Curriculum Implementation Framework PUNJAB PDF

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 fr
Internationale Zusammenarbeit (GIZ) GmbH.
Title design
Ali Iqbal
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Ali Iqbal, Aligarh Printers
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December, 2014
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

Punjab - 2014

Government of Punjab
Table of Contents
List of Acronyms
Preface
i
ii
Part I: Outcomes for Curriculum Implementation

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

5.
5.1
5.2
5.3
5.4
5.5
Scope of the Monitoring Framework

Dissemination
Textual Materials
Teacher Training
Assessment
Feedback
21
23
28
44
54
62
List of Acronyms
BISE
CBA
CIF
DEO
DSD
EDO
HEC
IR
NEAS
NOC
NRC
PCTB
PEAS
PEC
PED
PMIU
PRC
PSESP
SED
SLO
TLM
TNA
TRC
TTI
Board of Intermediate and Secondary Education

Curriculum Based Assessment
District Education Officer
Directorate for Staff Development
Executive District Officers
Higher Education Commission
Interval Review
National Education Assessment System
No Objection Certificate
National Review Committee
Punjab Curriculum and Text Book Board
Punjab Education Assessment System
Punjab Examination Commission
Provincial Education Department
Programme Monitoring and Implementation Unit
Provincial Review Committee
Punjab School Education Sector Plan
Student Learning Outcome
Teaching Learning Material
Training Needs Assessment
Technical Review Committee
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.
b.
c.
d.
Developing textual materials

Designing learning methods and materials for teacher training
Assessing the attainment of educational achievement of students
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
Feedback
mechanism
Quality
Cycle
Interactive/Activity
based
ste
e
T
Classroom Teaching
In-service Support
& Supervision
2 Curriculum Implementation Framework
Ta
u
g
ht
Textbooks
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 inservice 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 provinces 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 rotememorization 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)
(ii)
(iii)
(iv)
(v)
(vi)
Remembering
Understanding
Applying
Analyzing
Evaluating
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
Reading, writing, speaking and using
arithmetic (skills)
Student centered
One way approach
Variety of approaches
Assessment of content knowledge &

simple understanding
Assessment of content skills,

deeper understanding, reasoning
and application
Promote memorization
Promote thinking
Interpersonal, communication, team work

and problem solving skills
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
Data Sources
Indicators (OVI - MOV)

Responsibility of stakeholders
Timeframe
1.4. # of awareness raising media (campaigns) appearing at the local, provincial and national levels to highlight the implementation
of the new curriculum
1.3. Development, preparation, printing and distribution of posters and summaries to all stakeholder
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.
1.1. # of documents produced to translate the new curriculum in an easy to understand and implementable form in each province/area.
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.
5.1 DISSEMINATION
Major Ac vi es
Prepara on and
no ca on of
Implementa on
schedule
Display on website
S. No
OVI
Indicators
iii. Con nuous upda on of the

informa on on the dierent
websites
ii. Uploading of content

on the website
i. Approval of the
content by the competent
authority
The websites of
dierent
departments,
organiza ons,
stakeholders
MOV
# of websites that
have the
no ca on and
informa on
displayed
OVI
# of copies of
implementa on
schedule
received by
ii. Dispatch informa on schedule
all the beneciaries
to all beneciaries ,
# of leading
stakeholders and media
newspapers in which
iii. Iden ca on of the
the no ca on
websites where the
appears
informa on is to be
MOV
displayed
Copy of the
iv. Development of
no ca on
content for the website
i. Prepara on of
no ca on schedule by
competent authority
Sub Ac vi es
SED/PCTB
PCTB
Responsibility
201314 201415 201516 201617 201718
Time Frame
Major Ac vi es
Publicizing the
new curriculum
through media
S. No
iii. Development of
brochure/posters,
prin ng and
dissemina on.
ii. Development and

dispatch of press releases
and news items for the
electronic and print
media.
i. Iden ca on of the
media sources (print and
electronic and public and
private) where the
informa on is to be
disseminated from. This
includes iden ca on of
publica ons of dierent
organiza ons.
Sub Ac vi es
Print and electronic

media includes FM
radio, television,
social networking
sites, publica ons
like newspapers,
newsle ers,
magazines etc
MOV
Brochures /
posters
newsle ers)
# of news items
appearing in
publica ons of
dierent
organiza ons
(e.g.
# of news items
appearing on
the print and
electronic
media on the
new curriculum
OVI
Indicators
SED/PCTB
DSD/PMIU
Responsibility
201314 201415 201516 201617 201718
Time Frame
Major Ac vi es
Supply of hard /
so copies of
subject curricula
Stakeholders
conference
Conference #1
(DSD, PTB,
PEC, BISE)
Conference #2 &3
(EDOs,DEOs,
PMDs, DTSEs,
GCETs)
S. No
v. Uni ng of a conference report
iv. Conference proceedings on

the day of the conference
iii. Prepara ons at the

conference venue
ii. Invita ons to dierent

stakeholders as per guests list
i. Prepara on of conference
schedule, guests list, agenda,
and other related documents
vi. Collec on of receipts /

