instructional material which has to be remembered, recalled,
comprehended, analyzed, applied and evaluated. Second, there should be suitable
activities or learning experiences. Moreover there are the integrating procedures
which determine the rate of progression from one step to another.
It is necessary to arrange content according to some plan. Some are in favour of
psychological approach to content organization, which goes after the mental
maturity level of the learner. The other approach known as logical approach takes

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 care of the sequential order of concepts in the subject/discipline. However, there is
no unique pattern of organization of content. The most suitable organization is the
one which most effectively promotes the achievement of intended outcomes.
(d) Teachers and Teaching Methods
Teachers are the operative agents in education. They are the people responsible for
translating the curriculum into action. For effective implementation, it is necessary
to inform teachers.
(a) Explanatory statements about the aims of each subject.
(b) The general and specific objectives of each course.
(c) Background information on any changes made in subjects.
(d) Details of sources, guide books and teacher materials.
(e) Details of new methods of teacher aids to be adopted while teaching various
subjects.
(e) The learner
It is for the society to answer questions like “Who is to be educated?” and “Should
equality of opportunity be provided in primary and secondary education for all
children”? In some societies, the curriculum is totally different for the children of the
elites and those of the lower order. In Pakistan there are three types of educational
institutions, each with their peculiar kind of curriculum meeting different needs;
general public and private schools; religious schools or Deeni Madaris; and
European type English medium schools. In each of these categories of schools, the
learners come from different systems of the education and have different attitude
towards life. Though efforts are going on to bridge this gap, the objective is still far
from being fully realized.
(f) Evaluation
Evaluation is a process of obtaining useful information for judging and decision-
making. Socket approaches curriculum evaluation through a conceptual analysis of
the term “evaluation”. In his analysis, he identifies three central features of
evaluation given as under:-
1. Evaluation is appraisal in which we make judgments.
2. Such judgments are made in the light of criteria.
3. Such criteria embody human purposes and evaluations made, therefore in form
decisions.
Curriculum evaluation is essential for at least two reasons: One is that feedback to pupils at
frequent intervals improves their performance. Another is that it is highly desirable for
teachers to know how successful they are in achieving their teaching objectives, to be able
to make any necessary improvements/revisions

Activity
Hold a discussion, with the teacher of a nearby high school and prepare a list
of characteristics for an effective lesson.
Self-Assessment Questions
1. What do you mean by curriculum planning?
2. Enlist the components of curriculum planning.
3. Describe the importance of diagnosis in curriculum planning?

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 2. FORCES INFLUENCING CURRICULUM PLANNING
It seems necessary to discover the nature of forces, which influence curriculum planning.
There are number of such forces that affect the curriculum.
2.1 Historical Precedent and Tradition
Curriculum improvement is usually a change in accepted practice or it may be called
developments worked out within the existing structure. The existing programmes in use
may be useful until plans are made to change existing conditions.
2.2 Cultural Patterns and Social Aims
There is no doubt that the cultural patterns and value system of the society are influential in
shaping the curriculum. There is not much difference in the nature of learning and the
psychological and mental development of boys and girls from one nation to another but the
social settings, in which education takes place vary remarkably.
2.3 Educational Philosophy, Research and Experimentation
Philosophical decisions affect curriculum decisions became they represent a choice of
values. The purposes, goals and methods of education are based upon a philosophy of
education and they play a major role in planning learning experiences and other important
curriculum decisions.
In these days a research point of view is given consideration in the formulation of
philosophical concepts and in making decisions for planning instructional programme of
children. The extensive research done in the field of child development and learning
process has provided educators a base for curriculum improvement. Similarly, further
research will continue influencing curriculum planning. In the same way experimentation
and trying out of promising practices, are essential aspects of curriculum development.
Certainly progress comes through tryout of new ideas and new practices.
2.4 Textbooks of as Curriculum Determinants
In some elementary schools the textbooks for the academic areas of instruction to a large
extent, determine the scope and sequence of the curriculum and the nature of learning
experiences. It is mostly true in case of Pakistan where a single textbook approach is
adopted and the teachers do riot use the course of study planned for their guidance.
2.5 Administrative Structure and Organization
The nature of school organization and the type of administrative structure, in which the
programme is carried out, markedly influence the curriculum as a whole. The centralized
administrative structure in Pakistan has its strong effects on curriculum construction and
implementation. Certain other agencies and special-interest pressure groups also influence
curriculum planning.
Activity
Interview teachers of local institutions and discuss the forces influencing
curriculum planning.
Self-Assessment Question
What are the forces affecting curriculum planning?

