TASNEEM AHMED

44881
B.ED 5TH
CURRICULUM CHANGE

Various issues in curriculum

change
 DIFFERENCE BETWEEN ISSUE AND
PROBLEM
 Issue and problem can be used interchangeably in some contexts,

 Issue is an important topic or problem for debate or discussion whereas problem is a harmful and
unwelcome matter or situation that needs to be dealt with
 Issue occurs when there is controversy or debate

 A problem is something that is difficult to deal with and is a source of worry or trouble

 Issue is dealt with

 Problem is solved.

 The students should be taught about the issue of racism.

 I told him all my problems.

 CHANGE

 Change is the process of transforming phenomenon into something

different

 Change is a constant law of nature.

 It always occurs Continuously.

 PROCESS OF CHANGE
(CONT…)

Social scientist have said that change probably occur in 3 stages:

1. Intimation: in which ideas for change are launched and decision are made, regarding the
nature, direction and extent of change

2. Legitimization: in which the sentiments on behalf of change are communicated

3. Congruence: the third is Congruence of the separate system of values.

 CURRICULUM

• The curriculum is the means through which

‘the finest treasures of civilization can be so mediated as to become a common inheritance of

persons who are seeking to realize their essential humanness”

Phenix P. H. (1964).

• A curriculum of a classroom, school district, state (or nation) is a series of planned events intended
for students to learn particular knowledge, skills, and values and organized to be
carried out by administrators and teachers’
New York: McGraw-Hill
 SOURCES OF CURRICULUM CHANGE
AND INNOVATION

• At the national level, curriculum change and innovation arise from deliberate
policy decisions

• In order to address existing problems or identify new problems

• The advancement of new technology

• Adaption to the new trends ( technology, research, needs, interest)

• Compare and contrast the current curriculum with the advantages of the
proposed new curriculum.
 TYPES OF CHANGE:

• Change can be categorized into two types.

 Hardware Types:

These changes are introduced by additions to facilities such as new classrooms,

equipment, books and play grounds.

 Software Types:

They may be related to the methods of delivery recommended by curriculum

initiators, designers and developers.

 WHY WE 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 select learning experiences base on the objectives rather than on the service needs

of the instructional.
• Curriculum Reforms 2000-2009 – Milestones Achieved & Planned
2000 - review of Basic Science Subjects under Education Sector Reforms Action Plan
2001-06 and production of textbooks
2002 - review of Social Science Subjects under ESR and production of textbooks
2005 - comprehensive
CURRICULUM TIMELINE
• The curriculum timeline tool
review of all subjects
TOOL
2006/7- completion provides the journey of
of review National Curriculum 2006/7 and its publication

curriculum development
2007 - National Textbook and Learning Materials Policy and Plan of Action – 2007-
2007-9 - Development of textbooks in phases.or Reforms
Phase I = Grades I, VI, IX & XI

• 2010 Implementation of National Curriculum 2006/7

2010- (April) New Textbooks Planned to be in Schools
 DEFINITION OF CURRICULUM CHANG

• Hoyle (University of Zimbabwe, 1995: 58) defines change as

“embracing the concepts of innovation, development, renewal and

improvement of a curriculum”
• Curriculum change is dictated by the changes in the economic, social and
technological aspects of a society
• Change has magnitude and direction and occurs within a definite time frame.
 LACHIVER & TARDIF (2002)

According to Lachiver & Tardif (2002), curriculum change is managed in a logical

five-step process:

1. An analysis of the current offerings and context

2. The expression of key program aims in a mission statement

3. A prioritization of resources and development strategies

4. The implementation of the targeted curricula change

5. The establishment of monitoring tools and processes.

 FORCES DRIVING CHANGE

 Community  Parental Demands

 Technology  Student demands – are all students achieving

/participating
 Political Conditions
 Standards – can they be maintained in view of the
 Economical Condition
challenges of new courses?
 Global transformation
 Leadership - meaningful change and curriculum
 Complexity: competing demands of governments and
evolution
interest groups
 Demands of the culture, the society, and the
 Local need expectations of the population being served.
 Staff dissatisfaction  Environmental
 EXPLOSION OF KNOWLEDGE
(AS A FACTOR OF CHANGE)

 Humanity's stored of knowledge has shown an additive increase in the past, but in recent
years the growth in knowledge has beer-exponential.

 Not only has knowledge accumulated, but also there have been new ways of organizing it and
looking at it.
 THE COMMUNITY
(AS A FACTOR OF CHANGE)•
• There are certain key questions that should be asked about school-community relationships in
seeking evidence of the need for program modifications

• How does the community feel about the school?

• What is being done to improve school-community relations?

• What economic changes have taken place in the community?

• What community resources are available?

 POLITICAL ISSUES

• All aspects of curriculum depend on local, state and national

political standards.
• Both private and public educational institutions rely on political body for

funding and decision making for hiring personnel, building and

maintaining facilities and equipment.
 EXAMPLE

Politics affects curriculum development from defining goals,

interpreting curricular materials to approving examination
systems
 THE SOCIETAL ISSUES

 Society has its own expectations about the aims and objectives that
should be considered when changing curriculum.