dispatch slips
i. Prepara on of list of
ins tu ons
ii. Prepara on of packets
for distribu on
iii. Distribu on of hard /
so copies of the curricula
iv. Development of
posters and summaries
v. Prin ng & distribu on
of poster and summaries
Sub Ac vi es
OVI
Two to three
conferences
organized
MOV
Copies of
nomina on
le ers,
OVI
# of par cipants
who a ended
the conference
MOV
A endance
sheet of
conference
par cipants
Copy of the
conference
report
Entry in library
/ resource
center registers,
stock registers,
copy of receipts in
the school, copies
of dispatch slips
MOV
# of hard / so
copies received by
dierent
stakeholders
OVI
Indicators
BISEs
PCTB/PEC/
SED/DSD/
PCTB
Responsibility
201314 201415 201516 201617 201718
Time Frame
Major Ac vi es
Internal
mee ngs and
seminars/
workshops for
stakeholders
Research on
dissemina on
and its impact on
feedback
S. No
i. Ac vi es as outlined in the
"Feedback" sec on
iv. Develop ac vity reports on

seminars and workshops.
iii. Workshops at dierent

loca ons.
ii. Invita ons to dierent

stakeholders as per guests list.
i. Iden ca on of beneciaries
/ a endees of the workshops
and seminars.
Sub Ac vi es
MOV
Documents on
"Feedback"
# of changes
suggested and
incorporated in the
overall mechanism
developed for
"Feedback".
OVI
MOV
Onsite a endance
of Departmental
Representa ves or
Ocials at the event
Minutes of the
mee ngs Seminar/
Workshop reports
# of par cipants
that a ended
mee ngs/
workshops
OVI
MOV
A endance sheets
of par cipants
# of mee ngs,
seminars &
workshops held
OVI
Indicators
PCTB
PCTB
Responsibility
201314 201415 201516 201617 201718
Time Frame
2.3 # of supplementary materials (including teacher guides) produced.
2.2 # of textbooks published according to the procedures and quality standards set in the implementation framework.
2.1 % increase in the number of textbooks published based on the new curricula in every phase / year of the implementation
2. Outcome: Development of effective learning materials for use of teachers and students to
achieve the learning outcomes specified in the curricula.
5.2 TEXTUAL MATERIALS
Major Ac vi es
Textbook and
Learning Material
Policy
S. No
Approval
granted by the
competent
authority
(no ca on
received)
iv. Dissemina on/ no ca on
Copy of the
approval le er /
no ca on
MOV
OVI
Copies of
dra s available
MOV
# of revisions /
amendments in the
policy
OVI
Minutes of the
mee ng
MOV
# of mee ngs held
OVI
Indicators
iii. Approval from competent

forum.
ii. Revision/ amendments.
i. Review mee ngs on

textbook policy.
Sub Ac vi es
PCTB
Responsibility
201314 201415 201516 201617 201718
Time Frame
Major Ac vi es
Eligibility Criteria for

selec on of
publishers
S. No
2
ii. Determining of
minimum standard vis a vis
infrastructure for Pakistan
HR, Experiences nancial
resources
i. Review/study best(prac ces)/

models at interna onal
levels
Sub Ac vi es
Standards and
other documents
MOV
# of adapta ons
/ modica ons
made as per
requirements
OVI
Copy of eligibility
criteria
MOV
# of interna onal
models reviewed/
studied
(Documentary
proof available
Linked with the
next point)
OVI
Copies of the
approval /
no ca on
available in the
les at the
stakeholders
oce
MOV
# of relevant
stakeholders
receiving the
no ca ons
OVI
Indicators
PCTB
PCTB
Responsibility
201314 201415 201516 201617 201718
Time Frame
Major Ac vi es
Orienta on/
training of
Publishers/ Authors
S. No
iii. Schedule no ca on
ii. Selec on of resource

person
i. Orienta on pack.
Sub Ac vi es
Copy of schedule
MOV
# of copies of
the schedule
received by the
invitees
OVI
List of resource
person(s) Onsite
a endance of
Departmental
Representa ves
or Ocials at the
event
MOV
# of resource
persons that
conduct the
orienta on /
training list of
resource persons
OVI
Copy of Orienta on
Pack
MOV
Orienta on pack
developed
OVI
Indicators
PCTB
Responsibility
201314 201415 201516 201617 201718
Time Frame
Major Ac vi es
Prepara on
/Adapta on
of Standard bidding
document
S. No
ii. Study of previous prac ces
i. Bidding documents
prepara on
iv. Orienta on /workshop for

authors / translators /
reviewers.
Sub Ac vi es
Copies of bidding
documents
MOV
# of
adver sements
appearing in leading
newspapers
OVI
Copies of bidding
documents
MOV
New bidding
documents used
during the process
OVI
Workshop reports
MOV
# of workshops
organized
# of publishers
bene ng from
the workshop
OVI
Indicators
PCTB
PCTB
Responsibility
201314 201415 201516 201617 201718
Time Frame
S. No
Major Ac vi es
iv. Adver sement
iii. Consulta on with publishers
Sub Ac vi es
Copies of published
adver sement
MOV
# of
adver sements
appearing in leading
newspapers
OVI
Minutes of the
mee ng
MOV
# of mee ngs held

