ASSIGNMENT No.

02
Curriculum Development (8603) B.ed 1.5 Years
Spring, 2017
Q. 1 Define the concept of Curriculum Organization. Discuss different principles of
curriculum organization? (20)

Curriculum design can be equated with curriculum organization for it is defined as the arrangement of
the elements into a substantive whole. This definition assumes that the curriculum developer has
already thought of, or perhaps formulated, the curricular aims, goals, and objectives, and selected the
appropriate curriculum content, learning experiences, and evaluation procedures. The organization of
these components of a curriculum into a coherent, meaningful, curriculum plan is termed curriculum
design. This curriculum design is influenced by the philosophical, psychological, sociological, and
historical orientation of the curriculum developer and ideally, by the characteristics of a sound
curriculum.

Furthermore, designing a curriculum takes into account horizontal and vertical organization. Vertical
organization refers to the longitudinal arrangement of content as reflected in the presence of sequence,
continuity, and vertical articulation in the curriculum. Horizontal organization refers to the arrangement
of content, skills, and processes from the viewpoints of scope and horizontal integration.

People certainly dont progress through the Stages of Change in the time it takes to work through this
curriculum or even attend a treatment program for that matter since each stage can take months
or even years to complete. You will have people in your group with the same Psychiatric or Substance
Disorders who will be at different levels of readiness to change their behaviors. Even the same person
can be in different stages of change for different behaviors. For instance, a person may be in the Action
Stage of Change regarding cocaine abuse, yet in the Pre-Contemplation Stage of Change regarding
alcohol abuse, and perhaps in the Contemplation Stage of Change regarding a Psychiatric Disorder,
such as Major Depression. The possible scenarios are only limited by the number of people you have in
your group and by how many disorders or behavior change goals each person has!

Its still extremely important to organize the subjects of the curriculum so they correspond to the
Stages of Change. This provides a foundation of program development thats consistent with the way
people progress through stages when changing a behavior. It also provides you with specific points of
reference to identify the Stages of Change of each group and treatment participant. This knowledge will
guide your individualized responses to specific group members, as well as provide the basis of their
individualized treatment planning.

Simple-to-complex

Whole-to-part, concrete-to-abstract, simple-to-complex, and similar other learning principles also guide
the sequencing of the curriculum from the psychological viewpoint. Learners interests and needs,
another basis for sequencing content, are actually anchored on the psychological growth stages of
man. Young children are interested in play activities, storytelling, dancing, singing; and their needs
(physiological, safety, and affiliation) are at the lowest hierarchy in Maslows motivation theory. As
they grow older, their needs progress to the higher levels of the hierarchy (esteem, recognition,
achievement, self-actualization). Their interests likewise shift to those of adults (such as hobbies and
recreation; love, sex, and marriage; economic sufficiency). Information regarding these changes in the
learners as they go through the different stages of their development can serve as a basis in making
decisions concerning curriculum sequence. Lastly, sequence may be based on an analysis of the
activities an adult goes through to successfully execute a performance or an activity (e.g., typing,
dancing, accounting, playing musical instruments). The hierarchical order at which the required
knowledge and skills are needed in the performance of such activities guides the sequencing of
curriculum content.

Decisions concerning curriculum sequence are guided by one or more of the aforementioned bases. For
example, while it is true that the content of history is based on the chronological occurrence of events,

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the offering of World History is usually preceded by Philippine History; and it is offered in high school or
in college, not in the elementary grades, in view of the needs and interests of the young learners.

Treatment goals

Remember, our job is to help people work through their treatment goals not identify people as
resistant or unmotivated because they are not working toward our treatment goals for them. Its also
inconsistent to have a treatment philosophy of supporting a persons self-efficacy (sense of capability
to master challenges and achieve goals) and at the same time treat the person as if they have no say
or understanding of what they need. For instance, throughout any given treatment experience, some
people will remain in one Stage of Change (for instance, the Contemplation Stage of Change) during
one treatment experience for either one behavior change or more or even all behavior changes
regarding their Psychiatric or Substance Disorder.

By accurately matching each persons level of readiness for change and supporting their self-efficacy in
meeting the goals for that stage, each person is much more likely to move to the next stage of
readiness to change. For instance, in Pre-Contemplation a person may simply want to complete
treatment to make them happy, such as the legal system or a domestic partner. Mismatching the
level of readiness for change, such as trying to push a pre-contemplator into an action taker, can
produce a sense of hopelessness for the treated and the treater. It also makes a person much less
likely to move ahead in the stages of behavior change.

The curriculum also contains different sections designed to educate group members about the Stages
of Change. It includes ways they can identify their own levels of readiness to change specific behaviors.

Continuity

Points of interest in the vertical organization of a curriculum include sequence, continuity, and
integration. Sequence is the vertical arrangement of elements of content in which the next element is
directly related to the first. Continuity, on the other hand, refers to the repetition of related elements of
contents which do not directly follow one another (i.e., one element is temporarily separated from the
first by one or more unrelated elements), Continuity allows for the recurrence of knowledge, skills, or
processes, with increased depth, breadth, and competence. An example of continuity in the curriculum
is knowledge of concepts and skills in manipulating numerical fractions in elementary mathematics and
algebraic fractions in high school. The two courses do not successively follow one another, but the
learning experiences in the latter are built on past experiences in the former, although to a greater
complexity and abstraction.