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 3. CHARACTERISTICS OF A GOOD CURRICULUM
3.1 Development of Social Understanding
The exercises, which develop in children the understanding of the society, social problems
and social relationships, are of great importance for their inclusion in the curriculum. Every
child is a member of a society and he should be trained in such a way that he becomes an
asset to the society to contribute to its full development.

3.2 Promotion of Maximum Personal Development

Every curriculum plan must resolve the issue of individual differences versus group
standards. The experiences covering a wide range of interests and overall individual
development are pre-requisites for a good curriculum.

3.3 Promotion of Continuity of Experience

Continuity of experience and proper sequence of learning is one of the most important aims
of curriculum planning. Past, present and future experiences show a consistent relationship
and are based upon one another.

3.4 Provision for Educational Goals

In a good curriculum all the needed experiences from different levels are given proper
attention. Goal serving experiences are provided for the varying abilities and needs of all
learners not mere Three R’s.

3.5 Maintenance of Balance Among all Goals

Provision’s are to be made for maximum individual development and for group interaction.
The curriculum plans may incorporate provisions for all educational goals and suggest
requirements, time allotments, and other ways of giving balanced attention to each goal.
The classroom learning experiences depict the nature of curriculum.

3.6 Utilization of Effective Learning Experiences and Needed Resources

Provisions should be made for adequate equipment and material for making effective
learning experiences. The teachers should explore and use a wide range of resources for
fulfilling the desired goals and ends of learning experiences.
From all this discussion it can be concluded that teacher plays a major role in making a
good curriculum because he fills the loop-holes .left in the course of study and other guides
as they exist on paper.

Activity
Hold a discussion of a-group comprising a supervisor, three working
teachers, and a curriculum planner, to enlist characteristics of a good
curriculum.
Self-Assessment Questions
It is necessary to maintain balance among ail goals in curriculum
development. Suggest possible ways for it.

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 4. CURRICULUM DEVELOPMENT IN PAKISTAN
Curriculum development is ideally an ongoing, dynamic and long term process, involving
needs assessment, planning and design, teacher training, materials preparation and
piloting, subsequent revision and modification, full implementation, monitoring, feedback
and evaluation. The curricula development is based on the following broad areas of
concern:-
i) To incorporate changes at national and global level, to prepare our children for
further job market within existing economic climate and to provide human resources
necessary to ensure sustainable national development.
ii) To incorporating issues of global significance including environment change,
degradation, population control, gender issues, and international understanding and
cooperation.
iii) To foster respect for and prevention of cultural tradition and indigenous values and
ways of life.
iv) To foster of moral values through Islamic principles and ethics among pupils.
v) To promote democratic values and respect for and appreciation of cultural diversity
that characterizes Pakistani society and the broader global society.
vi) To introduce competency based curricula by defining mini Process involved in
learning competencies at both primary and secondary levels.
Before introducing any reform, the intentions of the Federal Government are conveyed to
the Provincial Governments and their opinion, in respect of both academic and
administrative aspects, is sought. In case curriculum reform is agreed to be undertaken the
Minister of Education, Curriculum Wing, as a first step, review the prevalent scheme of
studies to bring it at par with National Education Policy. It is followed by determining
objects, level-wise and subject-wise based on both cognitive level of development of the
child and requirement of the subject for its programme development. On receipt of their
opinion a National Curriculum Development Committee (NCDC) comprising highly
qualified, experienced, and competent professionals, drawn from the four provinces,
review intentions of the Federal Government and take the following steps:-
(i) Design, in collaboration, with Provincial Curriculum Bureaus initial draft of
curriculum in the fight of need assessment/survey and send the drafts to National
Board of Curriculum and Textbooks (NBCT) for finalization.
(ii) NBCT finalized a unified draft curriculum in the light of the drafts received from the
NCDC.
(iii) The unified draft is circulated throughout the country for comments. Comments are
invited from educational institutions, and users/stake-holders parents, communities
etc.
(iv) The National Curriculum Development Select Committee a subset of NCDC
reviews and updates the unified draft in the light of the feedback, and recommends
approving the draft as National Curriculum.

