ALLAMA IQBAL OPEN UNIVERSITY

ASSIGNMENT # 02
Curriculum Development
COURSE CODE: (8603)
SUBMITTED BY: Maryam Khan
ID # (0000548747)
SUBMITTED TO: Honhar ullah
ACADEMIC PROGRAM: B. ED (1.5 YEARS)
SEMESTER: 01
ACADEMIC SESSION: AUTUMN 2023

Note: Each question starts from a new page.

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Q1: Define the need for contents selection. Enlist the principles for selecting the
curriculum contents.

Ans:

CURRICULUM CONTENT:
“During the process of teaching and learning, the material provided for the preparation of
curriculum on a particular subject is called curriculum content.”

It includes the general ideas, concepts and principles presented, as well as cognitive
processes, skills and higher values specific to the subject itself.

DEFINITIONS ACCORDING TO DIFFERENT EXPERTS:

 According to “Derek Halpern”:

Content comes in any form (audio, text, and video) and it informs, entertains, enlightens, or
teaches people who consume it.

 According to “Smith, Stanley & Shores”:

Book: Fundamentals of Curriculum Development

“In the process of teaching, one must teach something to someone, the someone being the
pupil and the something is the content. Content might be described as the knowledge skill,
attitudes and values to be learned”.

 According to “R. Hyman”:

“Content as knowledge, skill or action and power.”

Here knowledge refers to facts, explanations, principles, theories and definitions. While
process and skills include reading, writing, arithmetic, critical thinking, decision making and
communication etc.

Values refer to beliefs about good, evil, right, wrong and beauty and ugliness in various
matters.

 According to “Ralph Tyler”:

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The term “Learning Experience” refers to the “interaction between the learner and the
external conditions in the environment to which he can react”.

Learning takes place through the active behavior of the student:

Example:

It is possible for two students to be in the same class but it is just possible that they might be
having very different teaming experiences.

NEED FOR CONTENT SELECTION:

1. Significance of Curriculum Content Selection:

The stage of selecting curriculum material plays a pivotal role in crafting a comprehensive
and high-quality curriculum.

2. Motivations For Curriculum Content Selection:

According to Romine, various motivations underscore the growing necessity for carefully
choosing curriculum materials and activities.

3. Evolving Educational Landscape:

In the expansive landscape of education, individuals face challenges in having perfect access
to every aspect of social culture. Additionally, certain knowledge aspects once considered
essential have evolved in significance.

4. Broadening Concept of Education:

The concept of education has broadened significantly, accompanied by a substantial increase

in the number of students. This dynamic necessitates a careful selection of curriculum content
to prepare students for the complexities of the modern era.

5. Integration of Modern Research Findings:

Modern research on the nature of learners and the teaching process logically informs the
selection of materials and activities.

6. Incorporation of Useful Ideas and Facts:

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Curriculum materials aim to provide youngsters with valuable ideas and facts derived from
studies. This inclusion enhances learners' understanding and equips them to navigate the
challenges of the modern world.

7. Shaping Social Evolution and National Unity:

The careful selection of curriculum materials becomes imperative for shaping social
evolution and fostering national unity. It serves as a means to instill Islamic values and the
ideology of Pakistan, cultivating competent individuals and responsible citizens.

PRINCIPLES FOR SELECTING CURRICULUM CONTENT:

According to the educational policy of the Ministry of Education, the following rules and
regulations should be adopted for the selection of curriculum materials in Pakistan.

1. Promoting Islamic Ideology:

In an Islamic state, the content of the curriculum should be such that it promotes Islamic
ideology. And the syllabus should be arranged according to the golden principles of Islam.

2. Developing Social Understanding:

Such a general form of educational activities should be adopted which will gain social
understanding regarding various issues so that all the citizens of the society can be
enlightened about their responsibilities.

3. Promoting Maximum Personal Development:

Educational activity should be adapted to the key characteristics of each learner. There should
be a strong effort to develop desirable personal qualities and special interests. This will
increase the ability, capacity and mental capacity of the students.

4. Promoting Continuity of Experience:

In this principle, the learner tries to learn from his experiences and observations during his
studies. This principle indicates a special focus on the maturity and learning continuity of
each learner.

5. Providing For Educational Aims:

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Educators should always select materials that are helpful in achieving the curriculum
objectives. Higher educational objectives are always kept in mind to include better content in
the curriculum.