Vertical integration or articulation is a third consideration in vertical organization. Vertical integration

refers to the arrangement of the curriculum in such a way that relationships among topics or courses in
a given field of study across grade/year levels are emphasized. lf vertical organization is present in the
curriculum, unnecessary repetition of content and gaps in knowledge can be avoided.

Vertical integration

Vertical integration can be accomplished if teachers of different courses that belong to the same field of
study plan together to map out the scope and sequence of their respective courses. For example,
Grade I English teachers can confer with English teachers in the preparatory school and in Grade II to
find out where English I should start and end. This activity will enable these three groups of teachers to
know each others expectations as to pre-entry and terminal knowledge and skills of pupils of English
on those educational levels. They will also know which content elements to repeat, reinforce, or review.
Vertical integration across programs (pre-elementary, elementary, secondary, tertiary) is difficult,
especially if a school offers only one of those programs. In the De La Salle University System, which
consists of one pre-elementary- elementary-secondary school and four tertiary-level institutions, syllabi
in the general education courses in freshman college programs are shared with feeder member
schools. This arrangement enables the school offering secondary education to better prepare the
graduates for college.

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Q. 2 Design strategies and select method for the evaluation of teaching programs of distance
education (Allama IQbal open university) in accordance with thee need of the 21st century..
(20)

Evaluation is the process of examining a program or process to determine what's working, what's not,
and why. It determines the value of learning and training programs and acts as blueprints for
judgment and improvement.

Evaluations are normally divided into two categories: formative and summative.

Formative

A formative evaluation (sometimes referred to as internal) is a method for judging the worth of a
program while the program activities are forming (in progress). They can be conducted during any
phase of the ADDIE process. This part of the evaluation focuses on the process.

Thus, formative evaluations are basically done on the fly. They permit the designers, learners,
instructors, and managers to monitor how well the instructional goals and objectives are being met. Its
main purpose is to catch deficiencies ASAP so that the proper learning interventions can take place that
allows the learners to master the required skills and knowledge.

The various instruments used to collect the data are questionnaires, surveys, interviews, observations,
and testing. The model or methodology used to gather the data should be a specified step-by-step
procedure. It should be carefully designed and executed to ensure the data is accurate and valid.

Questionnaires are the least expensive procedure for external evaluations and can be used to collect
large samples of graduate information. The questionnaires should be trialed (tested) before using to
ensure the recipients understand their operation the way the designer intended. When designing
questionnaires, keep in mind the most important feature is the guidance given for its completion. All
instructions should be clearly stated . . . let nothing be taken for granted.

History of the Two Evaluations

Scriven (1967) first suggested a distinction between formative evaluation and summative evaluation.
Formative evaluation was intended to foster development and improvement within an ongoing activity
(or person, product, program, etc.). Summative evaluation, in contrast, is used to assess whether the
results of the object being evaluated (program, intervention, person, etc.) met the stated goals.

In Paul Saettler's (1990) history of instructional technology, he describes the two evaluations in the
context of how they were used in developing Sesame Street and The Electric Company by the
Children's Television Workshop. CTW used formative evaluations for identify and defining program
designs that could provide reliable predictors of learning for particular learners. They later used
summative evaluations to prove their efforts (to quite good effect I might add). While Saettler praises
CTW for a significant landmark in the technology of instructional design, he warns that it is still
tentative and should be seen more as a point of departure rather than a fixed formula.

Saettler defines the two types of evaluations as: 1) formative is used to refine goals and evolve
strategies for achieving goals, while 2) summative is undertaken to test the validity of a theory or
determine the impact of an educational practice so that future efforts may be improved or modified.

Thus, using Misanchuk's defining terms will normally achieve more accurate measurements; however,
the cost is higher as it is highly resource intensive, particularly with time because of all the pre-work
that has to be performed in the design phase: create, trial, redo, trial, redo, trial, redo, etc.; and all
preferably without using the target population.

However, most organizations are demanding shorter design times. Thus the formative part is moved
over to the other methods, such as the use of rapid prototyping and using testing and evaluations
methods to improve as one moves on. Which of course is not as accurate but it is more appropriate to
most organizations as they are not really that interested in accurate measurements of the content but
rather the end product skilled and knowledgeable workers.

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Misanchuk's defining terms puts all the water in a container for accurate measurements while the
typical organization estimates the volume of water running in a stream.

Thus, if you are a vendor, researcher, or need highly accurate measurements you will probably define
the two evaluations in the same manner as Misanchuk. If you need to push the training/learning out
faster and are not all that worried about highly accurate measurements, then you define it closer to
how most organizations do and how Saettler describes the CTW example.

Student evaluation and feedback

Student feedback is a rich and valuable source of information for both formative and summative
purposes. For this reason, student feedback and evaluation are key components of the University's
Quality Enhancement Framework, as well as providing summative evidence for staff promotion,
probation and awards, and for internal and external quality assurance reporting requirements. Methods
of obtaining student feedback may be formal or informal, structured, semi-structured or unstructured.
They include surveys, minute papers, focus groups and student consultations.

Peer observation and review

Colleagues from your own and other disciplines are often a good source of data for evaluating your
teaching and units, providing professional feedback and guidance. You can find out how they perceive
your teaching, how your unit prepares students for involvement in subsequent units, and any aspects
of your teaching you might try to improve. Peer observation and review of teaching and/or curriculum
can be undertaken for a range of purposes, both formative and summative. Approaches range from
informal, semi-structured observation by, and feedback from, a friendly work colleague, to highly
structured, formal schemes aimed at providing evidence for promotion and other reward processes.

