: Explain Wheeler Model of curriculum development.
Answer: D.K. Wheeler was an educator at the
University of Western Australia in 1967. He developed and extended the ideas by
the work. Wheeler’s definition of curriculum: “the planned experiences offered
to the learner under the guidance of the school”. He developed and extended the
ideas by the work, Influenced by the work of Tyler, Taba, and Bloom. The
wheeler curriculum model is prescriptive as well as cyclical (non- linear) with
5 inter- dependent stages.
Wheeler’s 5 curriculum
development stages
1.
Amis, goals and objective
2.
selection of learning experience
3.
selection of content
4.
organization and integration of learning
experiences and content
5.
Evaluation
Wheeler’s
cyclical model has the advantage of flexibility over the linear models: it
allows curriculum specialists to start working at any stage in the process. The
Wheeler model also emphasizes content selection, and the integration of content
in providing quality learning experiences. This model focuses on situational
analysis: the context in which the curriculum decisions are taken is considered
important, as this is believed to help make the most effective decision. This
model illustrates the dynamic nature of the process of curriculum development.
It goes on as the needs and interest of society change and the objective also
change. This model has a feedback mechanism (students can measure their
progress). It also sets the school objective as a final step in as well as the
first. it clearly calls for the setting up objective. The first step of model
in which aims covers all the experiences provided in the curriculum. Goals are
tied to specific subjects or group of content within the curriculum; while
objectives describe more specific outcomes as result of lesson or instructions
delivered at a classroom. The second step of model is about learning
experiences is an activity which the leaner engages in which the results in
his/her behavior. The selection content is what teacher teaches. It must be
related to validity, significance, utility, interest and learnability. The
step Evaluation is about that the former have clear objective and aligned
assessment strategies designed to test how well students have achieved the
learning outcomes. Wheeler model sets the school objectives as final steps in
as well as the first. Wheeler model seems to lack of procedure between
organizing and integrating learning experience, content and evaluation. And it
advocates is a time-consuming process that can be difficult to put into
practice in the hectic conditions in modern education practice.
Part
B: Also
write a short essay to explain that which process is being followed for the
curriculum development in Pakistan these days?
Answer:
The word ‘curriculum’
is the body of knowledge, skills and attitudes expected to be learned by all
students, generally related to a set of subjects and learning areas that are
common to all students, such as languages, mathematics, arts, physical
education, science and social studies. In past the term ‘curriculum’ signified
a course of students followed by a student in a teaching institution. But with
passage of time the term ‘curriculum’ changes. Today, it means in general
terms, the contract between society, the state and educational professional
with regard to education activities that should undergo during a certain phase
of their lives to learn something desirable.
Curriculum development
is understood as a process implying a wide range of decision concerning
learning experiences; take by different actors at different levels, i.e.
politicians, experts and teachers at the national, provincial, local, institutions
and also international level. In Pakistan the procedures for the development of
curriculum at various levels of schooling are apparently different. But the
analyses of these procedures reveal that they key components of the curriculum
development process are very must the same for all levels except that at the
tertiary level of education where different kinds of stakeholders are involved
in the development of curriculum whereas at the level of higher education, the
process is controlled by the subject specialist. The Tyler, John Dewey’s and Hilda
Taba Models and Philosophy of: Essentialists,
Progressive, and PERENNIALISM (typically for history subject), Reconstruct (for social sciences subject
like: economic, history, political sciences subject. rather than pure science)
are used for curriculum development process.
Education plays a vital
role in nation building. In Pakistan education is overseen by Ministry of
education of government of Pakistan. The academic institutions are the
responsibility of provisional government. Federal Ministry of education is
responsible for the national cohesion, integration and preservation of the
ideological foundation of the states. Federal Ministry of education
responsibilities are of Curriculum development, syllabus, planning, policy,
education standard preparation, accreditation & some finance research. And Sub wings which involve in curriculum
development are:
1.
National Bureau of curriculum and
textbook (NBTC) who supervise curriculum and textbooks and approves and
maintain curriculum stands from the primary to the higher secondary level. NBCT in collaboration with; Department of
Education, Curriculum Research and Development, Education Extensions Centre ,
Textbook Boards ,Teachers Training Institutions, Examining Board, Universities.
2.
Provincial curriculum center which
involve in preparing, publishing, distributing and marketing school textbooks.
Pakistan
system of education: is generally divided into five levels
which are;
1.
Primary (grades 1 through 5)
2.
