Problems and issues in curriculum development and factors affecting curriculum development in Pakistan
131 likes165,273 views
The document discusses problems and issues in curriculum development. It defines education and curriculum, explaining that curriculum is the set of experiences that help children become adults. Developing curriculum involves addressing problems like lack of sequencing between stages, economic constraints, political interference, inadequate evaluation, and curricula being more suited to urban areas. Factors affecting curriculum development in Pakistan include economic problems, political interference, inadequate evaluation, curricula not suiting rural communities, lack of teaching materials, insufficient teacher training, teacher reluctance to change, and lack of commitment to a national philosophy in education.
Problems and issues in curriculum development and factors affecting curriculum development in Pakistan
- 2. Problems and Issues in curriculum Development
- 3. What is Education? • Tanner & Tanner (2007:121) 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 • • “Dewey viewed education as a generative process – that is, a process through which the learner extends and deepens the capability of exercising intelligent control over changing conditions in life.
- 4. What is curriculum? • John Franklin Bobbitt said that curriculum, as an idea, has its roots in the Latin word for race-course, explaining the curriculum as the course of deeds and experiences through which children become the adults they should be, for success in adult society.
- 5. Curriculum • Curriculum is the set of ideals followed by the institutions philosophical views. It speaks about courses, and their content, which is generally offered at a school or university (Pinal, Reynolds et.al).
- 6. “Problem", • The word "problem" is connected with the word "solution". A problem is something negative that needs to be solved. Some bad things that happen can't be called "problems" because they're unsolvable. • . A problem is something that has a clear answer
- 7. "Issue" • "Issue" is associated with difficult decisions and disagreements. A issue is something that causes debate and divides people.
- 8. Problems and Issues • They are similar because both problems and issues cause debate, concern, and conflict. Some issues can be broken into smaller problems that can be solved by asking questions that can be answered easily. Problems typically can be solved by asking, how can something be solved. If it can be answered then the problem is solved. If the problem cannot be answered easily and people are divided over the problem then it becomes an issue.
- 9. Curriculum development • Problems of planning an effective and integrated curriculum are not simple. A good curriculum involves out of hard dedicated and intelligent work conducted on continuous bases.
- 10. Curriculum development • A curriculum development is continuous work. It must have philosophical psychological, social and economic basis. The curriculum planners have to investigate carefully and thoroughly the nature and qualification of those for which curriculum is to be planned. • Fundamental principle of curriculum planning is “student must either be selected to fit the planned curriculum or curriculum must be planned to fit the level of the students enrolled”(Kelly jr.,1971p.115)
- 11. Curriculum development • Developing or revising a curriculum one is faced a number of problems and issues. The curriculum is planned set of activities. • The process of curriculum is a web of moral and intellectual purposes and beliefs which ultimately define the political economic and social arrangements of any society. .
- 12. Curriculum development • If the society is relatively stable, the planner can answer of many crucial questions underlying the curriculum It simple to shape the personality and character of an individual. • Straight hair and wan face that had seemingly never known cosmetics.
- 13. Curriculum development • In highly dynamic societies curriculum problems are more complex. • Decisions about aims, goals objectives, selection of major areas of curriculum choosing learning experiences and evaluation procedures are reached after input of various groups.
- 14. Curriculum development • The people concerned in curriculum planning gathering without conflicting points on foundations. They may be able to work faster. If personals involved have no agreement on these. This would create confusions. • Societal and ideological problems facing curriculum have broadened the cultural and philosophical dilemma. These may have indirect but powerful relevance with curriculum.
- 15. Societal and ideological problems facing by curriculum • Authority • Poverty • In-equality • Indoctrination • Ill health • Suppression of inquiry and expression • Regionalism • Provincialism • Nationalism
- 16. Societal and ideological problems facing by curriculum • Dissolution of family • Ecological imbalance • Prejudices • Alienation • Threat • Fear • Control • Coercion • War and greed
- 17. Institutional and Instructional problems • Apathy • Discipline • Individual differences • Science and high technology • Basic standards • Jobs • Instructional packages • Teacher effectiveness • Life skills • Drug abuse Education
- 18. Institutional and Instructional problems • Death Education • Family life • Sex Education • Consumers Education • Accountability • Global Education • Mind and body study • Feminist studies (Schubert 1986. pp 344,345-62)
- 19. Issues to Consider • globalization is a constant • In a world of ever-increasing complexity, what are our obligations to teach “how the world works”? • How does faculty adapt or change educational paradigms to be more responsive to an increasingly interconnected world and far- reaching economic, social, political and technological changes resulting from globalization?