So, following are the steps involved in Curriculum Development in Pakistan.

a. Curriculum Wing requests the Provincial Centres to prepare draft curriculum
for each subject taught in various classes upto Class XII.

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 b. Provincial Centres call in Committee of Experts, Teachers, and Subject
Specialists on each subject.
c. Provincial Curriculum Committees prepare curriculum plan.
d. The draft plan is sent to the Curriculum Wing.
e. Curriculum Wing circulates the drafts to the selected teachers, subject
specialists in schools, colleges, and other agencies concerned and invites their
comments.
f. The comments are reviewed in the Curriculum Wing.
g. The National Committee of Curriculum scrutinizes the drafts in the light of the
comments.
h. The Committee submits its recommendations to the Ministry of Education, i.e.
Secretary Education accords necessary approval.
j. The curriculum schemes duly approved are passed, on the Provincial
Textbook Boards for preparation of textbooks.

4.1 Composition of Curriculum Committees

The committees are constituted by obtaining nominations of suitable persons from the
Boards of Intermediate and Secondary Education, the Provincial Education Departments,
the Textbook Boards and other research organizations such as the Institutes of Education
and Research at Lahore, Hyderabad, Peshawar, Dera Ismail Khan; Departments of
Education, Baluchistan . University Quetta, Bahauddin Zakariya University Multan and
Islamia University Bahawalpur: and the Faculty of Education, Allama Iqbal Open
University Islamabad. These arrangements ensure the involvement of experts in the
process of Curriculum Development. The Composition of the Committees at Provincial
and Federal level is given below:
Provincial
a. Representatives of the Provincial Curriculum Centres.
b. Supervisors.
c. Teachers.
d. Educational Administrators.
e. Subject Specialists from the Schools, Colleges, Universities and other search
Organizations
f. Representatives of the Textbook Boards.
g. Representatives of the Boards of Intermediate and Secondary Education
h. Teacher Trainers.

Federal
In addition to the above-mentioned members, the following are given representation:
a. Representative of the Curriculum wing Ministry of Education.
b. Foreign Experts/Consultants/Advisers from UNESCO.
c. Community leaders and Parents.

4.2 Relationship with Provincial Curriculum Centres and Other Agencies

The Curriculum Wing works in close collaboration with the Textbooks, the Curriculum
Centres, the Education Departments, the Boards of Intermidiate and Secondary Education

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and other research organizations such as Institutes of Education and Research, in the
Provinces. In fact, the Curriculum Centres in the Provinces are associated Centres of the
Curriculum Wing.

The Curriculum Wing and the Provincial Centres identify all the projects of curriculum
development jointly. At the initial stages, the Provincial Centres do the spadework under
the guidance of the Curriculum Wing, in some cases the projects are divided between
Provincial Centres and Curriculum Wing through mutual agreement. Assistance of the
Boards of Intermediate and Secondary Education or the Institutes of Education and
Research is also obtained in specific areas of their interest.

