Curriculum development is defined as planned, purposeful, progressive, and systematic process in order to create positive improvements in the educational system.

2. Curriculum
Development:
Problems and prospects
Assigned By: Prof. Dr. Amjad Ali
Presented By: Ghulam Ruquia Soomro
Faculty of Education

3. What is Curriculum?
• John Franklin Bobbitt said that curriculum, as an
idea, has its roots in the Latin word for race-
course, explaining the curriculum as the course of
deeds and experiences through which children
become the adults they should be, for success in
adult society.
• Curriculum is the set of ideals followed by the
institutions philosophical views. It speaks about
courses, and their content, which is generally
offered at a school or university (Pinal, Reynolds
et.al)

4. Curriculum Development
• Problems of planning an effective and integrated
curriculum are not simple. A good curriculum involves out
of hard dedicated and intelligent work conducted on
continuous bases.
• Curriculum development is continuous work. It must have
philosophical psychological, social and economic bases. The
curriculum planners have to investigate carefully and
thoroughly the nature and qualification of those for which
curriculum is to be planned.
• Fundamental principle of curriculum planning is “student
must either be selected to fit the planned to fit the level of
the students enrolled” (Kelly jr.,1971p.115)

5. Curriculum Development
• Developing or revising a curriculum one s faced a number
of problems and issues. The curriculum is planned set of
activities.
• The process of curriculum is a web of moral and intellectual
purposes and beliefs which ultimately define the political
economic and social arrangements of any society.
• If the society is relatively stable, the planner can answer of
many crucial questions underlying the curriculum it simple
to shape the personality and character of an individual.
• Straight hair and wan face that had seemingly never known
cosmetics.
• In highly dynamic societies curriculum problems are more
complex.

6. Curriculum Development
• Decisions about aims, goals objectives, selection of
major areas of curriculum choosing learning
experiences and evaluation procedures are reached
after input of various groups.
• The people concerned in curriculum planning gathering
without conflicting points on foundations, they may be
able to work faster, if personals involves have no
agreement on these, this would create confusions.
• Societal and ideological problems facing curriculum
have broadened the cultural and philosophical
dilemma. These may have indirect but powerful
relevance with curriculum.

7. Problems Facing by curriculum
• Globalization is a constant
• In a world of ever-increasing complexity, what are our
obligations to each “how the world works”?
• How does faculty adapt or change educational
paradigms to be more responsive to an increasingly
interconnected world and far-reaching economic,
social, political and technological changes resulting
from globalization?
• Looking at demographic trends, how can you meet
educational needs, demands & expectations of its
stakeholders?

8. Problems Facing by curriculum
• Educational challenges: anticipating the
knowledge, skills, critical thinking abilities &
wisdom needed for the globalized future
• Goal today: to begin working on a curricular
scaffold for faculty to work collaboratively in
shaping the future of education at your
institution.

9. Factor effecting curriculum
development in Pakistan
• Lack of sequence
• Economic problems
• Political interference
• Inadequate evaluation
• Disapproval of society
• Curriculum more urbanized
• Lack of teaching material
• Lack of In-services training
• Teacher reluctant to accept change
• Lack of commitment of National philosophy

10. Lack of sequence
• There is a little coordination among the
committees working for curriculum
development at various stages. When a
student completes his studies at a particular
helpless. The concepts being taught at this
stage are quite strange. It needed that
learning experiences selected and organized
for every stage should follow the pervious one
and should be sequential in form.

11. Economic problems
• Change in curriculum, needs financial support.
• New teaching materials are required.
• Teachers are needed to be provided with in-
services training and equipped with new
teaching materials textbooks are to be revised
to fulfill the changing needs of the society.
• Supportive personal are required to assist the
teachers for effective implementation of new
curriculum designs.

12. Political interference
• It would be tempting, to argue that educational
should be taken out of politics. An educational
will expect political parties to clarify their general
educational aims and policies, which concern
broad social issues.
• Every person coming into power brings with him
his vested interests and few educational plans for
the nation, in such atmosphere educationist is
likely to supper from frustration.

13. Inadequate evaluation
• If evaluation is to be of any education worth, it
cannot be regarded, as it is in Pakistani schools,
evaluation must become an integral part of the
total learning process and not an appendage to it.
• The general practice in Pakistanis that curriculum
reshaped but the evaluation system helps the
teacher to concentrate on teaching the student,
the examination tricks rather that on bringing a
desirable change in student’s behavior.

14. Disapproval of society
• The school curriculum according to Lawton is
essentially a selection from the culture of society,
Certain aspect of our ways of life, certain kinds of
“knowledge”, certain values and attitude are
regarded as so important that their transmission
to the next generation is very necessary.
• Pakistan inherited its curriculum patterns from
the colonial rulers. The same pattern is being
social need it is often disapproved by the society.
The school to public members of the society
should have much to say about the curriculum.

15. Curriculum more urbanized
• Uniformity has always been misinterpreted in
Pakistan.
• About seventy percent of the total population is
settled in rural areas, but the same coursed are
being offered in rural and urban schools, when
urban children come with a certain background
of language, particularly Urdu with either subject
such as social studies, general science etc. the
need is to design a separate curriculum for rural
areas.

16. Lack of teaching material
• Many of the educational programmers are fain
due to lack of teaching materials. The
semester system was introduced in the
institution of higher education.
• It faced many problems due to lack of
textbooks and other teaching material.
Though teacher too, takes a little interest but
major factor for its failure is shortage of
instructional materials.

17. Lack of In-services training
• When new curriculum was design are brought
into practice the teacher are not properly
introduced to new learning actives and teaching
strategies.
• If teacher are to be mobilized in support of
curriculum change, both initial and in-service
teacher education must convince them for their
crucial role in promoting innovation.
• It provide a place where teacher could find
solutions to practice they have encounteres in
the classroom.

18. Teacher reluctant to accept change
• It is universal phenomena that teacher are
considered to be conservative.
• They have reasons for beings unwilling to change
their approaches, not least because they have an
investment in knowledge and skills, which lend to
be devalued by the passage of time; they face the
natural human temptation to resist any change
which may render their stock in trade obstacle.
Secondary always opposed new curriculum as
they are supposed to pay more attention to new
concepts and ideas.

19. Lack of commitment of National
philosophy
• When Pakistan came into being it was stressed
hat our educational system will be reshaped
according to the teaching of Islam. Islamic way of
life will be the focus of our political, social and
economic thinking. But soon after the death of
Quaid-e-Azam, this motto was set aside.
• A workable educational policy is always based on
a philosophy. Every nation has a philosophical
way of life, due to lack of philosophy we are
unable to derive consistent educational
objectives.q

20. Thank You