Allama Iqbal Open University Islamabad

Course: Curriculum Development (8603)

Assignment No 1
Autumn 2023

Name ANISA

User Id 0000626823

Program B.Ed(1.5)

semester Autumn 2023

Tutor Zainab Essa

Q.1 What are the different characteristics of curriculums planning?

Explain the process of curriculumn development for effective

curriculum planning. (20)

Answer:

C u rric u lu m p la n n in g is t h e b a c k b o n e o f a n y e d u c a tio n a l p ro g ra m ,

o u tlin in g th e le a rn in g jo u rn e y a n d e xp e rien c e s t h a t s tu d en ts w ill

e m b a rk o n . It's n o t ju s t a lis t o f to p ic s o r s u b je c t s ; it 's a c a refu lly

c ra fte d ro a d m a p t h a t e n s u re s effe c t iv e k n o w led g e t ra n s fe r, s k ill

d e v e lo p m en t, a n d o v era ll s tu d e n t g ro w th .

Here are some key characteristics of effective curriculum

planning:

1. Goal-Oriented:

C le a r L ea rn in g O b je c tiv e s : E v e ry c u rric u lu m ele m e n t, fro m c o n te n t

to a c tiv ities , s h o u ld a lig n w it h w e ll-d e fin e d le a rn in g o b jec tiv e s .

T h es e o b jec tiv e s s h o u ld b e s p e c ific , m ea s u ra b le , a c h ie v a b le,

re lev a n t, a n d tim e -b o u n d (S M A R T g o a ls ).

te a c h e r w ritin g S M A R T g o a ls on a w h ite b o a rd in a c la s s ro o m
Focus on Skill Development: C u rric u lu m p la n n in g s h ou ld n 't ju s t

fo c u s o n im p a rtin g k n o w le d g e b u t a ls o o n eq u ip p in g s tu d e n ts w ith

e s s en tia l s k ills lik e c ritic a l t h in k in g , p ro b lem -s o lv in g ,

c o m m u n ic a tio n , a n d c o lla b o ra tio n .

2 . Student-Centered:

Catering to Diverse Needs: E ffec tiv e c u rric u lu m s re c o g n ize th e

u n iq u e s tre n g th s , lea rn in g s ty le s , a n d in teres t s o f ea c h s tu d en t.

D iffe ren tia tio n s tra t eg ie s a re e m p lo y ed to c a ter t o in d iv id u a l n e ed s

a n d e n s u re a ll s tu d en ts h a v e th e o p p o rtu n ity to s u c c e ed .
Active Learning: Pa s s iv e lea rn in g th ro u g h ro te m em o riza tio n is a

th in g o f th e p a s t. M o d e rn c u rric u lu m s e m p h a s ize a c tiv e le a rn in g

th ro u g h en g a g in g a c t iv it ie s , p ro je c ts , a n d d is c u s s io n s th a t

e n c ou ra g e s tu d e n ts to ex p lo re , e xp e rim e n t , a n d c o n s tru c t t h e ir o w n

u n d e rs t a n d in g .

3. Content Relevance and Rigor:

Age-Appropriateness: C o n t en t s h o u ld b e d e v e lo p m e n ta lly

a p p ro p ria t e, c h a lle n g in g s tu d e n ts w it h o u t o v e rw h e lm in g t h e m . T h e

c o m p lex it y a n d d e p th o f t h e m a te ria l s h o u ld in c re a s e g ra d u a lly a s

s tu d e n t s p ro g res s .

Real-World Connection: C u rric u lu m c o n te n t s h ou ld b e re lev a n t t o

s tu d e n t s ' liv e s a n d c o n n ec t to th e rea l w o rld . T h is m a k es lea rn in g

m ore m ea n in g fu l a n d h elp s s t u d e n ts s ee th e p ra c tic a l a p p lic a tio n s

o f w h a t th e y a re lea rn in g .

4. Flexibility and Adaptability:

Openness to Change: T h e w o rld is c o n s ta n tly e v o lv in g , a n d s o

s h o u ld o u r c u rric u lu m s . E ffe c t iv e p la n n in g a llow s fo r fle xib ility a n d

a d a p t a tio n to in c o rp o ra te n ew k n o w le d g e, te c h n o lo g ies , a n d tren d s .

Integration and Interdisciplinarity: B rea k in g d o w n s ilo s b etw e en

s u b je c ts a n d fo s t erin g c o n n e c t io n s a c ro s s d is c ip lin es a llo w s

s tu d e n t s t o s e e th e b ig g e r p ic tu re a n d d e v e lo p a h o lis tic

u n d e rs t a n d in g o f th e w o rld .

5. Assessment and Evaluation:

Curriculum planning is n o t a o n e -tim e e v e n t. E ffec tiv e c u rric u lu m s

in c lu d e o n g o in g a s s es s m en t a n d ev a lu a t io n to m ea s u re s t u d en t

lea rn in g , id e n tify a rea s o f s tre n g th a n d w e a k n e s s , a n d m a k e

n e c es s a ry a d ju s tm e n t s .

Data-Driven Decisions: A s s e s s m en t d a ta s h o u ld b e u s e d t o in fo rm

fu tu re p la n n in g , e n s u rin g th e c u rric u lu m re m a in s rele v a n t , e ffec tiv e ,

a n d m ee ts th e n e ed s o f a ll le a rn ers .

Additional characteristics of effective curriculum planning:

Alignment with Standards and Frameworks: C u rric u lu m s s h ou ld

a lig n w ith e s ta b lis h ed n a tion a l, s ta te , o r s u b je c t -s p ec ific s ta n d a rd s

a n d fra m e w o rk s to e n s u re q u a lity a n d c o n s is te n c y .

Collaboration and Stakeholder Involvement: E ffe c t iv e c u rric u lu m

p la n n in g in v o lv e s c o lla b o ra tio n a m o n g tea c h ers , a d m in is t ra to rs ,

p a re n t s , a n d c o m m u n ity m e m b e rs to en s u re t h e c u rric u lu m refle c ts

th e n e ed s a n d a s p ira tio n s o f a ll s ta k eh o ld e rs .

Resource Availability: R e a lis t ic p la n n in g c o n s id e rs th e a v a ila b ility

o f res o u rc e s , in c lu d in g m a t eria ls , tec h n o lo g y , a n d p rofe s s io n a l

d e v e lo p m en t o p p o rt u n ities fo r te a c h e rs .

