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.

AIOU Solved Assignment 1 and 2 Code 8603 Autumn and Spring

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

Q.1
Describe the nature of aims and objectives in curriculum development. Explain your answer with practical examples. 
Curriculum 
In the field of education, curriculum is an imperative concept. Curriculum is designed and framed by the administrators and the school personnel for the purpose of enhancement of skills and knowledge amongst the individuals and in fulfilling the needs of the community. Through an enriched curriculum, individuals not only improve academic knowledge but are able to provide solutions to societal problems and sustain their living conditions. The learning, growth and development of the students takes place on the basis of proper curriculum. 
The background of the learners is the main area that needs to be taken into account when formulating objectives in curriculum development. The main purpose of this research paper is to understand the formulation of objectives in curriculum development. The main areas that have been highlighted are, understanding the meaning of curriculum, classification of curriculum, types of curriculum, preparing curriculum objectives, relationship of objectives to learning experiences and approaches to curriculum
 
Curriculum development - Its Aims and Objectives
The curriculum theory since 1900 has been significantly concerned with the explanation and interpretation of objectives. In 1925, the statements of objectives began to be selected on the basis of the needs and requirements of the students more than on the analysis of daily life activities. Therefore, the objectives were formulated for the present needs of the learners more than the future lives of the adults. Between 1940 and 1950, the concept of student-teacher preparation and supportive selection of goals by students and teachers, community leaders and parents came within the trend. Since 1950, attempts have been made to state objectives in behavioural terms in such a way as to provide for the succeeding evaluation of the curriculum 
The designing and formulation of objectives in curriculum development is a multifaceted and a methodical process. There has been development of different models of curriculum design to make this multifaceted activity understandable and manageable. The individuals who are primarily within the teaching profession, are required to understand how the designing and formulation of the curriculum have taken place. Curriculum design, development and assessment are fundamental to teaching and learning within the classroom settings. 
This module provides teachers with the information about the basic components, aspects, features and organizations involved in the design and assessment of the curriculum and the instructional systems in schools and higher educational institutions. Understanding the Meaning of Curriculum Curriculum is referred to as a planned and an unplanned concept, content, skills, work habits, means of assessment, evaluation techniques, approaches and instructional strategies taught within the classroom and the variety of school activities that take place inside and outside of the classroom setting that have an impact on the present and future academic, social, emotional and physical growth and development of the students. It is referred to as a comprehensive plan for an educational training program or a course to make provision of new and improved human resources to fulfil the needs and requirements of the individuals themselves and the community.
When understanding curriculum in simple terms, it is referred to what is taught in schools, set of subjects, content, program of studies, set of materials, set of courses, course of study, and set of performance objectives. The processes and the strategies that are implemented in schools include extra classes, counselling and guidance services, and interpersonal relationships; these are considered as an integral part of curriculum. On the basis of the curriculum, the instructional methods are organized which facilitate learning amongst the students. It is planned and organized by the school personnel. It is stated to be the series of experiences undergone by the learners in schools and is an aggregate of the courses of study within the school system 
 
Common Concepts in two Subjects –
 This is the curriculum of two or more subjects that is usually common or the same. It is likely to include within it, the social universals of democratic living that is put into operation through the study of social problems. For instance, students may learn about occurrence of natural calamities and disasters and how they impose detrimental consequences upon the existence of the individuals in an English chapter. On the other hand, in geography, they may learn about the causes and effects of natural calamities and disasters. In this way, there is a common concept in both the subjects of English and geography, but there are differences in the methodology and information Types of Curriculum The different types of curriculum have been stated as follows: 
 