Self-observation, self-assessment and critical reflection

Macquarie University encourages critically reflective practice in all areas of academic work, including
teaching and curriculum development. All the feedback you can obtain from other sources is, of course,
of little use unless you have a reflective and critical approach to your own practice. In addition, for
summative purposes such as promotion, it's important for you to be able to demonstrate, through
examples and accounts of practice, that you have reflected on, and acted constructively in response to,
formative feedback and evaluation.

Method for the evaluation in AIOU

Evaluation method can be judge and analyze by the rivew of examination process in AIOU.
Examination Department remains associated with every student till the award of Degree/certificate.
Department perform the following tasks:

1. Collection of result of continuous assessment component from Regions and its inclusion in the
final result.
2. Conduct of term final examination at the centers like conventional system and
compilation/processing of the result.
3. Issuance of Certificate/Degrees to successful students.

Assessment

Assessment of students in distance education system is made by two mode:

1. Continuous Assessment
2. Term. Final Examination on

Continuous Assessment:

Assignments

Students are required to do two assignments for each half-credit course and four assignments for each
full credit course. The marks obtained in the assignments contribute to the final course result. For
successful completion of the course, it is imperative to obtain a minimum 40% from Matric to Master
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level programmes and 50% for M.Phil Ph.D. programmes. Students failing in continuous assessment
(assignments) are not eligible to appear in the final examination.
Purpose of Assignments

The main purpose of assignments is to test the student's comprehension of syllabus of course and
books, the students received from the University and also to help them to get through these courses.
The students are advised to take the assignments seriously. A simple omission on their part may cause
considerable loss to them, which can be avoided by exercising proper care.
Submission of Assignments

The students should submit complete answers to all assignments' questions in their own words and
before submitting the assignments they should ensure that they have answered all questions in all
assignments. Normally after evaluation, teacher returns the marked assignments to the students with
comments and grading. All assignments are required to be submitted within due date and no
assignment will be accepted after due date. It is the responsibility of the students to get back their duly
evaluated marked assignments along with a copy of the assessments sheet containing comments of
the teacher on their performance.
Term Final Examination /

Need of Examination

Final examination is another component of overall assessment system of a course. Exams help the
students to review their studies and see the course as a whole. At the end of each semester the
University arranges a final three hours, written examination in each course on the set dates, usually at
the convenient center established near the home town of students..
The final examinations carry 70% weightge in the determination of final results. In order to be eligible
to appear in the final examination in any course, the student are required to obtain at least minimum
40% from Matric to Master level programme and 50% for M.Phil & Ph.D. programmes qualifying marks
in the assignments. The minimum passing marks in the final examinations are 40% from Matric to
Master level programme and 50% for M.Phil & Ph.D. programmes. In case a student fails to get
minimum qualifying marks in the final examinations, he/she is allowed to re-appear in the examination
of the same course during the next semester. In case he again fails, one more final chance is given to
qualify the examinations in the next semester. If he does not obtain minimum passing marks in 3 rd
attempt in the final examinations, he/she is considered fail in overall evaluation of the course; no
matter he has secured passing marks in the assignments. In this circumstance, he/she will have to re-
enroll in that particular course(s) after paying the requisite admission fee of course(s).
Viva Voce In Post-Graduate Programme thesis component is involved which also carries weightge.
After evaluation of the thesis by the external experts, the student has to appear before a viva-voce
committee to defend thesis .
General Information

Issuance of Roll No. Slips

The University send Roll Number Slip to each student to appear in the final examination at least 10
days before the examinations in which Roll Number, Registration, address of examination center and
dated on which paper is held are mentioned. If any student does not receive this intimation slip 10
days before the commencement of examinations, he/she can contact Deputy Controller Examination
(Results) Block 3, Allama Iqbal Open University, Islamabad Telephone No. 051 9250015 & Incharge,
Complaints & Information Cell Phone No. 051 9250014 or concerned Regional Office for obtaining
duplicate Roll No. Slip. The same could also be got printed from AIOU web site: www.aiou.edu.pk
Change of Examination Centre:

The University does not entertain the request for change of Examination Centre except in exceptional
circumstances wherein the student has genuine reasons for this change. For this she/she has to apply
at least 45 days before the commencement of examinations.
Eligibility for Appearing in Examinations :

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It is the duty of the student to check whether he/she is registered for that particular course and
whether he/she is eligible to appear for the examination or not. If he/she neglects this and take the
examinations without being eligible for it, his/her results is cancelled. The student must bring their
National Identity Cards while appearing in the examination centers to prove his/her identity.
Declaration of Results of Examinations

The results of examinations are declared within three months of completion of examinations and
dispatched at his/her postal address by ordinary mail. Results can be downloaded from AIOU web site .
Weightge of Assignments & Final Examination

For calculation of final result of a student weightge of assignments & final examination is considered as
30% and 70% respectively .
Preparation of Certificates/Degrees

On successful completion of the required number of courses for a programme, the student has to apply
to Certificate Section of Examinations Department for the issuance of Certificate/Degree. The
certificate/degree to the successful student is issued within the period of two years.
Grading Scheme

The University has adopted the following grading scheme for its students:

