NAME:Vinita Raj

ROLL NO.:0000267187
COURSE CODE:6503
SEMESTER : Spring 2022
 Assignment No.2
QUESTION NO 1

Describe the categories of curriculum design. What are the critical problems
that need to be addressed while designing the curriculum?

ANSWER:
A gratifying process, curriculum design enables instructors to engage in professional discussions concerning the
intended and taught curriculum. Curriculum design gives teachers the chance to talk about what is crucial in
other grade levels and courses in addition to horizontal alignment. I have discovered the following barriers as a
result of my experiences with curriculum design and my observations of teacher teams at work in other school
systems. Each of these obstacles can be overcome with careful preparation, budgetary provisions, scheduling,
communication, and the assistance of district administration.

The intentional, planned, and systematic organising of curriculum (instructional blocks) inside a class or course
is referred to as curriculum design. In other words, it is a method for teachers to organise their lesson plans.
Teachers decide what will be done, who will do it, and what schedule to adhere to when they establish a
curriculum.

Why Design a Curriculum?

Each curriculum is created by teachers with a clear educational goal in mind. The main objective of curriculum
design is to enhance student learning, but there are additional motivations as well. For instance, planning a
middle school curriculum with both elementary and high school curricula in mind aids in ensuring that learning
objectives are synchronised and build upon one another from one level to the next. Without considering existing
information from elementary school or future learning in high school, a middle school curriculum can cause
serious issues for the pupils.

Curriculum Design Styles

Three fundamental types of curriculum design exist:

 Design that is subject-centered

  Design focusing on learners
 Design that is problem-centered
 Designing a Curriculum Based on Subjects
A subject or discipline is the focal point of a curriculum that is subject-centered. A subject-centered curriculum
might put an emphasis on biology or arithmetic, for instance. This kind of curriculum planning prioritises the
subject over the student. The majority of K–12 public schools in American states and local school districts
follow this kind of curriculum.

According to subject-centered curriculum design, what should be learned and how should be studied are both
specified. A subject-centered design that can be standardised across educational institutions, states, and the
nation at large is the core curriculum. In standardised core curriculum, teachers are given a predetermined list of
topics they must cover with their students along with detailed instructions on how to do so. In big college
classes, subject-centered teaching methods are also present, when teachers concentrate on one subject or field.

The fact that subject-centered curriculum design is not student-centered is its main flaw. In instance, the unique
learning preferences of the students are not taken into consideration when creating this type of programme. As a
result, there may be issues with motivation and involvement on the part of the pupils, and they might even lag
behind academically.

Designing curriculum with learners in mind

Learner-centered curriculum design, on the other hand, takes into account the needs, interests, and goals of each
individual. In other words, it recognises that every learner is unique and adapts to their needs. The goal of
learner-centered curriculum design is to give students control over their education and provide them the
freedom to make decisions about it.

A learner-centered curriculum has varied lesson plans that allow students to select their own tasks, lessons, and
activities. Students may be inspired and encouraged to remain interested in the lessons they are learning as a
result.

This method of curriculum creation has the problem of being labor-intensive. It is the teacher's responsibility to
develop differentiated education that meets the needs of each student's learning and/or identify materials that
support that instruction. Teachers might not have the time, experience, or abilities to develop such a strategy. In
order to create curriculum that is learner-centered, teachers must strike a difficult balance between the needs
and interests of the students and the standards that must be met.

Solution-Focused Curriculum Design

Problem-centered curriculum design is a type of student-centered design, just like learner-centered design. The
main goal of problem-centered curriculum is to educate students how to analyse a situation and find a solution.
As a result, students are exposed to real-world problems, which aids in the development of transferable abilities.

The relevance of the curriculum is increased through problem-centered curriculum design, which also
encourages innovation and creativity in the pupils. This method of curriculum design has the issue of not always
taking learning styles into account.

Tips for Curriculum Design

The following suggestions for curriculum design can assist instructors in controlling each phase of the process.

• Early on in the process of designing the curriculum, identify the needs of the stakeholders (i.e., the students).
This can be accomplished through needs analysis, which entails the gathering and analysis of learner-related
data. This information may include what students already know and what they must know to master a certain
subject or skill. Information regarding the perspectives, qualities, and shortcomings of the learner may also be
included.