Middle ( grades 6 through 8)
3.
Secondary (grades 9 & 10)
4.
Higher Secondary (grade 11 & 12)
5.
University Program.
Now days although the Objective
of curriculum can be deferent in different according to the nature of educational
institutions, but national curriculum objectives are;
Elementary
Education objective
·
Provide knowledge and develop values,
skill, attitudes which are essential to personal development and necessary for
living in and contributing to a developing and changing in Pakistani society.
·
Provide learning experience which
increase the child’s awareness and responsiveness to changes in the Pakistani society
with the passage of time.
·
Promote and intensify knowledge,
identification with and love for country, the religion, geography, languages
and Pakistan culture, philosophy, ideology and practice.
·
Promote work experiences which develop
orientation to the world of work and prepare the learner to honest and gainful
work.
Secondary
Education objective:
·
Continue to promote the objective the
elementary education.
·
Discover and enhance the different
aptitudes and interest of students in order to equip them with skills for
productive endeavor and or to prepare them for tertiary institute.
Tertiary
Education objective:
·
Provide general education programs which
will promote national cultural consciousness, spiritual vigor, moral integrity,
national identity in leaners.
·
Train leaners to turn nation’s manpower
in the skills which are required for Pakistan development.
·
Develop the professions that will
provide leadership for Pakistani nation.
·
Advance knowledge through research and
apply new knowledge for improving the quality of human life and respond
effectively to changing Pakistani society.
Procedure of curriculum
development and implementation: Initial drafts of curricula are prepared by the
provincial curriculum centers and then sent to the curriculum wing. A national
committee representing all the provinces is constituted. The committee develops
one draft curriculum which is then sent to provinces for comments. Micro-testing
of the curricula is carried out by the provinces. Final curriculum is develop
by the national committee and is implemented throughout the country.
Curriculum development
process consists of following steps:
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1. Developing object are derived from:
·
national level seminar
·
Recommendation of the national education
policy
·
Research studies
·
inter board committee of chairmen
2. the studies scheme it is based on
three key factors :
Ø the
national education policy
Ø market
demand
Ø global
issues
3. Development of syllabus:
·
It is based on objectives and scheme of
study.
·
Subject specific syllabi is prepared in
consultation with:
Ø subject
expert
Ø Psychologist
Ø Serving
teacher
·
Syllabus must satisfy the following
conditions:
Ø Based
on the needs of learner
Ø Content
should be focused attaining the objective.
4. Text book development:
·
Provincial text book boards (PTBB) are
responsible for the development of the Text-books according to the approved
syllabi.
·
How textbook is developed?
Ø Establish
a list of text book writers
Ø Invitations
are sent to the writers to submit the material within the syllabus parameter.
Ø Selection
is made on the basis of relevance of material.
Ø The
selected material is transformed into a textbook.
5. Review the approval
·
National review the committee comprises
on five or six member:
Ø At
least one expert forms the syllabus formulation committee.
Ø Two
subject experts
Ø Two
school teacher
·
Textbooks review parameters
Ø The
books truly reflects the curriculum
Ø Its
means the objects stated in the curriculum
Ø book
does not contain any material against Islamic and Pakistani ideology
Ø In
case of approval, textbook is sent for publishing and distribution
Ø In
case of objection, complaints are relayed with revision recommendations.
6.
Teacher
Training
·
Teacher training for curriculum
implementation is the responsibility of the provincial government.
·
It is now stressed that each textbook
must have a teacher’s guide.
·
In some cases assistance in the training
of masters’ trainers is provided to provincial government.
Reference:
·
EDU 402:
lectures, handouts, glossary, important links VULMS
·
EDU 406, EDU
601, EDU 301 lecture and handouts
·
Google, Yahoo,
Wikipedia search, you tube videos,
·
Dawn newspapers,
2018 curriculum of Islamabad
·
Pakistan
curriculum websites, innovators.edu.pk and NGOS, The city School
·
And other links
are;
http://unesdoc.unesco.org/images/0004/000479/047939eo.pdf https://www.slideshare.net/naimaumer/curriculum-development-process-in-pakistan-26785120https://www.ukessays.com/essays/education/a-continuum-of-curriculum-development-models.php
https://www.slideshare.net/hellooo/pakistan-education-system-22230355
https://www.slideshare.net/sheroz_ramzan/a-comparison-between-education-in-pakistan-and-uk
http://ijse.padovauniversitypress.it/system/files/papers/2017_2_6.pdf
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