This document discusses problems and issues in curriculum development. It notes that both problems and issues cause debate and conflict, with problems typically having clear solutions and issues dividing people. Developing an effective curriculum involves hard work and consideration of philosophical, psychological, social, and economic factors. Curriculum planning is further complicated in dynamic societies by disagreements over goals and approaches. Societal changes and ideological dilemmas also indirectly impact the curriculum development process. The document then outlines specific factors that affect curriculum development in Pakistan, including a lack of coordination, economic challenges, political interference, inadequate evaluation, societal disapproval, an overly urbanized focus, shortages of teaching materials and training, and teacher reluctance to change.

2. Problems and Issues in curriculum
Development

3. “Problem",
• The word "problem" is connected with the
word "solution". A problem is something
negative that needs to be solved. Some bad
things that happen can't be called "problems"
because they're unsolvable.
• . A problem is something that has a clear
answer

4. "Issue"
• "Issue" is associated with
difficult decisions and disagreements. A issue
is something that causes debate and divides
people.

5. Problems and Issues
• They are similar because both problems and
issues cause debate, concern, and conflict.
• Problems typically can be solved by asking,
how can something be solved.
• If the problem cannot be answered easily
and people are divided over the problem
then it becomes an issue.

6. 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.

7. Curriculum development
• A curriculum development is continuous work. It must
have philosophical psychological, social and economic
basis.
• 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
curriculum or curriculum must be planned to fit the
level of the students enrolled”(Kelly jr.,1971p.115)

8. Curriculum development
• Developing or revising a curriculum one is
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.
.

9. Curriculum development
• If the society is relatively stable, the planner
can answer of many crucial questions
underlying the curriculum
• Its simple to shape the personality and
character of an individual.
• “Straight hair and wan face that had
seemingly never known cosmetics”.

10. Curriculum development
• In highly dynamic societies curriculum
problems are more complex.
• Decisions about aims, goals objectives,
selection of major areas of curriculum.
• Choosing learning experiences and evaluation
procedures are reached after input of various
groups.

11. Curriculum development
• The people concerned in curriculum planning
gathering without conflicting points on
foundations. They may be able to work faster.
• If personals involved 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.

12. Societal and ideological problems
faced in curriculum development
• Authority
• Poverty
• In-equality
• Indoctrination
• Ill health
• Suppression of inquiry and expression
• Regionalism
• Provincialism
• Nationalism

13. Societal and ideological problems
faced in curriculum development
• Dissolution of family
• Ecological imbalance
• Prejudices
• Alienation
• Threat
• Fear
• Control
• Coercion
• War and greed

14. Institutional and Instructional
problems
• Apathy
• Discipline
• Individual differences
• Science and high technology
• Basic standards
• Jobs
• Instructional packages
• Teacher effectiveness
• Life skills
• Drug abuse Education

15. Societal problems
• Death Education
• Family life
• Sex Education
• Consumers Education
• Accountability
• Global Education
• Mind and body study
• Feminist studies
(Schubert 1986. pp 344,345-62)

16. Issues to Consider
globalization is a constant
• In a world of ever-increasing complexity, what are our
obligations to teach “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?

17. Issues to Consider
• Looking at demographic trends, how can you
meet educational needs, demands &
expectations of its stakeholders?
• Educational challenges: anticipating the
knowledge, skills, critical thinking abilities &
wisdom needed for the globalized future

18. Factor Effecting Curriculum Development
in Pakistan

19. Factor Effecting Curriculum
Development in Pakistan
1. Lack of Sequence
2. Economic Problems
3. Political Interference
4. Inadequate Evaluation
5. Disapproval of society
6. Curriculum more Urbanized
7. Lack of Teaching Material
8. Lack of In-services Training
Teacher Reluctant to Accept Change
9. Lack of commitment of National Philosophy

20. 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 stage enters the next stage, he finds
himself 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.

21. 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.

22. Political Interference
• It would be tempting, to argue that education
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 suffer from frustration

23. 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.

24. 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.

25. 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.

26. 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.

27. 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 encountered in
the classroom.

28. 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

29. Lack of commitment of National
Philosophy
• When Pakistan came into being it was stressed that 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.

30. The End
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