• Make a detailed list of the learning objectives and results. This will enable you to prepare lessons that can
provide the expected results and help you concentrate on the curriculum's intended aim. Teachers set learning
objectives for their students to accomplish during the course. The measurable knowledge, abilities, and attitudes
that students should have acquired by the end of the course are known as learning outcomes.

• Determine the limitations that will affect how you create your curriculum. One typical constraint that needs to
be taken into account is time. The period has a finite number of hours, days, weeks, or months. Learning
outcomes will be affected if there is not enough time to give all of the scheduled teaching.

• You should think about developing a curriculum map, sometimes referred to as a curriculum matrix, so that
you can accurately assess the order and coherence of instruction. Visual diagrams or indexes of a curriculum are
provided through curriculum mapping. A excellent technique to quickly and readily find any gaps, repetitions,
or alignment problems in the sequence of instruction is to analyse a visual depiction of the curriculum.
Curriculum maps can be made on paper, online, or using software or services established especially for this
purpose.

• Decide on the teaching strategies that will be applied throughout the course and think about how they will
accommodate different learning preferences of the students. The instructional design or curriculum design will
need to be changed if the instructional methods are not appropriate for the curriculum.
• Establish assessment procedures that will be used at the end and during the school year to assess learners,
teachers, and the curriculum. You can evaluate the curriculum design to see if it is successful or failing. The
strengths and weaknesses of the curriculum and accomplishment levels in relation to learning outcomes are two
examples of items that should be reviewed. Continuous and summative evaluation is the most efficient.

• Keep in mind that creating a curriculum is a continual process that requires improvement. On the basis of
evaluation results, the curriculum's design should be evaluated on a regular basis. To guarantee that learning
objectives or a particular degree of proficiency will be attained at the end of the course, this may entail making
changes to the design midway during the course.

Questions for Teams Developing Curriculum:

1. What are the "hidden" signals sent to pupils in our institution or district of institutions?

2. How interfere with the intended curriculum are the "hidden" messages?

3. How can administrators and educators address unwanted messages?

4. Does our school use the "hidden" curriculum?

5. Considering that teachers are people and that people are fallible, is it conceivable to have a "hidden"
curriculum every year?

Time

Curriculum creation is a time-consuming process. Since teachers must be "teaching," district administrators
struggle to find time to develop curriculum. The final output might not be polished if teachers are required to
teach from 8:00 am to 3:00 pm and then prepare curriculum from 4:00 pm to 6:00 pm. Some school districts try
to develop their curriculum in one week during the summer when they have a one-week window. Although this
approach is preferable to removing your finest teachers from the classroom, it is impractical. During early
release days, several school systems make an effort to design curricular units. The teachers are instructed to
compose curricula in the afternoon after the kids have left for lunch. After spending the mornings instructing
students, it is challenging to concentrate on curriculum creation.

Barrier-Breaking:

To overcome the time barrier, a hybrid strategy might be the best option. The greatest time for instructors to
ponder, discuss, plan, collaborate, and examine the curriculum seems to be over the summer months. If teachers
are aware that they will be back in the classroom the following day, it can be challenging for them to start
producing a curriculum paper or units of study. If much of the work can be completed over the summer, time
can be set aside throughout the school year for reflection, revisions, and monthly meetings. If I were the U.S.
Department of Education's Czar for Education, I would advise all school districts to give teaching leaders an
extra one-month salary so they could concentrate on developing and revising curricula. Teachers would be able
to concentrate on curriculum design rather than finishing a product and the adjustments that need to be
implemented would be supported for one month during the summer.

Our students don't need to be hoping for a good education. What should all students know and be able to do as a
result of this grade level, course, unit, or lesson? is the first step in providing a high-rate education. It will take
some thought and time to respond to this.

Tradition

Teams working on curriculum design must overcome the constraint of tradition. Tradition serves as a reminder
to educators that "we have always developed curricula in this way." Traditions include things like the bell
schedule, the order in which the courses are taught, the textbooks we use, and how many days we devote to
each unit. Tradition-based curriculum design will not equip students for the future. Some customs are worth
maintaining. Making sure that tradition is not getting in the way of progress is vital.