Self-Assessment Questions
1. Enlist the proposed steps for National Curriculum Development Committee
(NCDC).
2. List the institutions from which the nomination are made for the
Compositions of Curriculum Committees
3. What are the bases of curriculum development in Pakistan?

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 5. IMPLEMENTATION OF CURRICULUM IN PAKISTAN
After the development of Curriculum, following are the steps taken for its implementation:

5.1 Textbook Development

Textbook Boards are responsible for development of Textbooks for; introduction in
educational institutions. They develop these books through open bidding by calling the
draft manuscript of the book based on approved curricula. The finally selected manuscript
is passed on to the Curriculum Wing for its approval.
The Curriculum Wing reviews it and in case it is found to be worth presentation before the
National Review Committee (NRC), comprising again highly qualified competent
professionals in Textbook Development with specified Terms of Reference. The
recommendations of NRC in case of some reservation are conveyed to the Textbook
Boards. After complying with those reservations the manuscript is submitted to NRC for
consideration. In case, it is accepted then the Curriculum Wing issues the certificate for its
printing and implementation in the specified areas.
In addition to development of Textbooks, .the Provincial Textbook Boards is conducting
the following functions:-
a) Research and surveys of textbooks by the staff of Textbook Board.
b) Training of Authors, writers, designers, etc., of the textbooks.
The Curriculum Wing in addition to approving the manuscripts of the textbooks is
performing the following programmes:-
i) Development of experimental edition of primary school textbooks.
ii) Improvement in quality of printing and award of prizes.
iii) Development of supplementary readers.
iv) Promotion of concept for use of multiple textbooks.

5.2 Teacher Training

Promotion of Teacher Training in the country .through:-
i) Up-dating curricula and. training methodology for both pre-service and. in-service
training.
ii) Conceiving, developing, soiling and implementation of development schemes and
material for the promotion of Teacher Training.
iii) Production of materials for in-service training of teachers such as guides, learning
modules, lesson plans etc.
iv) Crash Training Programmes for secondary school teachers in basic sciences and
mathematics.
v) Training of Master Trainers of tower secondary school teachers in General Science,
Mathematics and English.
vi) Mobile Workshops for Elementary School Teachers in Production of low cost
teachers aids.
vi) Training of Primary. Middle and Secondary level teachers in Population Education
at selected district level.

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5.3 Evaluation
i) Development of objective type test from items pools in selected subjects at
secondary level.
ii) To help BISEs in training of examiners for conduct of valid and reliable
exanimations.
iii) To collaborate with Inter-Board Committee (I.B.C) in maintaining uniformity and
up-holding standards.

5.4 Research
In collaboration with various research agencies the National Bureau undertakes research
studies on specific problems, which include:-
i) Study of the curriculum concepts in selected subjects in relation to the mental level
of children.
ii) Development of graded vocabulary for primary school children.
iii) Study of primary school curriculum with special focus on:-
a) Integrated curriculum.
b) Moral education,
c) Work oriented education,
d) Work load of the pupils.
e) Students/teacher competencies.
f) Assessment of learning achievements of children.
iv) Study of alternative methods of imparting literacy programmes at primary level.

5.5 Mechanism for Curriculum Development in Pakistan

The mechanism of curriculum development, which is generally followed in Pakistan, with
slight variations, may be described to consist of the following stages;
1. Determining the aims and goals of education: The first step in the process of
curriculum development pertains to determining the aims and goals of education.
Guidance to the curriculum developers is provided in this respect by the prevalent
education policy, Cabinet decision or some other policy statement by the President,
Prime minister or the Federal Minister for Education.

2. Formulation of various committees by the Curriculum Wing; In pursuance of the

policy statement Or policy guidelines, the Curriculum Wing of the Ministry of
Education appoints two types of Committees at the national level viz. (1) National
Committee on Secondary Education and Primary Education each, and (2) Subject
committees at primary and secondary levels separately. These committees which
include teachers, subject specialists, and administrators further delineate aims of
education for subsequent input.