80% and above A+

70% to 79% A

60% to 69% B

50% to 59% C

40% to 49% D

Below 40% FAIL

(The percentage in assignment and final examination do not apply to programmes like BBA, MBA as
indicated earlier).
A student who fails in the assignment component is not eligible to appear in the final examination.
He/she has to take re-admission in that particular course and repeat it. A student who fails in the final
examination is allowed two more chances to reappear in the examination within next three semesters
on payment of reappear fee only.
Credits Required for Certificates, Diplomas and Degrees: Qualifications are awarded on credit
basis. A full-credit course contains 18 units while a half credit course consists of nine units to be
studied during a semester. If assignments are completed successfully and the final examination for the
course is passed, a student is awarded a credit.
Q. 3 Evaluate the National Education Policy in Pakistan with reference to progressive
linkages of education with economic development. (20)

According to the constitution of 1973, article 25

1. All citizens are equal before law and are entitled to equal protection of law.
2. There shall be no discrimination on the basis of sex alone.
3. Nothing in this constitution shall present the state from making any special provision for the
protection of women and children.

For the normal and non-lawyer persons there is no relation in this article and its sub-clause with EP
but for law fraternity it has impact that might be left on whole state policy. Especially where according
to law and constitution we donot discriminate among students and institution on the basis of sex,
gender, and cast. Justice Muhammad Nassem chuhdry in his famous commentary of constitution of
1973stated that:
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Educational institution Allegation of discrimination in making of answer books by specified papers to
appear in court on fixed date of hearing along with answer book of all other examinees marked by
them .Validity leave to appeal was granted to examine whether high court was right in summoning
examines as well as the answer books to find out if they had been corrected making.
1996-schr-676

Reasonable classification has always been considered permissible ,provided that such classification is
based on reasonable and rational categorization .such classification must not be arbitrary or artificial, it
must be evenly applicable to all persons or goods similarly situated or placed (justice m.naseem
chuhdry 1973 const /p-89)

And the other article of constitution that cast shadow over educational policy is Article-31, with article
31, we have one other article that is 227 that also stress on Islamic sharia applicability over the whole
system of state. So in the process of making E-policy ,publishing E-policy, propagating E-policy, while
preparing for curriculum ,we drive not only light and guide ness from constitution generally and
objective Especially but also we take guide ness from Islamic sharia .

1. Policy presented by justice S.M.Shareef on the 26 August of 1959.

2. the Educational policy and reformation that was made by the Z.A.bhutto made commission on the
15, March of 1972.
3. The educational policy made for the period of 1998 till 2010 .

Salient Features of National Education Policy 1998-2010

Aims and objectives of Education and Islamic Education

Education and training should enable the citizens of Pakistan to lead their lives according to the
teachings of Islam as laid down in the Qur'an and Sunnah and to educate and train them as a true
practicing Muslim. To evolve an integrated system of national education by bringing Deeni Madaris and
modern schools closer to each stream in curriculum and the contents of education. Nazira Qur'an will
be introduced as a compulsory component from grade I-VIII while at secondary level translation of the
selected verses from the Holy Qur'an will be offered.

Literacy and Non-Formal Education

Eradication of illiteracy through formal and informal means for expansion of basic education through
involvement of community. The current literacy rate of about 39% will be raised to 55% during the
first five years of the policy and 70% by the year 2010 Functional literacy and income generation skills
will be provided to rural women of 15 to 25 age group and basic educational facilities will be provided
to working children. Functional literacy will be imparted to adolescents (10-14) who missed out the
chance of primary education. The existing disparities in basic education will be reduced to half by year
2010.

Elementary Education

About 90% of the children in the age group (5-9) will be enrolled in schools by year 2002-03. Gross
enrolment ratio at primary level will be increased to 105% by year 2010 and Compulsory Primary
Education Act will be promulgated and enforced in a phased manner. Full utilization of existing capacity
at the basic level has been ensured by providing for introduction of double shift in existing school of
basics education. Quality of primary education will be improved through revising curricula, imparting
in-service training to the teachers, raising entry qualifications for teachers from matriculation to
intermediate, revising teacher training curricula, improving management and supervision system and
reforming the existing examination and assessment system.

Integration of primary and middle level education in to elementary education (I-VIII). Increasing
participation rate from 46% to 65% by 2002-3 and 85% 2010 at middle level. At the elementary level,
a system of continuous evaluation will be adopted to ensure attainment of minimum learning
competencies for improving quality of education.

Secondary Education

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One model secondary school will be set up at each district level. A definite vocation or a career will be
introduced at secondary level. It would be ensured that all the boys and girls, desirous of entering
secondary education, become enrolled in secondary schools. Curriculum for secondary and higher
secondary will be revised and multiple textbooks will be introduced. The participation rate will be
increased from 31% to 48% by 2002-03. The base for technical and vocational education shall be
broadened through introduction of a stream of matriculation (Technical) on pilot basis and
establishment of vocational high schools. Multiple textbooks shall be introduced at secondary school
level.

Teacher Education

To increase the effectiveness of the system by institutionalizing in-service training of teachers, teacher
trainers and educational administrators through school clustering and other techniques. To upgrade the
quality of pre-service teacher training programmes by introducing parallel programmes of longer
duration at post-secondary and post-degree levels i.e. introduction of programs of FA/FSc education
and BA/BSc education . The contents and methodology parts of teacher education curricula will be
revised. Both formal and non-formal means shall be used to provide increased opportunities of in-
service training to the working teachers, preferably at least once in five years. A special package of
incentives package shall be provided to rural females to join the teaching profession. A new cadre of
teacher educators shall be created.

