Curriculum Implementation Framework PUNJAB

Curriculum Implementation Framework
Punjab - 2014
School Education Department

Government of Punjab
This document has been produced for the Punjab Curriculum & Textbook Board with the technical
assistance of Punjab Basic Education and Policy Programme, funded by the German Federal Ministry for
Economic Cooperation and Development (BMZ) and implemented by the Deutsche Gesellschaft für
Internationale Zusammenarbeit (GIZ) GmbH.
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Ali Iqbal
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December, 2014
Punjab Curriculum and Textbook Board
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T +92 -42-99230672-6
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www.ptb.gop.pk
Curriculum Implementation Framework
Punjab - 2014
School Education Department

Government of Punjab
Table of Contents
List of Acronyms i
Preface ii
Part I: Outcomes for Curriculum Implementation
1. Introduction 1
2. Rationale for a Curriculum Implementation Framework 3
3. Curriculum Design 4
3.1 Process of Curriculum Revision 4
3.2 Approach of the Curriculum 5
4. Proposed Curriculum Implementation Framework for Punjab 8
4.1 Dissemination 10
4.2 Development of Textual Material 11
4.3 Teacher Training 13
4.3.1 Pre-service 14
4.3.2 In-service 14
4.4 Examination/Assessment and Evaluation 15
4.5 Feedback and Evaluation 16
4.5.1 Principles of Curriculum Monitoring 16
Part II: CIF Monitoring Framework
5. Scope of the Monitoring Framework 21

5.1 Dissemination 23
5.2 Textual Materials 28
5.3 Teacher Training 44
5.4 Assessment 54
5.5 Feedback 62
List of Acronyms
BISE Board of Intermediate and Secondary Education

CBA Curriculum Based Assessment
CIF Curriculum Implementation Framework
DEO District Education Officer
DSD Directorate for Staff Development
EDO Executive District Officers
HEC Higher Education Commission
IR Interval Review
NEAS National Education Assessment System
NOC No Objection Certificate
NRC National Review Committee
PCTB Punjab Curriculum and Text Book Board
PEAS Punjab Education Assessment System
PEC Punjab Examination Commission
PED Provincial Education Department
PMIU Programme Monitoring and Implementation Unit
PRC Provincial Review Committee
PSESP Punjab School Education Sector Plan
SED School Education Department
SLO Student Learning Outcome
TLM Teaching Learning Material
TNA Training Needs Assessment
TRC Technical Review Committee
TTI Teacher Training Institutes
i Curriculum Implementation Framework

Curriculum Implementation Framework ii
Part I
Outcomes for
Curriculum Implementation
1. Introduction
Curriculum must change in order to prepare young students to cope with the challenges of economic demands and
technological changes. Nations keep on revising the school curricula with a view to meet the global market trends and
technological advancements of 21st century. In 2006, Pakistan also started a major revision process to bring its
national curricula in line with a competency-based model rather than an objectives-based model. Curricula for 23 core
compulsory subjects were notified as first batch in 2006-07 with implementation to start in 2008. Between 2006 and
2010 curricula of 61 core/compulsory and elective subjects were revised. At the same time in 2007 new ‘Textbook and
Learning Material Policy and Plan of Action’ was introduced to produce quality textbooks through a competitive
process between private sector publishers. Due to a number of factors including uncertainties within Provincial
Textbook Boards about their future role, the textbooks for the new curriculum could not be introduced till April, 2010.
Apart from delays related to understanding new roles and responsibilities as laid down in the Textbook Policy, the
absence of a comprehensive, holistic Curriculum Implementation Framework was considered as one of the main
reasons for non implementation of the new National Curricula. A curriculum implementation framework does not
necessarily mean a set of instructions or rules to be followed but rather presents a set of shared guidelines about
roles and responsibilities of various stakeholders - mainly the textbook boards, publishers of textbooks and learning
materials, teachers and teacher trainers, experts and bodies for examination and assessment and curriculum
developers and the government departments for education who have the sole responsibility for providing quality
education to the masses they serve.
Teachers, professionals and curriculum developers need to work together to decide how the curriculum will be used
with students and the milestones that will be met at different points in the implementation process. Over time, teachers
need to be given different kinds of support, tailored to their changing needs. Teachers need to share insights with one
another as they implement the new curriculum.
It is crucial that curriculum implementers understand that implementing a curriculum takes time, resources, and a
commitment to reform. In addition, the change needs to be institutionalized by ensuring the continued use of the
curriculum after the initial phases. Plans must be established for its nationwide holistic implementation through
textbook development and ongoing professional development for all existing teachers and curriculum oriented
induction of new teachers.
Briefly, the Curriculum Implementation Framework is a broad policy guideline regarding development of learning
materials, professional development of teachers/ instructional delivery system, assessment and testing of students'
achievements/learning outcomes and feedback for changes required for effective future revision of curriculum.
Curriculum Implementation Framework 1

The Curriculum Implementation Framework stipulates:
1. The parameters, guidelines and steps to be taken by various stakeholders for putting the curriculum into
effect.
2. Roles and responsibilities of stakeholders involved including those responsible for:
a. Developing textual materials
b. Designing learning methods and materials for teacher training
c. Assessing the attainment of educational achievement of students
d. Providing feedback to the curriculum developers and policy makers for future
Planning/revision of the curricula
3. Elements that are fundamental to successfully attaining the standards of a curriculum through students
learning outcomes.
Writing
Written
Learning Outcomes:
peace, gender,
higher order thinking
Curriculum
Assessment Quality Interactive/Activity

based
Feedback
mechanism Cycle
Textbooks
Taug
d
ht
Classroom Teaching
e ste
T
In-service Support
& Supervision
2 Curriculum Implementation Framework

2. Rationale for a Curriculum Implementation Framework
Even though the current curriculum for core subjects was notified as early as December 2006 still some textbooks are
not in schools. Several factors contributed to this delay including political uncertainty, frequent transfers of provincial
stakeholders and senior staff and lack of clarity regarding the status of curriculum and textbook policy.
The recent decision by the Government of Pakistan to devolve the Federal Ministry of Education to the provincial level
has had its implications on the process of implementing the national curriculum. It has empowered the provincial
ministries of education and their related departments to improvise and innovate, whilst opening up new avenues for
them especially in the area of implementing the curriculum. However, the devolution has simultaneously created a
gap, at least temporarily, as the support and coordination mechanism that was in place at the federal level is no more
available for the provinces. This has also created the need to look into the current capacities of the different provincial
departments and its related institutions on whether they are prepared enough to take the process forward in their
respective provinces with respect to:
Alignment of textbooks and learning materials to curriculum objectives.
Alignment of in-service teacher training with the standards, benchmarks and learning outcomes of the new
curriculum in consultation with the provincial stakeholders. Development of guidelines/standards for in-
service training for successful implementation of new curricula.
Alignment of the pre-service curriculum to the requirements and objectives of the curricula.
Alignment of examination level (school assessment – internal and external) to assess the achievement of
standards and student learning outcomes.
The Curriculum Implementation Framework is designed (i) keeping in view all these recent developments and (ii) as a
flexible guideline for implementation that can be adapted to each province’s needs in order for the provinces to
continue this reform process in the absence of the Federal Ministry. The idea is to propose a curriculum
implementation strategy document which outlines the philosophy and objectives of the new curriculum, its underlying
methodologies, the standards and benchmarks and detailed outlines of implementation strategies vis-a-vis textbook
development, preservice/inservice teacher training and assessment strategies in order to ensure the delivery of the
new curriculum in its true spirit down to the level of the teacher and the child.

