Abstract
Curriculum is an essential instrument used by the educational institutions for the social development of the individual which is one of the essential objectives of education and school is a societal organization, endowed with the mission of civilizing value transmission to the future generation. Continuous attempt is desirable to ensure that the instrument is useful and effective. For making stipulation to cope with the challenges and changing demand of society, review and improvement in curriculum is required. The aim of study was to analyze the curriculum process and development of a model for secondary level in Pakistan. The main objectives of the study included investigation of the existing process, exploring the merits and weaknesses, obtaining the teachers' opinions and developing a curriculum development model for secondary level in Pakistan. Sample of the study was stratified randomly selected from all over the Pakistan and 2200 teachers were included in the sample. For data collection Questionnaire was used as an instrument for data collection. Data were analyzed by percentage and chi-square. On the basis of the data analysis major conclusions were that curriculum objectives did not endorse the practice of decisive and innovative thinking, policy objectives were sound devised and interpreted into curriculum objectives. Major recommendations are the process of curriculum development may be coordinated with the culture and the society, the objectives of curriculum may be related to the national philosophy and existent life applications through detailed subject matter. Proposed curriculum model was developed in the light of the findings of the study and was validated by the curriculum experts/specialists.
Key words: Curriculum development, Model, Process, Secondary Education.
Introduction
It is the desire of every nation to move towards prosperity and success to cope with the new era. The development of a nation, in fact is measured by the size of its investment and the rate and nature of returns. This investment may be in physical or human capital. The formation of human capital is accomplished through education. Thus, education becomes vital instrument for all type of development. Pakistan is a developing country and for making it develops and prospers, we need quality education, international standards meeting educational institutes and quality teachers.
Curriculum is considered as a vehicle to transfer the societal values and norms through the teaching learning process in the educational institutions. As a result, curriculum should respond to the societal needs and values so that the young generation could be physically, socially, morally and intellectually developed as active citizens (Haider, 2016).
There are several definitions of curriculum. In one of the definitions of the curriculum, Wood (1963) mentions that "curriculum is the whole range of the recognized and casual experiences specified to the learners, offered by the institution and under the administration of an institution".
Thus schools used curriculum as an instrument, to accomplish educational goals like transmission of knowledge, social moral and cultural values to next generation. Continuous effort is needed to make this instrument valuable and to assess its efficiency. To make provision for the growing challenges and the burden of the society, revision and progress of curriculum is very essential. Curriculum development is meant by the forecasting of learning opportunities that is planned to carry out definite changes in individual and the evaluation of the degree to which these changes have taken place. The study is expected to be helpful, especially for the curriculum experts and working teachers for the development of useful and workable curriculum for the next generation in the country.
Literature Review
Curriculum is a whole range of formal setup and learning experience, offered by a school. Curriculum includes self-determining study and investigation; lecturers by visitors; participation in school cocurricular activities like sports, plays, dramas, educational television program, outdoor trips, and services and developmental projects or work in community. To maximize the benefits of school career at each level curriculum organize all learning experiences to the student.
School's curriculum consists of all those activities planned or motivated under the umbrella of its organizational framework to encourage the overall development of individual including the logical or mental, individual, societal and physical development (Mathews, 1989). Curriculum is the sort of building comprehension and practice, analytically developed with support of the school or institution to make the student able to enhance his or her power of comprehension and practice (Aggarwal, 1990).
Farooq, (1994) was of the view that at the time of selection of school experiences when planning the curriculum there should have a compromise between two approaches. Schools should incorporate those learning activities that ensure the knowledge acquirement and develop an understanding of cultural tradition exclusive of intense force on immediate functional use. Alternatively schools should also struggle to facilitate the individual with all possible aspects including the problems of daily life. It means that both the experiences, that assist the learners in the mastery of basic skills and also serve the important life needs of pupils themselves, are to be included in the curriculum.
Hunkins (1987) states that curriculum improvement should be a complete development relating a wide variety vision of the educational system and its position within society. However, if curriculum development exists at all, it is an incompetent procedure.
