Unit 5

Curriculum Development Process

• Lecture NO: 16
• Course Code: EDUC3147
• Subject: Curriculum Development
• Class: B.ED(Secondary)
• Instructor: khansa Imam
 Learning outcomes
• Students will be able to
• understand and explain curriculum
development
• critically examine issues in curriculum
development
 Curriculum development
• Curriculum development is a specialized task
which requires systematic thinking about the
objectives to be achieved, learning experiences to
be provided, evaluation of changes brought out
by the curricular activities.
• curriculum development is defined as the process
of selecting, organizing, executing and evaluating
the learning experiences on the basis of the
needs, abilities, and interest of learners, and on
the basis of the nature of the society or
community
Principles of Curriculum Development
•
The conservative principle
• The forward looking principle
• The creative principle
• Principle of totality form
• Activity principle
• Preparation for life
• Principle of connecting to life
• Child centered
• Integration and correlation
• Variety and flexibility
• Connecting to community needs
• Connecting with social life
• Leisure
• Core and common subjects
• All round development
• Democracy
• Division of labour
• Principle of character building
 STEPS IN CURRICULUM
DEVELOPMENT
• According to Ralph Tyler
• Formulation of Educational Objectives
• Selection of Learning Experiences
• Organization of Learning Experiences
• Evaluation of the curriculum
Formulation of Educational Objectives
• data required for formulating educational objectives:
• Philosophy
• Needs of the society
• Needs of the student
• Resources available in the society
• Level of the students
• Specifications of positions to be held by the student on
the completion of the programme
• Minimum facilities required
• Future trends
Selection of Learning Experiences

Learning Experience:
deliberately planned experiences in selected
situations where students actively participate,
interact and which result in desirable changes
in the behaviour of the students
 Criteria for selection of Learning
Experiences
• Self Sufficiency
• Significance
• Validity
• Interest
• Utility
• Learnability
• Feasibility
• Social relevance
 characteristics of good learning
experience
• Learning by doing
• Create motivation and interest
• Challenging
• Satisfy the needs of the time
• Bring out multiple outcomes in students
• Help student to acquire needed knowledge, skill
and attitude
• Helpful in gathering information
• S’d be helpful in attaining the educational
objective
Horizontal & Vertical organization
• Horizontal organization is concerned with the
concepts of scope and integration. That is the
side-by-side arrangement of curriculum
elements.
• Vertical organization • It centers on the
concepts of sequence and continuity.
Organization of Learning Experiences
• Principles of continuity, sequence and
integration
• Continuity:
• building each experiences one after another
• Sequence:
• building one over the other more deeply
• Integration:
• It refers to the linking of all types of knowledge
and experiences contained within the curriculum
plan
 EVALUATION OF CURRICULUM
•
CURRICULUM EVALUATION involves an
assessment of the philosophy of the
institution, goals of the institution, nursing
content taught in each course, course
objectives, teaching- learning methods, course
evaluation methods and the relationship of
non nursing courses to the overall plan of
study.
Functions of different bodies
 Function of National textbook board
• To design the layout the board national policy
related to textbooks
• Review textbooks time to time
• Identical and achievable content of education
for all levels
• Production of model textbook
• Production of Standard books for selected
discipline
 Function of NBCT
• Provide assistant and advise for the formulation and
implementation of national curriculum and evaluation
• Provide 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
 Main Responsibilities
• Ministry of Education (Curriculum
Development Body) is responsible in making
of:
• 1. Curriculum
• 2. Syllabus
• 3. Planning
• 4.Policy
• 5.Development of Educational Standards.
 Curriculum Design and Development
Process in Pakistan
• 1. Evolution of Curriculum Objectives.
• 2. Development of Scheme of Studies.
• 3. Development of Syllabus of each subject.
• 4. Development of Textbook, Instructional
material.
• 5. Approval of Textual Material.
• 6. Teacher Training.
 Curriculum Development at Higher
Education Level
• In 1973’s constitution, Government placed education on
the concurrent list.
• Federal Government took the responsibility to determine
the curriculum text boards, policy, planning and standards
of education.
• Higher Education Commission
• In December, 1976 Federal Government appointed
University Grant commission (now HEC ) as the competent
authority to look after the curriculum revision work at
bachelor level and onwards
• It also look after the degrees, certificates and diplomas
awarded by degree colleges, universities and other
institutions of HEC.
 Procedure to Review/ Revise
Curriculum
• In 45th meeting of Vice-Chancellor’s
Committee it’s recommended that the UGC
should review the curriculum of a particular
discipline after every three years. curriculum
development at higher education level.
l
 Curriculum Development Pitfalls
• There are several obstacles affecting the quality
and effectiveness of curriculum development
process in Pakistan.
• 1. Lack of subject area expert.
• 2. Textbook often do not reflect the curriculum.
• 3. curriculum development process in Pakistan
• 4. Lack of follow-up of actual curriculum
implementation in classroom practice.
• 5. Curriculum often different from the official
curriculum documentation
 References
• https://www.slideserve.com/jon/the-process-
of-curriculum-development
• https://www.slideshare.net/sqjafery/curriculu
m-development-at-primary-and-secondary-
level
• https://www.slideshare.net/cuterodz042909/c
urriculum-development-
11473935?next_slideshow=1