3. Curriculum Design
The revised National Curriculum 2006 - 07 is a student-centered, standards based curriculum with detailed learning
outcomes directed to meet the standards. It emphasizes understanding and application and not just content
coverage, in order to make education personally relevant to the lives of students and to inculcate lifelong learning.
The approach of the revised curriculum is in line with the international standards and has been made comprehensive
by incorporating content strands/competencies, standards, benchmarks and students' learning outcomes.
Development of attitudes and values towards various subjects is also included and not just transfer of knowledge.
The curriculum provides a comprehensive outline for the teaching of each subject and developing teaching learning
resources (textbook, teachers' guide, and workbook) and encourages the use of related educational technologies.
Students' assessment and evaluation strategies are also outlined in the curriculum which go beyond rote-
memorization and allow students to demonstrate proficiency in a variety of ways. The curriculum provides detailed
guidelines for quality assessments, which would:
Measure what students know and are able to do;
Align with learning goals and the mode of instruction;
Stress application of what students know and are able to do in new or different situations.
The revised curriculum intends to make learners creative, constructive, communicative and reflective individuals who
are disciplined, productive, moderate and enlightened citizens capable of effectively participating in the highly
competitive globalized, knowledge-based economy.
The revised curriculum lays a strong emphasis on values for peaceful co-existence, unity in diversity, and
development of positive attitudes towards fellow human beings through respect and tolerance.
The curriculum is activity based and essentially focuses on activities through cooperative learning where children in
schools are encouraged to work together in groups and pairs to solve problems and carry out activities to foster
learning and sharing.
3.1 Process of Curriculum Revision

The process of revision of national curriculum includes
Comparison of existing curriculum with curricula of different countries
Consultation with the teachers, educationists, curriculum experts, administrations, students, field visits to
collect feedbacks from teachers and other stakeholders,

Identification of areas of training of working teams through workshops, review of drafts by subject experts and
working teachers leading to further revision and refinement of contents preparation of a uniform curriculum
format consisting of standards, benchmarks and learning outcomes, including suggestions for developing
teaching-learning material, teaching strategies and methodology assessment pattern and professional
training of teachers.
3.2 Approach of the Curriculum

The main focus is on learning outcomes rather the contents. More space is provided for developing the capacity for
self directed learning, the spirit of inquiry, critical thinking and teamwork, whereas local contextual material including
environment, and health education are also focused on as integral part of early education.
The existing national curriculum was reviewed, updated and revised with a view to:
Equipping the students with skills needed in real life
Providing triggers within curricula for inquiry and analytical thinking as well as inculcating life skills and
values.
Discouraging passive learning to infuse in students the habit of learning by doing and with understanding.
Student Learning Outcomes (SLOs) are essentially the essence of the revised curriculum 2006.It is based on a
globally accepted and effective format, which consists of standards, benchmarks and SLOs. For each subject
document, horizontal and vertical articulation has been maintained. Vertical overlapping within the discipline and
horizontal overlapping with other disciplines (subjects) has been avoided to make room to include emerging trends,
new developments and such applications and concepts that are useful in real life situations for making the subject
learning more relevant, meaningful and stimulating. Inquiry approaches and interaction with peers as well as with
teachers are emphasized. Science, technology and society connections have been earmarked. Instructions and
guidelines are given to develop assessments based on understanding, thinking abilities and process skills.

Content
The syllabus is designed to emphasize less on purely factual material, whilst putting much greater emphasis on the
understanding and application of concepts and principles. This approach is adopted in recognition of the need for
students to develop skills in investigations/field work/field survey/report writing/research and analysis that will be of
greater long term value in an increasingly technological world.
The syllabus is based on the format of standards and benchmarks for each level as defined in the National
Curriculum framework.
I-II III-V VI-VIII IX-X XI-XII
In order to specify the syllabus as precisely as possible and also to emphasize the importance of higher order abilities
and Investigative skills/library/field work other than recall, learning outcomes have been used throughout.
Standards: they define the competencies by descriptive statements specifying broadly, the knowledge,
skills and attitudes that students will acquire in each subject, know and be able to do in a particular key area during
the course of study. These are qualitative in nature and set out the learning targets.
Benchmarks: they elaborate the standards indicating that the students will accomplish at the end of each
development level. They are also subject specific.
SLOs: they are detailed statements describing what students are supposed to learn and be able to do at each
grade level for each subject to achieve the specified benchmarks. They are activity specific and generally
observable and measurable.
The intended level and scope of treatment of content is defined by the stated learning
outcomes within easily recognizable domain of
(i) Remembering
(ii) Understanding
(iii) Applying
(iv) Analyzing
(v) Evaluating
(vi) Creating

The relevance and significance of concepts to students’ everyday life and to the natural and man made world is given
wherever applicable.
The standards and the accompanying benchmarks assist in the understanding of syllabus, foster diversity in
establishing high quality learning outcomes, and provide an accountability tool to individuals involved in the
evaluation process. These provide a common denominator to determine how well students are performing. They will
ensure that all students are measured on the same knowledge and skills using the same method of assessment.
Traditional approaches Standard based approaches

Based on contents & topics Based on standards
Focus on objectives Focus on SLOs
Focus on teaching Focus on learning
Teacher centered Student centered
Reading, writing, speaking and using Interpersonal, communication, team work
arithmetic (skills) and problem solving skills
One way approach Variety of approaches
Assessment of content knowledge & Assessment of content skills,

simple understanding deeper understanding, reasoning
and application
Promote memorization Promote thinking
Learning in a standards based approach is considered as the active construction of knowledge by learning through an
engagement of the learner in a social or personal experience and not as the transfer of knowledge from teacher to
learner.

4. Proposed Curriculum Implementation Framework for Punjab
Once the curriculum development phase is completed, the implementation phase starts. The past experience with
respect to implementation of curriculum in Pakistan has not been encouraging. At times, the unpredictability in the
process has not allowed the Ministry of Education and its partners to reap the full harvest of the implementation
processes.
Curriculum implementation is a complex process which requires coordinated efforts of various organizations with
multiple jurisdictions. Curriculum implementation is primarily the job of the Provincial Education Departments (PED).
Through their networks of provincial and district level educational institutes/departments, the PEDs provide textual
material, teacher training and guidelines and where necessary upgrade existing teaching facilities. For example,
many a time, changes in science curricula require new equipment and modifications to be carried out in the
laboratories.
Learning materials are one of the most important components of the educational process. Results of most of the
educational analysis provide evidence about the importance of learning materials in the process of building up
educational quality through improving the quality of textbooks. In spite of the fact that revolutionary changes have
occurred in instructional technology, textbooks still occupy the central place in the delivery of curriculum in schools.
Teacher quality is also recognized as the greatest determinant of educational success. Quality teaching has a
measurable impact on student outcomes. Successful teaching requires a deep understanding of the subject matter,
use of appropriate instructional methods, and application of various classroom assessment strategies. For this
purpose fundamental changes are required both in pre-service and in-service teacher education curricula and
training systems.
In Pakistan most teachers - specifically those in public service - depend only on textbooks. They just prepare the
students for success in the examination and not success in life. Teachers who are good at subject knowledge and
take interest in learning research-based instructional skills surely play a key role in student development and
achievement of learning outcomes. For successful implementation of any curriculum it is pertinent to bring attitudinal
changes in the teachers on one hand and to equip them with new classroom delivery techniques with maximum
participation of the students on the other. Activity and programme - based learning need to be encouraged keeping in
view the developmental level of the learners.
Student assessment is another important component of the overall educational process. Good assessment involves
evaluating student progress and measuring the degree to which a student has achieved desired educational
outcomes. Methods for assessment must also be developed to guide students throughout the instructional process
and to determine how well each student achieves the desired outcomes. Examination systems need to align their
methods to the requirements of the new curriculum. The examination system in Pakistan tends to reinforce the
system of rote memorization through its continued trend in asking textbook based questions that students can simply
reproduce if they have successfully memorized their books. Very little emphasis is given to testing understanding,
application and higher order thinking. Since the entire education system is heavily geared towards success in
examinations as teachers inevitably start following teaching techniques that foster memorization. A major overhaul is
required in this field in order to ensure that student learning outcomes, as laid down in the curriculum, are achieved
and tested as desired.