QUESTION NO 2

Why situational analysis is important, how is it carried out? Highlight the

three domains of educational objectives.

Answer:
As part of the teaching-learning process, assessment is the process of acquiring, analysing, documenting, and
applying information about pupils. There are many different kinds of assessments, but the diagnostic, formative,
and summative approaches and tools are the most often used in education. Typically, a diagnostic evaluation is
conducted at the start of each academic year. It assists in making a diagnosis and determining a student's
strengths, shortcomings, and past knowledge. Most formative evaluation takes place in classrooms, between the
teacher and the pupils. Formative evaluation takes many different forms, including engagement, observations,
and feedback. Summative evaluation occurs at the conclusion of the instructional process. Written tests, end-of-
unit tests, final exams, or standardised tests at the conclusion of the academic year are some of the different
formats it might take. The summative evaluation, according to Garrison and Ehringhaus, may be connected to
district benchmarks, end-of-term or end-of-semester exams. Through the prism of students' performance, it also
assists instructors in reflecting on their teaching methods and students' understanding. Every nation has a system
in place for evaluating its students, particularly in high school, to identify those who are capable of continuing
on to further education. Written tests or examinations that indicate both student understanding and the calibre of
instruction have long been seen as essential components of any educational system. Exams are the most
common and important tool used to evaluate educational programmes, yet there are many reasons that show
how limited this method is at assessing students' knowledge. Exams are still utilised, nevertheless, to assess
students' comprehension, change and enhance the curriculum, and evaluate the effectiveness of the teaching
strategies. The technical supervisors for each discipline plan, modify, and evaluate examinations under Kuwait's
public education system, which is similar to many other nations' examination processes. For students to advance
from one grade to the next in Kuwait, they must receive a minimum grade of 50% in each of the following core
subjects: math, science, Arabic, English, social studies, Islamic studies, and Quran studies. Tests are used
extensively in the major grades from elementary school through secondary school. Students take three tests
during each semester, followed by final exams.

The supervisory unit offers test frameworks. All public schools in the State of Kuwait are receiving uniform
summative assessments that were written in collaboration by teachers, department leaders, and supervisors.
Every school district administers tests to its students on the same subject at the same time. Final exams are only
uniformly administered across the nation in the final year of secondary school.

The twelfth level is regarded as the point at which students leave school, hence it is important in terms of
preparation and evaluation. This study's primary objective is to analyse exam questions in light of Bloom's
cognitive levels and educational objectives in order to establish a standard for subsequent research and
advancements in the examinations system. Because teaching science is a national priority in Kuwait and is
included in the educational reform plans, it was chosen as a subject of exploration in addition to the fact that it
is a core subject and is taught in its three distinct domains (chemistry, biology, and physics).

Literature Review 2.

. Contexts for Secondary School Final Exams

Resnick, a psychologist, asserts that "What we value is what we appraise. We only get what we evaluate, so if
we don't evaluate it, we don't get it. The high school level is extremely important to Kuwait's educational
system because it is thought to be a requirement for a college degree. Due to the university admissions process,
students are concentrating on raising their GPAs in order to join specific specialties. This has resulted in the
standard testing-related instruction and preparation of pupils for numerous examination formats, which has led
to meaningless learning, stumbling, and a high rate of inflation in final grades .
On the other hand, the Ministry of Education (MOE) dedicates significant resources to the examination process,
particularly the twelfth grade final tests every year. The MOE's examinations division is overseen by a group of
technical supervisors who are entrusted with developing, scrutinising, and producing incredibly exact questions
for each key topic However, one of the justifications for analysing the exams and comprehending the
summative evaluation in Kuwait is that these exams are made by the same supervisors who developed the
curriculum and evaluated the teachers. According to the claims, Kuwait's educational system does not
adequately prepare kids for higher-order thinking because it primarily emphasises memorization of information
[9]. The problem with education and training is the nature of learning itself. The current environment pushes
toward being a test-advocate that evaluates students transiently based on memorization of incomplete facts to
pass the tests, rather than educating for learning and understanding. Unfortunately, the purpose of the learning
outcomes is connected to children, parents, and teachers passing assessments with high scores.

