Presented by

Sehrish Maroof Abbasi

15-arid-691
Curriculum Development and Design

Topic

Futurology of Curriculum Change

 Curriculum in Pakistan:

In Pakistan efforts have been made to mould the curriculum in accordance with

our ideological, moral and cultural values

as well as our national requirements

in the fields of science, technology, medicine, engineering and agriculture, etc.

 Curriculum change or Revision:

Curriculum revision means making the curriculum different in some

way, to give it a new position or direction.

This often means change to its philosophy

By way of its aims and objectives,

reviewing the content included, revising its methods and re-thinking

its evaluatory procedures.
 Changes in Curriculum:

Changes in curriculum may involve innovation,

But in general, change in terms of curriculum involves adapting a new

educational methods.
Government efforts to revise the curriculum (2002 and 2006) are admirable
efforts,
But what needs to be done is to help the teachers engage with it meaningfully and
Be able to translate the aims, objectives and contents in attainable learning
objectives.
 The Curriculum Wing of the Ministry of Education, supported by
professionals from the field, reviewed the scheme of studies in the first
phase.

In the second phase, the revised curricula for 25 core subjects (Grades I to
XII) were notified in 2007.

The review of remaining subjects as listed in the scheme of studies is in

progress and will continue till December, 2009.
 Comparison of current curriculum with curricula of different countries,

Consultations with teachers, administrators, educationists, curriculum

experts and students;

Field visits to collect feedback from teachers and stakeholders,

identification and training of working teams through workshops and seminars,
reviews of drafts,
 By subject experts and working teachers leading to further revision and
refinement of contents,

And learning outcomes were vital parts of the curriculum development

process.
 Need to Change the Curriculum:

To restructure the curriculum according to the needs, interests or

abilities of the learner.

To eliminate unnecessary units, teaching methods and contents.

To introduce latest and update methods of teaching and content, new

knowledge and practices.
 To add or delete number of scientific hours of instruction.

To correlate between the students theory courses and experimental

learning practices.

The students themselves receive little or no experience in assuming

responsibilities or in making choices,

Everything is decided for them by the teacher or the administrator.

 Types of Change:

Change can be categorized into two types. Perhaps you are familiar with the types
described below:
Hardware Types:
These changes are introduced by additions to facilities such as new classrooms,
equipment, books and play grounds.
Software Types:
These affect the content and range of the curriculum itself. They may be related
to the methods of delivery recommended by curriculum originators, designers
and developers.
 Future Curriculum:

Future curriculum as a design or planning of the whole education Programme

for future society.

Therefore, future curriculum is a curriculum developed today for tomorrow

based on systematic prediction.
 Focus on 21st Century:

Technology plays an essential role in our education today and will even more
so in the future.

Technology should be available in every school funded by taxes and

donation from private industry.

Twenty first century is known as the century of technologies, making lives

easier and more comfortable.
 Government of Pakistan has introduced computer education at school level
with the aim to prepare the young generation for working in the
technological era.

Computer is the most wonderful technology which has provided incredible

services to the human beings.

Advanced nations have done wonderful attainments in all fields of life with
the use of computer
 Today Pakistani students live in an environment that is extremely fast-paced,
constantly changing, increasingly culturally diverse, technologically driven,
and media-saturated.

We cannot continue to deliver a 20th century, scientific-management, factory-

model education system.
 This changing pattern of the 21st century requires that we redefine
education, school, curriculum, teacher and the learner.

It requires that we provide an education system designed to help our students

truly succeed.
 Policy Actions 2009:

Use of Information Communication Technologies (ICTs) in Education shall

be promoted in line with Ministry of Educations National Information and
Communication Technology Strategy for Education in Pakistan.

ICTs shall be utilized creatively to assist teachers and students with a wide
range of abilities and from varied socio-economic backgrounds.

ICTs shall be used to strengthen the quality of teaching and educational

management. Matric-Tech scheme shall be re-introduced at secondary level.
 Pakistan today, with an estimated population of nearly 170 million people, cultural
and social divide, economic disparity promoting and urban and rural learning
divide,

Limited resources and educational budgetary allocations, religious, social, cultural

and economic barriers to entry, traditional class room and teaching practices
promoting drop-out rates,

Resources limiting opportunities, native learner v digital leaner, 672,940 secondary

school teachers as default, 7,395,311 secondary school students not by choice,
 Textbooks decrease influence, technology exposure, media fever and thus a highly
explosive educational quality is today promoting an imbalance between rural and
urban schools,

Public and private schools, communities and classrooms, teachers and teacher
educators, government and provisional governments, national and international
curriculum, localization and globalization.

We all need a plan for stimulating change through technological infrastructure

provision thus providing for learning, teaching, content, curriculum in the presence
of connectivity.
 Conclusion

The curricula in Pakistan are poor in terms of both scope and sequence. It lacks
relevance to students' life.

It is important to realize that curriculum development is a specialized field and

needs to be viewed through an academic lens.

The cognitive, psychological and physical needs of elementary and secondary

school students have to be understood before deciding on the content and
method of teaching.