By Group 1 Course coordinator: Mam Farhat

Basic Curriculum Development Concepts

• 1. Session Learning Outcomes

• After the completion of this session the participants will be able to:

• Identify a definition of curriculum that is appropriate for university level academic programs.

• Develop and justify a model of curriculum development which corresponds with the needs of the universities of Pakistan

• Use a model of curriculum to assess the strengths and weaknesses of their own syllabi.

Concept of Curriculum

• 2.1 Key Concept: Concept of Curriculum.

• In the past, the term ‘curriculum’ signified a course of studies followed by a pupil in a teaching institution.

• Today, it means in general terms, the contract between society, the State and educational professionals with regard to the educational activities that learners should undergo during a certain phase of their lives to learn something desirable.

2. Key Concepts and Content

• Standard dictionaries define curriculum as a course of study offered by an academic institution.

• According to Ronald Doll, curriculum is the formal and informal content and process by which learners gain knowledge and understanding, develop skills, and alter attitudes, appreciations, and values under the auspices of an academic institution.

• In other words, curriculum can be defined as the total experience. From this view point, Curriculum is not only the content selected and delivered, but also the planned and unplanned activities in which individuals’ participate as students.

i) Definitions of curriculum

• “Curriculum is those subjects that are most useful for living in contemporary society”.

• “Curriculum is all planned learning for which the institution is responsible”.

• “Curriculum is all the experiences learners have under the guidance of the institution”.

• “Curriculum is a structured series of intended learning outcomes”.

Definitions in educational literature

• Curriculum development is understood as a process implying a wide range of decisions concerning learning experiences, taken by different actors at different levels, i.e. politicians, experts, and teachers at the national, provincial, local, institutions and also international levels.

2.2 Key Concept: Models of Curriculum Development

• The most influential model in the field of curriculum development is Tyler's model. It is sometimes known as the 'Tyler rationale' or the 'objectives model'.

• The model provides a framework of how to construct a planned curriculum. The rationale for the model is based on four questions which were posed in Tyler's well-known book Basic Principles of Curriculum and Instruction.

• The questions provide a four-step approach which is logical, sequential and systematic.

2.2.1 The Tyler Rationale

Setting Objectiv

es

• What educational purposes should the institution seek to attain?

Learning

experiences and

content

• What educational experiences can be provided that are likely to attain these purposes?

Organizing

learning

experiences

• How can these educational experiences be effectively organized?

Evaluation

• How can we determine whether these purposes are being attained?

Figure 1: The Tyler Model of Curriculum Development

Stages Process Questions

• Another rational/objective model was developed by Hilda Taba. It was based upon the curriculum development process similar to Tyler's, but introduced additional steps and called for more information to be provided for each of them.

• The model is:

Hilda Taba model.

Stage 1 : Diagnosis of needs

Stage 2 Formulation of objectives

Stage 3 Selection of content

Stage 4 Organization of content

Stage 5 Selection of learning experiences

Stage 6 Organization of learning experiences

Stage 7 Determination of what to evaluate and the ways and means of doing it.

Hilda Taba model.

• In Pakistan the procedures for the development of curriculum at various levels of schooling are apparently different. But the analyses of these procedures reveal that the key components of the curriculum development process are very much the same for all levels except that at the tertiary level of education where different kinds of stakeholders are involved in the development of curriculum whereas at the level of higher education, the process is controlled by the subject specialist.

• In the following the in vogue curriculum development procedures for tertiary level of education is outlined for the benefit of the students.

Key Concept: Curriculum Development in Pakistan

• Curriculum Wing requests the Provincial Centers to prepare draft curriculum for each subject taught in various classes up to Class XII.

• Provincial Centers call in Committee of Experts, Teachers, and Subject Specialists on each subject.

• Provincial Curriculum Committees prepare curriculum plan.

• The draft plan is sent to the Curriculum Wing.

Tertiary levels of education

• Curriculum Wing circulates the drafts to the selected teachers, subject specialists in schools, colleges, and other agencies concerned and invites their comments.

• The comments are reviewed in the Curriculum Wing.

• The National Committee of Curriculum scrutinizes the draft in the light of the comments.

Tertiary levels of education

• The Committee submits its recommendations to the Ministry of Education.

• Secretary Education accords necessary approval.

• The Curriculum schemes duly approved are passed on to the provincial Textbook Boards for preparation of textbooks.

Tertiary levels of education

• Module III: CURRICULUM DEVELOPMENT, ASSESSMENT AND EVALUATION

• NATIONAL ACADEMY OF HIGHER EDUCATION (NAHE)

• Learning Innovation Division Higher Education Commission (HEC)

• Professional Competency Enhancement Program for Teachers (PCEPT)

• NATIONAL ACADEMY OF HIGHER EDUCATION (NAHE)

• Learning Innovation Division Higher Education Commission (HEC) MODULE DEVELOPERS

• Team Leader

• Prof. Dr. Iftikhar Uddin Khwaja Program Director Iqra University Quetta

References:

Developed by M. Toseef/ MA Edu 3rd Semester, Department of Education UOS.

Thanks