Lastly placement of feedback mechanisms within the education systems is one of the important elements of an
implementation framework. Through an effective and properly placed feedback mechanism we can find the
deficiencies in the curriculum, learning materials, classroom teachings and assessment / examination systems. At
present neither the curriculum bureaus nor the examination boards are performing this activity, hence the curriculum
revision is not based on any empirical data but rather on raw speculations or political decisions. Therefore, feedback
mechanisms are included as an integral part of the Curriculum Implementation Framework.
After detailed consultations in several national workshops representing all stakeholders the following steps are
proposed to facilitate implementation of curriculum:
Dissemination
Development of Textual Material
Teacher Training
Examination/Assessment and Evaluation
Feedback

4.1 Dissemination
Curriculum dissemination can be defined fairly and broadly as the process of informing developers of textual
materials/textbooks, the teachers and teacher trainers, the assessment and evaluation experts and educational
administrators and other stakeholders including civil society. Documents or materials and information about new or
revised curriculum is to be transmitted to all concerned as soon as it is approved and notified, so that they
understand and accept the innovation and make necessary preparations for the implementation of the new
curriculum.
A series of actions is set into motion with formal adoption of the curriculum. The foremost task is communication of
the change to provincial/area government who bear the responsibility for bringing the change at the level of schools
and examination boards. The education authorities develop plans to bring about the change in the schools under
their supervision. This may involve changes in timetable, instructions to teachers to rearrange course schedules
and provision of new books.
Dissemination needs to move beyond the traditional approach of posting the curriculum documents to relevant
institutions and hoping for change. It needs to focus more on building understanding of the new approaches and
informing the public at large on the importance and relevance of the proposed change. The process of
dissemination should encompass creation of ownership and support for the reform by spreading the message to as
large a group of stakeholders as is necessary.
Following are the proposed sub-steps to disseminate the new / revised curriculum to the concerned stakeholders
for implementation:
Prepare and notify the implementation schedule

Display curriculum documents on national/provincial education
department's/ministry's website
Inform all stakeholders including parents and general public about the new
curriculum through media
Distribute hard copies of subject curricula to all relevant stakeholders
Organize meetings, seminars/ workshops for all stakeholders for curriculum
orientation
For the detail of stakeholders responsible for certain actions and the suggested time span for various activities
please see Part II – CIF Monitoring Framework.

4.2 Development of Textual Material
Curriculum implementation largely relies on development of new textbooks and supplementary material.
Textbooks are arguably the mainstay of classroom teaching. They contain up to date, well laid out, concise, easy to
understand and relevant narrations on the subject. Content is one feature of a textbook that concerns curriculum
development. Its language, graphics, style, methodology, quality of printing, cost and size also matter. Textual
material development attends to all these matters. In addition to textbooks, related support material is necessary to
assist learners and teachers in the learning process. It may be in the form of workbooks teacher guides and other
learning materials. All are important components of resource materials that classroom teaching and learning
depend on.
Textbook Reform in Pakistan

In 2007 A 'National Textbook and Learning Materials Policy and Plan of Action' document was notified in order to
introduce a well regulated system of competitive publishing in Pakistan with the objective of 'improvement in the
quality of education at all levels through better quality textbooks at affordable prices’.
The main difference in the old and new approach is that the development of textbooks is no longer done by the
textbook boards but by private sector publishers. Only in case the private sector publishers are not coming forward
for certain titles, the textbook boards will develop according to their existing procedures so that all the required
books are available.
Under the new system the textbook boards play the very vital role of regulation, facilitation and monitoring of the
textbook development process in their province. They invite publishers through an advertisement in the newspaper
for the number of titles required for particular grades. The publishers respond to this advertisement and under a
mutually agreed upon schedule develop the manuscripts. Subsequently, the textbook boards review and provide
feedback to publishers for improving the materials.
The textbook boards by virtue of their years of experience in this field also facilitate the development of textbooks by
publishers by providing transfer of knowhow through direct contact and training programmes for the publishers.
The new policy recognizes that materials other than textbooks have a role to play in the enhancement of learning
and proposes a method whereby publishers can get their supplementary and support materials certified by the
board.
According to a clause in the policy provincial governments will increase expenditure on materials other than
textbooks, like supplementary and other support materials thus recognizing and reinforcing at policy level the
commitment to expanding the horizon of school learning materials beyond textbooks.
Printing modalities are left to the provinces to work out under mutual agreement with the publishers and the textbook
board.
Under the current practice all external examinations are based on textbook content and even the examples of the
textbooks are used in the question paper. According to the new policy because there will be multiple textbooks
available for the same subject, examinations will be based on the curriculum concepts instead of any particular
textbook. This will ensure that conceptual understanding is being tested thereby discouraging rote memorization.

How can we increase the effectiveness of our textbooks is one of the questions that need to be answered to
enhance the quality of our education and students' learning achievement. Some of the steps those could lead
towards this are suggested below.
Review and adapt Textbook and Learning Materials Policy

Develop new textbooks for the province
Prepare implementation schedule for textbook development
Develop a coordination and monitoring mechanism for the textbook
development process
Develop standards/criteria for textbook review
Advertise in newspaper according to implementation schedule
Short list successful bidders and agree on timeframe
Carry out orientation/training of publishers/ authors on new curriculum
Carry out internal review by textbook board according to the textbook
review criteria
Carry out provincial/area review by curriculum authority
Approval of the manuscript by curriculum authority
Final selection, printing and distribution
Other details about the above is given in Part II – CIF Monitoring Framework.

4.3 Teacher Training
Administration of a change in the curriculum may require new or additional skills. This is because changes in the
curriculum may not be part of the existing repertoire of teacher skills. Teacher training therefore becomes essential
in implementation. After adoption of the change, teacher training institutes (TTIs) need to be informed of the
change. PEDs and TTIs review the new curriculum; identify the areas requiring training and design teacher training
programs for the required knowledge, skills and attitudes. Existing training programs are the first to adopt the
change. Depending upon the nature and the extent of the change and existing human resource and capacity of
TTIs, roll out of training programs may take time but what is essential is the acknowledgment that this needs to be
done as priority.
New textual material requires additional effort from teachers in learning the new concepts and adopting them in their
teaching. The change affects right down to the individual lesson plans developed by the teachers. In most cases as
witnessed in the past curriculum reviews, a change in the curriculum is confined to introduction of new textbooks
while training of teachers in adoption of new teaching methodologies is ignored. Implementation requires
simultaneous change in both textbooks and teaching methodologies. Therefore more efforts are required on part of
the teachers training institutes to ensure that the required change is communicated to the teachers accordingly and
in time.
The importance of effective communication with teachers, explaining the purpose of the change and the potential
for improving learning outcomes should be emphasized. Teachers must be treated as the most important factor in
curriculum implementation. Their points of view and conditions should not be ignored. It should be kept in view that
the best possible results for implementation may not be achieved by just passing out instructions for the change, but
rather by taking teachers on board and convincing them about the need for the change. A ‘Continuing Professional
Development’ (CPD) system is needed which provides continuous ongoing professional support to teachers at
school level and also fosters the participation of teachers in their own professional development through reflective
practices and peer learning.
Pre-service education of teachers normally focuses on equipping the teachers with necessary pedagogical skills to
deliver a variety of contents at different age groups of children. The National Education Policy, 2009 has the
following provision for pre-service teacher education in Pakistan;
Teacher education curriculum shall be adjusted to the needs of the school curriculum and scheme of
studies. The curriculum shall include training for student-centred teaching, cross- curricular competencies,
and an on-site component.
Under the provisions of NEP, 2009 the existing system of teacher education will be replaced with Associate Degree
and Bachelor Degree of Education in future. This means that Higher Education Commission has to take over the
responsibility of preparing teachers for the whole system of school education. Therefore, the liaison between HEC
and Punjab Curriculum and Textbook Board (PCTB) is required to implement any new curriculum effectively.
The sub-steps to be taken to improve the quality of teacher education are proposed as under. For details please see
Part II – CIF Monitoring Framework.