Curriculum improvement is also a political process. It involves dealing with the different people with their different authority bases and their different views about "good" education. Curriculum development is not an action that once takes place and move towards an end within a school. Relatively, it is a never ending process, with understanding and imminent taken from various feedback from assessments and then starting freshly for future progress. One of the key roles of teacher is to take decisions about the entire aspects of curriculum as curriculum itself is not static but dynamic in nature. Every teacher should uncover himself in a position, which comprise of number of features and aspects. Situation analysis is most important, deep and beginning step to curriculum preparation, but less deeply, throughout progress effort as a check, again at the position of execution of the new curriculum (on the whole if few of the features have distorted by that time, which might fit be the case if curriculum development has taken a extended time), and at last throughout deliberation of the steps to be taken as a result of evaluation (Nicholls & Nicholls, 1974). Specialist works in close association with textbooks boards, the curriculum centers, the education departments, the Boards of Intermediate and Secondary Education (BISEs) and other research institutes such as Institutes of Education and Research (IERs) in the provinces.
According to Morehead (1966), a model is a minute description of something that will be constructed later. A model is small-scale image or reproduction of something (Hills, 1985).
Only one curriculum development model is not suitable in all contexts and for every curriculum developers. Rather, one has been advocated but others explained as well, so that prospective curriculum designers may choose the most suitable one for their own context. There are two broader classifications of models of curriculum development (Oliva & Gordon, 2013).
Linear model: Suggest a certain order or chain of development through the different steps
Non-Linear models: Enter at different positions, miss components, reverse the order, and work on two or more components at the same time.
There are several models of curriculum development but most of them can be placed in two broader classifications or in other two polarized simplistic version of curriculum can be described as the "Product Curriculum Model" and the "Process Curriculum Model". Product curriculum stresses on plans and targets whereas the process model emphasizes actions and effects. In the product model student have less control and teacher has more control and in the process model the student has higher priority than the content. In product model behavioral language is used, and evaluation is done in order to see the effectiveness and efficiency of the curriculum. This model is considered to be more prcised, and structured. In this model the means-to-end approach is focused and social and life skills get the least priority (Sheehan, 1986).
Presently, in Pakistan, curriculum developed in 2006 is being followed and revision of curriculum is in progress. This research study is planned to review the existing Curriculum for the provision of recommendations and guidelines for incoming curriculum.
Objectives of the Study
Following were the objectives of the study:
1. To find out the existing process of curriculum development in Pakistan.
2. To explore the merits of the existing curriculum process.
3. To find out the limitations of the curriculum process.
4. To get the opinion, of the teachers about the curriculum process and implementation of the curriculum.
5. To develop a curriculum development model for secondary level in Pakistan.
Methodology
The population of the study is included all teachers of government secondary schools in Pakistan. To select the teachers stratified random sampling technique was used. Province/area wise details of the teachers selected for the sample are given in the table 1 below:
Questionnaire was developed on the basis of main features of the curriculum process such as objectives, content, methodology and evaluation. Five point scale (SA = Strongly Agree, A=Agree, N=Neutral, DA=Disagree, SDA=strongly disagree) was used to prepare questionnaire. The questionnaire had 44 items. Four items of the questionnaire was based on individual's information. Others were based on seeking information on the process of curriculum development i.e. situation analysis, formulation of objectives, selection of content, and selection of suitable technique and evaluation methods and procedures.
Questionnaire was administered for pilot test to teachers in different areas of Islamabad, Rawalpindi and Lahore. Instrument's pilot testing was based on 75 teachers' opinion. The researchers personally visited the selected areas of Punjab and KPK. Basing of inevitable conditions, the researchers could not visit Sindh and Baluchistan provinces and data were collected through postal mail. Raw data were converted into meaningful data through the use of various statistical tools. In order to draw conclusions, the collected data were analyzed and presented in the form of tables. Chi-square was used to analyze the data collected on, Yes, No and five point scale items.
Model development was based on the main features pointed out by the respondents. Review of related literature provided the basis of general objectives of the model whereas the specific objectives were framed on the basis of the data provided by respondents and discussed in seminar with the experts. The model thus prepared was given a particular shape and it was properly illustrated.
Data analysis and Discussion
Table 2 depicts that the values of x2 are significant at 0.05 level. Hence it can be concluded that in the process of curriculum the teachers are not involved, teacher's in-service training is not conducted after the revision of curriculum, teachers usually use the teacher's guide during their teaching and teachers were not involved in the teacher's guide preparation.
Curriculum of secondary level meets the students' needs.
Curriculum is according to the cultural requirement of the society. This finding supports Smith et al. (1957) that education may be seen as preserver and transmitter of cultural heritage as well as transforming agent to school.
Curriculum is helpful in meeting the future manpower needs of the society.
Social needs are given due consideration in revising curriculum.