The Curriculum Wing alongwith the above mentioned committees also Com-
municates the aims and goals of education and other policy guidelines to the
Curriculum Research and Development Centres at the provincial level for
appropriate action in respect of curriculum development.

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3. Proposals by the CRDC’s and Curriculum Bureaus: The Curriculum Research and
Development Centres and the Bureaus of Curriculum functioning at the provincial
levels take appropriate initiative and finalize their proposals, keeping in view the
overall aims of education, local situation and their research experience etc and send
the same to the National Committee on Secondary/Primary Education, as the case
may be for further processing.

4. Processing in the National Committees: Having received the curricular proposals

from the provincial CRDC’s and B.C’s the relevant committee i.e. either the
secondary or primary level committee ascertains their suitability in the light of
overall aims of education and then with its recommendations and observations,
sends the curricular proposals to the relevant subject committee. The relevant subject
committee considers the whole package and sends it back to the primary/secondary
level committee at the national level.

The primary/secondary level committee functioning at the national level reconsiders

the original proposals and the subsequent recommendations and accords final
approval of the curriculum.

5.6 Curriculum at Elementary & Secondary Level in Pakistan

As elsewhere, Pakistan is currently imparting education through 3-Tier system:
elementary, secondary-cum-higher secondary and tertiary. A brief description of
curriculum at the first two levels is as follows:

Elementary:
Stage one, generally known as elementary, offers eight years education in eluding 5 year
programme, popularly known as primary followed by 3 years education, known as Middle.
A larger proportion of primary education is imparted through separate primary schools.
Independent institutional arrangements, supervisory personnel, and administrative checks
are organized for primary education. Limited number of schools offers teaching facilities
for the complete elementary stage.

In the curricular programme, 7-8 courses are offered at the elementary stage: languages
(2-3), Mathematics. General Science, Islamiyat, Social Studies, and practical.

The curriculum at middle stage offers 9 subjects, including practical work (such as tree
plantation, manual work etc). The language component is considerably heavier which in
the case of Sind province consists of 3 languages: Urdu (national language), provincial
language (where required by law), and English. Fifty four percent of time
(13.33+8.88+13.33) is allocated to language component. At primary stage science is
assigned 12.5% and mathematics 15.0% and at middle stage time allocation for science is
reduced to 6.66% and mathematics 8.77% (half of the weight age). The position of Health
and Physical Education at middle is more stable and substantial, particularly where middle
stage forms integral part of institutional frame-work and health and physical instructors are
available.

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Secondary:
The current scheme of studies for classes IX-X comprises four components, out of which
first and fourth components are common. Under Component I, four courses: Urdu,
provincial language (where required by law); English, Pakistan Studies, and Islamiyat are
common courses. The languages, under component I, carry one/two papers of 100 to 150
marks, 4-6 periods each course/Pakistan Studies and Islamiyat carry equal weightage.
Islamiyat in component 1 is meant for all Muslim students. Non-Muslims may, at their free
option, study Islamiyat or ethics (a course in universal morality) or any subject from Y. List
(offering over 25 optional courses study as an alternative, if Islamiyat is not taken in
component II.)

Component II presents two major streams; ‘Science’ and ‘general’ streams. The former
offers a package of four basic science courses (Mathematics, Physics, Chemistry and
Biology), one paper in each course. The weightage of these courses is equal. This is a
departure from the previous schemes. Previously, Mathematics and Biology formed
separate units of study.