4.3.1 Pre-service
The teachers’ educational institutions should exchange information about new curriculum with the ‘Higher
Education Commission’ regarding teacher education in the province.
Liaison with the concerned institutions for aligning teacher education curricula with revised/new school
curricula
4.3.2 In-service
Agree upon framework for training all teachers in new curricula
Prepare training schedule
Develop training materials
Carry out training of teachers in new curriculum according to framework/plan
Develop and implement mechanisms for supervision, mentoring and feedback to sustain the required
teaching practices

4.4 Examination/Assessment and Evaluation
Curriculum Implementation Framework includes bringing about the necessary changes in assessment and
examination practices to match the requirements of the new curriculum. For instance, a shift toward testing the
comprehensive understanding and application of the content from rote learning of the textbook entails a major
change in teaching methodology and vice versa. At the first level changes in curriculum require assessment and
examination authorities to be informed. They carry out suitable modifications in examinations and give new
instructions to examiners. At a deeper level, the change may require new types of assessment and examination
techniques and systems. Curriculum construction lays out the details of changes in assessment and examination that
may be required in each phase of curriculum development. Without it the objectives of the changes in the curriculum
may remain unmet.
Teachers must be trained both in summative and formative assessment. Summative assessment to measure the
degree of student achievement at the end of an instructional process and formative assessment used to facilitate
student' improvement by identifying areas of weakness. Its results should be fairly shared with the students as well as
the parents. As a part of educational process we need to recognize the importance of assessment in achieving overall
goals of education.
Steps to be taken for curriculum-based assessment are suggested below. For details please see Part II – CIF
Monitoring Framework.
Orientation of BISEs and PEC on new curriculum

Analyze implications of curriculum change on existing assessment practices
Agree on way forward for aligning assessment practices with the demands of new curriculum
Develop relevant material and orientation and training of paper setters/test item developers
Develop model papers/tests based on curriculum approach
Pretest and feedback on model papers
Develop strategies with timelines for introducing the revised system on a large scale
Create links to teacher training and textbook development

4.5 Feedback and Evaluation
Feedback and evaluation of the curriculum is a process of monitoring its implementation employing a number of
means. Monitoring is a purposeful activity designed to serve one of the two:
1. Provide timely information for review and minor revision

2. Provide end of phase evaluation for the following phase of curriculum development.
In other words, the instruments of feedback and evaluation may have a short term use: they generate data, which is
then used to carry out any revisions that may be necessary in the curriculum even prior to the next phase of new
curriculum construction and implementation. This is an ongoing use. No major changes are ordinarily contemplated
during curriculum implementation phase. Feedback and evaluation is initiated in the form of studies and reviews.
Data generated from the feedback and evaluation mechanisms generates reports. These reports also inform the
work of curriculum construction that is undertaken at the beginning of the next phase of curriculum development. This
review is different from the one that may be carried out periodically and results in minor revisions.
4.5.1 Principles of Curriculum Monitoring

Curriculum evaluation involves data collection, review of implementation and technical studies. It is based on the
following principles:
1. Data collection should be from a representative sample to be able to draw credible conclusions;
2. Baseline situation should be sketched out to assess the impact of curriculum implementation;
3. Sufficient number of observations at different time intervals should be taken to formulate an assessment on
Implementation.
4. Communication and administrative systems in which curriculum implementation is taking place should be
studied;
5. Data that is already available should be used where possible. For instance, examination data on student
achievements contains information that is relevant to effectiveness of the curriculum;
6. In-depth analyses should include detailed interviews with teachers, students, district education managers
and other stakeholders.

In the context of Curriculum Implementation Framework following steps are suggested to institutionalize the feedback
mechanisms for school curricula. For detail please see Part II – CIF Monitoring Framework.
Orientation of relevant stakeholders on importance of feedback

Prepare concept for establishment of feedback mechanism
Identify organizations responsible for collecting feedback
Develop tools for feedback on all aspects of curriculum implementation
Prepare schedule for data collection (when, how frequent and for what)
Analysis of data, reporting / feedback for minor and major revisions
Way forward for next revision cycle

Part-ll
CIF Monitoring
Framework
5. Scope of the Monitoring Framework
This Monitoring framework is based on the ideas and content presented in the Curriculum Implementation
Framework, which had been developed prior to the development of the monitoring framework.
All outcomes, related completion indicators, and monitoring activities mentioned in this document are therefore
based on the steps identified during the development of the CIF, and have been taken as they appear in the CIF
document. However, the participants carried out a thorough discussion and review of these outcomes and indicators
during the workshop sessions. The discussion on review criteria revolved around key considerations such as
Baseline values,
A strategy for collection,
Means of verification.
Some of the proposed indicators were re-written in light of the discussion held with stakeholders, in which they were
finalized and made part of the monitoring framework.

As mentioned, the CIF Monitoring Framework has been developed on the basis of the CIF document prepared
earlier. The framework includes the following major components as presented in Figure 1:
Major expected outcomes of the process

Major activities, sub-activities and completion indicators for each major outcome
Data sources
Responsibility of major stakeholders involved in the process
Figure 1: An Overview of the Monitoring Framework
Outcomes
Goals
Major Activities
Sub Activities
Indicators (OVI - MOV)
Data Sources Responsibility of stakeholders
Timeframe

5.1 DISSEMINATION
1. Outcome: Timely distribution of the curriculum in a way that it reaches all the stakeholders as per
defined implementation framework in a simple and understandable form.
1.1. # of documents produced to translate the new curriculum in an easy to understand and implementable form in each province/area.
1.2. # of “face to face” activities (e.g. Seminars/conferences/meetings etc.) that are organized to disseminate the information on the
new curriculum to the beneficiaries.
1.3. Development, preparation, printing and distribution of posters and summaries to all stakeholder
1.4. # of “awareness raising” media (campaigns) appearing at the local, provincial and national levels to highlight the implementation
of the new curriculum

S. No Major Ac vi es Sub ‐ Ac vi es Indicators Time Frame Responsibility
2013‐14 2014‐15 2015‐16 2016‐17 2017‐18
i. Prepara on of OVI
no fica on schedule by # of copies of
competent authority implementa on
ii. Dispatch informa on schedule schedule received by
to all beneficiaries , all the beneficiaries
Prepara on and
stakeholders and media # of leading
no fica on of newspapers in which
1 X PCTB
Implementa on iii. Iden fica on of the
the no fica on
schedule websites where the
appears
informa on is to be
displayed MOV
Copy of the
iv. Development of no fica on
content for the website
i. Approval of the OVI

content by the competent # of websites that
authority have the
no fica on and
ii. Uploading of content
informa on
on the website
displayed SED/PCTB
2 Display on website MOV X
iii. Con nuous upda on of the
informa on on the different The websites of
websites different
departments,
organiza ons,
stakeholders

2013‐14 2014‐15 2015‐16 2016‐17 2017‐18
i. Iden fica on of the OVI

media sources (print and # of news items
electronic and public and appearing on
private) where the the print and
informa on is to be electronic
disseminated from. This media on the
includes iden fica on of new curriculum
publica ons of different
# of news items
organiza ons.
appearing in
publica ons of
Publicizing the ii. Development and
different SED/PCTB
3 new curriculum dispatch of press releases
organiza ons DSD/PMIU
through media and news items for the
(e.g.
electronic and print X
media. newsle ers)
Brochures /
iii. Development of posters
brochure/posters, MOV
prin ng and Print and electronic
dissemina on. media ‐ includes FM
radio, television,
social networking
sites, publica ons
like newspapers,
newsle ers,
magazines etc