Kuwait's evaluation method does not really show if a particular student's performance is good, excellent, or
poor unless it is measured against a set of standards and norms. Final exams and summative assessments are
typically utilised as a tool for curriculum, teacher, and school performance evaluation; however, the MOE is
restricting their usage to reporting student progress [10].

Science as a Case 2.2

Since students who majored in science are required to complete the three primary domains of biology,
chemistry, and physics, the scientific curriculum makes up a significant portion of the tests. Additionally, non-
science majors are required to finish science classes before completing their secondary education. Secondary
school science majors receive preparation for careers in the sciences when they graduate. Kuwait's science
curriculum and organisation emphasise problem-solving, critical thinking, data analysis, and decision-making.
In secondary schools, science classes are regularly offered in fully furnished labs. This focus on science,
meanwhile, is met with a lack of enthusiasm in the field. According to the Central Statistical Bureau (CSB), just
34.30% of students at Kuwait University chose science majors in the academic year 2017–2018, compared to
65.69% who did. Another study [11, 12] emphasised the difficulties secondary school students have learning
science because of the teaching strategies and evaluation system, which lowers their interest in the subject.
According to Al-Kandari, Ramdane, and Nordin, some difficulties are caused by the improper and constrained
usage of the cognitive domain. The curriculum objectives, student evaluation method, school management, and
lack of scientific laboratory equipment, according to a study of secondary science instructors, are challenges
that negatively impact student achievements.

Reforming education across the board was a component of the State of Kuwait's launch of its medium-term
economic growth strategy. Furthermore, despite Kuwait's government spending on the educational sector being
relatively high, the General Secretariat of the Supreme Council for Planning and Development (2016) reported
that Kuwait ranked 99th globally in the Quality Index of Mathematics and Science Education (out of 140
countries). STEM disciplines are still in short supply on the labour market, whereas non-STEM fields are
experiencing increased inflation. According to the international results of the Trends in International
Mathematics and Science Study (TIMSS), Kuwaiti students perform rather poorly overall in science, which is
another justification for emphasising the subject. Kuwait did not take part in the Program for International
Student Assessment (PISA), which makes it even more important to study the current tests in order to
comprehend the system and then offer better alternatives. The Procedure for Preparing for the Science Final
Exams

The current study aims to ascertain the proportion of educational goals (cognitive, psychomotor, and emotional)
that are assessed in Kuwaiti high school science classes (chemistry, physics, and biology), the proportion of
knowledge levels assessed by these questions, and the representation of question types (objective, categorical),
as well as the availability of scientific processes in the questions of general secondary school science classes
(chemistry, physics, and biology).

The taxonomy was initially developed by Benjamin Bloom, and Lauren Anderson, who studied under Benjamin
Bloom, later refined it. Many teaching philosophies, especially those that focus on teaching certain skills, are
built around the revised version from 2001. Each level typically has a distinct learning goal that can be assessed.
While conducting the survey, researchers also took into account the other two educational domains.

In order to respond to the following, this study will assess the final exams using educational taxonomies.

What kinds of questions will be on exams for chemistry, physics, and biology in secondary school? More
particularly:

I What percentage of the final exams' subjects—chemistry, physics, and biology—are made up of the three
educational objectives categories—cognitive, psychomotor, and emotional?

(ii) How are the different knowledge levels in each exam represented in terms of Bloom's taxonomy?

(iii) How are the different question kinds (essay, objective) distributed across each exam?

(iv) How do the questions on each exam for each branch of science—chemistry, physics, and biology—
represent the relative weight of science textbook units for the twelfth grade in the State of Kuwait?
 QUESTION NO 3

Analyze the criteria and procedure of content selection. Further elaborate the
selection of teaching strategies.

Answer:
The terms "curriculum" are regarded from both a macro and a micro perspective. The macro curriculum refers
to educational programmes, whereas the micro curriculum relates to disciplines. For instance, BS in Civil
Engineering is a macro curriculum, whereas biology is a micro curriculum.

What are the contents of the micro and macro curricula? The curriculum at these two levels is covered in the
criteria that follow.

Seven factors should be considered when choosing the subjects or curriculum content

The seven criteria listed below can be used to choose topics for microcurricula as well as the material, or
subjects, required for curricular programmes or courses, of the macrocurriculum.

