AIOU Solved Assignment 1 and 2 Code 8603 Autumn and Spring

 AIOU Solved Assignment 1 and 2 Code 8603 Autumn and Spring 

AIOU B. Ed Curriculum Development (8603) | Solved Assignment 1. 

Q. 2

Discuss the process adopted for curriculum development in Pakistan. Which techniques are used for curriculum evaluation? Discuss with examples. 

CURRICULUM DEVELOPMENT IN PAKISTAN

 Curriculum development is ideally an ongoing, dynamic and long-term process, involving needs assessment, planning, and design, teacher training, materials preparation and piloting, subsequent revision and modification, full implementation, monitoring, feedback, and evaluation. 

The curricula development is based on the following broad areas of concern:-

 i) To incorporate changes at the national and global levels, to prepare our children for further job markets within the existing economic climate, and to provide the human resources necessary to ensure sustainable national development.

 ii) To incorporate issues of global significance including environmental change, degradation, population control, gender issues, and international understanding and cooperation. 

iii) To foster respect for and prevention of cultural tradition and indigenous values and ways of life. 

iv) To foster moral values through Islamic principles and ethics among pupils. 

v) To promote democratic values and respect for and appreciation of cultural diversity that characterizes Pakistani society and the broader global society.

 vi) To introduce competency-based curricula by defining mini Processes involved in learning competencies at both primary and secondary levels. 

Before introducing any reform, the intentions of the Federal Government are conveyed to the Provincial Governments and their opinion, in respect of both academic and administrative aspects, is sought. In the case of curriculum, reform is agreed to be undertaken by the Minister of Education, Curriculum Wing, as a first step, to review the prevalent scheme of studies to bring it at par with National Education Policy. It is followed by determining objects, level-wise and subject-wise based on both the cognitive levels of development of the child and the requirement of the subject for its program development. On receipt of their opinion a National Curriculum Development Committee (NCDC) comprising highly qualified, experienced, and competent professionals, drawn from the four provinces, review intentions of the Federal Government and take the following steps:- 

(i) Design, in collaboration, with Provincial Curriculum Bureaus initial draft of the curriculum in the fight of need assessment/survey and send the drafts to National Board of Curriculum and Textbooks (NBCT) for finalization. 

(ii) NBCT finalized a unified draft curriculum in the light of the drafts received from the NCDC. 

(iii) The unified draft is circulated throughout the country for comments. Comments are invited from educational institutions, and users/stakeholders parents, communities, etc.

 (iv) The National Curriculum Development Select Committee, a subset of NCDC reviews and updates the unified draft in the light of the feedback, and recommends approving the draft as National Curriculum. 

So, the following are the steps involved in Curriculum Development in Pakistan.

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

b. Provincial Centres call in a Committee of Experts, Teachers, and Subject Specialists on each subject.

 c. Provincial Curriculum Committees prepare curriculum plans. 

d. The draft plan is sent to the Curriculum Wing. 

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

f. The comments are reviewed in the Curriculum Wing. 

g. The National Committee of Curriculum scrutinizes the drafts in the light of the comments. h. The Committee submits its recommendations to the Ministry of Education, 

i.. Secretary Education accords necessary approval.

 j. The curriculum schemes duly approved are passed, on the Provincial Textbook Boards for preparation of textbooks.

Composition of Curriculum Committees 

The committees are constituted by obtaining nominations of suitable persons from the Boards of Intermediate and Secondary Education, the Provincial Education Departments, the Textbook Boards and other research organizations such as the Institutes of Education and Research at Lahore, Hyderabad, Peshawar, Dera Ismail Khan; Departments of Education, Balochistan. University Quetta, Bahauddin Zakariya University Multan and Islamia University Bahawalpur: and the Faculty of Education, Allama Iqbal Open University Islamabad. These arrangements ensure the involvement of experts in the process of Curriculum Development. 

The Composition of the Committees at the Provincial and Federal level is given below: 

Provincial 

a. Representatives of the Provincial Curriculum Centres. 

b. Supervisors. 

c. Teachers. 

d. Educational Administrators. 

e. Subject Specialists from the Schools, Colleges, Universities and other search Organizations f. Representatives of the Textbook Boards. 

g. Representatives of the Boards of Intermediate and Secondary Education h. Teacher Trainers. 