2013‐14 2014‐15 2015‐16 2016‐17 2017‐18
i. Prepara on of list of OVI

ins tu ons # of hard / so
ii. Prepara on of packets copies received by
for distribu on different
iii. Distribu on of hard / stakeholders
Supply of hard / so copies of the curricula MOV
4 so copies of Entry in library X
iv. Development of PCTB
subject curricula / resource
posters and summaries
center registers,
v. Prin ng & distribu on stock registers,
of poster and summaries copy of receipts in
vi. Collec on of receipts / the school, copies
dispatch slips of dispatch slips
i. Prepara on of conference OVI

schedule, guests list, agenda, Two to three
and other related documents conferences
organized
Stakeholders MOV
conference ii. Invita ons to different Copies of
Conference #1 stakeholders as per guests list nomina on
(DSD, PTB, le ers,
5 PEC, BISE) OVI SED/DSD/
Conference #2 &3 iii. Prepara ons at the # of par cipants X PCTB/PEC/
(EDOs,DEOs, conference venue who a ended BISEs
PMDs, DTSEs, the conference
GCETs) MOV
iv. Conference proceedings on A endance
the day of the conference sheet of
conference
par cipants
Copy of the
v. Uni ng of a conference report conference
report

2013‐14 2014‐15 2015‐16 2016‐17 2017‐18
i. Iden fica on of beneficiaries OVI
/ a endees of the workshops
# of mee ngs,
and seminars. seminars &
workshops held
Internal
ii. Invita ons to different MOV
mee ngs and
stakeholders as per guests list. A endance sheets PCTB
6 seminars/
of par cipants
workshops for
iii. Workshops at different OVI
stakeholders
loca ons. # of par cipants
that a ended X
iv. Develop ac vity reports on mee ngs/
seminars and workshops. workshops
MOV
Onsite a endance
of Departmental
Representa ves or
Officials at the event
Minutes of the
mee ngs Seminar/
Workshop reports
OVI
# of changes
suggested and
Research on incorporated in the
dissemina on i. Ac vi es as outlined in the overall mechanism
7 developed for X PCTB
and its impact on "Feedback" sec on
feedback "Feedback".
MOV
Documents on
"Feedback"

5.2 TEXTUAL MATERIALS
2. Outcome: Development of effective learning materials for use of teachers and students to
achieve the learning outcomes specified in the curricula.
2.1 % increase in the number of textbooks published based on the new curricula in every phase / year of the implementation
2.2 # of textbooks published according to the procedures and quality standards set in the implementation framework.
2.3 # of supplementary materials (including teacher guides) produced.

2013‐14 2014‐15 2015‐16 2016‐17 2017‐18
i. Review mee ngs on OVI

textbook policy. # of mee ngs held
MOV
Minutes of the
mee ng
ii. Revision/ amendments. OVI
# of revisions /
amendments in the
policy
Textbook and
MOV
1 Learning Material
Copies of
Policy PCTB
iii. Approval from competent dra s available
X
forum. OVI
Approval
granted by the
competent
authority
(no fica on
iv. Dissemina on/ no fica on received)
MOV
Copy of the
approval le er /
no fica on

2013‐14 2014‐15 2015‐16 2016‐17 2017‐18
OVI
# of relevant
stakeholders
receiving the
no fica ons
MOV
Copies of the PCTB
approval /
no fica on
available in the
files at the
stakeholders
office
OVI
# of interna onal
i. Review/study best(prac ces)/ models reviewed/
models at interna onal studied
levels (Documentary
proof available ‐
Linked with the
next point)
Eligibility Criteria for MOV
Copy of eligibility X PCTB
2 selec on of
publishers ii. Determining of criteria
minimum standard vis a vis OVI
infrastructure for Pakistan # of adapta ons
/ modifica ons
HR, Experiences financial made as per
resources requirements
MOV
Standards and
other documents

2013‐14 2014‐15 2015‐16 2016‐17 2017‐18
OVI
Orienta on pack
i. Orienta on pack. developed X
MOV
Copy of Orienta on
Pack
OVI
# of resource
persons that
conduct the
orienta on /
training list of
resource persons PCTB
Orienta on/
ii. Selec on of resource X
3 training of MOV
person
Publishers/ Authors List of resource
person(s) Onsite
a endance of
Departmental
Representa ves
or Officials at the
event
OVI
# of copies of
the schedule
iii. Schedule no fica on received by the
X
invitees
MOV
Copy of schedule

2013‐14 2014‐15 2015‐16 2016‐17 2017‐18
iv. Orienta on /workshop for OVI

authors / translators / # of workshops
reviewers. organized
# of publishers
benefi ng from X
the workshop PCTB
MOV
Workshop reports
OVI
i. Bidding documents New bidding X
prepara on documents used
during the process
Prepara on MOV
/Adapta on Copies of bidding
4 PCTB
of Standard bidding documents
document OVI
# of
ii. Study of previous prac ces adver sements X
appearing in leading
newspapers
MOV
Copies of bidding
documents

2013‐14 2014‐15 2015‐16 2016‐17 2017‐18
OVI
# of mee ngs held
iii. Consulta on with publishers with publishers X
MOV
Minutes of the
mee ng
PCTB
OVI
# of
adver sements
appearing in leading
iv. Adver sement newspapers X
MOV
Copies of published
adver sement

2013‐14 2014‐15 2015‐16 2016‐17 2017‐18
OVI
Copy of criteria
available for scru ny
i. Scru ny of papers X
of papers
MOV
Copy of criteria
OVI
Copies of all
Short lis ng of documentary
successful bidders proofs available in
5 PCTB
and placement of the concerned
ini al orders department/ offices
MOV
Visit report (of
ii. Physical verifica on, Short list random visits)
verifica on, Placing order for of the monitoring X
models chapters, (subject) team to the
specifica on publishers sites.
Copies of
purchase
orders
Copies of various
correspondence
held with regard
to subject
specifica ons.

2013‐14 2014‐15 2015‐16 2016‐17 2017‐18
OVI
Names and
in ma on le ers
to commi ee
members available
i. Evalua on Commi ee MOV X
Copies of
in ma on le ers
Copies of
acceptance le ers
by the commi ee
members
Evalua on of
Model chapters OVI
6 and orders for # of mee ngs held PCTB
complete MOV
ii. Mee ngs and Prepara on Minutes of the X
manuscript
of recommenda ons mee ng Copies of
the recommenda ons
(if not included in
the minutes)
OVI
# of orders placed
# of complete
manuscripts
ordered
iii. Final order placement
MOV X
Copies of
purchase orders
Copies of complete
manuscripts

2013‐14 2014‐15 2015‐16 2016‐17 2017‐18
OVI
Copy of criteria
available for local
i. IR criteria X
review
MOV
Copy of criteria
document
OVI
# of mee ngs
organized at the
Internal / Local
7 local level
Review ii. mee ng/ minutes/report X PCTB
MOV
Minutes of the
mee ng Copies
of reports
OVI
Invita on le ers to
experts / members
of IR Commi ee
iii Iden fica on of experts MOV
List of experts X
Copies of their
invita on le ers

2013‐14 2014‐15 2015‐16 2016‐17 2017‐18
OVI
Acknowledgment
from publishers
that they have
iv. Sharing report with received the report
publishers X
MOV
Minutes of the
mee ng Receipts
of courier service/
peon book
PCTB
OVI
Commi ee
members finalized
MOV
v. Final checking before sending Copies of any
to PRC final comments by X
IR Commi ee,
Copies of final
approval le er
from IR Commi ee