1. Self-reliance

The primary guiding principle for subject matter or content selection is to assist students in achieving maximal
self-sufficiency in the most cost-effective way possible (Scheffler, 1970), as mentioned by Bilbao et al (2008).
With less instructional effort and less reliance on educational resources, pupils get greater results. They can
successfully handle the learning objectives.

This means that opportunities for experimentation, observation, and fieldwork should be provided for students.
They can study on their own thanks to this. In light of this idea, I propose that a high school curriculum or
preparatory year include a weekly one-day individual study activity. However, the teacher needs to properly
prepare this. The pupils should present the activity's results when they get back.

2. Importance
The subject matter or content is important if it is chosen and structured to promote the growth of learning
processes, abilities, and attitudes. Additionally, it fosters the three learning domains of cognitive, emotional, and
psychomotor skills while taking into account the participants' cultural backgrounds. The topic matter needs to
be attentive to cultural differences, especially if your students are of various races and ethnic backgrounds.
Simply put, choose a topic or subject that can help the curriculum attain its overall goal.

3. Relevance

The term "validity" relates to the veracity of the topic or information you chose. Verify that the subjects are not
out-of-date. Don't require typewriting as a skill for college students, for instance. The topic ought to be
computers or information technology (IT).

Therefore, it is important to routinely review the curriculum's subject matter and materials and replace them as
appropriate. Do not wait another five years to make a difference.

If your school or nation falls behind, modern curriculum specialists are concerned about current trends,
relevance, and authenticity of the curriculum.

4. Curiosity

This standard is appropriate for learner-centered instruction. When a subject is meaningful to the students, they
learn more effectively. If people are interested in it, it takes on more significance. However, if the curriculum is
subject-centered, teachers are forced to strictly follow the pace plan and only teach material found in the book.
This may help to explain why so many students struggle with the subject.

5. Useful

The utility of the content or subject matter is a different criterion. Students believe that some topics or all topics
are unimportant to them. They think it's pointless. They consequently do not study.

These are some inquiries that students frequently have: Do I need to know this subject for my job? Will it give
my life purpose? Will it help me realise my potential? Can it help me with my issue? Will the test include it?
Will learning it result in a passing grade?

Students only value a topic or piece of material if they can use it.

Learnability 6.

The subject matter or content must fit the learners' conceptual framework. It must be relevant to their prior
experiences. In order to optimise the students' learning potential, teachers should use ideas on the psychology of
learning to understand how subjects are presented, sequenced, and arranged.
7. Suitability

It indicates that the topic is fully implementable. It ought to take into account the actual state of the government,
the school, and society at large. Within the allotted time and with the aid of the available resources, students
must learn. Don't assign them a project they can't complete.

For instance, even though you only have one week to complete the unit, it can take the children a month to do
the tasks. This is impractical. If there isn't any power or any computers present, don't suggest a computer-related
topic.

Furthermore, the existence of teachers who are experts in that field is implied by feasibility. For instance, if
there is no teacher available, don't provide English for Business Communication. There is also a need to take the
learners' personalities into account. The way the subject matter or information is organised and presented must
fit the personalities of the students. Therefore, it would be preferable if students were organised similarly in a
subject-centered curriculum (with pace schedules that must be strictly followed every week); otherwise, many
pupils would fail that subject.

In conclusion, because the Department of Education has already created lesson plans, elementary and high
school teachers are not directly involved in choosing the subject matter. All they need to do is adhere to it. But
if their department heads or principals agree, they can also alter the lessons.

The Commission on Higher Education establishes recommendations and policies on what subjects should be
given as bare minimum criteria for the course with relation to the macro curriculum. After then, with the
Academic Council's blessing, the Curriculum Development Committee will be in charge of choosing,
organising, and implementing the curriculum.

A curricular program's subject-matter and subjects are chosen after careful consideration of the seven
aforementioned criteria by the Curriculum Development Committee, which is chaired by the Director of
Curriculum Development. But the procedure is far from over yet! One of the factors considered in curriculum
design is the choice of the subject matter or content for the micro and macro curricula.