Here are the five main stages of the curriculum development

process:

1. Needs Assessment

g ro u p o f d iv e rs e p eo p le s ittin g in a c irc le , d is c u s s in g a n d ta k in g

n o te s .
Id e n tify t h e n e e d s o f th e le a rn ers , th e c o m m u n ity , a n d t h e

s ta k eh o ld e rs . T h is in c lu d es c o n s id e rin g th e le a rn ers ' a g e, p rio r

k n o w led g e , a n d le a rn in g s ty les , a s w e ll a s th e n e ed s o f t h e

c o m m u n ity a n d th e b ro a d er s o c iety .

C o n d u c t a n ee d s a s s es s m e n t to g a th e r in fo rm a tio n a b o u t th e

c u rre n t s itu a tio n a n d id e n tify a n y g a p s o r a rea s fo r im p ro v e m en t.

D e fin e t h e lea rn in g o u tc o m e s th a t t h e c u rric u lu m s h o u ld a c h ie v e .

2. Design

D e v e lo p a c u rric u lu m fra m e w o rk th a t o u t lin e s th e o v era ll s tru c t u re

o f t h e c u rric u lu m , in c lu d in g t h e s e q u e n c e o f t op ic s , th e lea rn in g

a c tiv ities , a n d th e a s s e s s m e n t m et h o d s .

C rea te d e ta iled les s o n p la n s th a t s p ec ify th e le a rn in g o b je c t iv es ,

th e in s tru c tio n a l s tra te g ie s , a n d t h e res o u rc e s th a t w ill b e u s e d .

A lig n th e c u rric u lu m w ith relev a n t s t a n d a rd s a n d fra m e w ork s .

3. Implementation

te a c h e r le a d in g a c la s s o f s t u d e n ts in a n en g a g in g a c tiv ity .
D e liv er t h e c u rric u lu m t o th e lea rn e rs in a w a y th a t is en g a g in g ,

e ffe c tiv e , a n d d iffere n t ia ted to m e e t th e n ee d s o f a ll le a rn ers .

P ro v id e o n g o in g s u p p o rt to te a c h e rs a n d o th e r s ta ff w h o a re

im p lem e n tin g th e c u rric u lu m .

M on it o r t h e p ro g res s o f t h e le a rn e rs a n d m a k e a d ju s tm e n t s t o th e

c u rric u lu m a s n e e d ed .

4. Evaluation
C o llec t d a ta o n th e e ffe c tiv e n e s s o f th e c u rric u lu m , s u c h a s

s tu d e n t a c h ie v e m e n t d a t a , t ea c h e r fee d b a c k , a n d p a re n t fee d b a c k .

A n a lyz e th e d a ta t o id en tify a n y a re a s w h e re th e c u rric u lu m c a n b e

im p ro v ed .

M a k e re v is io n s to t h e c u rric u lu m b a s ed o n th e ev a lu a tio n fin d in g s .

5. Dissemination

S h a re th e c u rric u lu m w ith o th er e d u c a to rs a n d s ta k eh o ld e rs .

A d v o c a te fo r th e c u rric u lu m a n d its b en e fits .

S ee k fe e d b a c k fro m o t h ers t o c o n tin u e to im p ro v e th e c u rric u lu m .

B y fo llo w in g th e s e s te p s , y o u c a n d ev elo p a c u rric u lu m th a t is

e ffe c tiv e in m e e tin g th e n ee d s of y o u r lea rn e rs a n d h e lp in g th e m

a c h ie v e th eir lea rn in g g oa ls .

Here are some additional tips for effective curriculum planning:

B e c o lla b o ra tiv e : In v o lv e e d u c a to rs , p a re n ts , c om m u n ity m e m b e rs ,

a n d o th er s ta k eh o ld e rs in t h e c u rric u lu m d e v e lop m e n t p ro c e s s .

B e flex ib le : T h e c u rric u lu m s h o u ld b e a b le to a d a p t to th e n ee d s of

th e lea rn e rs a n d th e c h a n g in g w o rld .

B e e v id en c e -b a s e d : U s e re s e a rc h a n d d a ta t o in fo rm y o u r

c u rric u lu m d e c is io n s .

Be engaging: T h e c u rric u lu m s h o u ld b e in teres t in g a n d m o tiv a t in g

fo r le a rn ers .
Be aligned: T h e c u rric u lu m s h o u ld b e a lig n e d w ith re le v a n t

s ta n d a rd s a n d fra m e w o rk s .

References:

• Lectures of Tutor During Workshop

• Books

• Different Videos of YouTubes

• Google
Q.2 Describe the process of change in curriculum development

with special reference to Pakistan. (20)

Answer:

The Evolving Landscape: C u rric u lu m C h a n g e in P a k is ta n

C u rric u lu m d e v e lo p m en t, th e d y n a m ic p ro c e s s o f s h a p in g

e d u c a tio n a l ex p e rie n c es , is n o t a s ta tic en d ea v o r. It c o n s ta n tly

a d a p t s t o e v o lv in g s o c ie ta l n ee d s , t ec h n o lo g ic a l a d v a n c em en ts ,

a n d g lo b a l tren d s . T h is h o ld s tru e fo r P a k is ta n , w h e re th e
e d u c a tio n a l la n d s c a p e h a s w it n e s s ed n u m e ro u s c u rric u lu m

c h a n g e s o v e r th e y e a rs .

The Traditional Process:

H is to ric a lly , c u rric u lu m d ev elo p m e n t in P a k is ta n fo llo w e d a

c en tra lize d a p p ro a c h . T h e F e d era l M in is t ry o f E d u c a tio n , t h ro u g h

its N a t io n a l C u rric u lu m W in g , p la y e d a d o m in a n t ro le in d es ig n in g

a n d im p le m e n tin g c u rric u la fo r a ll le v e ls o f ed u c a t io n .

This top-down model involved:

Needs assessment: Id e n tify in g n a tio n a l g oa ls a n d a s p ira tio n s fo r

e d u c a tio n th ro u g h s t a k e h o ld e r c on s u lta tio n s , re s ea rc h , a n d d a ta

a n a lys is .

Curriculum planning: E s ta b lis h in g lea rn in g ob je c tiv e s , c o n te n t

s e le c tion , a n d p e d a g o g ic a l a p p ro a c h e s b y c u rric u lu m c o m m it tee s

c o m p ris in g s u b jec t s p ec ia lis t s , e d u c a to rs , a n d a d m in is tra to rs .

