Abstract
In our education system we came across different types of
syllabi prescribed by different text book boards out of them I have selected to
explore syllabus of English 6th class (One from Oxford and the other from
Punjab Text Book Board). Many efforts have been made by me to evaluate, analyze
and bring forward its salient features and to narrate how a syllabus is designed
and implemented in different set ups.
It is necessary to first have a look at the curriculum
design and implementation process in our country Pakistan before analyzing
text book of English of different text book boards.
Curriculum
design and implementation process
Pakistan is governed under
the Islamic, democratic, federal Constitution of 1973 it is comprised of four
autonomous provinces: Punjab, Sindh, KPK and
Balochistan. Education in Pakistan is essentially a
provincial affair. However, education is considered to be a vital source of
nation-building. Therefore, in order to ensure national cohesion, integration
and preservation of the ideological foundation of the State, certain
educational functions are the responsibilities of the Federation via the
Federal Ministry of Education.
According to Rashid (1988):
“The process of systematic planning that
establishes a way to examine instructional problem and needs, set a procedure
for saving them and then evaluate the results”.
Constitution of 1973. Article 25-A obligates the
state to provide free and compulsory quality education it says:
“The State
shall provide free and compulsory education to all children of the age of five
to sixteen years in such a manner as may be determined by law”
These responsibilities include: curriculum, syllabus,
planning, policy and educational standards. The 1976 Act of Parliament
authorized the Ministry of Education (MOE) to appoint competent authorities to
perform the curriculum-related functions along with four counterpart provincial
curriculum centres (one in each province).
Another institution was established—the Inter- Board Committee of
Chairmen (IBCC) which deal and bring forward the affairs of all boards.
The
curriculum development process
The following six-phase
strategy has been adopted for implementing curriculum change:
1. Evolution of curriculum objectives (by level);
2. Development of scheme of studies (by level);
3. Development of syllabus of each subjects;
4. Development of textbooks/instructional materials;
5. Review/approval of textual material;
6. Teacher training.
Developing
objectives
Curriculum objectives are basically derived from the
recommendations of National Education Policy, national level seminars and other
forums (e.g. forums of the Inter- Board Committee of Chairmen (IBCC) and
research studies conducted at provincial curriculum centres). The NBCT prepares
the draft of objectives which are finalized. Objectives should
(a) Be precise; (b) Assist in the selection of teaching strategy; (c)
Produce (or contribute to) a designated behavior pattern; (d) Enable the
teachers to measure or evaluate the quality and effectiveness of learning.
The studies
scheme
The scheme of studies is based on
three key factors: (1) The national education policy; (2) Market demand; (3)
Global issues that relate to new or contemporary education dimensions.
Development
of syllabi
Based on the objectives and scheme of studies, subject
specific syllabi are prepared in consultation with: provincial curriculum
centres; subject experts, psychologists and serving teachers. Collectively,
they ensure that the syllabi, in all respects, satisfy the following
conditions:
1. They are based on the needs of the learner/child;
2. They take into account the existing knowledge and
environmental experience of the learner;
3. The developmental level of the learner is considered in the
cognitive, effectiveness and psycho-motor
domains;
4. The contents should be focused on attaining the
objective(s).
Textbook
development
Provincial Textbook
Boards (PTBB) are responsible for development of text-books according to the
approved syllabi. The selected materials
are transformed into textbooks; the final versions of which are sent to the
NBCT for approval.
Review and
approval
A National Review Committee, comprises five or six members
On receipt of textual materials from PTBB, this committee conducts textbook
reviews based on the following parameters:
(a) The book truly reflects the curriculum; (b) It meets the objectives
stated in the curriculum; (c) The book does not contain any material repugnant
to Islamic and Pakistani ideology.
Teacher
training
Teacher training for
curriculum implementation is the exclusive responsibility of the provincial
government. However, it is now being stressed that each textbook must have a
teacher’s guide—also approved by the NBCT.
Curriculum development
pitfalls
Several major obstacles
affecting the quality and effectiveness of the curriculum development process
in Pakistan are summarized
below.
Expertise
Some serving teachers
are, of course, involved in curriculum development. But notwithstanding their
outstanding subject area expertise, their contribution to the curriculum
development is, for all practical purposes, nominal. The main reason for
this is that they lack the requisite expertise. The existing training
programmes provide little exposure in this area, and the teachers’ academic
qualifications
do not necessarily contribute to curricular creativity.
Textbook
quality
Textbooks often do not
reflect the curriculum. Of course, it requires considerable experience and
skill to: translate the curriculum in a style that covers the objectives;
simultaneously take into consideration the children’s language proficiency and
background knowledge.