QUESTION NO 4

Design strategies for the evaluation of specific educational programmes and

suggest means for their improvement
Answer:

You might want to consider how you will include the learning process into the evaluation process as you
execute your task. For instance, in the most recent Discovery Experience Survey Project, the project team
incorporated specific processes to develop evaluative and curricular thinking. These processes include mindsets
that intentionally question presumptions and value systematic data gathering for educational decision-making
(evaluative thinking; Patton, 2012), as well as intentionally design curricula and instruction that are informed by
learning outcomes and principled reasoning for structuring learning experiences (curricular thinking).

Strategies

Promoting critical thinking through survey design

First-step strategy: encourage usage

Talk about the decisions and actions you hope to impact or educate using data-driven learning. By outlining
potential decisions and actions, elicit feedback from the leadership. Identify the connections between the
evaluation's intended applications, the evaluation's questions, and the survey's questions by creating an
evaluation design matrix.

2. Encourage use prior to data collection:

Be ready for results

In order to avoid any surprises, set expectations for what the report might reveal. Before collecting data for the
report's main intended consumers, draught a mock-up survey report and ask the intended report users (VCUE,
Deans) to respond to it. In order to conform to readers' expectations, the report's language and format were
changed.

As a socialisation and educational tool for curriculum thinking, data collecting

. Challenge and model learning

In our instance, this meant giving faculty members a reason to think carefully about Discovery Learning. We
hoped that the survey instrument would have a good ripple impact on faculty. In addition to challenging the
responders, we also provided models for how to characterise learning and how to describe mastery-level
achievements from Discovery Learning.

(4) Challenge and model learning

to influence respondents' perspectives on curriculum and learning. We limited the programmes to consider the
curriculum in terms of a three-tier learning progression: introductory, develop & refine, and mastery.

Make sure the info is useful.

5.get a lot of responses (100% response rate attained)

All communication tactics (pre-survey warning, invitation message, summary of survey response rate to Deans,
reminder messages, phone calls, etc.) are in place to ensure that we receive a high response rate before the
survey's deadline. Response rate was increased by sending out a "heads up" email four weeks prior to the
survey's launch, reminding respondents via email repeatedly from the Provost and Vice Chancellor, extending
the deadline, discussing the survey's status in Deans meetings so that they had a stake in their departments'
responses, sending targeted emails to department managers and close friends and allies, and making repeated
phone calls and voicemails.

6. Get a good answer using tactic

(1) Chairs are driven to perceive the benefit to their department in participating in the survey since it is linked to
their actions and decisions (including that survey results will inform fundraising campaigns).

(2) Deans and chairs were aware that the EVCP and VCUE had a stake in the success of the survey and the
learning that might be drawn from the results.

(3) The initiative didn't seem to be a demand from above to "do more with less," or to be something that would
lead to such directives.

Verifying & completing any incomplete responses: We went over each response carefully and marked the
departments that gave insufficient information. The department chairs and managers were contacted directly by
phone and/or email, and the department's data was input to save them from having to return to the instrument.

Creating an evaluation team as a seventh strategy

Make sure everyone at the table has the proper skills: The composition of the working group was purposefully
chosen to reflect the expertise needed to complete the survey project, including knowledge of the development
of the Discovery Experience Initiative and Berkeley's undergraduate curricular structures, as well as skills in
curricular design and programme evaluation, survey design and implementation, data collection and analysis,
campus communication, and project management.

Monitoring project development and maintaining a sustainable project speed is strategy eight.
For teams to succeed in staying on track and maintaining a manageable workload, tracking project progress and
conducting regular check-ins are crucial. In the office of the project sponsor and present at the majority of
campus leadership meetings was the project manager and communications lead. This was useful in immediately
obtaining and incorporating feedback from sponsors and leadership and also in comprehending the complexities
of politics inherent in such a vast and visible undertaking.

Engage multiple parties to ensure buy-in with strategy 9.

For the survey's content to be valid, a number of parties were involved in its development. The Council of
Undergraduate Deans examined the survey after it had been pilot-tested in three departments. Several eminent
undergraduate education chairs (Berkeley Collegium) from different disciplines also offered opinions. By
making these efforts, the survey was sure to hit home with faculty members and win their support for the
methodology and results.

QUESTION NO 5

What are the main problems and issues faced by curriculum developer?
Discuss the implementation and modification of curriculum in the light of
Algorithmic model.