The methods and approaches that are important in preparing curriculum objectives have been stated as follows: 
The preparation of objectives is one way in which a teacher or an educationist can begin to think clearly and critically about the educational processes and the contribution that they have made towards these processes. Growth and development of the students is considered to be the main objective of the educational institutions and preparation of objectives should take into account this fact. The preparation of objectives are regarded to be the first and the foremost step in the formulation of objectives in curriculum development. There are various subject areas and teachers are normally qualified for teaching one subject. 
To lead to effectual growth and development of the students in their particular subject areas, it is vital for the teachers to possess adequate knowledge and information. In the formulation of curriculum objectives, they should be ranked in some order of significance and there should be an interrelationship between them. Perceiving their interrelationships are regarded to be the means of selecting a practical, defensible set of learning tasks and materials from a wide range of content, source material and the forms of treatment that are available for use. This is regarded as important in the case of general studies where practically the whole life of thought and experience can be assumed. The curriculum objectives should not only focus upon the learning tasks, materials and the academic concepts, but they should also focus upon the areas that are vital in inculcating the traits of morality, values, righteousness and truthfulness amongst the individuals. 
The formulation of the curriculum objectives make provision of assistance to the teachers to make decisions about the sequence in which the material is to be presented to the students. In different subjects, there are certain lesson plans that need to be learned before the other, hence, its knowledge should be made available to the students beforehand. When the curriculum is comprehensive and the time available for teaching is limited, then the teachers are required to be careful, the reason being, they have to make provision of the curriculum and the instructional methods to the students in limited time. It is vital for the students to possess the qualities of resourcefulness, diligence and conscientiousness to enhance their understanding. The students who possess these qualities may alleviate the pressure on the teachers and render an effective participation in class. 
Without clearly formulated and precise objectives, it is difficult to prepare valid tests and other forms of assessment. Tests and assessment procedures are an integral part of education, as they are the means through which the performance of the students is evaluated. The students normally are more interested and concerned about the assessment techniques and procedures as compared to the teachers. They need to know about their weaknesses and where they stand. On the basis of the weaknesses, measures are implemented to correct them. The presence of detailed and clear objectives is of help to both the teachers and the students in assessing their progress towards the achievement of the desired goals and objectives. 
The structure of the syllabus is not regarded as sufficient for the students, they may or may not be aware of what they are expected to do with the material of the syllabus. The material of the syllabus may help the students to articulate and organize their learning in an adequate manner. Having a clear understanding and knowledge of the objectives enables the teachers within the classroom setting to adopt effective teaching-learning methods. The objectives will generate a clear viewpoint amongst the teachers about the type of teaching-learning methods they should adopt in order to facilitate learning amongst the students.
 It is crucial to take into consideration effective teaching-learning methods, when making provision of knowledge and education to the individuals. Lectures, case studies, role plays, technology, projects, field visits, group discussions and so forth are regarded as important teaching-learning methods. The use of teaching-learning methods are based on a number of factors, the age groups of the students, their learning abilities, skills, communicative abilities and other aspects that may lead to their enhanced understanding and enable them to improve their performance in class tests and assignments.
 In the preparation of curriculum objectives, one of the important areas is enhancement of communication skills amongst the teachers and the students. At all levels of education, group discussions are an important aspect. When teachers have explained particular concepts and still students have not been able to acquire an adequate understanding, then they are mostly encouraged to get involved in group discussions. In the case of group discussions, the group of two or more students interact with each other to discuss concepts, project work, assignments and so forth. 
The teachers who are teaching similar subjects, may get involved into group discussions with each other to generate awareness regarding what chapter plans they are teaching, what types of teaching-learning methods they mostly implement and so forth. Group discussions and meetings largely contribute in numerous ways to render an effective understanding amongst the students regarding the subject areas and improvement in their study skills. Teachers when involved in group discussions are able to generate their understanding regarding making use of operative teaching-learning methods and instructional strategies to facilitate their job performance
Curriculum Development Aims with examples
Aims are general statements that provide direction or intent to educational action. Aims are usually written in amorphous terms using words like: learn, know, understand, appreciate, and these are not directly measurable. Aims may serve as organizing principles of educational direction for more than one grade. Indeed these organizing principles may encompass the continuum of educational direction for entire programs, subject areas or the district. 
Students will understand and become proficient at identifying the different types of spoken English.
Objectives of Curriculum Development with examples
Objectives are usually specific statements of educational intention which delineate either general or specific outcomes.
There are advantages and disadvantages to different types of objectives. 
· Behavioral objectives 
· Holistic objectives
 · Non Behavioral objectives
 · Problem solving objectives 
· Expressive activities that lead to expressive outcomes. 
All of the above are legitimate ways to write curriculum and lesson plans. However, currently, most objectives are written in behavioral terms. Behavioral objectives usually employ observable verbiage and can be divided into specific domains — cognitive (head), affective (heart), and physical (hand) 
Examples
Objectives can be written in a number of ways. Currently, most objectives are written in behavioral terms. Behavioral objectives usually employ observable verbiage and can be divided into specific domains — cognitive (head), affective (heart), and physical (hand).