This course involves doctoral students to comprehend conceptual models of curriculum development. The course discusses theoretical underpinnings of curriculum. It is important for students to understand how curriculum multiplies inequities in developing societies. Keeping in view the emergence of globalized world, students will develop their insight that how curriculum address indigenous as well as global needs of people in society. How institutions can impart better skills to students through its curriculum for coping societal needs. The course targets critical issues involved in curriculum development.

Objectives:

After studying this course the participant will be able to:

• Comprehend a body of knowledge related to past and present curriculum development theory and practice.
• understand conceptual models of curriculum development.
• discuss trends and issues on school program effectiveness.
• conduct a study of developing a curriculum.
• demonstrate skills necessary to plan curricula   

INTENDED LEARNING OUTCOMES

• describe approaches to curriculum development and design

• plan a course or session using an outcome based approach

• outline implications of curriculum change

• identify appropriate strategies in changing a curriculum

• make a more effective contribution towards curriculum design

COURSE CONTENTS

Unit 1:  Introduction to Curriculum

1. Overview of definitions, field, types, approaches and foundations of Curriculum
2. Revision of Curriculum Theories
3. Overview of models, process, principles and designs of curriculum development
4. Revising implementation and evaluation of curriculum
5. Curriculum development in Pakistan (Current Practices)

Unit 2:  Portrayal: The curriculum field

1. Curriculum as field of study
   1. Images of curriculum
   2. Curriculum as related sub-division of education
   3. Domains within curriculum studies
   4. Resources for curriculum knowledge
2. Curriculum and Instruction; instructional innovations
3. Five basic Orientations to the curriculum
   1. Development of cognitive processes
   2. Academic rationalism
   3. Personal relevance
   4. Social adaptation and social reconstruction
   5. Curriculum as Technology

Unit 3:  Curriculum Studies and the Traditions of Inquiry

1. The Scientific method
2. The humanistic tradition
3. Philosophical ideas in education;
   • Idealism, realism, perennialism, essentialism, pragmatism, progressivism, social deconstructionism, existentialism, clash of civilization, Philosophical analysis.
4. Philosophy the realms of assumption:
   • A model of theory and practice;
   • Schools of philosophical thoughts; positivism, phenomenology, critical theory and feminism.

Unit 4: Educational Theories

1. Curriculum theory;
   1. Nature and definition of theory; functions of theory and theory building
   2. Explanatory and practical theories, educational & philosophy theories and psychology & sociology theories
2. Descriptive and prescriptive theories, critical and personal theories.
3. Empirical theory,Language analysis and theory
4. Phenomenological alternatives
5. Justifying an educational theory
6. Scientific theory and curriculum theory
7. Intellectual and traditionalist, social behaviorist, experientialist
8. Theories of curriculum legitimization; process theories, structural theories, theories of curriculum implementation

• The domains of curriculum studies
• Towards improved curriculum theory

Unit 5:  Models of Curriculum Development

1. Curriculum models;  conceptual models of curriculum
2. A schema for curriculum

5.2.1 Dynamics of curriculum and instruction system: Johson’s Model, The Tylor, Model, The Taba Model, The Saylor, Alexander and Lewis Model and Olivia Model

1. Critical analysis of Models and Eclectic Model
2. Models of curriculum – Instruction relationship

Unit 6:  Modern Trends and Issues in Curriculum Development

Unit 7:  Curriculum Development in Pakistan: Trends and critique

1. Curriculum development after establishment of Pakistan
2. Curriculum development in 1960s (Ayyub Khan Era)
3. Curriculum development after Dhaka Fall (Bhutto Era)
4. Curriculum development & Islamization of Knowledge (Zia-ul-Haq Era)
5. Curriculum development & Modern enlightenment (Mushraf Era)
6. Curriculum development after 18th amendment (Recent Practices)

RESEARCH PROJECT

1. Reflect on your reading on chapter 1, 'Curriculum, Teacher and Researcher' of 'BECOMING CRITICAL...' written by Carr & Kemmis. Discuss and debate on how role of teacher and researcher become significant in curriculum development.

2. Develop a proposal on how curriculum contributes in multiplying and deminusing inequities in a society. 

READINGS

Recommended Book

Ornstein, A. C., & Levine, D. U. (1993). An Introduction to the Foundation of Education. (3rded.). Boston: Houghton Mifflin Company.

Talla , M.  (2012). Curriculum Development: Perspectives, Principles and Issues Kindle Edition Delhi: Pearson

Suggested Books

Henrie, M. C. (2000). A student’s guide to the core curriculumI S I BooksWilmington, Delaware

Kattington, L. E. (2010).  Handbook of curriculum development. New York: Nova Science Publishers, Inc.

Nichols, Beverly, N. (2006). Managing curriculum and assessment: a practitioner's guide. Ohio: Linworth Publishing, Inc.

Olivia, P. E. (1997). Developing the Curriculum. New York: Logman

Taba, H. (1962). Curriculum Development : Theory and practice. Harcourt, Brace & World

ASSESSMENT CRITERIA

Mid-term Examination = 30

Sessional = 20

Final Examination = 50​

Time Table and Meetings Schedule with Students