Implementation
and follow-up
The third problem is that there is lack of follow-up of
actual curriculum implementation in classroom practice. The curriculum actually
implemented is generally different from the official curriculum
document. The classroom teacher, who primarily focuses on the textbooks and
assessment, does not take into account the educational objectives. No
evaluation of the implemented curriculum is carried out; hence no feedback is
received to revise the curriculum.
Objectives
of the study:
Following were the
objectives of the study;
(i)
To evaluate and analyze text books of
English prescribed by different text book boards
(ii)
To investigate the extent to which these
English text books are able to achieve educational objectives.
(iii)
To analyze suitability of books keeping in
view mental level of students(6th class)
(iv)
To find out how these are designed.
(v)
To find out how these are designed.
(vi)
To find the effectiveness of the text book.
(vii)
To specify problems of the students.
Methodology
of the study:
The study was
documentary in nature and for this purpose I studied and thoroughly analyzed
these text books (i) Oxford English text book for class 6th (ii)
English text book PTBB for class 6th .
For the purpose of knowing how these books are
being taught, I selected five students
from Fazaia School ARF Kamra (Studying Oxford syllabus) and five from government of Punjab schools (Studying
PTBB syllabus) they were verbally asked about the teaching of syllabus and to
see how teachers are performing I inquired 6 teachers from the above schools
(3each) that how they teach English
syllabus in their respective classes, there responses were required for the
evaluation of implementation at the school end
which are at the end of report. After getting their reply it was
analyzed and some conclusions are drawn.
Delimitation
of the study:
The study was delimited to the under mentioned:
(i)
The analysis of Oxford English text
book for class 6th (Thirteen
impression 2012 designed by Jeff Tabberner)
(ii)
The analysis of English text book of PTBB
for class 6th (New edition published January 2013)
(iii)
Verbal inquiry about English teaching from
five students of Fazaia school ARF Kamra Attock.
(iv)
Verbal inquiry about English teaching from
five students of Punjab government higher
and secondry school ARF Kamra Attock.
(v)
Six teachers three each of the above
schools.
(vi)
Both of the text books were analyzed for
the following.
(a)
Content
(b)
Activity and exercises
(c)
Organization of the text book
(d)
Language of the text book
(e)
Designing of the book
(f)
Implementation of the book
Review of
related explanations by experts:
Curriculum
The word Curriculum
is derived from a Latin word “curere” which means “run” hence curriculum
implies a runway which a person runs to reach a goal.Following are some of
definitions of it .
Sayler and Alexander (1954) defines it thus:
“A sequence of potential experiences setup in school for the purpose of
disciplining children and youth in group, ways of thinking and and acting”.
Alberty A and alberty E(1956says:
“The sum
total of student activities which the school sponsors for the purpose of
achieving its objectives”
Syllabus
Syllabus is a part
of curriculum and it can be explained in the following points:
(i)
It is a refined detail of curriculum.
(ii)
It determines basic content for
instructions.
(iii)
It determines the range and of knowledge
and skills required by the students.
(iv)
It establishes the theme in detail and
individual points.
Yalden (1984) says:
“The syllabus replaces the concept of methods and the
syllabus is now seen as an instrument by which the teacher, with the help of
syllabus designer, can achieve a degree of “Fit” between the needs and aims of
the learners and the activities which will take place in the classroom”.
Analyzing
Oxford English book of class 6th
Mentioned text consists of 10 units with 5-7 Lesson
texts each with the total constituting 61 text lessons, designing of lesson and
contents include a sequence some what as under and to check arrangement of content and activities photo
copies of Lesson 1&2 are enclosed.
Statistical
data of both English texts
Analyzing
of PTBB English book of class 6th
Mentioned text consists of 13 units with 13 Lesson
texts one each, designing of lesson and contents include a sequence some what
as under , to check arrangement of
content and activities photo copy of Lesson 1 is enclosed.
Introductory
discussion about Oxford English text book lesson 1
Heading of lesson
No1 is “Reading e-mails” which consists of four e-mails on two pages whereas
it’s exercise consists of the following.
(i)
Vocabulary
(ii)
Reading for understanding (Questions based
on text)
(iii)
Grammar
(a)
The simple present verb tense
(b)
Compound adjectives
(c)
Writing task
Student’s
responses:
Students who were
studying Oxford English text answered thus:
Student No1:- My
teacher is delivering all what is there in lesson (Reading and explanations) and
then she tells us to do exercise at your own after that in the same period she
checks our job and corrects where it is needed.