6. Maintaining A Balance Among All the Goals:

To achieve higher educational goals and objectives, always setting favorable environment,
balanced allocation of time and other conditions creates a balance in educational goals and
objectives.

7. Involving the Pupil in the Learning Experience:

There should be flexibility and democratic procedures to implement an educational policy.

Pupil participation and cooperation should be emphasized.

8. Using effective learning experience:

In order to promote effective learning, the most suitable situation through experiments,
observations and activities should be used to the full. Because of it the mental capacity of the
students increases.

THE GENERAL PRINCIPLES OF CONTENT SELECTION

ACCORDING TO “RALPH TYLER”:

 In order to achieve the desired goal, it is very important to provide the student with
the opportunity to practice the specific tendencies with respect to that goal.
Example:
If the goal is to develop problem-solving skills, then this will not happen
unless the student is given a spontaneous opportunity to solve different types
of problems.
 Educational activities, attitudes and tendencies should be such that students feel
comfortable with performing certain behaviors.
Example:
For example, if the goal is to develop the ability to solve health problems,
educational activities should be of a nature that not only gives the student the
opportunity to solve health problems, but also gives him comfort through his

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 own experience and observation. get it Otherwise, the desired learning will not
take place.
 The content should be such that reactions desired to be produced are within the range
of possibility for the students.
 The content selected should ensure that the same learning experience will usually
bring about several outcomes.

Q2: Discuss in detail the education system of Russian and Japan. What procedure is
followed in curriculum development and its implementation in these countries?

Ans:

CURRICULUM DEVELOPMENT IN RUSSIA:

Introduction:

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Russia has a centralized education system, with the Ministry of Education and Science
overseeing the entire process. The education system introduced in Russia in the 1920s has
been continuously improving with the economic, social and cultural development of the
country. Education in Russia is comprehensive and hard. And local languages have been
made the medium of education.

EDUCATIONAL SYSTEM AND CURRICULUM:

Russian education system consists of the following phases:

A. Phase I: Preschools to Primary Years

B. Phase II: Eight-Year Schooling
C. Phase III: Two-Year Secondary Education
D. Phase IV: Higher Education
A. Phase I:

Early Education in Russia (Preschool to Primary Years):

i. Preschool Diversity:
a. Nursery Schools:

Nursery schools catering to children aged 2 months to 3 years.

b. Kindergartens:

kindergartens enrolling children those aged of 3 to 7 years.

c. Activities at this Stage:

Activities such as games, study, entertainment, and preliminary work that

contribute to children's overall development.

ii. State Kindergarten Syllabus:

This part unravels the specifics of the state kindergarten syllabus, explaining
the core subject’s children engage with, including the environment,
arithmetic, drawing, modeling, sewing, and dancing. The historical
inclusion of reading and writing in 1970 adds a significant layer to the
evolving curriculum.

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 iii. Regional Language Emphasis and Health Focus (The Role of
Kindergartens):

This section highlights the utilization of regional languages in kindergartens. It

also emphasizes the primary task of kindergartens—caring for children's
health and physical development. This care is facilitated through structured
schedules, planned diets, childcare, physical exercises, and medical
supervision.

B. Phase II:

Introduction to the 8-Year Schooling Stage:

This section provides an introduction to the next phase in the Russian

education system, the 8-year school. It highlights the compulsory nature of
primary education within this stage, which spans a total of 8 years.

i. Primary Education Emphasis:

This part explores into the structure and duration. It emphasizes the
compulsory 3-year period, offering insights into the subjects covered and the
instructional approach, particularly the emphasis on native language and
mathematics.

ii. Comprehensive Subject Coverage (from Music to Literature):

This section explores the complete curriculum. It details subjects such as

music, art, and physical education, showcasing the breadth of knowledge
imparted during these foundational years.

iii. Systematic Introduction of Key Courses:

Focusing on the latter years of the 8-year school. It maps the educational
journey through Forms 4 to 7. It includes the native language, literature,
mathematics, history, and foreign languages are added in Form 4. Biology,
Geography in Form 5 Physics in Form 6 and Chemistry in Form 7 showcasing
the increasing specialization and depth of knowledge.

