curriculum development in Pakistan

 

CURRICLUM DEVELOPMENT IN PAKISTAN

 :Problems of curriculum development in Pakistan and suggestions for its improvement

 Falling education standard is one of the most favorite topics for discussion at our social gatherings. Everyone has his own views and experiences to narrate and ultimately, to lament and then recall the good old days when everything was at its best.

It is a known fact that our educational standards are one the decline. We have progressed in quantitative expansion but gone backward qualitatively, in the government policies there are planning and recommendations for the revolutionary steps but the progress in negligible.

We have innovative ideas but unable to implement any positive change effectively. That is why we could not achieve the desired goals. We have many leaders in education but most of them are without dedication to work. We have many schools, colleges and universities but they are working only to award certificates and degrees to the students without changing their attitude. The students are just memorizing facts and information from their text material without developing proper concepts to apply in daily life. Teachers are following conventional methods such as the lecture. Textbook recitation and notes dictation. The innovative methods are not followed even in teacher training institutes. The textbooks are also theoretical ignoring the activities. All these and many more are the curriculum related problems. These problems are identified by various policies along appropriate recommendations as given on the next page.

 : Problems of Curriculum Development Process

 If we look to the various phases or elements of curriculum development process. So many problems can be indicated i.e.

1. Problems related to objectives.
2. Problems related to content.
3. Problems related to methods.
4. Problems related to audio-visual aids.
5. Problems related to evolution.

1. problems Related to Objective

 The curriculum development is a continuous and dynamic process, having some goals to be achieved though classroom activates.

 The effectiveness of curriculum process depends largely upon the extent to which these goals are achieved. If the objectives are formulated in clear an behavioral terms, their achievement becomes easy. The objectives formulated for the existing curricula are mostly ambiguous and non behavioral such types of objectives can be considered as invalid. Some of the objectives are too broad to achieve and some of them are not related to the socio economic conditions in the country. There are certain objectives that are not according to the psychological needs of the learners.

2. Problems Related to Content

It has already been mentioned that curriculum development is a dynamic process. So it must be flexible enough to be changed from time to time along with the changes occurring in the society. But in our country, researches in curriculum development are very rare which make it static.

 Some to the defects of existing subject matter are as under;

• The content is not selected on the basis of research.
• To content does not help in the achievement of desired goals.
• The content is not suitable to the life situation of the learners.
• There is a lack of horizontal and vertical coordination in various concepts.
• The content does not demand active participation of learners, instead it encourages rote memory.
• Logical sequence (when required) is missing.
• The subject matter does not help in the development of understanding, indicative reasoning and desired creative abilities.

 c.Problems Related to Methods

The problems of curriculum development related to methods of instruction are:

• Methods of instruction are not suggested by the curriculum planners.
• Methods of instruction which are being followed in the classroom do not help in the achievement of desired goals.
• Teachers take last interest in inquiry-based methods.
• Participatory or communicative approaches are not followed in the class.
• Methods are not helping the learners to develop various skills.
• The existing teacher training programmes do not fulfill the requirements of the innovative methods.
• Teachers are reluctant to follow activity-based methods.
3. Problems Related to Audio-visual Aids

• Lack of sources and resources educational institutes affects badly the implementation proves of curriculum development.
• Teachers are not properly trained preparation and used of low cost material.
• The curriculum planners have not given any guidelines to the teachers to use the local resources as audio-visual aids.

e. Problems Related to Evaluation

·         Proper evaluation programme is not suggested by the curriculum planners.

·         The test items are not related to the objective sof the relevant course.

·         Most of the test items are ambiguous.

·         Only cognitive aspect is emphasized in evaluation.

·         The content validity is very low existing evaluation system.

·         The concept of continuous evaluation in to applied.

: GENERAL RECOMMENDATION FOR CURRICULUM DEVELOPMENT PROCESS

 

• The curriculum should base upon native research and not on the basis of opinions of experts.
• Some of the enthusiast working teachers should be involved in curriculum development.
• The objectives must be spelt out in specific behavioral terms.
• While setting the objectives, equal weightage must be given to all the domains such as cognitive effective and psychomotor.
• Curricum should be future oriented to cope with the needs of 21^st century, whcich is expected to be scientific and techonological.

Essentialism:

The following is a definition of Essentialism found online: "a doctrine that certain traditional concepts, ideals, and skills are essential to society and should be taught methodically to all students, regardless of individual ability, need, etc."(Essentialism, N.D.) In other words this theory focuses on the basics; teaching the most crucial parts of the subjects.