Integrating Global/Regional Issue in Textbooks

The Curriculum Wing maintains close linkage with various professional and funding
agencies to work jointly to collaborate in integrating Global/Regional issues in the relevant
textbooks, through following actions:-
i) Development of curricular concepts for infusion in relevant subjects such as social
studies, home economics, general science, language, biology etc.
ii) In service training of teachers,
iii) Development of Teacher’s Handbook on population and Resource Book on
Population Education.
iv) Development of textual material for adaptation/adoption and inclusion in the
relevant textbooks.
v) Development of A, V Aids.
vi) Midterm evaluation of the programme.
The Curriculum Wing has addressed the following issues of global significance:
 Population Education.
 Drug Education.
 Environmental Education
 Values Education, etc.

Self-Assessment Questions
Collect the booklets of Curriculum Outlines of various, subjects issued by
Curriculum Wing Ministry of Education; Islamabad Select a booklet from
these, on the subject of your own interest, and check whether the content
outlines have relevance with the objectives?

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 6. PROBLEMS AND PROSPECTS OF CURRICULUM
IN PAKISTAN
Today major activity in curriculum improvement is the screening of cultural heritage.
Since the heritage is growing ever greater, the task is becoming ever more important. The
school can not transmit the entire heritage to the student; what shall be its basis for
selection? The beliefs (the philosophy) one holds about the nature of the school and the
learner, and the goals (objectives) envisioned for that particular school will be basic to a
rational selection of elements from the cultural heritage.

Implementation of instructional programmes is not a single activity. It is a network of

varying activities involved in translating curriculum designs into classroom practice. The
implementation phase of curriculum development is defined by questions such as: what
must teachers do to carry out this particular programme or effectively utilize these
materials? How can they be prepared? What supportive personnel are needed? What kinds
of instructional materials and facilities are most helpful? What forms of school and class
organizations are required?

Curriculum change is most effectively implemented when the community understands and
supports it, when facilities are available when appropriate materials are at hand but it is the
classroom teacher who is the key to curriculum implementation, for in simple terms the
curriculum is what the teacher makes of it.

Effective implementation of new curriculum design is dependent on at least two factors related
to the neighborhood and school system community. First financial support and the second,
though equal in importance is the community’s theoretical support for changes. Educators can
bring about changes effectively if a climate of understanding and encouragement prevails in
the community. Especially important are the attitudes held by parents. Therefore, some time
and effort must be extended to keep the community aware of the changing conditions and
needs perceived by educators. School community communication should go beyond mere
information; it should include the maintenance of a continuous dialogue that enables the
community to understand rationale for change, to understand the educational problems and
procedures involved, and to provide direct assistance for curriculum implementation in the
form of resource person, school volunteers and aids etc.

As curriculum revision in Pakistan is attempted on adhoc basis and is never based on

adequate research, experimentation and formative evaluation, the discussion about the
failure or success of curriculum implementation will be based on theoretical framework
already discussed. As far as desirable outcomes are concerned we have not been successful
to achieve, and thus the implementation of curriculum design in Pakistan seems to be a
failure. We are unable to achieve the educational goals for the following reasons:

6.1 Teachers Reluctant to Accept Change

It is a universal phenomena that teachers are considered to be conservative. They have
many reasons for being unwilling to change their approach, not least because they have an

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investment in knowledge and skills which tend to be devalued by the passage of time, they
face the natural human temptation to resist any change which may render their knowledge
and skills useless. Secondary teachers, because they are subject centered tend to be more
conservative. They always oppose the- new curriculum as they are supposed, to pay more
attention to new concepts and ideas.

6.2 Lack of In-service Training

When new curriculum designs are brought into practice the teachers are not properly
introduced to new learning activities and teaching strategies. If teachers are to be mobilized
in support of curriculum change, both initial and in-service teacher education must
convince them for their crucial role in promoting innovation. This provision should take a
variety of forms, offering both on the job training and more general courses out-side
schools. As a means of consolidating on-the-job training, teachers’ centres should be
established; these centres provide a place where teachers could find solutions to practical
problems they have encountered in the classroom.