Student No2:-
My teacher is delivering all what is there in lesson (Reading and explanations)
and exercises then allots some of the
remaining work of exercise for home work(after giving necessary guidance)
Student No3:- My
teacher is delivering all what is there in lesson (Reading and explanations) and
exercises and allots some of the remaining work of exercise for home work.
Student No4:- My teacher is delivering all what is
there in lesson and for exercise she does little but explains, and allotted it
for us as a home work.
Student No5:- My teacher is
delivering all what is there in lesson (Reading and explanations)
and then she tells us to do exercise at your own after that in the same period
she checks our job and corrects where it is needed.
Introductory
discussion about PTBB English text book lesson 1
Heading of lesson No1 is “Fair dealings of holy prophet
Muhammad (PBUH)” which consists of the
following.
(i)
Six objectives
(ii)
Pre reading
(iii)
Text two pages
a.
Guidelines for the teacher
b.
Short questions with in the texts
separately
(iv)
Vocabulary
(v)
Reading for comprehension in four parts
(vi)
Guidelines for the teacher
(vii)
Dictionary skills
(viii)
Grammar (Common and proper nouns)
(ix)
Past tense
(x)
Punctuation: apostrophe
(xi)
Phonetic symbols (vowel and consonants)
(xii)
Writing skill
(xiii)
Oral communication skill
(xiv)
Group activity
(xv)
Proof reading activity
(xvi)
Glossary
(xvii)
Guidelines for the teacher
Student’s
responses:
Students who were
studying PTBB English text answered thus:
Student No1:- My
teacher is delivering all what is there in lesson (Reading and translation) and
some of the exercises.
Student No2:-
My teacher is delivering all what is there in lesson and exercises and
allots some of the remaining work of exercise for home work(after giving
necessary guidance)
Student No3:- My
teacher is delivering all what is there in lesson and exercises and allots some
of the remaining work of exercise for home work.
Student No4:- My teacher teach lesson and does a
little from exercise.
Student No5:- My teacher teaches lesson and
exercise both but his speed is much slow.
Teacher’s responses:
Oxford: I always do teach lesson with
complete explanations and exercise.
Oxford: I used to teach lesson and
divide exercise tech it myself and allot remaining for home work.
Oxford: I am teaching what book demands.
PTBB : I always do teach lesson with
complete explanations and exercise.
PTBB : I teach lesson and exercise, after
completing I check it weather it was noted by the students or not.
PTBB : I am trying my best to teach
lesson and exercise, but in a limited time it becomes difficult for me to complete
syllabus that’s why I often skip some of the less important exercise para’s.
Findings for
Oxford text book
(i)
Lesson contents are modern
(ii)
Exercises are equally distributed.
(iii)
Has about 61 lessons
(iv)
Each lesson is followed by 4-5exercise
topics
(v)
Objectives are only written at the content
page
(vi)
Random self assessment after 3-4 lessons
(vii)
No teacher guidelines inside text book (he
is issued with separate teacher guide book the same size of a book)
(viii)
Theme of lessons is emphasized by pictures.
(ix)
Students are separately provided with work
book.
Findings for
PTBB text book
(i)
Lesson contents are not modern
(ii)
Normally one lesson is followed by a heavy
exercise of near about ten pages.
(iii)
Has total of 13 lessons
(iv)
Each lesson is marked by objectives at the
top.
(v)
Teacher’s guidelines are available at every
page or where it is needed.
(vi)
Random self assessment in shape of short
questions separately with in a text.
(vii)
Teachers are not issued with separate teacher guide book .
(viii)
Theme of lessons is emphasized by pictures.
(ix)
Students are not provided with work book.
Conclusion:
My knowledge is
limited by in my little sphere of knowledge I can suggest these points.
Oxford text
book is well written but it can not be taught in ordinary schools and which can
be understood by students who are studying Oxford texts
from start. Difficult lessons are often deleted (Not studied). PTBB text books
-In the past speaking and listening skills were normally being ignored but now
these are included in exercises, each lesson is followed by heavy exercises
based on modern thinking but which are boring for the students due to lengthiness,
contents are also not modern.
References:
1:- The
Gazette of Pakistan, Extr
Pt.1, Constitution (Eighteenth Amendment) Act 2010, Act No X of 2010, P267,
20thApril 2010.
2:- Article 70 (4), Entry 37 & 38, Concurrent Legislative
List, Schedule IV, Constitution of Pakistan 1973
3:- EFL in classroom code 455 (2000) AIOU Islamabad
4:- Farooq RA(1993) Education system of Pakistan (Issue
and problems) Asia society
Islamabad
5:- Haq M.S(2001) An approach to the teaching of English,new
kitab mahal Lahore
nice work but cant see the images
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