C. Phase III:

Two-Year Secondary Education Stage:

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 This stage focusing on a concise exploration of the 2-year secondary education
period. It outlines the various types of institutions available at this level,
including:

a. Secondary Schools:
b. Vocational Schools:
c. Specialized Secondary Schools:
a. Secondary Schools:
i. Subjects and Academic Focus in the First Year:

Exploring the academic landscape of the first year of secondary education, this
part unpacks the subjects covered in secondary schools. It provides a
comprehensive list, ranging from literature and history to mathematics,
physics, chemistry, foreign languages, and economic geography.

ii. Advanced Curriculum in Form 10:

This section navigates through the educational progression in secondary

schools, specifically in Form 10. It highlights the addition of more advanced
subjects, including astronomy, general biology, and social sciences.

iii. Integrated Labor Education:

Labour education is conducted throughout the entire period of secondary

schooling. In Form 1 to 3, children acquire work-skills with paper, cardboard,
needlework, and plant cultivation. Additionally, it explores the more advanced
stages in Forms 4 to 8, involving woodwork, metalwork, domestic science
workshops, and vocational training in senior forms.

iv. Transition to Work and Continued Education:

Addressing the different pathways available after completing Form 8, this

section highlights that while some students may enter the workforce in
industry or agriculture, all are required to receive secondary education. It
explores the role of evening secondary schools in providing courses for the
continuation of secondary education, extending the duration by an additional
year compared to daytime secondary schools.

b. Vocational Schools:

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 i. The Role of Vocational Schools in Skill Development:

This section explains the significant purpose of vocational schools,

emphasizing their mission to equip individuals with the skills needed for
various sectors of the national economy.

ii. Duration of Course:

The term of study in these schools after eight-year school is 3 to 4 years and
after secondary school two to two-and-half year.

c. Specialized Secondary Schools:

i. For non-completers:

specialized secondary schools designed for individuals who did not complete
their secondary education, to give them sound knowledge and skill.

ii. Exploring Interrelated Cycles of Subjects:

students engage with interrelated cycles of subjects. students engage with

interrelated cycles of subjects. It categorizes these cycles into general
education, general technical, and special cycles.

D. Phase IV:

University Education:

Higher education is typically followed in universities and other institutes

(Pedagogy, Economics, Polytechnic, Agriculture, Theatre and others) after
completing secondary education.

i. Higher Education for All, Regardless of Background:

Higher education is accessible to everyone irrespective of gender, race, social

origin or status.

ii. Combining Education and Practical Experience:

A specific set of subjects can be chosen that integrate education with practical
work, resulting in the acquisition of modern scientific knowledge.

iii. Inclusion Of Obligatory Subjects:

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 inclusion of obligatory subjects forming the foundation of specialized training.
It also highlights optional subjects, allowing students to explore deeply into
specific fields and stay up-to-date of the latest scientific and technical
developments.

iv. Teaching method:

the primary teaching methods at the higher education stage. It explores

lectures, seminars, laboratory work, practical assignments, and course and
laboratory projects as integral components of the learning experience.

CURRICULUM DEVELOPMENT IN JAPAN:

Introduction:

Japan has a decentralized education system, with the Ministry of Education, Culture, Sports,
Science, and Technology (MEXT) providing overall guidance. According to the fundamental
law of education in Japan, the aim of education is the full development of student personality.

EDUCATIONAL SYSTEM:

Japan education system consists of the following phases:

A. Phase I: Kindergarten & Nursery

B. Phase II: Elementary Education
C. Phase III: Secondary Education
D. Phase IV: Higher Education
A. Phase I:

Kindergarten & Nursery:

 kindergartens enrolling children who’s aged of 3 to 5 years.

 Nursery schools is regarded as a social welfare institution under the
Ministry of Health and Social Welfare for children aged of more than 5
years.
B. Phase II:

Elementary Education:

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 Elementary education is composed of 6-year education. Elementary schools
enroll children of 6-year-old.

C. Phase III:

Secondary Education:

 Compulsory education which is composed of 3 years.

 After compulsory schooling, 3-4 years upper-secondary education is
provided.
 Admission is given on successfully passing the entrance examination.
D. Phase IV:

Higher Education:

Students proceed to Diagaku University, or Tauki-Diagaku (junior colleges) after passing

an entrance examination.

CURRICULUM:
The school curriculum is prescribed by the Ministry of Education. However, schools are
required to prepare their own detailed instructional programs. These programs are based
on the courses of study and guidelines provided by the ministry.

i. Course Revision:

A course is revised approximately every 10 years.

ii. Preparation of Teaching Materials:

Teachers, guide books for each grade and subject are prepared by curriculum
subspecialists in the ministry. They do this with the assistance of teachers.

CURRICULUM DETAILS:
Following are the details of the curriculum for all levels.

Kindergarten & Nursery:

Both types of institutions provide the same sort of activities to the children,
based on the principle of teaching through games.