2013‐14 2014‐15 2015‐16 2016‐17 2017‐18
OVI
Copy of criteria
i. Review Criteria available for review X
MOV
Copy of criteria
OVI PCTB
Invita on le ers to
experts / members
of PRC
ii. Iden fica on of experts MOV X
List of experts,
Copies of their
8 Provincial Review invita on le ers,
Copies of TORs
OVI
PRC mee ng held
iii. Review Report MOV X
Report and
Minutes of
mee ng
PCTB
OVI
Comments from
iv. Ac on on basis of PRC desk reviewers
Review MOV X
Desk review
documents

2013‐14 2014‐15 2015‐16 2016‐17 2017‐18
i. Final Checking before sending OVI

TRC Review / TRC for Approval TRC mee ng held
9
Review criteria MOV X
Iden fica on Expect Report and minutes
Review Report of mee ng
OVI
# of changes made
in the manuscript
(if any)
MOV
i. Select Commi ee X
Documents PCTB
Approval of the highligh ng the
Manuscript and suggested
10 ac on from the
NOC
issuance approving
authority
OVI
Copy of NOC/
approval received
for on ward
ii. NOC/Approval processing X
MOV
Copies of NOC/
Approval

2013‐14 2014‐15 2015‐16 2016‐17 2017‐18
OVI
i. Develop Criteria for Copy of criteria
provincial selec on available X
commi ee (PSC) MOV
Copy of criteria
OVI
Invita on le ers to
members of
ii. Forma on of PSC Ranking Commi ee X
MOV
Copies of invita on
le ers Copies of
TORs
OVI
In ma on le er
received by the
iii. Final Selec on of books publisher
MOV
Final Selec on and Copies of in ma on SED/PCTB
11 X
Prin ng le ers, Copies of
acceptance le ers
iv. Agreement on Print Licence by the selected
Fee publisher(s)
OVI
v. Posi ve making and plate
Prin ng of materials
making, in progress and
proofread of mechanical available for use X
proof, MOV
print making of machine proof, Sample printed copies
prepara on for binding process,
binding for prin ng, OVI
Binding Documents
print order to successful Adver sement in
bidders leading Newspapers X
MOV
Copies of Bidders
Documents

2013‐14 2014‐15 2015‐16 2016‐17 2017‐18
OVI
Physical
verifica on of
books received
MOV
i. Storing Visit report (of X
random visits) of
the monitoring
team to the stores
Copies of stock
registers
OVI
Demands
12 Distribu on
verifica on
ii. Demands/ verifica on available PMIU SED/PMIU
distribu on list X /PCTB
MOV
Copy of verifica on
le er
OVI
Copies of books
received by the
DEO, Dy‐DEO's
iii. Dispatch to DEO, Dy. DEO offices
X
MOV
Copies of
dispatch le ers
Copies of
receipt le ers

2013‐14 2014‐15 2015‐16 2016‐17 2017‐18
OVI
Random
check at different
levels
iv. AEO/ Schools
MOV X
Copies of stock SED/PMIU
registers
OVI
Monitoring tools
developed
i. Monitoring tools MOV X
Copies of
monitoring tools
Coordina on and
13 Monitoring PCTB/PMIU
Mechanism
OVI
Smooth supply of
materials without
ii. Coordina on with actors/ complaints from
departmental
departmental offices etc. offices X
MOV
Copies of
task comple on
reports

2013‐14 2014‐15 2015‐16 2016‐17 2017‐18
OVI
Field visit reports
MOV
Visit report (of
iii. Field Monitoring random visits)
X
of the monitoring
team to the stores
Field notes of other
departmental
representa ves
PCTB/PMIU
OVI
Documentary
proof available
including reports
iv. Feedback: analysis/
repor ng. MOV X
Copies of stock
registers Copies of
monitoring and
other relevant
report

5.3 TEACHER TRAINING
3. Outcome: All teachers (pre- and in-service) at all the institutions are trained in using the new
curricula.
3.1 # of trainers/teacher educators at all in-service and pre-service training institutions trained in designing and delivering training
programs as per new curricula.
3.2 % increase in the number of teachers trained according to the new curricula.
3.3 # of teacher guides published for each subject curricula, and disseminated at both in-service and pre-service teacher training programs
3.4 % increase in the number of teachers using the new curricula
3.5 # of revised training programs and syllabi in all subjects as per new curricula

2013‐14 2014‐15 2015‐16 2016‐17 2017‐18
OVI
i. Situa on analysis,surveys,
TNA Report
workshops for TNA.
MOV X
Development of TNA tools
Teachers
Implementa on of TNA interviews / survey
Teaching Needs
1 Assessment (TNA)
OVI
Documents
containing
standards and
ii. Se ng up minimum outline as per new
standards, and outline for curriculum needs.
MOV X SED/DSD
the resource/manual design
Copies of minimum
standard document
Copy of the outline
of resource manual
design
OVI
Completed
reviewed manuals/
resources
i. Review of the exis ng
Prepara on of MOV
resources by DSD X
2 resource and Review
training manuals documents and
other resources
A endance list of
par cipants

2013‐14 2014‐15 2015‐16 2016‐17 2017‐18
OVI
# of people that
ii. Workshops for developing
reviewed the
the final versions of the
document X
resources and manuals
MOV
List of resource
person(s)
OVI
DSD
Manuals and
resources finally
iii. Review workshops for redesigned and
finaliza on of the developed ready to use
manuals MOV
X
Onsite a endance
of Departmental
Representa ves or
Officials at the
event

2013‐14 2014‐15 2015‐16 2016‐17 2017‐18
i. Design the criteria for OVI

par cipants nomina ons Pool of prospec ve X
par cipants
iden fied as per
ii. Call for nomina ons of set criteria
Planning and MOV
prospec ve par cipants X
3 Prepara on of List of par cipants, DSD
training Criteria document /
iii. Inform par cipants to nomina on le er.
a end the program OVI X
The training
metable designed,
finalized and
iv. Design of a training approved
metable MOV X
Copies of metable
i. iden fying a set of OVI
competent trainers X
Trainers data
ii. Designing the training available for scru ny
outline and materials MOV X
Trainers data
Teachers Training iii. Organizing venue and
4 OVI
(All levels) training resources X DSD
Training outline
iv. Conduc ng of TOT and resources as
per new curriculum
Comments/Feedback of goals X
TOT
MOV
v. Comments/Feedback of
Document of the
TOT training outline X

2013‐14 2014‐15 2015‐16 2016‐17 2017‐18
OVI
Venue evalua on
survey
Registra on X DSD
A endance
MOV
Copies of survey

2013‐14 2014‐15 2015‐16 2016‐17 2017‐18
i. Organizing various OVI

resources Registra on of
X
par cipants.
MOV
Commencement of ii. Launching the Teachers List of
5 par cipants DSD
the Teacher Training Training X
A endance of
par cipants and
iii. Commencement of Teachers
trainers
Training (All levels) X
Onsite a endance
OVI
Evalua on tools X
i. Designing online/hard copy
developed
evalua on tools
MOV
Departmental X
ii. Training professionals to Representa ves or
administer evalua on tools officials at the
event
Monitoring of X
iii. Administering the training OVI
6 Training and DSD
evalua on Monitoring tools
follow ups designed as per
training objec ve
iv. Follow up by DEAs and DTEs X
MOV
Copies of
v. Data analysis monitoring tools
(including X
evalua on forms)

2013‐14 2014‐15 2015‐16 2016‐17 2017‐18
OVI
100% comple on
of evalua on
forms
MOV
75% ques ons
responded from
the tool DSD
OVI
Evalua on X
report completed
and submi ed
MOV
Copies of
evalua on reports

2013‐14 2014‐15 2015‐16 2016‐17 2017‐18
OVI
Documents with
syllabus break up
available for use in
i. Planning syllabus (Academic classrooms X
calendar) MOV
Copies of
documents with
syllabus break‐up
OVI
ii. Synchronizing training Classroom
observa ons
material with learning X
MOV
material or textbooks Classroom
observa on sheets
Opera onalizing OVI
SED/PCTB
7 the New Teacher feedback
iii. Classroom teaching and /BISEs
Curriculum MOV X
learning Teacher feedback
forms
OVI
Assessment
iv. Forma ve and Summa ve reports
MOV X
assessments
Assessment
reports
OVI
Teachers guides
covering SLOs
v. Extension to elementary men oned in the
respec ve curricula X
and secondary level
MOV
Teachers guides