Technical and Vocational Education

To develop opportunities for technical and vocational education in the country for producing trained
manpower, commensurate with the needs of industry and economic development goals. To improve
the quality of technical education so as to enhance the chances of employment of Technical and
vocational Education (TVE) graduates by moving from a static, supply-based system to a demand-
driven system. Revision and updating of curricula shall be made a continuing activity to keep pace with
changing needs of the job market and for accommodating the new developments. Development of
technical competence, communication skills, safety and health measures and entrepreneurial skills etc.
shall be reflected in the curricula. Institution-industry linkages shall be strengthened to enhance the
relevance of training to the requirements of the job market. Emerging technologies e.g.
telecommunication, computer, electronics, automation, petroleum, garments, food preservation,
printing and graphics, textile, mining, sugar technology, etc. greatly in demand in the job market shall
be introduced in selected polytechnics. A National Council for Technical Education shall be established
to regulate technical education.

Higher Education

Access to higher education shall be expanded to at least 5% of the age group 17-23 by the year 2010.
Merit shall be the only criterion for entry into higher education. Access to higher education, therefore,
shall be based on entrance tests. Reputed degree colleges shall be given autonomy and degree
awarding status. Degree colleges shall have the option to affiliate with any recognized Pakistani
university or degree awarding institution for examination and award of degrees. To attract highly
talented qualified teachers, the university staff will be paid at higher rates than usual grades. Local
M.Phil. And Ph.D programs shall be launched and laboratory and library facilities will be strengthened.
Split PhD programs shall be launched in collaboration with reputed foreign universities and at the
minimum, 100 scholars shall be annually trained under this arrangement. All quota/reserve seats shall
be eliminated. Students from backward areas, who clear entry tests, would compete amongst
themselves. In order to eliminate violence, all political activities on the campus shall be banned.

Information Technology: Computers shall be introduced in secondary schools in a phased manner.

School curricula shall be revised to include recent developments in information technology, such as
software development, the Information Super Highway designing Web Pages, etc
Library and Documentation Services

School, college and university libraries shall be equipped with the latest reading materials/services.
Internet connection with computer shall be given to each library. Mobile library services for semi-urban
and remote rural areas shall be introduced.

Private Sector in Education

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Encouraging private investment in education. There shall be regulatory bodies at the national and
provincial levels to regulate activities and smooth functioning of privately-managed schools and
institutions of higher education through proper rules and regulations. A reasonable tax rebate shall be
granted on the expenditure incurred on the setting-up of educational facilities by the private sector.
Matching grants shall be provided for establishing educational institutions by the private sector in the
rural areas or poor urban areas through Education Foundations. Existing institutions of higher learning
shall be allowed to negotiate for financial assistance with donor agencies in collaboration with the
Ministry of Education. Educational institutions to be set up in the private sector shall be provided (a)
plots in residential schemes on reserve prices, and (b) rebate on income tax, like industry. Schools
running on non-profit basis shall be exempted from all taxes. Curricula of private institutions must
conform to the principles laid down in the Federal Supervision of curricula, Textbooks and Maintenance
of Standards of Education Act, 1976. The fee structure of the privately managed educational
institutions shall be developed in consultation with the government.

Innovative Programes

The National Education Testing Service will be established to design and administer standardized tests
for admission to professional institutions. Qualifying these tests will become a compulsory requirement
for entry to professional education. This mechanism is expected to check the incidence of malpractice
in examinations. Likewise, standardized tests shall be introduced for admission to general education in
universities.

Secondary stage:

After the elementary stage we have now the secondary education, the unique stuff in the secondary
stage is that, it insisted that there shall be one model school that will be setup in the district level and
the participation level rate will be increased from 31 % to 48% by 2002-03.one sharp feature of this
stage is about the Technical Education that will will be made to the part of secondary education and
curricula will be updated for particular task. Multiple text books will be introduced at secondary school
level.

One of the novel things in the policy is about training of secondary teachers through workshops and
refreshment courses. Both the formal and non means shall be used to provide increased opportunities
of in-service training to the working teachers.

Higher education stage:

Three major successful and last stages are implementation of policy about the HE and HEC, and also
they stressed the need to develop the information technology structure or the library and
documentation structure to safe Your heritage and archives.

They are claimed to be competively successful phases for the policy makers and government all
because of Dr Ata-ul-rehamn self interest. HEC a successor of university grant commission in his
guidance lead this phase in right direction. And throughout they enhanced the standard of Higher
education .That worked for producing quality scholars; PhDs and they also worked to ban plagiarism.

This stage insist that access to the Higher Education shall be expanded to at least 5% of the age
group 17-23 by the year 2010.Merit shall be the only criterion for entry to the higher Education .

Degree colleges shall have to affiliate with any recognized Pakistani university or degree awarding
institution for Examinination and award for degrees. In information Technology stage HEC tried to
make PCs common, to common people. And used PCs were imported in country at very low price. Few
year of the policy announcement no tax was imposed on computer hardwares. networking, band with
low rate, intranet culture was developed here to make information easy and accessible .thats why in
elementary and secondary level computer classes were conducted, IT course was included in the
curriculum .