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 Subjects in Elementary School Curriculum:

It outlines the key areas of study, ranging from Japanese language and social
studies to arithmetic, general science, music, art, handicrafts, and physical
education.
i. The Compulsory Aspect of Moral Education:
Due to the the essential role of moral education, this part highlights its
mandatory inclusion in the curriculum. Additionally, it acknowledges the
flexibility in private institutions, where moral education may be replaced with
religious education.
ii. Automatic Promotion from Grade to Grade:
It provides insights into the seamless transition from one grade to the next,
contributing to a continuous and progressive learning journey for students.

Lower Secondary:

i. Expansion of Subjects in Lower Secondary Education:

This section introduces the expansion of subjects beyond the elementary level
in lower secondary education. It highlights the inclusion of pre-vocational
education subjects, emphasizing the broadening of the educational foundation.
ii. The Role of Foreign Language Education in Lower Secondary:
Uncovering the elective choices available, this part focuses on foreign
language education in lower secondary schools. It underscores the prevalence
of English as a commonly taught foreign language in almost all schools,
providing students with a valuable skill set.

Upper Secondary:

 In upper secondary schools, not only general education courses taught but also
specialized technical and vocational education courses, offerings in areas such as
business education and industrial education.

CURRICULUM DEVELOPMENT PROCEDURE AND ITS

IMPLEMENTATION:

Russia Japan

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  Each school sets up its educational
objectives and organizes each grade’s
core requirements in a systematic
management style.
 The educational system in Russia,  The curricula consist of two areas:
known as ‘knowledge-oriented’, has “subjects” and “non-subjects” such as
traditionally been centered on content. “moral precepts,” “foreign language
 University graduates, being narrowly activities,” “periods of integrated study,”
focused specialists, were not able to and "special activities".
adapt themselves easily to different  Local standard curriculums provided by
work environments. the prefectural boards of education and
 Schools design their curriculums based the municipal boards of education are
on state requirements. based on “The Course of Study,” which
 The method resulting from the re- is the standard nationwide curriculum.
thinking of the role of TVET in the  Each school makes its “yearly guidance
knowledge-based globalized society is plan” as a general plan at the beginning
called the functional analysis method. of the year.
 Curriculum development is an activity
that evaluates a school’s curriculum
continuously from the perspective of
social change, etc., and then improves it.

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Q3: Define the importance of instructional material. What kind of instructional
material should be available to a teacher for imparting health and hygiene practices to
students?

Ans:

INSTRUCTIONAL MATERIALS:
play a crucial role in teaching and learning. They are the tools that teachers use to engage
students in learning and can include textbooks, workbooks, software, apps, games, videos,
and more.

IMPORTANCE OF INSTRUCTIONAL MATERIAL IN

EDUCATION:
Here are some reasons why they are important:

1. Support and Supplement Content:

Instructional materials can be used to support and supplement the content of a lesson, helping
students learn new concepts.

2. Practice Opportunities:

They provide practice opportunities, allowing students to apply what they’ve learned.

3. Encourage Participation:

Instructional materials encourage active participation, allowing students to interact with the
content and apply theoretical knowledge in practical situations.

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 4. Enhance Engagement:

Visual aids, multimedia presentations, and hands-on materials capture students' attention and
interest, making the learning process more engaging and memorable.

5. Save Time and Enhance Efficiency:

Well-prepared instructional materials save teaching time by conveying information more

efficiently, allowing teachers to focus on facilitating discussions, answering questions, and
providing additional support.

6. Facilitate Understanding:

Instructional materials help clarify complex concepts and make abstract ideas more tangible,
facilitating better understanding among students.

7. Provide Real-World Context:

Visuals, models, and practical demonstrations connect classroom learning to real-world

applications, helping students understand the relevance of the content.

INSTRUCTIONAL MATERIAL FOR TEACHING HEALTH

AND HYGIENE PRACTICES:
When it comes to teaching health and hygiene practices, the instructional materials should be
practical, easy-to-understand, and engaging.

TYPES OF INSTRUCTIONAL MATERIALS:

1. Books and Textbooks:

Books such as “Germs are not for Sharing” or “Germ Stories” can help explain the concept of
germs and bacteria.

2. Visual Aids:

Posters, charts, and diagrams illustrating proper hygiene practices such as handwashing
techniques, dental care, and personal grooming.

3. Interactive Demonstrations:

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Practical demonstrations or simulations to showcase the correct way to wash hands, brush
teeth, or maintain personal hygiene.