D e v e lo p m e n t: C re a t in g te xt b oo k s , te a c h e r g u id e s , a n d a s s es s m e n t

m a te ria ls a lig n e d w ith th e p la n n e d c u rric u lu m .

Implementation : R ollin g o u t th e c u rric u lu m in s c h o o ls a c ro s s th e

c o u n try, o ften a c c o m p a n ied b y te a c h e r tra in in g p ro g ra m s .

E v a lu a tio n : M o n ito rin g a n d a s s e s s in g t h e e ffec tiv e n e s s o f th e

c u rric u lu m th ro u g h s tu d e n t p e rfo rm a n c e d a t a , t ea c h e r fee d b a c k ,

a n d field re s ea rc h .

Challenges and Calls for Change:

While this traditional process served its purpose for a time, it also

faced several challenges:

Lack of stakeholder participation: T e a c h e rs , p a re n ts , a n d loc a l

c o m m u n ities o fte n felt ex c lu d e d fro m th e d ec is io n -m a k in g p ro c es s ,

le a d in g to a d is c o n n e c t b e tw e en th e c u rric u lu m a n d t h e ir n e e d s .

Rigidity and inflexibility: T h e c e n tra liz ed a p p ro a c h s tru g g le d to

c a te r to th e d iv e rs e n ee d s a n d c on te xts o f d ifferen t reg io n s a n d

e d u c a tio n a l s ett in g s .

Emphasis on rote learning: T h e c u rric u lu m o fte n p rio ritize d

m em o riza tio n a n d s ta n d a rd ize d tes t in g o v er c ritic a l th in k in g ,

c re a tiv ity , a n d p ra c t ic a l s k ills .

Inadequate teacher training: T ea c h e rs la c k ed s u ffic ie n t s u p p o rt

a n d re s o u rc e s t o e ffec tiv e ly im p lem e n t th e c u rric u lu m , le a d in g to

in c o n s is t en c ie s in its d e liv ery.

T h es e s h o rtc o m in g s fu e led c a lls fo r a m o re d e c en tra lize d a n d

re s p o n s iv e a p p ro a c h to c u rric u lu m d e v e lo p m e n t.

Winds of Change: Decentralization and New Policies:

T h e 1 8 th c o n s titu t io n a l a m e n d m e n t in 2 0 1 0 m a rk e d a s ig n ific a n t

tu rn in g p oin t . E d u c a tio n d e v o lv e d fro m th e fed e ra l g ov ern m en t t o

th e p ro v in c e s , g ra n tin g t h e m g re a te r a u t on o m y in c u rric u lu m

d e v e lo p m en t. T h is re s u lte d in :

Provincial curriculum frameworks: E a c h p ro v in c e b e g a n

d e v e lo p in g it s o w n c u rric u lu m fra m e w o rk , re fle c tin g its u n iq u e

s o c io -c u ltu ra l c o n t ex t a n d ed u c a t io n a l p rio rities .

Subject-specific committees: E xp e rtis e fro m d iv e rs e fie ld s ,

in c lu d in g a c a d e m ia , in d u s try , a n d N G O s , w a s in c o rp o ra te d in to

s u b je c t-s p e c ific c u rric u lu m d e v e lo p m en t c o m m itte es .

In c re a s e d te a c h er in v o lv em en t: T ea c h ers w e re a c tiv e ly in v o lv e d in

p ilo tin g a n d p ro v id in g fee d b a c k o n n ew c u rric u la , fo s te rin g a s e n s e

o f o w n e rs h ip a n d e n g a g e m e n t.

Focus on skill development: T h e c u rric u la p la c ed g re a te r

e m p h a s is o n c rit ic a l th in k in g , p ro b le m -s o lv in g , c om m u n ic a tion , a n d

o th e r 2 1 s t-c e n tu ry s k ills .
The Single National Curriculum (SNC):

In 2 0 1 8 , t h e fe d era l g o v e rn m e n t la u n c h e d th e S in g le N a tio n a l

C u rric u lu m (S N C ) in itia tiv e , a im in g to e s ta b lis h a u n ifie d c u rric u lu m

a c ro s s th e c o u n try . W h ile th e S N C a im e d to a d d re s s is s u e s of

d is p a rity a n d p ro m o te n a tio n a l c oh es io n , it fa c e d s t ro n g o p p o s itio n

fro m s o m e p ro v in c e s w h o v o ic ed c o n c e rn s a b o u t its c en tra lize d

n a tu re a n d p o te n tia l d is re g a rd fo r lo c a l c o n t ex ts .

The Road Ahead: Embracing a Dynamic and Inclusive Approach:

T h e fu t u re o f c u rric u lu m d e v e lo p m en t in P a k is ta n lies in em b ra c in g

a d y n a m ic a n d in c lu s iv e a p p ro a c h th a t b a la n c es n a tion a l

a s p ira t io n s w ith re g io n a l n e e d s a n d s t a k e h o ld e r p a rt ic ip a tio n . T h is

in c lu d e s :

C o lla b o ra t iv e c u rric u lu m d e v e lo p m en t: F os t erin g c o lla b o ra tio n

b e tw e e n fed e ra l a n d p ro v in c ia l a u th o ritie s , e d u c a to rs , ex p erts , a n d

c o m m u n ities to c rea te c o n te xt u a lly re le v a n t c u rric u la .

C o n tin u o u s im p ro v em en t: B u ild in g a c u ltu re o f c o n t in u o u s

e v a lu a tio n , fe ed b a c k , a n d rev is io n to e n s u re th e c u rric u lu m

re m a in s res p o n s iv e to ev olv in g n e e d s a n d c h a lle n g es .

Teacher empowerment: P ro v id in g c o n tin u o u s p ro fe s s io n a l

d e v e lo p m en t o p p o rt u n ities fo r te a c h e rs t o e ffec tiv e ly im p lem e n t

th e c u rric u lu m a n d a d a p t it to th e ir c la s s roo m s .

Technology integration: Le v e ra g in g te c h n o log y to p ers o n a liz e

lea rn in g ex p erie n c es , p ro v id e a c c es s to d iv ers e re s o u rc e s , a n d

e n h a n c e en g a g em e n t.

B y e m b ra c in g th es e p rin c ip les , P a k is t a n c a n c rea te a d y n a m ic a n d

re s p o n s iv e c u rric u lu m th a t e q u ip s its s tu d e n t s w ith th e k n o w le d g e,

s k ills , a n d v a lu e s n ee d e d t o th riv e in th e 2 1 s t c e n tu ry a n d

c o n trib u te m e a n in g fu lly t o s o c ie ty .

