Identify the recommendations regarding curriculum reforms contained in all educational policies of Pakistan.

 

Identify the recommendations regarding curriculum reforms contained in all educational policies of Pakistan. Suggest at least five recommendations for curriculum reform to meet the needs of 21 century.

Ans

Pakistan inherited an order of education which had been designed to produce educated manpower to assist the colonial masters at lower degree of government and economic administration. Education was show only for the privileged few who were supposed to govern the masses rather than to serve them. In order to construct an efficient class of administration generalists, the main stress was on arts. Scientific and professional education was limited. At the time of independence, Pakistan's-90% of population was illiterate with only a handful of educational institutions. General plans and overall coordination were handled by the national government through the Ministry of Education. Six regional directorates of general and two directorates of technical education handled administration. Intermediate and secondary education were under the control of four 'Boards'. Those who could afford, classification education was available to them in privately financed schools. Most of these schools were run by missionary batch which meant a continuation of British influence.

Recommendations Curriculum Reform

 

The Education Commission analyzed the situation pertaining to curriculum reforms and pointed out their recommendations:

•         First, it must supply adequate knowledge of subject that will be required by every pupil tor leading a useful and happy life in a fast-developing society. This should form the fundamental of compulsory subjects which every student must take up. Secondly, the curriculum should take part such additional subjects and training.as will form a preparation for particular vocation and careers;

•         The process of curriculum construction and its revision in the light of evolving social and individual interests and require be a continuous one;

•         The curriculum should be appropriate to the mental abilities of children aged five to ten related to the normal situations they are faced with in everyday life. It must be so designed as to develop the basic ability in reading, writing and arithmetic, a liking of patriotism. Teaching methods should, as far as possible, use the Activity or Project Approach, and teachers should show initiative in the use of local materials as teaching aids.

•         Religious education should be a compulsory subject throughout the primary stage.

Due emphasis should be placed on the teaching of the national languages. With regard to Textbooks, the relevant recommendations also of the Commission are produced below:

"The responsibility for drawing up syllabuses and prescribing courses is normally that of the education authorities. However, to realize the national objectives of education laid down in this report, the Ministry of Education set up a Textbook Board. It should be a small and autonomous body with representatives from the

provinces and should work through textbooks committees operating within the area of each education authority.

The responsibility of the Textbook Board should be:

 

(i)                to frame the syllabuses according to the suggestion made in this report; and

(ii)              To lay down policy for the preparation, printing and publication of textbooks.

Recommendations

National Textbook Board, which goals to enhance the quality of education offered to learners and improve the general academic performance, viewpoint and behaviors of students.

 

 

Think broadly this curriculum centers around ensuring that our students learn to collaborate and are critical thinkers. These are the characteristics that our students need to survive in the 21st century.

 

 

School of Education for hosting the timely forum, as it seeks to implement its own improve of the practicum component of its student-teacher training.

The reform, among other things, will enable student-teachers in their first semester of their final year to spend a longer, more enriching time in the classrooms in which they are assigned to teach before they graduate.

21st century learners have to be equipped with skills that make them adaptable to the environment in which they live.

Think differently about learning in the 21st century to be able to keep up teachers when you go out there to help them become agents of change for 21st century students.

Informing school administrators of the new changes to the student-teacher practicum this year and to enable the administrators to raise questions.