 It also has a perception of what the product of the school system should look
like
 It is therefore necessary for curriculum designers to take in to account societal

considerations.
 EXAMPLE

 Subjects which has gender education have difficult to include in the

curriculum because of the resistance from some religious groups.
 ECONOMICAL ISSUES

• Economic status of the people and the state play an important role
in the curriculum change

• The aspirations of people, their demands and expectations from

particular courses or curricular inclusion at various stages of
education, all depend on the economic status.

• Without financial help(budget) and resources, curriculum wings

can’t perform and implement new researches in education
 TECHNOLOGY

 The advancement in technology make the world a global village,

 The technology of the 21st century require technical skills (problem solving, critical

thinkin, cooperation, creative skills)

 To cope with current and future technology(artificial intelligence and robots) curriculum
need to be change at every level of learning

 Technology make learning, easy, interesting, and interactive

 SOCIAL DIVERSITY

 Social diversity including religion, culture and social groupings affects

curriculum development because these characteristics influence the types of

topics and methods for teaching information.

 Developing relevant curriculum takes into account society's expectations

accommodating group traditions and promoting equality.

 ENVIRONMENTAL ISSUES

World awareness and action toward reversing and ending

pollution continues affecting curriculum development.

Typical elementary classrooms teach recycling and

healthy environmental practices.

 SOCIO-POLITICAL
FACTORS

o As the states policies change, they have an influence on the

educational policies and schemes that they undertake

o It also takes into consideration the social needs and demands and changing
trends in the society with respect to various other issues and contemporary
developments
 OTHERS FACTORS AFFECTING THE PROCESS OF
CURRICULUM CHANGE

o Influential or outspoken individuals o Pedagogical argument, or academic

o Financial pressures, including resource merit.

availability. o University or Government requirement

o Staff availability or workload. or regulation.

o Current or prospective student o Professional accreditation needs, or

viewpoints. syllabi set by professional bodies.

o Student abilities or limitations, or intake o Academic “fashion”, including the

desire to remain in step with other
o considerations.
institutions.
• Alteration can be in any area where there is a deficit

• The philosophy, objectives, courses, teaching – learning methods

or evaluatory procedures
• Approaches: Addition , deletion or reorganization

• To eliminate unnecessary units, teaching methods and contents

• To introduce latest and updated methods of teaching and content, new

knowledge and practices
 ROLE OF THE TEACERE

• Teacher’s role in planning the curriculum:

• teachers/educators are the major pillars in the teaching and learning process

• With their knowledge , experience and competencies teachers are central to any curriculum
improvement

• A teacher does more than just implement curriculum, teachers know best what the curriculum should look
like.

• In order to create strong curriculum teachers must play an integral role in every step of the process.

• Teachers know their students better than others involved in the curriculum process.

• A teacher can provide insight into the types of materials, activities and specific skills that need to be included.
 TEACHER’S ROLE IN THE CREATION OF
THE CURRICULUM:

o A teacher can gauge whether an activity will fit into a specified time frame
and engage students

o All teachers should be allowed to provide input during the creation stage

o As teachers provide input they will gain ownership in the product and feel
more confident that the curriculum was created with their concerns , and the
needs of their students in mind.
 IMPLEMENTATION FROM THE TEACHER

• Teachers implement the curriculum in their own classroom by sticking to the plan
• When a teacher fails to properly implement a strong curriculum, she risks not
covering standards or failing to implement effective practices in the
classroom.
• That does not mean a teacher can’t make minor changes. In fact a strong
curriculum is designed to allow a teacher to be flexible to add a few
personalized components, from a selection of activities.
 REFLECTION BY THE TEAHCER

• Reflection on a curriculum allows teachers and others involved in the process

to find any weaknesses in the curriculum, and attempt to make it better.

• Teachers may reflect on curriculum in multiple ways such as giving student

reviews and analyzing results and assessments, data about student’s
individual performance.

• Not only can reflection serve to improve a specific curriculum, it may guide
the creation of a new curriculum.
 CONSIDERATION DURING THE
PROCESS OF CHANGE

 Before initiating change , it is necessary to consider the potential ,attitudes, and skills of the
teacher
• As admitted in the White Paper by the MoE’s task manager for NEPR, the “Curriculum

• review exercises in Pakistan have been sporadic. Historically, the process has been no
standardized. However, in the last one year curriculum review has received great

• attention and has been reviewed systematically. Curriculum development is a specialized

• task…there is no mechanism for feedback once the curriculum is implemented and, .. the

• government lacks the requisite evaluation capacity’. (p. 18)

• Aly. J.A (2007) The White Paper Revised Feb. 2007 pp. - not official but a discussion document
MoE.
 DEPARTMENTS INVOLVED IN THE PROCES
OF CURRICULUM DEVLEOPMENT/CNAGE

• In each province the quality challenges9 are spread across the following
institutions:
1. Bureau of Curriculum
2. Textbook Boards
3. Teacher Training Institutions (in-service and pre-service)
4. Boards of Intermediate & Secondary Education ( BISE) X & XII
5. National Education Assessment System (IV & VIII) and provincial
education assessment centers (PEAC)

• 6. The Higher Education Commission,