Q.3 Analyze the causes which led the Colonial British Government

to frame a curriculum in the sub-continent. Discuss their

consequences on educational system of Pakistan. (20)

Answer:

Framing a Curriculum: C o lo n ia l m o tiv e s a n d th e ir la s t in g im p a c t

o n P a k is ta n 's E d u c a t io n S ys t em

T h e B ritis h R a j in In d ia (1 8 5 8 -1 9 4 7 ) left a n in d e lib le m a rk o n th e

s u b c o n tin e n t, n o t ju s t p o lit ic a lly b u t a ls o in t h e re a lm o f ed u c a t io n .

T h e c o lo n ia l g o v e rn m en t d ev is e d a c u rric u lu m th a t s e rv ed it s

m u lt ifa c e te d n ee d s , s h a p in g t h e e d u c a tio n s ys t em in w a y s t h a t

c o n tin u e to res o n a te in P a k is ta n t od a y. L e t's d elv e in to t h e k e y

m ot iv es b e h in d t h is c u rric u lu m a n d it s e n d u rin g c o n s e q u en c e s .

Motives for a Colonial Curriculum:

Political Control: T h e fo re m o s t a im w a s to c o n s olid a te B rit is h ru le

b y c re a tin g a loy a l s u b je c t c la s s . E d u c a tio n w o u ld in s till o b ed ie n c e ,

re s p ec t fo r B rit is h a u th o rit y, a n d a c c e p ta n c e o f th e c o lo n ia l o rd e r.

T h is in v olv e d p ro m o tin g W e s te rn v a lu es a n d id eo lo g ie s w h ile

d o w n p la yin g o r d en ig ra tin g in d ig e n o u s k n o w le d g e s y s te m s .

British Raj school in India

Economic Exploitation: T h e R a j n e e d ed a w ork forc e p ro fic ien t in

E n g lis h a n d W es t ern s k ills to m a n a g e it s v a s t a d m in is tra tiv e

m a c h in ery a n d fa c ilita t e re s o u rc e e xt ra c tio n . T h e c u rric u lu m

fo c u s ed o n p ro d u c in g c lerk s , a c c ou n ta n ts , a n d lo w -le v e l

fu n c tio n a rie s w h o c o u ld s e rv e th e c o lo n ia l b u re a u c ra c y .

Cultural Domination: T h e B ritis h s o u g h t to es t a b lis h E n g lis h a s th e

d o m in a n t la n g u a g e a n d p ro p a g a t e th e ir c u lt u ra l n o rm s a n d v a lu e s .

T h is in v olv e d m a rg in a liz in g v ern a c u la r la n g u a g e s a n d in d ig e n o u s

c u ltu ra l p ra c tic es , le a d in g to a g ra d u a l e ro s io n o f lo c a l id e n titie s .

Social Engineering: T h e c o lo n ia l g o v ern m e n t a im ed to c rea te a

s o c ia l h iera rc h y w ith In d ia n s a t th e b ot to m a n d E u ro p e a n s a t th e

to p . T h e e d u c a tio n s y s tem rein fo rc e d t h is b y offe rin g d iffe re n tia l

a c c es s to q u a lity e d u c a tio n b a s e d o n c la s s a n d c a s t e, p erp e tu a tin g

s o c ia l in eq u a lit ie s .

Consequences on Pakistan's Education System:

English Dominance: E n g lis h c o n tin u e s t o h o ld a p riv ile g ed p o s itio n

in P a k is t a n 's e d u c a tio n s ys t em , d e s p it e U rd u b e in g th e n a tio n a l

la n g u a g e. T h is c re a t es a n a c c es s b a rrie r fo r th o s e fro m le s s

p riv ileg e d b a c k g ro u n d s w h o la c k p ro fic ie n c y in E n g lis h ,

p e rp et u a tin g s o c ia l a n d e c o n o m ic in e qu a lit ie s .
English language textbooks in Pakistan

Neglect of Indigenous Knowledge: T ra d itio n a l k n o w le d g e s y s tem s

in a re a s lik e a g ric u ltu re , m ed ic in e , a n d h a n d ic ra fts w ere s id e lin ed

in fa v o r o f W es t ern k n o w le d g e s ys t em s . T h is led to a lo s s o f

v a lu a b le c u lt u ra l h e rita g e a n d u n d e rm in e d th e p o t en t ia l fo r lo c a lly

re lev a n t e d u c a tio n .
Skill Mismatch: T h e c o lo n ia l c u rric u lu m fo c u s ed o n p ro d u c in g

c le ric a l w o rk e rs ra th er th a n s k ille d p ro fe s s io n a ls n ee d ed fo r a

d e v e lo p in g n a tio n . T h is res u lt ed in a m is m a t c h b e tw ee n

e d u c a tio n a l qu a lific a tio n s a n d jo b m a rk e t d e m a n d s , h in d e rin g

e c o n o m ic g ro w th a n d d e v e lo p m en t.

Examination-Oriented System: T h e B ritis h in trod u c e d a h ig h ly

c en tra lize d a n d e xa m in a t io n -o rien te d s y s te m , em p h a s izin g ro te

lea rn in g a n d m e m oriz a tio n o v e r c ritic a l t h in k in g a n d c re a t iv it y. T h is

a p p ro a c h c o n tin u e s to d om in a te P a k is ta n i ed u c a tio n , s tiflin g

in n o v a tio n a n d in d ep e n d e n t th o u g h t.

Social Inequalities: T h e c o lo n ia l e d u c a tio n s y s te m ex a c erb a te d

e xis tin g s o c ia l in e q u a lities b y fa v o rin g u p p er c a s te s a n d c la s s es .

T h is le g a c y p ers is ts in P a k is ta n , w h ere a c c es s to q u a lity e d u c a tio n

re m a in s u n e qu a l a c ros s d iffe re n t s o c ia l g ro u p s .

Moving Forward:
Recognizing the colonial roots of these issues is crucial for

reforming Pakistan's education system. There's a need to:

Promote indigenous languages and knowledge systems: U rd u a n d

o th e r re g io n a l la n g u a g e s s h ou ld b e g iv e n d u e im p o rta n c e in

e d u c a tio n , w h ile in c orp o ra tin g v a lu a b le ele m e n ts o f t ra d itio n a l

k n o w led g e in t o th e c u rric u lu m .