6.3 Political Interference

Education is too important to be left entirely to the politicians Instability of the political
government affects the education adversely. Every person coming into power brings with him
his vested interests and few educational plans for the nation. In such an atmosphere an
educationist is likely to suffer from frustration. He is unable to cope with the ever-changing
demands from the political leaders. Political interference creates many administrative problems.

6.4 Economic Problems

Whenever there is a change in curriculum it needs financial support. New teaching
materials are required. Teachers are needed to be provided with in-service training and
equipped with new teaching materials. Textbooks are to be revised to fulfill, the changing
needs of the society. Supportive personnel are required to assist the teachers for effective
implementation of new curriculum designs. In-spite of all these requirements inadequate
funds are allocated for the implementation of new curricula. Pakistan is spending about 2
percent of her G.N.P on education. Under the circumstances the lack, of adequate funds
causes the failure of implementation of curriculum.

6.5 Inadequate Evaluation

If evaluation is to be of any education, worth, it cannot be regarded, as a postmortem that
takes place after the student has died. Evaluation must become an integral part of the total
learning process and not an appendage to it. True evaluation takes place on a day to day; or
more accurately a minute-to-minute basis. The general practice in Pakistan is that
curriculum is reshaped but the evaluation system helps the teacher to concentrate on
teaching the students the examination tricks rather than on bringing a desirable change in
students’ behaviour.

6.6 Lack of Commitment to National Philosophy

When Pakistan came into being it was emphasized that our educational system will be
reshaped according to the teachings of Islam. Islamic way of life will be the focus of our

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political, social and economic thinking. But soon after the death of Quaid-i-Azam, this
motto was set aside. We have no clear-cut educational philosophy. A workable educational
policy is always based on a philosophy. Every nation has a philosophical way of life. Due
to lack of national philosophy we are unable to derive consistent educational objectives.

6.7 Disapproval of the Society

The school curriculum, according to Zais (1976) is essentially a selection from the culture
of society. Certain aspects of our ways of life, certain kinds of knowledge, certain values
and attitudes are regarded as so important that their transmission to the next generation is
very necessary. Pakistan inherited its curriculum patterns from the colonial rulers. The
same pattern is being used with minor, changes. As it is inconsistent with the societal needs
it is often disapproved by the society. The society is found complaining against the
informatory and factual knowledge being imparted to the student who are supposed to cope
with the ever changing society. The school belongs to public; members of the society
should have much to say about the curriculum.

6.8 Lack of Sequence

There is a little coordination among the committees working for curriculum development
at various stages. When a student completes his studies at a particular stage and enters the
next stage, he finds himself helpless. The concepts being taught at this stage are quite
strange. He does not have background for this particular situation. It is needed that learning
experiences selected and organized for every stage should follow the previous one and
should be sequential in form.

6.9 Urbanized Curriculum

Uniformity has always been misinterpreted in Pakistan. About seventy of the total
population is settled in rural areas. But the same courses are being offered in rural and
urban schools, when urban children come with a certain background of language,
particularly of Urdu. Same is the case with other subjects such as social studies, general
science, etc. The need is to design a separate curriculum for rural areas. They actually need
of receiving knowledge and skills related to their own contexts.

6.10 Lack of Teaching Materials

Many of the educational programmes fail due to lack of teaching materials. The semester
system was introduced in the institutions of higher education. It faced many problems due
to lack of textbooks and other teaching mate ugh teachers too, take a little interest but the
major factor for its failure stage of instructional materials.

Activity
Interview at least two senior educationists and identify some future needs
necessitating curricular changes in Pakistan.
Self-Assessment Questions
What are the pressure groups, which a curriculum planner should keep in view
while doing his job? Discuss in detail.

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 7. SELF-ASSESSMENT QUESTIONS
Q. 1 Curriculum development is a continuous process. Discuss.

Q. 2 Report of commission on National Education proposed, “Curriculum should be

adapted to the mental abilities of children aged 5-10 and relate to normal situations
they are faced with in everyday life”. How it can be implemented?