In Apps "Toward a Working Philosophy of Adult Education" essentialism is said to have developed from both idealism and realism. The idealism part containing subjects such as history, foreign language, and classics; the realism part containing subjects like math and science.(Apps, J. 1973)

Perennialism:

It was early in the twenty first century when perennialism began to form, rooted in ancient teachings such as those of Plato and Aristotle.(History of Education Journal 1951) An online encyclopedia conveys some very key points of Perennialism: "Perennialists believe that one should teach the things that one deems to be of everlasting importance to all people everywhere. They believe that the most important topics develop a person. Since details of fact change constantly, these cannot be the most important. Therefore, one should teach principles, not facts. Since people are human, one should teach first about humans, not machines or techniques."(Perennialism, n.d.) So in an ever changing world where each day scientific findings disprove one another and new, more efficient formulas for math emerge, it is the main beliefs or philosophies of these subjects that need to be taught in order for the students to fully grasp the concepts.

 

"The focus of learning in Perennialism lies in activities designed to discipline the mind. Subject matter of a disciplinary and spiritual nature such as the content of mathematics, language, logic, great books, doctrines must me studied whether used as such or not."(Johnson J. 1969)

 

Progressivism:

Progressive education is "A set of reformist educational philosophies and methods that emphasize individual instruction, informality in the classroom, and the use of group discussions and laboratories as instructional techniques."(Progressive Education, n.d.) This theory uses personal experiences as a means of education.(Apps, J. 1973) There is no absolute knowledge, like we have discussed in class, things are constantly changing just as the definition of learning. Take our ECI 301 class as an example, we are putting progressivism into action; when we write these wikibook articles and share personal experiences we are using this theory.

Existentialism:

"Existentialism is a philosophy concerned with finding self and the meaning of life through free will, choice, and personal responsibility. The belief is that people are searching to find out who and what they are throughout life as they make choices based on their experiences, beliefs, and outlook. And personal choices become unique without the necessity of an objective form of truth. An existentialist believes that a person should be forced to choose and be responsible without the help of laws, ethnic rules, or traditions." (Existentialism: A Philosophy, n.d.) In relation to education, self-fulfillment should be the students inspiration to do well and in turn the teacher's job to help them develop such a mentality.(Apps, J. 1973)

"To begin, it rules out three conventional notions: that education is primarily an agency of society, set up to perpetuate a cultural heritage; that it is a pipeline of perennial truths; and that it is a means for adjusting to the young to life in a democratic community. In place of these, let education exist for the individual. Let it teach him to live as his own nature bids him, spontaneously and authentically." (Kneller, G. 1961) What Kneller is saying here is that education should not be looked at as a task, but instead as an opportunity.

 

Knowledge is Power]]education importance

  KNOWLEDGE IS POWER;

Money and physical strength are often regarded as instruments of power. In olden days, a man with a powerful body was considered to be the natural leader of his tribe. Even today, a man with a strong body commands the respect of his fellow beings.

Similarly, a man of wealth commands great influlence in com- munity. If he cannot get what he wants, he can buy it. Moreover, in our inflationary age, wealth has come to occupy a place which it had never attained before. A wealthy person is therefore looked upon with awe just because he is wealthy.

We have to admit, however, that a knowledgeable person can charter his own course in life, and attain heights which are denied to lesser persons. It is with the power of his knowledge that man today criss-crosses the oceans, travels through space, and can blast a high mountain to lay a railway line.

Knowledge is a power in moral and intellectual spheres also. It enables us to distinguish right from wrong, good from evil. It helps a man meet dangers and difficult situations with courage and confi- dence. It is on account of this power of knowledge that through history men have happily laid down their lives for ideals sacred to them.

In the material world, knowledge has worked miracles: distances have been shortened, epidemies have been controlled, and man's life has been made comfortable and secure. The invention of nuclear weapons, paradoxically, has lessened the danger of a major war between super powers.

The great quality of knowledge is that once gained it cannot be destroyed. While empires rise and fall, knowledge "grows from more to more". But we have to admit that there are are some limita- tions to knowledge. In the first place mere knowledge is not power, knowledge applied to the problems of life is power, Secondly, knowledge is power for good as well as evil. It may prove more destructive than constructive. In war, a country may destroy another in the twinkling of an eye with the help of its megaton nuclear bombs. 