- 20. Issues to Consider • Looking at demographic trends, how can you meet educational needs, demands & expectations of its stakeholders? • Educational challenges: anticipating the knowledge, skills, critical thinking abilities & wisdom needed for the globalized future • Goal today: to begin working on a curricular scaffold for faculty to work collaboratively in shaping the future of education at your institution.
- 21. Factor Effecting Curriculum Development in Pakistan
- 22. Factor Effecting Curriculum Development in Pakistan 1. Lack of Sequence 2. Economic Problems 3. Political Interference 4. Inadequate Evaluation 5. Disapproval of society 6. Curriculum more Urbanized 7. Lack of Teaching Material 8. Lack of In-services Training Teacher Reluctant to Accept Change 9. Lack of commitment of National Philosophy
- 23. 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 enters the next stage, he finds himself helpless. The concepts being taught at this stage are quite strange. It needed that learning experiences selected and organized for every stage should follow the pervious one and should be sequential in form.
- 24. Economic Problems • Change in curriculum, needs financial support. • New teaching materials are required. • Teachers are needed to be provided with in- services training and equipped with new teaching materials textbooks are to be revised to fulfill the changing needs of the society. • Supportive personal are required to assist the teachers for effective implementation of new curriculum designs.
- 25. Political Interference • It would be tempting, to argue that education should be taken out of politics. An educational will expect political parties to clarify their general educational aims and policies, which concern broad social issues. • Every person coming into power brings with him his vested interests and few educational plans for the nation, in such atmosphere educationist is likely to suffer from frustration
- 26. Inadequate Evaluation • If evaluation is to be of any education worth, it cannot be regarded, as it is in Pakistani schools, evaluation must become an integral part of the total learning process and not an appendage to it. • The general practice in Pakistanis that curriculum reshaped but the evaluation system helps the teacher to concentrate on teaching the student, the examination tricks rather that on bringing a desirable change in student’s behavior.
- 27. Disapproval of society • The school curriculum according to Lawton is essentially a selection from the culture of society. Certain aspect of our ways of life, certain kinds of “knowledge”, certain values and attitude 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 social need it is often disapproved by the society. The school to public members of the society should have much to say about the curriculum.
- 28. Curriculum more Urbanized • Uniformity has always been misinterpreted in Pakistan. • About seventy percent of the total population is settled in rural areas. But the same coursed are being offered in rural and urban schools, when urban children come with a certain background of language, particularly Urdu with either subject such as social studies, general science etc. The need is to design a separate curriculum for rural areas.
- 29. Lack of Teaching Material • Many of the educational programmers are fain due to lack of teaching materials. The semester system was introduced in the institution of higher education. • It faced many problems due to lack of textbooks and other teaching material. Though teacher too, takes a little interest but major factor for its failure is shortage of instructional materials.
- 30. Lack of In-services Training • When new curriculum was design are brought into practice the teacher are not properly introduced to new learning actives and teaching strategies. • If teacher 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. • It provide a place where teacher could find solutions to practice they have encountered in the classroom.
- 31. Teacher Reluctant to Accept Change • It is universal phenomena that teacher are considered to be conservative. • They have reasons for beings unwilling to change their approaches, not least because they have an investment in knowledge and skills, which lend to be devalued by the passage of time; they face the natural human temptation to resist any change which may render their stock in trade obstacle. Secondary always opposed new curriculum as they are supposed to pay more attention to new concepts and ideas
- 32. Lack of commitment of National Philosophy • When Pakistan came into being it was stressed hat our educational system will be reshaped according to the teaching of Islam. Islamic way of life will be the focus of our political, social and economic thinking. But soon after the death of Quaid-e-Azam, this motto was set aside. • A workable educational policy is always based on a philosophy. Every nation has a philosophical way of life. Due to lack of philosophy we are unable to derive consistent educational objectives.