Q. 3 Elaborate the two principles as a base for Curriculum Development, at secondary

stage as mentioned in Commissions report (1959).

Q. 4 National Education Policy (1992) has floated an idea of more than one textbook, on a
subject. Do you feel it can contribute towards the improvement of standard of
education? Support your answer with reasons.

Q. 5 “To weld the nation into one strong common thinking, common hopes, and common
aspiration among the youngsters” is a desire of curriculum planning. Discuss.

Q. 6 National Education Policy (1979) has devoted a chapter under Curriculum and
Textbooks. Analyze the policy statement.

Q. 7 Education Policy (1992), integrates primary curriculum into two books. One
integrating language, lslamiyat and science, and dealing with basic mathematics.
Give your critical point of view on it.

Q. 8 Curriculum of the schools cannot be better than the quality of persons prepared by
teacher education institutions. Comment.

Q. 9 Highlight the major problems and challenges the country is facing with reference to
curriculum development. Also suggest remedies for it.

Q. 10 Discuss the “riding factors” which have strong influence over any curriculum
change.

Q. 11 View of integration stems from “education as a whole”. Please elaborate.

Q. 12 Every philosophy has some assumptions on which curriculum are designed. Enlist
one assumption of Education Policy 1972-80 and brief how this contributes in
designing the curriculum?

Q. 13 Multiple text system may enhance quality of education. Support the statement.

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 8. BIBLIOGRAPHY
1. Arthur J. Lewis and Supervision for Improved Instruction: New Challenger
Alice Miel New Responses Belmont, Calif: Wad worth Publishing
Company, Inc, 1972
2. Daniel Tanner and Curriculum Development: Theory into Practice, 2nd ed.
Laurel N. Tanner New York: Macuillan Publishing Co., Inc, 1980.
3. Doll, Ronald C. C Curriculum Improvement: Decision Making and
Process 9th Ed. Boston: Allyn and Bacon, 1996.
4. Franklin Bobbitt The Curriculum Boston: Houghton Miffin Company, 1918.
5. Govt. of Pakistan National Bureau of Curriculum and Textbooks,
Islamabad July-1999
6. Govt. of Pakistan National Education Policy, 1998-2010 Islamabad,
Ministry of Education, 1998
7. Govt. of Pakistan Report of Commission on National Education Karachi.
Ministry of Interior, Education Division, 1959
8. Govt. of Pakistan National Education Polity and Implementation
Programme Islamabad, Ministry of Education, 1979.
9. Henson, Kenneth T. Curriculum Development for Education Reform.
New York: HarperCollins, 1995.
10. Ibrahim Imran Educational Guide of Pakistan, Lahore, Ibrahim
Publishers, 1999.
11. McNeil, John D. Curriculum: A Comprehensive Introduction, 5th Ed.
New York: Harper Collins, 1996.
12. McNeil, John. D. Curriculum Administration: Principles and Techniques of
Curriculum Development. New York: Macmillan, 1965
13. Peter F. Oliva Developing the Curriculum Forth Ed. New York
Longman, 1997.
14. Farooq, R.A. Orientation of Educationist, Islamabad, Asia Society for
Promotion of Innovation and Reform in Education, 1993.
15. Tanner, Daniel and Curriculum Development: Theory into Practice, 3rd ed.
Tanner, Laurel New York: Merrill, 1995.
16. Tyler, Ralph W Basic Principals of Curriculum and Instructions Chicago,
The University of Chicago 1949.

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17. Wheeler, D.K. Curriculum Process, London, University of London Press,
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18. Wiles, Jon and Curriculum Development: A Guide to Practice, 4th ed.
Bondi, Joseph C. Columbus, Ohio: Merill, 1993.
19. William H. Curriculum, Perspective, Paradigm, and Possibility,
Schubert New York Macmillan Publishing Co, 1986.
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New York: Happer and Row Publishers 1976.

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