Focus on relevant skills: Th e c u rric u lu m s h o u ld b e a d a p t ed to

e q u ip s tu d en t s w ith s k ills re le v a n t to th e c u rren t jo b m a rk e t,

e m p h a s iz in g c ritic a l th in k in g , p ro b le m -s o lv in g , a n d p ra c t ic a l

a p p lic a t io n o f k n o w le d g e.

Decentralize and diversify the system : M o v in g a w a y fro m a

c en tra lize d , e xa m in a tio n -d riv en a p p ro a c h , a llo w in g fo r re g io n a l

v a ria tio n s a n d c a te rin g t o d iv e rs e le a rn in g s ty les a n d n e e d s .

Promote social inclusivity: E n s u rin g e q u ita b le a c c es s to q u a lity

e d u c a tio n fo r a ll, reg a rd le s s o f th eir s o c io e c o n o m ic b a c k g ro u n d o r

e th n ic it y, is e s s en tia l fo r b re a k in g th e c y c le of e d u c a tio n a l

d is a d v a n ta g e p e rp e tu a te d b y t h e c o lon ia l leg a c y .

Conclusion:

T h e B ritis h R a j's e d u c a tio n a l le g a c y in P a k is ta n is a c o m p le x o n e ,

w it h b o t h n e g a tiv e a n d p o s itiv e a s p ec ts . W h ile a c k n o w le d g in g th e

h a rm s in flic te d b y a c u rric u lu m d es ig n e d fo r c o lo n ia l c on tro l, it's

c ru c ia l to lea rn fro m th e p a s t a n d b u ild a ro b u s t ed u c a t io n s y s te m

th a t c a te rs t o t h e n e e d s o f a m o d e rn , in d ep e n d e n t P a k is ta n . B y

p rio ritizin g in c lu s iv ity , re lev a n c e , a n d c ritic a l th in k in g , th e c o u n try

c a n m o v e to w a rd s a n e d u c a tio n s ys t em th a t e m p o w e rs its c it iz en s

a n d e q u ip s t h em to t h riv e in th e 2 1 s t c e n t u ry .

Q.4 Define the concept of "values based curriculum". How does

society and culture influence on curriculum. Justify your answer

with suitable examples. (20)

Answer:

values based curriculum

A v a lu es -b a s e d c u rric u lu m is a n e d u c a tio n a l a p p ro a c h th a t g o e s

b e yo n d tra d it io n a l s u b je c t-b a s e d le a rn in g , p rio ritizin g th e

d e v e lo p m en t o f p ro -s o c ia l a n d p ro-en v iro n m en ta l h u m a n v a lu e s

a lo n g s id e a c a d e m ic s k ills . It's m o re th a n ju s t te a c h in g s p e c ific

v a lu es ; it's a b o u t c re a tin g a h o lis t ic le a rn in g e n v iro n m e n t w h e re

th es e v a lu e s a re w o v e n in to ev ery a s p e c t o f th e ed u c a t io n a l

e xp e rie n c e .

Here are some key features of a values-based curriculum:

E xp lic it V a lu e s : C o re v a lu e s , s u c h a s res p e c t , re s p o n s ib ility ,

e m p a t h y , in te g rity , a n d s u s ta in a b ilit y, a re c lea rly id en tifie d a n d

e xp lic itly ta u g h t.

Integration : V a lu e s a re n o t ta u g h t a s a s e p a ra te s u b jec t b u t a re

in te g ra t ed in to a ll a re a s o f t h e c u rric u lu m , fro m m a t h em a tic s a n d

s c ie n c e to lit era tu re a n d a rt.

Critical Thinking: S tu d e n ts a re en c o u ra g ed to c rit ic a lly e xa m in e

a n d d is c u s s d ifferen t v a lu e s , e xp lo rin g t h e ir n u a n c e s a n d a p p ly in g

th em t o re a l-life s itu a t io n s .
Social and Emotional Learning: V a lu es -b a s e d e d u c a tio n p la c e s

s tro n g e m p h a s is o n s o c ia l a n d e m o t io n a l lea rn in g (S E L ), h e lp in g

s tu d e n t s d e v e lop s k ills lik e s e lf-a w a re n e s s , c o m m u n ic a tio n , a n d

c o n flic t re s olu t io n , w h ic h a re c ru c ia l fo r p u tt in g v a lu es in to a c tio n .

P o s it iv e S c h oo l C u ltu re : T h e w h o le s c h o o l e n v iro n m e n t, fro m

in te ra c tio n s b et w e e n tea c h ers a n d s t u d en ts to s c h o o l p o lic ie s a n d

e v e n ts , is d e lib era te ly d es ig n e d to fo s te r a n d m o d el th e c h o s e n

v a lu es .

The benefits of a values-based curriculum are numerous:

Empowering Students: S tu d e n ts d e v e lo p a s tro n g s e n s e o f id e n t it y,

e th ic a l d e c is io n -m a k in g s k ills , a n d a c o m m it m e n t to m a k in g a

p o s itiv e c o n trib u t io n to s o c ie ty .

Promoting Wellbeing: A fo c u s o n v a lu e s lik e c om p a s s io n a n d

re s p ec t c o n trib u te s to a m o re p o s itiv e a n d s u p p o rtiv e s c h o ol

e n v iro n m e n t, en h a n c in g s t u d e n t w e ll-b ein g .

Preparing for the Future: V a lu e s -b a s e d ed u c a t io n e q u ip s s t u d en ts

w it h th e s k ills a n d k n ow led g e th e y n e e d t o n a v ig a te th e

c o m p lex it ie s o f th e 2 1 s t c e n tu ry , b e c o m in g res p o n s ib le a n d

e n g a g e d c itize n s .

