Monday, June 26, 2023

Aspects of Curriculum Development | Principles of Curriculum Construction | Course code 8624 |

QUESTION

Discuss the aspects, principles, and mechanisms of curriculum development in Pakistan

Course: Secondary Education
Course code 8624
Level: B.Ed Solved Assignment

ANSWER

International Aspects of Curriculum Development

In a narrow view of Curriculum, there is content and examination. A wider view of the curriculum includes aims, learning methods, and subject matter sequencing.

There is a sophisticated blend of:

• Educational Strategies

• Course content

• Learning outcomes

• Educational experiences

• Assessment

• Educational environment besides

• The individual students’ learning style

• Personal timetable and the program of work

In the time of information explosion, the curriculum planners must not only decide what should be taught but also what can be eliminated from the curriculum, hence the need is to define minimum essential knowledge and skills i.e. core knowledge and skills.

Aspects of Curriculum Development in Pakistan

The major issue in Pakistan in 1947 was the re-establishment of suitable education specimens. The federal government has brought a lot of changes in planning, policies, suggestions, and the reconstruction process of education. Some of these changes were accepted and some others were rejected. Ministry of Education has been supervising the curriculum and the textbooks. This special wing of the Ministry of Education is called the Curriculum Wing. Some bureaus and centers follow the instructions of the curriculum wing by the succeeding forms.

Bureau of Curriculum and Textbook, more The present curriculum wing of the Ministry of Education is the advanced form of the National Bureau of Curriculum and Textbook. The purpose of this department is to evaluate and coordinate the work of education in different provinces. It also works for an equal standard of curriculum in schools, colleges, and universities of all provinces.

The first function of the curriculum wing is to help the government in the construction and implementation of National Policies regarding the planning of curriculum development, education of teachers, and its evaluation. The next function of this wing is to give a hand in the activities of the provincial bureau’s center. It also arranges research on various types of curricula. This wing is also helpful for guiding textbook boards and authors in writing textbooks. This wing also keeps links with national educational institutions as well as international NGOs such as UNESCO, IBE, UNICEF, and ILO.

Principles of Curriculum Construction

The main principles of curriculum construction may be mentioned as under:

Principle of Child-Centeredness:

As modern education is child-centered the curriculum should also be child-centered. It should be based on the child's needs, interests, abilities, aptitude, age level, and circumstances. The child should be a central figure in any scheme of curriculum construction. In fact, the curriculum is meant to bring about the development of the child in the desired direction so that he can adjust well in life.

Principle of Community-Centeredness:

Though the child's development and growth are the main considerations of curriculum construction, his social behavior is also to be suitably developed, both the individual development and the social development of the child deserve equal attention. He is to live in and for the society. Therefore, his needs and desires must be in conformity with the needs and desires of the society in which he is to live. The values, attitudes, and skills that are prevailing in the community must be reflected in the curriculum. However, the society is not static. It is dynamic. Its needs and requirements are changing with the rapid developments taking place in all fields. While working on development, this factor cannot be ignored.

Principle of Activity-Centeredness:

The curriculum should center around the multifarious activities of pupils. It should provide well-selected activities according to the general interests and developmental stages of children. It should provide constructive, creative, and project activities. For small children, play activities should also be provided. Purposeful activities both in the classroom and outside the classroom should be provided. It is through a network of activities that the desired experiences can be provided and consequently, desirable behavioral changes can be brought about in children.

Principle of Variety:

The curriculum should be broad-based to accommodate the needs of varied categories of pupils so that they can take up subjects and participate in activities according to their capacities and interests. The needs of pupils also change from place to place. For example, the pupils in rural areas, urban areas, and hilly areas will have different needs. The needs of boys and girls are also different. So these considerations should be reflected in the curriculum.

Principle of Co-ordination and Integration:

The pupils are to be provided with selected experiences through various subjects and activities but these must be well integrated. Various subjects and activities should serve the same ultimate purpose, the achievement of the aims of education. The activities and subjects should not be put in after-tight compartments but these should be interrelated and well-integrated to develop the whole child.

Principles of Conservation:

One of the main functions of education is to preserve and transmit our cultural heritage. This is essential for human progress. Culture consists of traditions, customs, attitudes, skills, conduct, values, and knowledge. However, the curriculum framers must make a suitable selection of the elements of culture, keeping n view their educational value and the developmental stage of pupils.

Principle of Creativity:

The conservation of culture helps to sustain society. The culture should not be simply transmitted but also enriched. There should be a provision in the curriculum to develop the creative powers of the child so that he becomes a contributory member of society. Raymont says, "In a curriculum that is suited to the needs of today and of the future, there must be definitely creative subjects."

Principle of Forward Looking:

Education is to enable the child to lead a successful social life. The curriculum should not cater to the present needs of the child alone. The needs of his future life should also be considered. The curriculum should also include knowledge, skills, experiences, influences, etc. which will develop the child's abilities and power to make effective adjustments in later life.

Principle of Flexibility:

In our age, rapid developments are taking place in various fields. Consequently, the needs of society are hanging. The content of the curriculum cannot be the same for all times to come. It should not be static. It must be dynamic and change with the changing times. It should reflect the latest trends in the field of education and psychology.

Principle of Balance:

the curriculum must maintain a balance between subjects and activities, between direct and indirect experiences, between academic and vocational education, between compulsory and optional subjects, between formal and informal education, between individual and social aims of education, etc.

Principle of Utility:

The curriculum should be useful rather than ornamental. It should not only include subjects which owe their place in it to tradition. The curriculum must have practical utility for students. So there should be some provision for technical and vocational education in the curriculum. The various principles of curriculum construction should be kept in mind. Various regional and national conditions should also be considered. In fact, all considerations which will help in achieving the aims of education should be given due consideration.

The Mechanism for Curriculum Development in Pakistan

The curriculum wing of the Ministry of Education exceeds a proposal to the provincial curriculum centers. These centers are bound to revise the curriculum by criteria given by the curriculum wing. The subject committee including subject specialists is formed for the sake of consideration and revision of the curriculum. The newly prepared draft is sent to the curriculum wing for approval. The curriculum of all subjects from all provincial centers is presented to a national review committee. After approving it, this committee put up their draft to the Education Secretary for notification. The approved curriculum is provided to textbook boards for the publication of textbooks.

B.Ed Helper | Teacher Education [Student-Teacher-School-Society]

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