4. Videos:

Engaging videos that demonstrate health and hygiene practices, conveying information in a
visually appealing manner.

5. Interactive Activities:

Activities like the chalk experiment can actively demonstrate how germs spread.

6. Hand Hygiene Training Course:

A course that teaches the 6 steps of hand-washing can be very effective.

7. Posters and Stickers:

Pamphlets, brochures, or booklets containing information on health and hygiene practices,

which students can take home for reference.

8. Guest Speakers:

Inviting healthcare professionals or experts to talk to students about the importance of health
and hygiene.

9. Digital Resources:

Utilizing online platforms, interactive websites, or apps that provide educational content on
health and hygiene practices.

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Q4: Describe different methods of curriculum evaluation. Explain various steps in the
curriculum evaluation process in Pakistan.

Ans:

CURRICULUM EVALUATION:

 According to “Worthen & Sanders (1987)”:

“The formal determination of the quality, effectiveness, or value of a programme,
product, project, process, objective, or curriculum.”
 According to “Ornstein & Hunkins (1998)”:
A process or cluster of processes that people perform in order to gather data that will
enable them to decide whether to accept, change, or eliminate something- the
curriculum in general or an educational textbook in particular.
 According to “Boulmetis & Dutwin, 2005”:
“Evaluation is the systematic process of collecting and analyzing data in order to
determine whether and to what degree objectives have been achieved.”

It is a systematic process of assessing the design, implementation, and outcomes of an

educational curriculum. Curriculum assessment is key to making the curriculum content more
effective, useful and efficient because it is through curriculum assessment that we understand
the learning needs of the students.

Primary Purpose:

The primary purpose of curriculum evaluation is to make informed decisions about the
curriculum's strengths and weaknesses, leading to improvements in teaching and learning.

Curriculum evaluation helps in designing the curriculum, achieving curriculum goals and
providing useful information about the curriculum as well as important decisions. Curricular

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assessment is a different term from general education assessment because it is used to find
out how teachers and students respond to a particular curriculum.

METHODS OF CURRICULUM EVALUATION:

The methods often used in many of these evaluation efforts have been satirically described by
Wolf (25) in his "5-C" Model. The five C's stand for:

1. Cosmetic method
2. Cardiac method
3. The colloquial method
4. The circular method
5. The computational method
1. Cosmetic Method:
 This method is easily applied.
 It deals with the apparent activities and face value of the program.
 When using the cosmetic method, one need not be concerned about objectives or
gathering evidence about student learning.
2. Cardiac method:
 The cardiac method is often used in conjunction with a systematic empirical
approach.
 The use of planned evaluation procedures often results in showing that students
enrolled in a new program learn no more than students in a conventional program,
or that the new program did not attain its objectives.
 This can often present a problem since one always wants to claim beneficial
results for a new program.
 The cardiac method resolves this problem. All one must do is dismiss the data and
believe in his heart that the new program is indeed a good one.
 This method is quite similar to the use of "subclinical findings" in medical
research.
3. The colloquial method:
 Social psychological research has demonstrated that decisions arrived at by a
group will achieve greater acceptance than decisions arrived at by an individual.
 This finding is the basis of the colloquial method.

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  In applying this method, one need merely assembles a group of people who have
been associated with a particular program to discuss its effectiveness. After a brief
discussion, the group will usually conclude that the program has been indeed
successful.
 Many times, evaluation efforts such as the ones satirically described above lead
to:
a) inconclusive results;
b) evaluation reports which have no effect on administrative decisions, either
because of bad timing or lack of relevance, or both.
4. The circular method:
 It attempts to show how the new programme could fit into the old one for
improvement.
5. The computational method:
 This method uses the statistical analysis of the data on performance in the
programme.

EXPLAIN VARIOUS STEPS IN THE CURRICULUM

EVALUATION PROCESS IN PAKISTAN:
Curriculum evaluation in Pakistan, as in many other countries, involves a systematic process
to assess the effectiveness and relevance of educational programs. some general steps in the
curriculum evaluation process in Pakistan:

1. Setting Objectives and Criteria:

 Establish clear objectives for the curriculum evaluation, outlining what the
curriculum aims to achieve.
 Define criteria and standards against which the curriculum will be assessed. This
may include educational goals, national standards, and alignment with
international benchmarks.
2. Data Collection:
 Gather data on various aspects of the curriculum, including content, instructional
methods, assessment strategies, and learning outcomes.