It 's im p o rta n t t o n o t e th a t th e re is n o o n e-s iz e-fit s -a ll a p p ro a c h t o

d e v e lo p in g a v a lu e s -b a s e d c u rric u lu m . T h e s p e c ific v a lu es c h o s en

a n d th e w a y t h e y a re ta u g h t w ill v a ry b a s ed o n th e s c h o o l's c o n tex t,

its m is s io n , a n d t h e n e e d s o f it s s t u d en ts . H o w e v e r, t h e c o re

p rin c ip le s o f p ro m o t in g c ritic a l th in k in g , fo s terin g a p o s itiv e s c h o o l

c u ltu re , a n d in teg ra tin g v a lu e s in to a ll a s p e c ts o f le a rn in g rem a in

c en tra l to th is a p p ro a c h .
In s u m m a ry , a v a lu es -b a s e d c u rric u lu m is m o re th a n ju s t a d d in g

a n ot h e r s u b jec t to th e s c h o ol d a y . It's a d y n a m ic a n d

tra n s fo rm a tiv e a p p ro a c h to e d u c a tio n th a t s ee k s to c u ltiv a te w h o le,

re s p o n s ib le , a n d c o m p a s s io n a te in d iv id u a ls w h o w ill m a k e a

p o s itiv e im p a c t o n th e w o rld .

society and culture influence on curriculum

S oc iet y a n d c u ltu re e xe rt a p ro fo u n d in flu en c e o n c u rric u lu m ,

s h a p in g its c o n t en t, p e d a g o g y , a n d e v e n th e g oa ls o f ed u c a t io n

its e lf. T h is in flu e n c e m a n ifes t s in v a rio u s w a y s , s o m e s u b t le a n d

o th e rs q u ite a p p a re n t. H ere a re s o m e k e y e xa m p le s :

1 . Transmission of Values and Beliefs:

Patriotic Education: A s o c ie ty m a y p rio ritize in s tillin g n a tion a l p rid e

a n d lo ya lt y th ro u g h h is to ry le s s o n s e m p h a s iz in g s p e c ific n a rra tiv e s

a n d h e ro e s . F o r e xa m p le , m a n y c o u n trie s in c lu d e s ig n ific a n t

c o v e ra g e o f th e ir in d e p e n d en c e s tru g g le s in th e ir c u rric u la .

R e lig io u s V a lu es : S o c ietie s w ith s tro n g relig io u s tra d it io n s m a y

in te g ra t e te a c h in g s a n d et h ic a l fra m ew o rk s fro m th eir fa ith in to

s u b je c ts lik e lit era tu re, s o c ia l s tu d ies , a n d e v e n b io lo g y. F o r

in s ta n c e , in s o m e c ou n trie s , re lig io u s te xts b e c o m e p a rt o f

la n g u a g e o r s o c ia l s tu d ies c u rric u la .

2 . Meeting Societal Needs and Aspirations:

Economic Priorities: A s o c ie ty fo c u s e d o n ec o n o m ic g ro w th m ig h t

e m p h a s iz e S T E M s u b je c ts (s c ie n c e , tec h n o lo g y , e n g in e erin g , a n d

m a th e m a tic s ) a n d v o c a tio n a l tra in in g t o p re p a re s tu d e n ts fo r

c a re ers in re lev a n t field s . T h is is e v id e n t in t h e ris e of c o d in g a n d

ro b o tic s c la s s es in m a n y c o u n t ries .

Environmental Awareness: G row in g en v iro n m en ta l c o n c e rn s c a n

lea d to in c o rp o ra tin g s u s ta in a b ility ed u c a t io n in to th e c u rric u lu m ,

te a c h in g s tu d e n ts a b o u t e c olo g ic a l is s u e s a n d res p o n s ib le
p ra c tic es . T h is is b ec o m in g in c re a s in g ly c o m m o n in c ou n trie s

fa c in g e n v iron m e n ta l c h a llen g e s .

3. Cultural Representation and Inclusion:

Multicultural Perspectives: S o c ie tie s w ith d iv e rs e p o p u la tio n s m a y

s triv e to in te g ra te th e h is t ory, lite ra tu re , a n d p ers p e c tiv e s o f v a rio u s

c u ltu ra l g ro u p s in to th e c u rric u lu m . T h is p ro m o te s c u ltu ra l

u n d e rs t a n d in g a n d c o m b a ts p o te n tia l b ia s e s . F o r e xa m p le, in t h e

U S , t h e re 's b e e n a p u s h to in c lu d e m o re d iv e rs e a u th o rs a n d

h is to ric a l fig u re s in lite ra tu re a n d h is to ry c la s s es .

Indigenous Knowledge: R e c o g n izin g th e v a lu e o f in d ig en o u s

k n o w led g e s y s te m s , s o m e s o c ie tie s a re in c o rp o ra tin g tra d itio n a l

e c o lo g ic a l p ra c tic e s , la n g u a g e rev it a liz a tio n p ro g ra m s , a n d

s to ry te llin g in to th e ir c u rric u la . T h is h e lp s p re s erv e c u ltu ra l h e rita g e

a n d e m p o w er m a rg in a lize d c o m m u n it ie s .

4. Pedagogical Approaches:

Collaborative Learning: C u ltu res th a t v a lu e c o llec tiv is m a n d

c o lla b o ra tio n m ig h t em p h a s ize g ro u p p ro jec ts a n d te a m -b a s e d

lea rn in g a c tiv itie s in t h e c la s s ro o m . T h is c o n tra s t s w ith

in d iv id u a lis t ic c u lt u re s t h a t m a y t en d to w a rd s m ore c o m p e titiv e

a n d in d e p en d e n t le a rn in g s ty les .

Teacher-Student Dynamics: T h e p o w er d y n a m ic s b et w e e n

te a c h e rs a n d s tu d e n ts c a n b e in flu e n c ed b y c u ltu ra l n o rm s . In

s o m e c u lt u re s , te a c h e rs a re s ee n a s a u t h o rita ria n fig u re s , w h ile

o th e rs e m p h a s iz e a m o re e q u a l a n d in tera c tiv e re la tio n s h ip . T h is

a ffe c t s te a c h in g m e th od s a n d c la s s ro o m a t m o s p h e re .

T h es e a re ju s t a few ex a m p le s , a n d t h e s p e c ific w a y s s o c iety a n d

c u ltu re in flu e n c e c u rric u lu m v a ry g re a tly a c ro s s d iffe re n t c o n te xts .

It 's im p o rta n t t o re m em b er th a t th is in flu en c e is n o t a lw a y s

s tra ig h tfo rw a rd a n d c a n b e c o n te s te d o r c h a llen g e d . E d u c a to rs

a n d c o m m u n itie s c o n s ta n tly e n g a g e in d e b a te s a b o u t h o w b e s t to

re fle c t s o c ie ta l v a lu e s a n d n ee d s w h ile e n s u rin g d iv e rs e

p e rs p ec tiv e s a n d c rit ic a l th in k in g s k ills a re fo s te re d .