Students requirements are the main concern in curriculum revision.
Social and religious values are properly incorporated in the curriculum.
Curriculum needs to be related with the world of work.
Curriculum is according to the social requirements of the society.
Curriculum is not according to the base of the ideology of the country.
Curriculum is not according to the students' abilities.
Resources are not provided for the implementation of the curriculum.
Curriculum objectives advocates the improvement of scientific approach.
Objectives do not facilitate the learners to reduce the inequality
Objectives promote the equity.
Objectives endorse the practice of decisive and innovative thoughts in the students.
Objectives enhance the courage of admiration for religious and cultural activities.
Objectives help the learners to understand the ideological foundation and encourage devotion to the country.
Curriculum facilitates the students to increase the basic language skills.
Content being taught at secondary level did not help in achieving the objectives.
Content is according to the intellectual level of the student.
Proper weightage is given to the theory and practical components.
Content does not develop the scientific attitudes in the students.
The content selected for the curriculum is significant to an organized field of knowledge. This finding supports Mamidi (1986). The content in the subject matter should belong to the broad areas of knowledge for the purpose of providing broader basis of understanding of the world.
Content stands the test of survival. This finding supports Hilda Taba (1962), where the knowledge should be suitable and significant to the extent that it reflects the up to date scientific knowledge. The information should also stand the test of survival. Such useful information should be acknowledged and integrated in the curriculum.
Content is useful for practical life.
Content is interesting for the learners.
Content was reported not to be helpful in the development of a democratic society.
Content develops the abilities of adjustment in the students.
Content do not develop the desirable attitudes and values.
Content is not chosen in the light of the objectives formulated. This finding supports Hass (1987) where validity refers to the accuracy of the content selected and also to congruence the content in light of the objectives selected.
Teaching methods are suitable to the content.
Teaching methods were reported not helpful in achieving the objectives.
Teaching methods were not appropriate to the student's level of understanding.
Variety of teaching methods was used to achieve the objectives.
Students were not evaluated in the light of the objectives already formulated.
Proper weightage was given to all components of content during evaluation.
Teaching methods were not evaluated as recommended.
Examination is a major tool/instrument for curriculum evaluation.
Teachers opinion was not given due weightage during the formulation of curriculum. This finding opposes Farooq (1985) where provincial centers in committee of experts, teachers, and subject specialists on each subject.
Merit is the decisive factor for the selection of members of curriculum review committee.
On the basis of research curriculum is revised.
Curriculum in Pakistan is revised on the basis of the analysis of curriculum committee.
Subject specialists are given owing representation in the curriculum committees. This finding supports Farooq (1985) where curriculums is disseminated to the selected teachers, subject experts in schools, colleges and other organizations concerned and encourage their observations.
Conclusion
It can be concluded from the findings of the study that followings are the merits of the existing curriculum as perceived by the teachers.
1. Policy objectives were sound devised and interpreted into curriculum objectives and curriculum was according to the cultural necessities of the society. Curriculum needs, basically are directly proportional to our social needs, cover almost every realm of our lifestyle.
2. Content was chosen according to the national general objectives and the content preferred for the curriculum was considerable to an organized field of knowledge. Content was useful for practical life. The content developed the abilities of adjustment in the students.
3. Teaching techniques were suitable to the content in the opinion of teachers and variety of teaching methods were used for the achievement of objectives.
4. According to the view of secondary school teachers, Teacher's participation was ensured in the curriculum development committees and arrangements of in-service training for the teachers were made before execution of new curriculum.
It can be concluded from the findings of the study that followings are the merits of the existing curriculum as perceived by the teachers.
1. Curriculum needs do not turn up as per the world of work but reported not to be supportive in meeting the prospect manpower requirements of the society and majority of respondents were of the view that objectives did not endorse the practice of decisive and innovative thinking.
2. Curriculum was not according to the student's capabilities and resources were not made available for the implementation of the curriculum. Curriculum was reported not to be helpful in the development of a democratic society.
3. Teaching methods did not help in achieving the objectives and the teaching techniques were not suitable to the learner's level of perceptive.
4. Examination was a major instrument for curriculum assessment and learners were not assessed in the light of the objectives previously originated. There was no consistency among examination, textbooks and curriculum.
5. Teacher's opinion was not given appropriate importance during the formulation of curriculum. Curriculum development in Pakistan was not planned on the basis of initial investigation and not based on trial and experimentation. Teachers were not appropriately skilled in execution of curriculum.