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 Utilize a combination of quantitative and qualitative methods, such as surveys,
focus groups, classroom observations, and document analysis, to collect relevant
information.
3. Stakeholder Involvement:
 Involve key stakeholders, including teachers, students, parents, educational
experts, and community representatives, in the evaluation process.
 Collect feedback from stakeholders to ensure a comprehensive understanding of
their perspectives and expectations regarding the curriculum.
4. Analysis of Curriculum Components:
 Evaluate the content of the curriculum to ensure its alignment with educational
objectives and societal needs.
 Assess the appropriateness of instructional methods, learning materials, and
assessment tools in promoting effective learning.
5. Feedback and Review:
 Provide opportunities for educators and curriculum developers to review and
provide feedback on the curriculum.
6. Documentation and Reporting:
 Document the entire curriculum evaluation process, including findings,
recommendations, and changes made.
 Prepare comprehensive reports to communicate the outcomes of the evaluation to
relevant stakeholders, including educational authorities and the public.
7. Revision and Continuous Improvement:
 Based on the evaluation results, revise the curriculum as necessary to address
identified weaknesses and improve its overall quality.

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Q5: Discuss the major problems faced by urban area of Pakistan. What are the essential
elements to be covered in realistic educational programs for development of smart
cities?

Ans:

MAJOR PROBLEMS FACED BY URBAN AREA OF PAKISTAN:

Urban areas in Pakistan face several major challenges:

1. Population Growth:

Rapid population growth and migration from rural to urban areas have led to overpopulation,
straining urban infrastructure and services.

2. Poor Housing Quality and Affordability:

Urban areas often face a shortage of affordable housing. Urban housing was approximately
4.4 million units short of demand in 2015. This is due to the rapid urbanization and the
growing trend of nuclear families seeking separate housing.

3. Infrastructure Challenges:

Insufficient and outdated infrastructure, including roads, water supply, hygiene, and waste
management, contributes to a lower quality of life for urban residents.

4. Rapid Urbanization:

With an urban population growing three percent per year, Pakistanis are flocking to cities
faster than any other country in South Asia. This rapid urbanization has inflated Pakistan’s
biggest cities so rapidly that they struggle to deliver public services and create productive
jobs.

5. Urban Poverty:

One in eight urban dwellers live below the poverty line.

6. Environmental Degradation:

Unplanned urbanization and industrialization contribute to environmental pollution, affecting

air and water quality.

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 7. Social Inequality:

Urban areas often experience social differences, with unequal access to education, healthcare,
and economic opportunities.

8. Public Health Concerns:

High population density, inadequate hygiene, and healthcare facilities contribute to public
health issues, including the spread of diseases.

9. Insufficient Educational Facilities:

Despite the concentration of educational institutions in urban areas, there may be challenges
such as overcrowded classrooms, lack of resources, and differences in educational quality.

10. Unemployment and Insufficient Medical Facilities:

Urban areas may face high levels of unemployment, leading to the growth of the informal
economy, which often lacks job security and benefits.

11. Security and Law Enforcement:

Urban areas may experience higher crime rates, necessitating effective law enforcement
measures to ensure the safety and security of residents.

ESSENTIAL ELEMENTS IN EDUCATIONAL PROGRAMS FOR

DEVELOPMENT OF SMART CITIES:

For the development of smart cities, educational programs need to cover several essential
elements:

1. Smart Education:

Education that supports life-long development, equity and inclusivity, responsiveness to

environmental protection and climate change, use of data and data science, and blended
delivery methods with the aim of increasing access, collaboration, and reduction in
environmental pollution.

2. Government Involvement:

Understanding of local, county, state, and federal government processes and policies.

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 3. Industry Involvement:

Foster collaborations with industries and businesses to provide real-world experiences,

internships, and practical training, aligning education with the needs of the job market in
smart cities.

4. Entrepreneurship and Innovation:

Promote entrepreneurship and innovation by offering educational programs that instill a

culture of creativity, problem-solving, and business acumen.

5. Community Engagement:

Include programs that enhance digital literacy skills to ensure that residents can effectively
navigate and force technology for various aspects of daily life.

6. Understanding Urban Ecosystem:

Knowledge about natural environment, built environment, water and waste, transport, energy,
economy, education, culture, innovation and science, health, well-being and safety,
governance and citizen engagement, and ICT.

These elements can help equip individuals with the necessary skills and knowledge to
develop, manage, and live in smart cities.

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