In conclusion, s o c iet y a n d c u ltu re a re d ee p ly in te rtw in ed w it h th e

s h a p in g o f c u rric u lu m . R e c o g n iz in g th is in flu e n c e a llo w s for

c re a tin g m o re in c lu s iv e , relev a n t , a n d d y n a m ic lea rn in g

e xp e rie n c e s t h a t p re p a re s tu d e n ts fo r s u c c e s s in th eir s p ec ific

s o c ia l a n d c u ltu ra l c o n te xts .

Q.5 Describe the importance of objectives in curriculum

development. Explain your answer with practical examples. (20)

Answer:

Why Objectives are Essential in Curriculum Development

Im a g in e s e ttin g o u t o n a jo u rn ey w ith o u t a m a p o r c o m p a s s . Y o u

m ig h t w a n d e r a im le s s ly, m is s k ey la n d m a rk s , a n d e n d u p fa r fro m

y o u r d es t in a tio n . S im ila rly , c u rric u lu m d ev elo p m e n t w it h o u t c le a r

o b je c tiv e s is lik e em b a rk in g o n a n e d u c a tio n a l v o y a g e w it h o u t

d irec tio n . O b je c tiv es a c t a s th e c o m p a s s , g u id in g ed u c a t ors ,

s tu d e n t s , a n d s ta k eh o ld e rs to w a rd s d es ire d le a rn in g o u t c o m es .

Importance of Objectives:
Provide Direction: O b je c t iv es s e t th e c o u rs e fo r th e c u rric u lu m ,

o u tlin in g w h a t s tu d e n ts s h o u ld k n o w , u n d ers ta n d , a n d b e a b le t o

d o b y th e en d . T h e y d e fin e th e "w h y " b eh in d th e lea rn in g , e n s u rin g

a ll e lem en ts a re a lig n e d a n d c o n trib u te t o a c h ie v in g th o s e g o a ls .

Focus Content and Activities: W ith o b je c tiv e s in m in d , ed u c a t o rs

c a n s e le c t rele v a n t c o n t en t a n d d e s ig n en g a g in g a c tiv itie s t h a t

c a te r to s p e c ific le a rn in g n e e d s . T h is a v o id s ov erlo a d in g s tu d e n t s

w it h u n n e c es s a ry in fo rm a tio n o r a c tiv itie s th a t d o n 't c o n trib u te t o

th e d es ire d ou tc o m e s .
Guide Assessment: O b jec tiv e s s e rv e a s b e n c h m a rk s fo r m ea s u rin g

s tu d e n t p ro g res s a n d th e effe c tiv en es s o f th e c u rric u lu m . B y

a lig n in g a s s es s m en ts w ith o b je c t iv es , ed u c a to rs c a n a c c u ra te ly

g a u g e le a rn in g a n d id e n tify a rea s fo r im p ro v em e n t.

Motivate Students and Teachers: C lea r ob je c tiv e s p ro v id e

s tu d e n t s w ith a s en s e o f p u rp o s e a n d d ire c t io n . T h e y u n d e rs ta n d

w h a t's e xp e c t ed o f t h e m a n d c a n tra c k th e ir o w n p ro g re s s . F o r

te a c h e rs , o b je c tiv es o ffer a fra m e w o rk fo r p la n n in g e n g a g in g

les s o n s a n d m e a s u rin g th e ir o w n e ffec tiv e n e s s .

Promote Communication and Collaboration: O b je c t iv es fa c ilita t e

c o m m u n ic a tio n a m o n g e d u c a to rs , a d m in is tra to rs , a n d

s ta k eh o ld e rs . E v e ry o n e is o n t h e s a m e p a g e re g a rd in g w h a t

s tu d e n t s s h ou ld lea rn , en a b lin g th e m t o w o rk to g et h e r t o w a rd s

s h a red g o a ls .

Practical Examples:

Math: Objective: " S tu d en ts w ill b e a b le t o s o lv e m u lti-s te p w o rd

p ro b lem s in v o lv in g a d d itio n , s u b tra c t io n , a n d m u ltip lic a tion ." T h is

o b je c tiv e g u id es th e s ele c t io n o f rele v a n t p ro b le m s , th e

d e v e lo p m en t o f te a c h in g s tra t eg ies , a n d th e d es ig n o f
a s s e s s m e n t s t h a t m ea s u re s t u d en ts ' a b ility to a p p ly th e ir

k n o w led g e in re a l-w o rld s c e n a rio s .

History: Objective: " S tu d en ts w ill b e a b le t o a n a lyz e th e c a u s e s

a n d c o n s e q u en c e s o f th e A m e ric a n R ev o lu tio n ." T h is o b je c t iv e

s h a p e s th e c o n t en t c o v e re d , e n c o u ra g es c rit ic a l th in k in g s k ills , a n d

in fo rm s th e a s s e s s m e n t t a s k s , s u c h a s e s s a y s o r s im u la tio n s .

Science: Objective: " S tu d en t s w ill b e a b le to d e s ig n a n d c o n d u c t a

s c ie n tific e xp e rim e n t to te s t th e e ffec ts o f d ifferen t fe rt ilize rs o n

p la n t g ro w th ." T h is o b jec tiv e n ec e s s it a te s h a n d s -o n le a rn in g ,

in c o rp o ra tin g s c ie n tific in q u iry s k ills a n d c u lm in a tin g in a p ro je c t

th a t d em o n s tra te s u n d ers ta n d in g o f t h e s c ien tific m et h o d .

Visualizing the Impact:

Im a g in e a c la s s ro o m w ith a p ro m in e n tly d is p la y ed c h a rt o u t lin in g

th e lea rn in g ob je c tiv e s fo r th e w ee k . A s s tu d e n t s p ro g re s s , th e y

c a n tic k o ff m a s t ere d o b jec tiv e s , g a in in g a s en s e o f

a c c om p lis h m e n t a n d s ta yin g m o t iv a te d . T h is v is u a l re p re s en t a tio n

re in fo rc es th e im p o rta n c e o f o b je c t iv es a n d k e ep s e v e ry o n e

fo c u s ed o n th e le a rn in g jo u rn e y.
T h e C ritic a l R o le o f O b je c t iv es in C u rric u lu m D e v e lo p m en t

O b jec tiv e s a re t h e lifeb lo o d o f a w e ll-d ev elo p ed c u rric u lu m . T h e y

a c t a s a ro a d m a p , g u id in g ev ery s te p o f th e c u rric u lu m

d e v e lo p m en t p ro c e s s – fro m c o n te n t s e lec tio n to tea c h in g

m eth o d s a n d a s s es s m en t. T h eir im p o rt a n c e g o e s fa r b e y o n d

s im p ly s ta tin g w h a t s tu d e n ts w ill le a rn ; th e y p ro v id e c la rity ,

d irec tio n , a n d fo c u s fo r b o th e d u c a to rs a n d lea rn e rs .