Q. 4 Briefly describe the major problems face by rural areas of Pakistan. Suggest different
measures to overcome them through curriculum. (20)

The meaning of rural development has been the subject of much debate and little agreement. The
definition of rural development varies from one point of view to the other. The definition or rural
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development may be centered around income criterion in which the concept is made to address the
problem of rural poverty. Or it may be defined in sociological concept in which the rural poor
represents a reservoir of untapped talent a target group that should be given the opportunity to enjoy
the benefits of development through improved education, health and nutrition. This is one of the most
important definitions of rural development as the provision of social infrastructures could provide the
catalyst that would transform the rural areas.

Rural development may also be seen as an ideology and a practice. It may mean planned change by
public agencies based outside the rural areas such as the national Government and International
organization; It may also be the bringing of the countryside into an active state, as well as the
transformation of the inferior nature of the country side into something more superior in terms of
activities.

Rural development as the improvement in the living standard of the rural dwellers by engaging them in
productive activities such as the establishment of rural industries that will increase their income. It is
seen by these scholars as a means of raising the sustainable living of the rural poor by giving them the
opportunity to develop their full potentials.

Rural development can be distinguished from agricultural development which it entails and transcends.
In essence Rural Development may imply a broad based re-organization and mobilization of rural
masses in order to enhance their capacity to cope effectively with the daily task of their lives and with
changes consequent upon this. According to the World Bank Rural Development must be clearly
designed to increase production. It recognizes that improved food supplies and nutrition, together with
basic services, such as health and education, not only directly improve the physical well-being and
quality of life of the rural poor, but can also indirectly enhance their productivity and their ability to
contribute to the national economy.

Modernization of the rural society

Rural Development ensures the modernization of the rural society and the transition from its traditional
isolation to integration with the national economy. It is concerned with increased agricultural
production for urban and international markets. This is essential so as to generate foreign exchange,
and to attract revenue to finance public and private consumption and investment. In order to
encourage increased production rural development may offer a package of inputs and welfare services
for the rural masses. Such inputs and welfare services include physical inputs (such as the provision of
feeder roads, water and electrification), social inputs(namely health and educational facilities) and
institutional inputs such as credit facilities, agricultural research facilities, rural expansion services
among others.

More than half of the worlds population and more than 70 per cent of the worlds poor are to be found
in rural areas where hunger, illiteracy and low school achievement are common. Educating a large
number of people in rural areas is crucial for achieving sustainable development. Poverty reduction
strategies are now placing emphasis on rural development that encompasses all those who live in rural
areas. Rapidly changing technologies and increasing globalization also suggest that better education
and training have become essential for sustainable livelihoods and the competitiveness of the rural
economy.

For many years, the approach followed by policy-makers and education specialists has been to focus on
practical and occupational agricultural skills training provided mainly at the secondary and tertiary
levels. Yet, education for rural development requires a holistic approach going beyond the narrow
boundaries of the traditional agricultural education and training concept.

Countering conventional wisdom

In this context, this book makes a contribution to countering conventional wisdom and educational
policies that have guided the provision of education in rural areas for several decades. It uses recent
sources of information to reformulate education issues in the framework of the emerging rural
development discourse. Various contributions describe current trends and innovations in improving the
provision and quality of basic education in rural areas. This book also discusses skills development
challenges, and analyzes emerging strategies developed by innovative higher education institutions to

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cope with the new educational and rural environment. In so doing, it opens the door for revisiting the
links between education and rural development.

Education and training need to be placed at the centre of the rural development agenda in order to
contribute to eradicating extreme poverty and hunger, to ensure sustainable agriculture, and to build
human capacity for rural development. This publication seeks to assist agents of change to progress in
this direction.

Individual universities

The research base for rural development is widely dispersed within our individual universities. The
basic assumption of the traditional land-grant model was that the Extension System can readily gain
access to the analytical base required by clientele. This assumption began to lose credibility as
Extension Systems housed in Colleges of Agriculture moved toward serving a broader clientele. Thus,
having Extension and the analytical base for production agriculture in the same administrative unit
(College of Agriculture) was important for improving agricultural productivity. As we move toward rural
development, youth development, and more work in urban areas, it's increasingly necessary to work
across college lines to gain access to the needed research base. This cooperation requires a whole new
set of working arrangements and institutional attitudes and commitments. For example, faculty in the
College of Engineering knowledgeable about solid waste disposal and community water systems have
no institutional obligation at many universities to provide research for dissemination by Extension. This
must change if Extension is to address problems that cut across traditional academic disciplines and
college foci.

The Extension System isn't the only outreach activity in the university with relevance for rural
development. Within each of our universities, numerous entities with outreach responsibility can
contribute to one or more dimensions of rural development. The cooperation of other outreach
mechanisms in helping to link the university research base to rural development activities is welcome-
but it does require a clear definition of the role of Extension in the rural development process.

The land-grant university isn't the only institution working in the area of rural development. In many
states, other private and public universities offer outreach programs designed to enhance the social
and economic well-being of citizens in rural areas. A number of states have established Rural
Development Centers. For example, the Northeast has or will soon have eight centers. Only one of the
centers is university-based. Each has a rural development research and outreach role that may be
unrelated to the efforts of the land-grant university. Finally, many industries are establishing rural
development outreach programs. In Pennsylvania, the Bell Telephone company has an active rural
development program that only in part functions in cooperation with Penn State.6 Once again, the
issue isn't one of competition between alternative sources of rural development assistance. The issue is
coordination and the avoidance of duplication and of programs that may work at cross purposes. New
alliances between Extension and the other providers of rural development research and outreach must
be defined and made effective.