PRE-SERVICE EDUCATION

2013‐14 2014‐15 2015‐16 2016‐17 2017‐18
1 Orienta on on OVI
“Curricula Documents with
i. Developing objec ves/
2006” and outline /
source outline
scheme of studies objec ves X
in pre‐service MOV
Teacher Course content
curriculum
OVI
ii. Approval from HEC/ More emphasis
Affiliated Degree Awarding on curriculum
2 Coordina on with Ins tu ons. related concept/
HEC Development Integra on of “new ac vity sheets
X
of lessons as per Curriculum component” MOV HEC
new curricula into regular scheme of Teacher's guides
studies as reference
material
OVI
HEC approval
3 Introducing cer ficate
course /paper MOV
Scheme of studies iii. internship Copies of X
of textbook New Na onal
Curriculum 2006
development
of different
subjects.

Training on Induction

2013‐14 2014‐15 2015‐16 2016‐17 2017‐18
OVI
i. Training metable,
New inducted
designed, finalized and teachers oriented
approved. on Na onal
Curriculum 2006 X
MOV
No. of new
inducted teachers
oriented on
Na onal
Orienta on of Curriculum 2006
“newly inducted ii. Commencement of
4 Teachers guide
Teachers on training developed on
Na onal SLOs X DSD
Curriculum 2006
iii. Monitoring and feedback

of training

5.4 ASSESSMENT
4. Outcome: Assessment and examinations are conducted using the new curricula.
4.1 # of examination boards/authorities at various levels conducting examinations to assess student learning outcomes
specified in the new curricula.
4.2 # of teachers trained for improving the assessment practices and examination as per the new curricula.
4.3 % increase regarding data analysis practices of examination results as per outcomes specified in the new curriculum.

2013‐14 2014‐15 2015‐16 2016‐17 2017‐18
OVI
Capacity gap and i. Survey and workshop for Specimen of X
need assessment for TNA material developed
introduc on of # of items
curriculum based developed
assessment and
orienta on of SLO ii. Material Development MOV
1 Based assessment workshop (Paper se er, Copies of items X
for BISEs/PEAS/ and Head examiners) developed
PEC/PED (including
teachers) OVI
NOTE: grade V and iii. Seminars/Mee ngs with # of seminars / X
VIII level exams are head, Teachers mee ngs held SED/BISEs/PCTB
conducted by PEC Development
MOV Partners
A endance list of
iv. Training of item writers par cipants,
registra on forms X
OVI
Orienta on on use Tools for assessment
of tools for i. Workshop/seminars of SLOs developed
2 Material development X
assessment of MOV
SLOs Workshop report

2013‐14 2014‐15 2015‐16 2016‐17 2017‐18
OVI
1. Development of i. Material Development Manuals
Material (assessment manual) developed # of
items developed
MOV
X
Copies of
assessment
manuals
a endance list of
par cipants
OVI
# of workshops
3 held and list of
par cipants # of SED/BISE/PCTB
paper se ers/test DSD
i. Orienta on/ Training item developers
2. Orienta on and
Workshops/ for teachers/ and reviewers
training of Paper
paper‐se ers of assessment trained
se ers/Test item
developers/ organiza ons and the MOV
X
teachers selected subject teachers List of resource
persons
Onsite
a endance of
Departmental
Representa ves
or Officials at the
even List of
trained people

2013‐14 2014‐15 2015‐16 2016‐17 2017‐18
OVI
i. Framework for curriculum # of items
based tests X
developed for the
item pool
MOV
Copies of
ii. Rubrics model papers X
OVI
# of rubrics
developed
Development of iii. Item Pool
4 X
Model papers MOV
Representa ves SED/BISEs/
or Officials at PCTB/DSD
iv. Pilot tes ng the event
OVI X
# of examinees
a ending the pilot
v. Review and finaliza on test
MOV X
# of model papers
developed
vi. Dissemina on of Model
Ques on Papers
X

2013‐14 2014‐15 2015‐16 2016‐17 2017‐18
OVI
i. Selec on of SLOs for test SLOs selected X
development
MOV
List of items X
ii. Formula on of test writers
specifica on OVI
Specifica ons X
developed
iii. Selec on of item writers
MOV
Items pool X
Curriculum based
5 assessment/ iv. Development of items and
OVI
examina on rubrics
Item writers SED/BISEs/
X PCTB/DSD
MOV
v. Revision of items Tests for pilo ng
OVI X
vi. Test assembling No. of items
developed
MOV X
vii. Pilot tes ng Copies of coding/
marking schemes
viii. Analysis of pilot tested items OVI X
Revised items list
MOV
ix. Revision of items and rubrics Copies of the
X
gaze e

2013‐14 2014‐15 2015‐16 2016‐17 2017‐18
x. Prepara on of final test OVI

X
copies Analysis outputs
Test formats
xi. Administra on (conduct) of developed X
test MOV
Copies of tools
xii. Scoring
OVI
Revised items
MOV
Item bank
OVI
Results gaze es
MOV
Result data SED/BISEs/
X PCTB/DSD

2013‐14 2014‐15 2015‐16 2016‐17 2017‐18
OVI
i. Feedback tool Different reports
development produced X
MOV
Copies of the
reports
ii. Test analysis (overall / SLOs) OVI
X
Dissemina on
tools prepared
MOV
6 Feedback/Research
iii. Development of General Use of
SED/PEC/
and Technical reports for informa on and X PCTB/DSD/
feedback to system and material
BISEs/PMIU
improving learning generated
Students
performance
reports
X
iv. Data collec on
v. Analysis of data X

2013‐14 2014‐15 2015‐16 2016‐17 2017‐18
OVI
i. TNA conducted Selec on criteria
for human X
resource
MOV
ii. Selec on of relevant human Ac vity Reports
resources OVI
X
Training material
developed
Strengthening/ MOV
capacity iii. Training of HR in assessment A endance sheets
7 development of psychometrics area SED/PEC/
OVI PCTB/DSD/
R&D cell in all X
BISEs, PEC Data analysis BISEs/PMIU
manuals / materials
MOV
iv. Training for assessment data Manuals / capacity
analysis development
materials / manuals X
distributed
v. Training for repor ng and

dissemina on X

5.5 FEEDBACK
5. Outcome:
Systems and mechanisms are in place to obtain feedback from different stakeholders on the
effectiveness and use of the new curricula, and are fed back into the system for revision purposes.
5.1 Number of Standard Operating Procedures developed to monitor the progress of the curriculum implementation process
5.2 Percentage of schools that provide feedback on the use and effectiveness of the new curricula
5.3 Number of valid feedback propositions/queries received from various implementing organizations that are incorporated
in future implementation plans.