Recommendations
Recommendations are composed of two sections: (i) general recommendations and (ii) a proposed curriculum development model for secondary level in Pakistan. As the findings of the study exhibited a number of limitations so general recommendations are based on these findings for meeting the limitations.
1. Curriculum objectives and content may be designed in a way that meets the challenge of new era.
2. The process of curriculum development may be coordinated with the culture and the society. Curriculum may be as closer to its society and culture as blood to living beings.
3. The curriculum must be designed to meet Islamic, social and ethical values and must be in accordance to Islamic culture and education. Social, cultural, political and economic needs may be considered at the time of preparation of curriculum. Islamic and oriental knowledge may be given due importance.
4. Cohesion and synchronization among the learners, instructors and curriculum specialists during the process of curriculum development is required.
5. In the field of education curriculum is the backbone. The curriculum, therefore, be based on need assessment / evaluation. The curriculum planners may frame such a curriculum as could be easily and purposefully evaluated and assessed.
6. Curriculum planners are the backbone of education policies of a country. They may be sound skilled, capable, knowledgeable in their meadows, failure to which would make the curriculum concerned collapsed.
7. Proper supervision and co-ordination is needed to see input and output of whole process and its implementation.
8. Teachers' opinion may be given main magnitude in the execution of curriculum.
9. Continuous research may be carried out to eradicate the shortcomings in the existing curricula.
Validation of Model
For validation of the model, a seminar was conducted. Proposed model developed on the basis of data analysis, was presented to the participants of the seminar for discussion and their feedback. The discussion was made mainly on the structure of the proposed model. Every step of model was elaborated and comments were incorporated accordingly. Experts highlighted the importance of teacher training and teachers' guides and asked the researcher to include these two elements in the structure of proposed model. It is mentioned here that it is a theoretical model.
Proposed Model of Curriculum Development for Secondary Level
Rationale of the Proposed Model
Secondary education grasps essential position in the education system of every country. This is the crucial step around which the entire system of education revolves. Similar is the case with curriculum of any tier in its education system. The quality of curriculum at any stage is the most vital factor in determining the efficacy, viability and efficiency of an education system. There are many deficiencies in curriculum development process. Unfortunately the curriculum development process operating in Pakistan has its base inherited from alien rulers and it is in dire need of reforms. Keeping in view, this perspective existing curriculum development process along with its other shortcomings like its inconsonance with our religious, social and cultural aspirations, promoting the rote learning, shortage of cohesion among learners, educators and specialists on the part of its development phase, lack of required latest skills and its implementation without authentic experimentation, the researchers has proposed a model of curriculum development for secondary level in Pakistan.
Brief Description of the Proposed Model
As all of us know that Islam with its unique quality of presenting a complete code of life, helped in carving out an Islamic State of Pakistan, the most superior rather supreme source of the objectives of curriculum should be Islamic beliefs and ideals. Objectives should be derived from Islamic beliefs e.g. oneness and omnipotence of Allah the Almighty, submission to rules and Islamic values of truth, justice and benevolence. Our social, cultural, political and economic aspirations should be given due weightage. Student needs should be fulfilled through the curriculum taught to them and these needs e.g. their needs to earn livelihood to live in society as a unique individuals should be one of the main sources of formulation of objectives. Apart from these all the necessary demands of culture and society amalgamated in the derivation of objectives.
Once the objectives are formulated they should be kept in the stage of deliberation where their application with respect to the above mentioned prerequisites along with the technological advancement is tested and analyzed. Objectives must be in harmony with the challenges of the new era, development of creative, critical and reflective thinking among students according to their mental level. Curriculum objectives should also promote cohesiveness and harmonization among learners, educators and curriculum improvement specialists. They must ensure cooperation and coordination among curriculum hubs, assessment bodies, teachers training organizations and the textbook boards. They must propagate Islamic, scientific, social and cultural ideas.
The phase of content selection should include the coordination of supporting departments, textbook writers and developers and it must be based on proper exchange of feedback to teachers' guide and teachers' training.
The selected content should promote desired attitude form students according to the Islamic system of life, social and cultural traditions, values and norms. It should give knowledge of all the fields and required latest skills. Appropriate teaching method, practical and theoretical considerations and approaches must be propagated through the selected content. It should work as accelerator for a just and democratic society. Then comes the stage of experimentation. The selected content must be kept in the state of experimentation in the form of implementation trial in school. Along with the trailing phase, the considerations about the availability and proper use of instructional technology be given due importance. The actual experimentation and implementation should be given the state of monitoring and evaluation. In process of monitoring and evaluation, different deficiencies can come under observation. This paves the way to revise methodology on the basis of shortcomings and initial feedback.