The "Extension Edge"

Extension has a unique working relationship with local government officials that can serve as a strong
link between land -grant university technical assistance and research and the community. It's this
uniqueness that provides the basis for Extension's comparative advantage in rural development
activities. In most states, Extension has a reservoir of local government-based, rural development
experience. Since the rural beautification programs of the 1950s, the planning organization efforts of
the 1960s, and the employment-industrial park strategies of the 1970s, Extension, with offices in each
county, has had a tradition of working in close collaboration with local government officials to solve
community problems and to develop and conduct educational programs to meet local needs. The
comparative advantage of Extension in the milieu of rural development agencies and actors grows out
of this history and experience. In short, rural development requires active involvement and action by
local government institutions, be they rural township supervisors or neighborhood community action
groups in urban centers. Extension as an institution is known and respected among traditional local
government groups and has the experience to develop a close collaborative relationship with other
local government entities that haven't traditionally had a working relationship with land-grant
universities.

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Extension must maintain its current role of transferring current research on industrial technology and
local government available within most Colleges of Agriculture to local rural development groups.
Although much of the technology required by industry in rural areas won't be found in Colleges of
Agriculture, these colleges do have technological expertise that's relevant-particularly to the food
sector. In addition, departments of rural social sciences have information and educational materials
needed by township supervisors, county commissioners, and local development agencies. As Extension
seeks to help other rural development groups gain local information and access, it must not neglect its
traditional rural development roles.

As Extension leaders take on a broader coordination role, they should uphold the integrity of Extension
as an honest broker and source of education and information. This role must not be sacrificed for what
might appear to be short-term gains. Extension shouldn't use its position as an early player in rural
development to become a "gatekeeper." Similarly, state and federal agencies occasionally will exert
pressures on the land- grant universities to promote specific policies-be they changes in tax policy or
rules relating to land use. These policies will be viewed as a panacea for rural development by the
promoting agency. Extension must continue to provide research-based, educational programs about
such proposed policy changes, but must avoid an advocacy position.

Education for rural development in Pakistan

Pakistan is the sixth most populous country on the globe and the second largest country in South Asia
with a population of 109363831.29 people living in rural areas according to the World Bank report
2012; having a literacy rate of 44 percent overall (58 percent for men and 29 percent for women). This
alarming situation of literacy is a result of low financial priority to education as well as of ill-conceived
policies of education, particularly in rural zones. To ensure substantial development in rural areas,
during the past few decades, a range of cohesive steps have been taken at both governmental and
non-governmental levels. Among them is one of the most important factors: the distance education.

Distance education is referred to as an institution-based formal education where the learning group is
separated and interactive telecommunication systems are used to connect learners, resources and
instructors. Apart from the obvious purpose of teaching more people more effectively, distance learning
systems have been used to impress donors, placate ministers, justify consultancies and even sell
technologies.

Many institutes in Pakistan are steadily increasing their capacity to engage in distance learning and
appropriate technological innovations are being used in this context. Since 1986, the Womens
Secondary Education Programme of Allama Iqbal Open University has been providing the rural women
with courses to meet secondary school equivalency and to increase income generating opportunities
through building practical skills. Pakistan Institute of Modern Study is a countrywide institute to
promote distance education and give competency based, skill oriented and non-academic certification
and diplomas in the field of research, management, computer, information technology, technical and
vocational education to assist under privileged communities in making necessary socio-economic
changes.

As a matter of fact, distance education has proved as a catalyst behind rural development. The
distance learning and educating models and practices must be more adapted to the social, cultural,
political and economic circumstances of the learners and their environment. It is also worth suggesting
that there must be an integration of gender analysis into the planning and implementations of distant
learning initiatives.

Conclusion:

The reforms required in the education system of Pakistan need to development of rural education
system cannot be done by the government alone, public-private participation and a mix of formal as
well as non-formal education can pull out majority of countrys population from illiteracy. Similarly, to
make the youth of the country an asset, attention should also be paid to vocational and technical
training.

Q. 5 Discuss the approaches to curriculum development adopted in Canada and Japan.

Highlights the role of curriculum in the economic development of these two countries.

Curriculum development process of Canada

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A curriculum development team is a working group comprising in Canada

A departmental project leader/specialist who has expertise in the subject area/course under
development, in curriculum planning and design, in pedagogy, in assessment and evaluation, and in
leadership skills in Canada. In addition to managing all facets and stages of a curriculum development
project, the project leader may act also as liaison with groups such as subject area steering
committees, the Inter organizational Curriculum Advisory Committee (ICAC) or the Comit consultatif
des programmes d'tudes (CCPE), and with unit coordinators and directors in Program Development in
Canada. Branch or la Direction du dveloppement et de l'implantation des programmes d'tudes. The
project leader also accesses advice and feedback, as required, from key advisors such as scholars,
industry representatives, parents, and educational organizations and associations in Canada.

In Canada a qualified writer(s) who has excellent oral and written communication skills, computer
skills, and a background in the subject area/course under development; a development team may use
two different writers, a curriculum writer, and a distance delivery course writer

Exemplary classroom teachers and scholars who work extensively in the subject area/course under
development.