Answer:

There are significant problems with the curriculum development process in Afghanistan. These problems
include the meddling of bureaucrats, the lack of participation of educators at the secondary and tertiary levels,
etc. The Ministry of Education's (MOE) expert curriculum development boards improperly employ academic
resources to update out-of-date sections of school textbooks. They should seek out competent advice, and I have
no doubt that they will come up with creative answers to satisfy Afghanistan's needs for curriculum growth.

What is curriculum, a query that someone might have? The most significant concept that comes to mind while
thinking about school, in my opinion, is curriculum. The administrations of schools and universities need a
channel through which to impart knowledge and practical skills to students. Unfortunately, this concept is
greatly misinterpreted in the context of Afghanistan, which prevents students from having a richer educational
experience in schools and colleges.
Afghanistan does not alter its curriculum. I would say that the process of developing curriculum in Afghanistan
is not static, but rather a dynamic exercise that must be modified to meet the changing needs of our community.
Development of curricula is a static process in Afghanistan. The failure to create appropriate curriculum has a
number of causes. Below is a discussion of a few of them:

Curriculum development issues

Education is out of date

The curriculum is out-of-date and does not address the specific needs of Afghan society, to start. According to
the curriculum issues, our current generation is studying the same material that the preceding two or three
generations studied. Our children are pushed to acquire scientific topics through cramming whereas pupils from
other areas of the world gain challenging mathematical and scientific knowledge through activity-based
learning.

For instance, there are several factual and scientific errors in school textbooks. It is unfortunate that
professionals writing secondary school science and math textbooks do not properly consider the concepts of
scientific and factual information.

participation of government representatives

Second, the participation of government employees in the creation of the Afghani curriculum is detrimental to
our educational system.Someone would argue that the current method of curriculum development is based on a
uniform policy for the entire nation with specific purposes and objectives, but in my opinion, it is impossible to
apply national educational policy equally to all of the nation's areas.

For instance, Afghanistan has numerous undeveloped regions where parents lack the means to send their kids to
school. Because parents struggle to pay for their children's education, there is a significant dropout rate in
schools.

Therefore, in order to address the educational issues of disadvantaged pupils, government officials must create a
new educational policy. Building schools where kids are permitted to study in the evening and where qualified
teachers are teaching comparative studies and fundamental understanding of essential subjects including
English, mathematics, science, Pashto, and Dari are one way to do this.

insufficient scholarly research

Thirdly, poor academic research for the creation of school textbooks is a challenge for Afghanistan's curriculum
development process. We might point out that the specialists who sit on the curriculum development boards
employ educational materials of their own choosing. I have to admit that the chosen content is frequently
subpar. It is evident that no acceptable research/evaluation mechanism is developed to update the curriculum
through textbooks recognised by a board system in the nation.

school teachers' absence from the involvement

Fourthly, it is evident that the academic backgrounds of teachers from various schools are not taken into
account when creating and updating the curricula for schools. According to Daniel Tanner and Laurel N.
Tanner's book "Curriculum Creation: Theory into Practice," meaningful curriculum development cannot be
accomplished without the thoughtful involvement of school instructors. According to Tanner & Tanner,
teachers who are actively involved in implementing educational reform are quicker to embrace and absorb new
ideas than instructors who are not.

Useful data reveals that well-educated teachers did not accept new adjustments to school textbooks in nations
where they were not included in the curriculum creation process.

as a result of researchers' poor academic performance

Researchers who are in charge of creating curricula for schools often lack the academic training needed, which
negatively affects the curriculum's most crucial component, its content. Since the material in their books does
not correspond to their level of education, students learn by rote. I would contend that questions from our texts
should be related to issues we encounter on a daily basis in order to develop students' problem-solving skills.
Students will learn how to handle problems in challenging circumstances by responding to those questions.

Students should be asked questions about actual examples of speed, such as the speed of an automobile, etc.,
when learning the concept of speed in science, for instance, so that they may understand how the concept is
used in real life. Afghanistan's MOE (Ministry of Education) needs to help with the country's curriculum issues.
The MOE ought to have created a curriculum that teaches pupils problem-solving techniques while also
engaging them in activity-based learning. If our local and national leaders respect their national interest, peace
and development in Afghanistan are not insurmountable obstacles!