After having gone through all the above-mentioned steps of curriculum development process, there comes the final stage of curriculum revision and reconstruction. The curriculum at secondary level in Pakistan should take the form of revision and reconstruction through this proposed model of curriculum development for secondary level developed by the researchers and validated by the experts.
References
Aggarwal, J.C. (1990). Curriculum Reforms in India; World Overview. Delhi, India. Doaba House, Book Sellers and Publishers.
Farooq, R. A. (1994). Orientation of Educationists. Islamabad. Pakistan. ASPIRE.
Farooq, R.A. (1985). Institute of Pedagogy Research and Curriculum Development in Pakistan.
Haider, Ghulam.(2016).Process of Curriculum Development in Pakistan, International Journal of New trends in Arts, Sports and Science Education, Volume 5,Issue 2
Hass, G. (1987). Curriculum Planning A New Approach. 5th Edition. Boston. U.S.A .Allyn and Balon, Inc.
Hills, P.J. (1985). A Dictionary of Education. Routledge and Kegan Paul, London. U.K. P.
Hunkins, F.P. (1987). Curriculum Planning. Sydney, Australia .Ally and Bacon. Inc.
Mathews, J. (1989). Curriculum Exposed. London, David Fulton Publishers Ltd.
Mamidi, M.R. and S. Ravishankar. (1986). Curriculum Developments and Educational Technology. New Delhi, India Sterling Publishers Pvt. Ltd.
Morehead, A.H. (1966). Illustrated World Encyclopedia Inc, New York.
Nicholls, A. and H. Nicholls. (1974). Developing a Curriculum. A practical guide. London, U.K George and Unwin publisher.
Oliva, P.F. & Gordon, W. R. (2013). Developing the Curriculum. Florida, USA, Pearson publisher.
Print, M. (1993). Curriculum Development and Design. Sydney, Australia .National Library of Australia Cataloging-in-Publication entry.
Sheehan, J. (1986). Curriculum models: product versus process. Journal of Advanced Nursing, Volume 11, issue 6.
Smith, B.O., W.O. Stanley, and J.H. Shores. (1957). Fundamentals of Curriculum Development. New York, U.S.A. Harcourt Brace and World Insc.
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Abstract
Curriculum is an essential instrument used by the educational institutions for the social development of the individual which is one of the essential objectives of education and school is a societal organization, endowed with the mission of civilizing value transmission to the future generation. Continuous attempt is desirable to ensure that the instrument is useful and effective. For making stipulation to cope with the challenges and changing demand of society, review and improvement in curriculum is required. The aim of study was to analyze the curriculum process and development of a model for secondary level in Pakistan. The main objectives of the study included investigation of the existing process, exploring the merits and weaknesses, obtaining the teachers' opinions and developing a curriculum development model for secondary level in Pakistan. Sample of the study was stratified randomly selected from all over the Pakistan and 2200 teachers were included in the sample. For data collection Questionnaire was used as an instrument for data collection. Data were analyzed by percentage and chi-square. On the basis of the data analysis major conclusions were that curriculum objectives did not endorse the practice of decisive and innovative thinking, policy objectives were sound devised and interpreted into curriculum objectives. Major recommendations are the process of curriculum development may be coordinated with the culture and the society, the objectives of curriculum may be related to the national philosophy and existent life applications through detailed subject matter. Proposed curriculum model was developed in the light of the findings of the study and was validated by the curriculum experts/specialists.
You have requested "on-the-fly" machine translation of selected content from our databases. This functionality is provided solely for your convenience and is in no way intended to replace human translation. Show full disclaimer
Neither ProQuest nor its licensors make any representations or warranties with respect to the translations. The translations are automatically generated "AS IS" and "AS AVAILABLE" and are not retained in our systems. PROQUEST AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY, ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR PURPOSE. Your use of the translations is subject to all use restrictions contained in your Electronic Products License Agreement and by using the translation functionality you agree to forgo any and all claims against ProQuest or its licensors for your use of the translation functionality and any output derived there from. Hide full disclaimer
Details
1 Assistant Professor (Education Department), International Islamic University, Islamabad
2 Associate Professor (Education Department), International Islamic University, Islamabad