Federal

 In addition to the above-mentioned members, the following are given representation: 

a. Representative of the Curriculum wing Ministry of Education. 

b. Foreign Experts/Consultants/Advisers from UNESCO. 

c. Community leaders and Parents. 

 Relationship with Provincial Curriculum Centres and Other Agencies 

The Curriculum Wing works in close collaboration with the Textbooks, the Curriculum Centres, the Education Departments, the Boards of Intermediate and Secondary Education, and other research organizations such as Institutes of Education and Research, in the Provinces. In fact, the Curriculum Centres in the Provinces are associated Centres of the Curriculum Wing. The Curriculum Wing and the Provincial Centres identify all the projects of curriculum development jointly. In the initial stages, the Provincial Centres do the spadework under the guidance of the Curriculum Wing, in some cases, the projects are divided between Provincial Centres and Curriculum Wing through mutual agreement. The assistance of the Boards of Intermediate and Secondary Education or the Institutes of Education and Research is also obtained in specific areas of their interest.

The mechanism for Curriculum Development in Pakistan 

The mechanism of curriculum development, which is generally followed in Pakistan, with slight variations, may be described to consist of the following stages; 

1. Determining the aims and goals of education: The first step in the process of curriculum development pertains to determining the aims and goals of education. Guidance to the curriculum developers is provided in this respect by the prevalent education policy, Cabinet decision, or some other policy statement by the President, Prime minister, or the Federal Minister for Education. 

2. Formulation of various committees by the Curriculum Wing; In pursuance of the policy statement Or policy guidelines, the Curriculum Wing of the Ministry of Education appoints two types of Committees at the national level viz. (1) National Committee on Secondary Education and Primary Education each, and (2) Subject committees at primary and secondary levels separately. These committees which include teachers, subject specialists, and administrators further delineate aims of education for subsequent input. The Curriculum Wing along with the above-mentioned committees also Communicates the aims and goals of education and other policy guidelines to the Curriculum Research and Development Centres at the provincial level for appropriate action in respect of curriculum development. 

3. Proposals by the CDC's and Curriculum Bureaus: The Curriculum Research and Development Centres and the Bureaus of Curriculum functioning at the provincial levels take appropriate initiative and finalize their proposals, keeping in view the overall aims of education, local situation, and their research experience, etc and send the same to the National Committee on Secondary/Primary Education, as the case may be for further processing. 

4. Processing in the National Committees: Having received the curricular proposals from the provincial CRDC’s and B.C’s the relevant committee i.e. either the secondary or primary level committee ascertains their suitability in the light of overall aims of education and then with its recommendations and observations, sends the curricular proposals to the relevant subject committee. The relevant subject committee considers the whole package and sends it back to the primary/secondary level committee at the national level. The primary/secondary level committee functioning at the national level reconsiders the original proposals and the subsequent recommendations and accords to final approval of the curriculum. 

 

 

Techniques for Curriculum Evaluation 

When new courses are introduced, it's a crucial task for teachers to work out their effectiveness. The testing of any new system should be wiped out it. determine if the results you would like are available; and the way much, if so, has an impact during a far better explosion than the prevailing system. Use of testing Strategies should enable curriculum staff to form consistent progress in improving Curriculum.

 

the most objectives of the curriculum assessment are often summarized as follows:

• to assist within the further development of learning materials for continuous practice Improvement. Curriculum to form the required changes to the teaching program.

• assisting choose whether to simply accept or reject the plan;

• determining system outcomes;

• to determine the necessity for course content reviews;

 

In testing and evaluation, emphasis is placed on those features that are easy to calculate and thus important outcomes as a drag.

Solving, creating, deep thinking, working practices, and cultural appreciation are common. Unnecessary use of tests and high reliance on test results resulted within the widespread sense of certainty about academic achievement. measurement, however, it's intended to live all educational outcomes, not just the thosc lending themselves easily in quantification.

 

Curriculum assessment, which should take under consideration all aspects of the curriculum, should

provide a transparent picture of educational processes and products that ought to not only be available.

the amount of prediction about the success of the program, but it should! be with the worth of diagnostics in adapting and developing a producer to the satisfaction of all worried.