2013‐14 2014‐15 2015‐16 2016‐17 2017‐18
OVI
# of seminars
organized
MOV
i. Seminars / workshops Onsite X
a endance
of Departmental
Representa ves
or Officials at the
event
OVI
# of orienta on SED/
materials PEC/PCTB/DSD/
Orienta on on produced X BISEs/PMIU
1 importance of ii. Material for Orienta on
MOV
feedback
Copies of the
orienta on
materials
OVI
# of ar cles /
le ers wri en
iii. Ar cles/Le ers MOV
X
Copies of the
ar cles / le ers

2013‐14 2014‐15 2015‐16 2016‐17 2017‐18
OVI
# of discussions
held
MOV
iv. Discussion Forums Outcomes
X
of brainstorming
discussions
SED/PEC/
PCTB/DSD/
BISEs/PMIU
OVI
# of media
adver sement
v. Media campaign
MOV
Copies of X
adver sements

2013‐14 2014‐15 2015‐16 2016‐17 2017‐18
i. Iden fy roles & OVI

Roles and
responsibili es Responsibili es
document X
produced
MOV
R&R document
OVI
ii. Documenta on of various
# of processes
processes documented X
MOV
Feedback
documents
Establishment of
2 Feedback OVI SED/PEC/
Workshop
Mechanism iii. Review of SOPs and PCTB/DSD/
conducted for
finaliza on review X BISEs/PMIU
MOV
SOPs
developed
OVI
# of stakeholders
iv. Dissemina on to reached
stakeholder MOV X
Correspondence/
workshops
OVI
# of review
workshop
v. Review workshop MOV X
Dele on/Addi on/
Improvement

2013‐14 2014‐15 2015‐16 2016‐17 2017‐18
OVI
Short list of
i. Selec on of a consultant consultant X
MOV
Adver sement
OVI
No. of le ers
wri en
MOV
ii. Iden fica on of experts Onsite a endance X
of Departmental
Representa ves or
Officials at the SED/PEC/
Development of event
3 PCTB/DSD/
tools for feedback
OVI BISEs/PMIU
No. of experts
par cipated
iii. Review of research studies X
MOV
A endance list of
par cipants
OVI
iv. Workshops No. of research
Construc on of tools studies collected
(Ques onnaires, checklist, and reviewed
MOV X
interviews). Assessment
Manual List of resource
persons

2013‐14 2014‐15 2015‐16 2016‐17 2017‐18
OVI
No. of workshops
v. Valida on of tools held
X
MOV
copies of tools
prepared
OVI
# of tools prepared
MOV
copies of tools
validated
OVI
No. of tools SED/PEC/
vi. Analysis and review of validated PCTB/DSD/
X
tools MOV BISEs/PMIU
Correspondence
and related
documents
OVI
No. of trainings
MOV
Registra on form
OVI
List of ins tu ons
MOV
Training reports
vii. Tryout OVI
Tryout reports X
MOV
List of ins tu ons
selected
Tryout reports

2013‐14 2014‐15 2015‐16 2016‐17 2017‐18
OVI
No. of documents
prepared SOPs,
Manuals and
i. Development of Training Schedule X
Material MOV
Correspondence
and related
documents
OVI
# of staff members
selected
4 Training of field staff ii. Selec on of staff MOV
X
Onsite a endance SED/PEC/
of Departmental PCTB/DSD/
Representa ves or
BISEs/PMIU
Officials at the event
OVI
# of staff trained
MOV
iii. Ini a on of Training A endance list of X
par cipants
List of resource
persons
OVI
# of evalua on
sheets
iv. Pre and Post evalua on X
MOV
Evalua on report
sheets

2013‐14 2014‐15 2015‐16 2016‐17 2017‐18
i. Iden fica on of pilot area OVI

# of research
X
studies conducted
MOV
ii. Sampling design Hard/so copies of
studies conducted
X
OVI
Sampling design
iii. Selec on of ins tutes document
# of ins tu ons X
selected material
5 Pilo ng of tools distributed
iv. Arrangements (material, Analysis report SED/PEC/
travel etc) # of par cipants X PCTB/DSD/
involved BISEs/PMIU
# of manuscripts
# of reports
v. Collec on and analysis of received X
data MOV
Correspondence
and related
documents X
vi. Pilot report Correspondence
and related
documents Reports
Dra s prepared
X
vii. Revision of tools

2013‐14 2014‐15 2015‐16 2016‐17 2017‐18
i. Selec on of Sample OVI

Iden fica on of X
expert
ii. Confirma on of sample MOV X
Registra on form /
a endance
6 Collec on of Data iii. Selec on of data collectors X
OVI
# of sites visited
vi. Training of field staff MOV X
Field visit reports
v. Arrangements OVI SED/PEC/

X
# of forms/tools PCTB/DSD/
filled BISEs/PMIU
vi. Field work/data collec on # of monitoring
visits X
MOV
vii. Monitoring of data collec on Copies of tools/
filled forms X
List of monitors
i. Organiza on (coding, OVI X
rubrics, entry, compiling) # of findings that
screening become part of
7 Analysis of Data the report X
ii. Analysis of data MOV
Final report /
iii. Interpre ng recommenda ons X

2013‐14 2014‐15 2015‐16 2016‐17 2017‐18
i. Findings X
OVI
ii. Conclusion Copy of the final X
report produced
(Technical/
Repor ng / Thema c/
8
Feedback Result reports)
MOV
iii. Recommenda ons X
Final report / SED/PEC/
recommenda ons PCTB/DSD/
BISEs/PMIU
iv. Dissemina on X
OVI
Ac on plan
developed by
i. Experts opinion/ experts
9 Way forward X
development of ac on plan
MOV
Copy of ac on plan

Who is responsible for the monitoring process?
The following figure represents the level and number of stakeholders involved in the implementation
and monitoring process.
The stakeholders
Civil Society PEC
Community
PCTB
Private Sector SED
DSD
PMIU
HEC BISEs

Punjab Curriculum and Textbook Board
21-E/II, Gulberg III, Lahore, Pakistan
T +92 -42-99230672-6
F +92 -42-99230679
www.ptb.gop.pk

Curriculum Implementation Framework PUNJAB

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Curriculum Implementation Framework

School Education Department

Layout and design

School Education Department

Part I: Outcomes for Curriculum Implementation

Part II: CIF Monitoring Framework

5. Scope of the Monitoring Framework 21

BISE Board of Intermediate and Secondary Education

i Curriculum Implementation Framework

Curriculum Implementation Framework 1

Assessment Quality Interactive/Activity

2 Curriculum Implementation Framework

Alignment of textbooks and learning materials to curriculum objectives.

Curriculum Implementation Framework 3

Measure what students know and are able to do;

Align with learning goals and the mode of instruction;

3.1 Process of Curriculum Revision

4 Curriculum Implementation Framework

3.2 Approach of the Curriculum

Equipping the students with skills needed in real life

Curriculum Implementation Framework 5

I-II III-V VI-VIII IX-X XI-XII

6 Curriculum Implementation Framework

Traditional approaches Standard based approaches

Assessment of content knowledge & Assessment of content skills,

Curriculum Implementation Framework 7

8 Curriculum Implementation Framework

Curriculum Implementation Framework 9

Prepare and notify the implementation schedule

10 Curriculum Implementation Framework

Textbook Reform in Pakistan

Curriculum Implementation Framework 11

Review and adapt Textbook and Learning Materials Policy

12 Curriculum Implementation Framework

Curriculum Implementation Framework 13

14 Curriculum Implementation Framework

Orientation of BISEs and PEC on new curriculum

Curriculum Implementation Framework 15

1. Provide timely information for review and minor revision

4.5.1 Principles of Curriculum Monitoring

16 Curriculum Implementation Framework

Orientation of relevant stakeholders on importance of feedback

Curriculum Implementation Framework 17

21 Curriculum Implementation Framework

Major expected outcomes of the process

Figure 1: An Overview of the Monitoring Framework

Curriculum Implementation Framework 22

Curriculum Implementation Framework 23

i. Approval of the OVI

Curriculum Implementation Framework 24

i. Iden ﬁca on of the OVI

Curriculum Implementation Framework 25

i. Prepara on of list of OVI

i. Prepara on of conference OVI

Curriculum Implementation Framework 26

Curriculum Implementation Framework 27

2.3 # of supplementary materials (including teacher guides) produced.

Curriculum Implementation Framework 28

i. Review mee ngs on OVI

Curriculum Implementation Framework 29

Curriculum Implementation Framework 30

Curriculum Implementation Framework 31

iv. Orienta on /workshop for OVI

Curriculum Implementation Framework 32