Field validation of curriculum documents is undertaken in those instances in which the content focus
and instructional and assessment approaches in the new curriculum for a subject area differ
significantly from the content and approaches in former documents. Field validation with designated
pilot teachers occurs once a pilot curriculum document is completed and mandated for field testing
throughout the province. The purpose of field validation is to field test a curriculum document in
classrooms so that necessary improvements can be made based on input from classroom teachers.

Pilot teachers may also be called upon to provide feedback related to learning resources, the
curriculum implementation process, for use by the Western and Northern Canadian Protocol for
Collaboration in Basic Education, to develop curriculum upgrades, and to strengthen the curriculum
renewal process in Canada.

Pilot teachers are selected based on departmental selection criteria (e.g., subject area knowledge and
expertise, gender, geography, and semestered and non-semestered schools) designed to ensure
balanced representation. They receive inservice training from the department as they field test a new
or revised curriculum.

in Canada Authorized provincial use occurs once a curriculum has been field tested and revised as
necessary; it is then mandated and released for authorized provincial use. Authorized provincial
curricula (referred to as Manitoba Curriculum Frameworks and Foundation for Implementation
documents which complement the Frameworks by identifying instructional and assessment strategies
and learning resources) are available through the Manitoba Learning Resource Centre (formerly the
Manitoba Text Book Bureau).

Continual updating will ensure that curricula are dynamic and continuously improved. Project
leaders/specialists will be responsible for working with various educational partners to identify and
develop required upgrades. These will be distributed to the field as replacement pages or new insert
pages upon departmental approval. This curriculum renewal process is designed to reflect the changing
demands of society and to ensure that the knowledge and skills students acquire remain relevant in
Canada.

Approaches to curriculum development in Japan

Specifically, the objective, goal, curricula, number of educational weeks and course subjects at each
different stage of school are specified under the School Education Law, and furthermore, the objective
and contents of each course are stipulated under the Courses of Study established pursuant to laws
and ordinances. In accordance with this, each school has been organizing and implementing its own
distinctive curricula, taking into consideration the conditions of the local community and school itself,
the stages of mental and physical growth and the characters of children, pupils or students.

Elementary schools and lower secondary schools since April 2002 and upper secondary schools since
April 2003 have been nationally using the Courses of Study, which aim for the education of children,
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pupils and students to acquire rudiments and basics firmly as well as the cultivation of a the zest for
living, which means the ability to learn and think independently by and for oneself. For that purpose,
the following improvements are intended by the new Courses of Study:

root the rudiments and basics surely by enriched and elaborate instruction responding to an
individual as well as the careful and strict selection of educational content;

enrich education to develop personalities by widening the scope of selective courses;

enrich the experiential and problem-solving learning of each course subject to cultivate the
ability to learn and think voluntarily;

create a Period of Integrated Study to cultivate ways of learning and thinking and an attitude
of trying to solve or pursue problems independently and creatively; and

upgrade ethical education to strongly equip children with the judgment of good and evil and
norm consciousness.

For the National Curriculum Standards for Kindergartens* see this link and this link.

* National Curriculum Standards for elementary and above have not appeared online on the MEXT site
at the time of researching, but try out the link below to an article that illustrates the implementation of
national curriculum standards in elementary schools, how teaching is carried out, and touches upon
Kumon and Soroban afterschool classes.For details on Courses of study, see this page.

For the Course of study for foreign languages, click here.

What is the integrated period of study?

Under the previous administration, it was aimed to make the national curriculum standards more
generalized and flexible so that each school would be able to shw ingenuity (creativity?) in making a
distinctive timetable. The integrated study period is designed to cultivate ways of learning and thinking
and an attittude of trying to solve or pursue problems independently and creatively.

What is MEXTs initiative to improve the academic ability of students in schools?

Schools are making active efforts to provide the development of learning based on the needs of each
student so as to deepen understanding further beyond the scope of the Courses of Study for those
children who adequately understand the contents designated by the Courses of Study on the one hand,
and on the other to repeat the instruction of the rudiments and basics for those children who do not
adequately understand the contents designated by the Courses of Study through supplementary
teaching or otherwise to utilize creativity and ingenuity while considering the conditions of the
childrens mastery and full understanding.

As of now, MEXT has supported efforts in schools such as: an increase in the staffing number of
teachers allowing a small group teaching in line with the degree of attainment; the Frontier Project to
Improve Scholastic Competence, which is to designate a base school or more to research trial
teaching practices for the improvement of the teaching in line with a childs personality and to spread
the results of the research to all other schools in Japan; and the announcement of Exhortation toward
Learning in January 2002,and in April 2003 formed and has been implementing and promoting the
Action Plan for Improving Academic Ability, a package of comprehensive measures aimed at securely
improving academic ability, based on the enhancement of individual oriented instruction, increasing
the desire to learn and academic ability, the growth of character and ability, and the improvement
of English and foreign language skills.

What are Kokoro notebooks?

Some of you may noticed the introduction of the kokoro no noto in the current school year. The
distribution of booklets to all entitled children and pupils entitled Kokoro no Note at the elementary
and lower secondary schools is designed to develop a childs rich hearty mind. The booklet plainly
explains the morals to be acquired by children and gives them a chance to think and deepen their
understanding of morals and values by themselves. MEXTs website says It is important to deploy
moral education appealing to the childs mind by utilizing the talents in the community or by
experiencing activities so as to offer opportunities for rich experiential activities at school.

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