Here's why objectives are essential in curriculum development,

along with practical examples:

1. Defining the Destination:

Clarity for Educators: T h in k o f o b je c t iv es a s s e ttin g a c le a r

d e s tin a tio n fo r yo u r e d u c a tio n a l jo u rn ey . W ith o u t th e m , ed u c a t o rs

m ig h t w a n d e r a im le s s ly, u n s u re o f w h a t k n o w le d g e a n d s k ills

s tu d e n t s s h ou ld u ltim a te ly a c q u ire. C lea r o b je c tiv es p ro v id e a

fo c u s ed ta rg et , e n s u rin g lea rn in g a c tiv itie s a re a lig n e d a n d d irec te d

to w a rd s a c h iev in g d e s ire d o u t c o m es .

Example : In a S c ie n c e c u rric u lu m , a n o b je c t iv e m ig h t b e : "B y th e

e n d of th is u n it, s tu d e n ts w ill b e a b le to ex p la in t h e p ro c es s o f

p h o to s y n t h es is a n d its im p o rta n c e fo r life o n E a rth ." T h is o b je c t iv e

g u id es th e te a c h e r in s e lec tin g re le v a n t c o n ten t, c h o o s in g

e n g a g in g a c tiv it ie s , a n d d es ig n in g a s s e s s m e n ts th a t foc u s o n

s tu d e n t s ' u n d e rs ta n d in g o f p h o to s y n th e s is .

2 . Guiding the Path:

Focused Content Selection: O b jec tiv e s a c t a s filt ers , h e lp in g

e d u c a to rs c h o o s e re le v a n t c o n te n t th a t d ire c tly c o n trib u te s to

a c h ie v in g t h e d e s ired o u tc o m es . W ith ou t th e m , th e c u rric u lu m

m ig h t b e c om e c lu tte re d w ith e xtra n e o u s in fo rm a t io n th a t d o es n 't

c o n trib u te to s tu d e n t lea rn in g .

Example : In a H is t ory c u rric u lu m , a n o b je c t iv e m ig h t b e : "S tu d e n t s

w ill a n a ly ze t h e c a u s e s a n d c o n s eq u en c e s o f th e A m eric a n

R e v o lu tio n ." T h is o b jec tiv e s t ee rs th e te a c h er t ow a rd s in c lu d in g k e y

e v e n ts , fig u res , a n d p ers p ec tiv e s rela t ed to th e rev o lu tio n , w h ile

p rio ritizin g m a t eria ls th a t c o n t rib u te to a n a lyz in g its c a u s e s a n d

c o n s eq u en c e s .

3 . Shaping Pedagogical Choices:

Effective Teaching Strategies: W h e n ed u c a t o rs u n d e rs ta n d w h a t

s tu d e n t s a re e xp e c t ed to le a rn , th ey c a n ta ilor t h e ir te a c h in g

m eth o d s to s u p p o rt th o s e s p e c ific o u tc o m e s . T h is fo s te rs a c tiv e

lea rn in g a n d en s u re s th e a c t iv it ie s d ire c tly ta rg et th e in te n d e d s k ills

a n d k n o w led g e .
Example : In a M a th em a tic s c u rric u lu m , a n o b je c tiv e m ig h t b e :

"S tu d e n ts w ill s o lv e m u lti-s t ep w o rd p rob le m s in v o lv in g fra c tio n s ."

T h is p ro m p ts th e t ea c h er to in c orp o ra te p ro b le m -s o lv in g s t ra te g ies ,

re a l-w orld a p p lic a t io n s , a n d o p p o rtu n it ie s fo r c o lla b ora tiv e

lea rn in g , g u id in g s tu d e n ts to w a rd s a p p ly in g th eir fra c tio n a l

k n o w led g e t o ta c k le c o m p le x w o rd p ro b lem s .

4. Assessing Progress and Success:

Meaningful Measurement: O b jec tiv e s s erv e a s b e n c h m a rk s for

m ea s u rin g s tu d e n t le a rn in g . A s s e s s m e n t s d ire c t ly lin k e d to t h e

s ta ted o b je c tiv e s p ro v id e a c le a r p ic t u re of w h e th e r s tu d e n ts h a v e

a c h ie v e d th e d e s ire d o u tc o m e s . T h is a llo w s e d u c a to rs to id e n tify

a rea s n e e d in g im p rov em e n t a n d a d a p t t h eir te a c h in g a c c o rd in g ly .

Example : In a L a n g u a g e A rts c u rric u lu m , a n o b jec tiv e m ig h t b e :

"S tu d e n ts w ill w rite p ers u a s iv e e s s a y s w ith a c lea r t h e s is

s ta tem e n t, rele v a n t s u p p o rtin g ev id e n c e, a n d a s tro n g c o n c lu s io n ."

T h is o b je c t iv e g u id es th e d es ig n o f w ritin g p ro m p t s , ru b ric s , a n d

fe ed b a c k m e c h a n is m s th a t s p ec ific a lly a s s e s s s tu d e n ts ' a b ility to

s tru c t u re a n d s u p p o rt th e ir p ers u a s iv e a rg u m en t s .
Conclusion:

O b jec tiv e s a re n o t m e re ly b u re a u c ra t ic n e c e s s ities ; th ey a re th e

v e ry fou n d a tio n o f e ffe c tiv e c u rric u lu m d ev elo p m en t . B y p ro v id in g

d irec tio n , foc u s , a n d a fra m e w o rk fo r a s s e s s m e n t, o b jec tiv e s

e n s u re th a t t h e e d u c a tio n a l jo u rn ey h a s a c le a r d e s tin a tio n a n d th e

m ea n s t o n a v ig a te to w a rd s it. J u s t lik e a c o m p a s s , o b je c t iv es

g u id e th e w a y , e n s u rin g s tu d en t s a rriv e a t th e ir le a rn in g g o a ls

e q u ip p e d w ith th e k n o w led g e a n d s k ills th ey n e ed to th riv e.

References:

• Lectures of Tutor During Workshop

• Books

• Different Videos of YouTubes

• Google