In peace, the scientists with the help of their knowledge can improve the lot of the whole race of human beings with the help of the same nuclear energy which proves so destructive in war. Thus, knowledge must be linked to a moral order, to goodness and to truth if it is to prove a blessing for mankind.

Twinkle Eyes||EYES" attraction

                       "TWINKLING EYES"

A winter's long cold and warm night

Everywhere dew spray white

 People sleep in blankets

Among lovely dreams 

In the corner of city

There's a house

Someone starting

No earning

Outside the window

The black shadow

Moon shines

Under stream lines

Star spark

Sky smiles mark

And wind whispers

Wearing soft slippers

But still

Silence kills

And say sibilant wise

No comparison to those wet

Twinkling eyes

What is This|| The Story of Father and Son

 WHAT IS THIS????

An 80 year old man was sitting on the sofa in his house along with 45 years old highly educated son. Suddenly a crow perched on their window. The father asked his son. "what is this"?

The son replied "it is a crow". After a few minutes, the father asked his son the 2 time what is this?" the son said "father. I have just now told you it is a crow". After a little while, the old father again asked his son "what is this? At this time some expression of irritation was felt in the son's tone when he said to his father with a rebuff "it's a crow, a crow"

A little after the father again asked his son the fourth time, "what is this? This time the son

shouted at his father "why do you keep asking me the same question again and again, although Ihave told you so many times "IT IS A CROW" Are you not able to understand this?

A little after the father went to his room and came hack with an old tattered diary which he maintained since his son was born, on opening a page, he asked his son to read that page. When the son read it. The following words were written in the diary,

"Today my little son aged three was sitting with me in the sofa. When the crow was sitting on the window. My son asked me 23 times "What is this?" and I replied to him all 23 times that it was a crow, I hugged him lovingly cach time he asked me the same question again and again for 23 times. I didn't at all feel irritated, I rather felt affection for my innocent child.

While the little child asked him 23 times "what is this?", the father had felt no irritation in replying to the same question all 23 times and when today the father asked his son the same question just 4 times, the son felt irritated and annoyed so.......

If your parents attain old age do not repulse them or look at them as a burden, but speak to them a gracious word, be cool, obedient, humble and kind to them be considerate to your parents

 "STORY OF FASHIONABLE MAN"

Man who walked up to chairing cross one evening in January. His hair was shining and he had thin moustaches. He was wearing a brown overcoat. He had polished shoes. He seemed to enjoy walking in the bitter Cold. Tonga wallas would race toward him. A taxi also drew near him but he politely refused them. He ran a few steps and printed. He ran a ball as if he were playing cricket near the lawn of stat queen. Some English children were playing with a big rubber ball. The children ran away and he sat on an empty cement bench. As the evening advanced people converges the mall road, where they amused themselves among the variety of hotels, restaurants and coffee bars. The young man seated on the cement bench, watching with interest the people passing on the pavement. After a few minutes he got up, crossed the mall road, and went to a cinema. There were three young Anglo Indian girls who were giggling over a seal of picture. In a few second they were gone. He started off again along the mall. He heard music in one of the restaurant. A large variety of people had collected out side. They seemed to be enjoying the music. A few minutes later he was now walking near the high court. He was young couple passing by This young couple fascinated him. Near the G.P.O they turned the McLeod Road. He had hardly reached half away. He was following when a truck full of bricks came from behind and crushing him down speeded off towards Mcl.eod road. He was taken to a near by hospital in a car, assistant surgeon Khan and two nurses Shahnaz and Gull were in casualty department. He was laid on a marble table his cloth were had been taken off. There was only an old cotton sweater underneath the over coat. Layer of dirt covered his body. He could not bath for at least two months. He was dead by now from his pocket a black comb, and handkerchief, a little diary in which names and addresses of a few people were noted a list of gramophone records and few handbills were found in his pocket.

 MOTHER .. MY MOTHER

The most beautify on the lips of mankind is the word "Mother" and the most beautiful call is

the call "My Mother". It is a word full of hopes love. A sweet and tender work coming from the

depth of hearts, the mother is every thing. She is our consolation in sorrow, our hope in misery and

our strength in weakness. She is the source of love, mercy, sympathy and forgiveness.

The word "Mother" is hidden in our hearts and it comes upon in hours of sorrow and happiness as perfume comes from the heart of rose and mingles with clear and cloudy air. He loses his mother losses a pure and the greatest soul who blesses and guards him constantly.