with publishers
OVI
Indicators
PCTB
Responsibility
201314 201415 201516 201617 201718
Time Frame
Major Ac vi es
Short lis ng of
successful bidders
and placement of
ini al orders
S. No
ii. Physical verica on, Short list

verica on, Placing order for
models chapters, (subject)
specica on
i. Scru ny of papers
Sub Ac vi es
Visit report (of

random visits)
of the monitoring
team to the
publishers sites.
Copies of
purchase
orders
Copies of various
correspondence
held with regard
to subject
specica ons.
MOV
Copies of all
documentary
proofs available in
the concerned
department/ oces
OVI
Copy of criteria
MOV
Copy of criteria
available for scru ny
of papers
OVI
Indicators
PCTB
Responsibility
201314 201415 201516 201617 201718
Time Frame
Major Ac vi es
Evalua on of
Model chapters
and orders for
complete
manuscript
S. No
iii. Final order placement
ii. Mee ngs and Prepara on

of recommenda ons
i. Evalua on Commi ee
Sub Ac vi es
Copies of
purchase orders
Copies of complete
manuscripts
MOV
# of orders placed
# of complete
manuscripts
ordered
OVI
Minutes of the
mee ng Copies of
the recommenda ons
(if not included in
the minutes)
MOV
# of mee ngs held
OVI
Copies of
in ma on le ers
Copies of
acceptance le ers
by the commi ee
members
MOV
Names and
in ma on le ers
to commi ee
members available
OVI
Indicators
PCTB
Responsibility
201314 201415 201516 201617 201718
Time Frame
Major Ac vi es
Internal / Local
Review
S. No
iii Iden ca on of experts
ii. mee ng/ minutes/report
i. IR criteria
Sub Ac vi es
List of experts
Copies of their
invita on le ers
MOV
Invita on le ers to
experts / members
of IR Commi ee
OVI
Minutes of the
mee ng Copies
of reports
MOV
# of mee ngs
organized at the
local level
OVI
Copy of criteria
document
MOV
Copy of criteria
available for local
review
OVI
Indicators
PCTB
Responsibility
201314 201415 201516 201617 201718
Time Frame
S. No
Major Ac vi es
v. Final checking before sending

to PRC
iv. Sharing report with

publishers
Sub Ac vi es
Copies of any
nal comments by
IR Commi ee,
Copies of nal
approval le er
from IR Commi ee
MOV
Commi ee
members nalized
OVI
Minutes of the
mee ng Receipts
of courier service/
peon book
MOV
Acknowledgment
from publishers
that they have
received the report
OVI
Indicators
PCTB
Responsibility
201314 201415 201516 201617 201718
Time Frame
Major Ac vi es
Provincial Review
S. No
iv. Ac on on basis of PRC

Review
iii. Review Report
ii. Iden ca on of experts
i. Review Criteria
Sub Ac vi es
Desk review
documents
MOV
Comments from
desk reviewers
OVI
Report and
Minutes of
mee ng
MOV
PRC mee ng held
OVI
List of experts,
Copies of their
invita on le ers,
Copies of TORs
MOV
Invita on le ers to
experts / members
of PRC
OVI
Copy of criteria
MOV
Copy of criteria
available for review
OVI
Indicators
PCTB
PCTB
Responsibility
201314 201415 201516 201617 201718
Time Frame
Major Ac vi es
TRC Review
Approval of the
Manuscript and
NOC
issuance
S. No
10
ii. NOC/Approval
i. Select Commi ee
i. Final Checking before sending

/ TRC for Approval
Review criteria
Iden ca on Expect
Review Report
Sub Ac vi es
Copies of NOC/
Approval
MOV
Copy of NOC/
approval received
for on ward
processing
OVI
Documents
highligh ng the
suggested
ac on from the
approving
authority
MOV
# of changes made
in the manuscript
(if any)
OVI
Report and minutes

of mee ng
MOV
TRC mee ng held
OVI
Indicators
PCTB
Responsibility
201314 201415 201516 201617 201718
Time Frame
Major Ac vi es
Final Selec on and

Prin ng
S. No
11
v. Posi ve making and plate

making,
proofread of mechanical
proof,
print making of machine proof,
prepara on for binding process,
binding for prin ng,
print order to successful
bidders
iv. Agreement on Print Licence

Fee
iii. Final Selec on of books
ii. Forma on of PSC
i. Develop Criteria for

provincial selec on
commi ee (PSC)
Sub Ac vi es
Copies of Bidders
Documents
MOV
Binding Documents
Adver sement in
leading Newspapers
OVI
Sample printed copies
MOV
Prin ng of materials
in progress and
available for use
OVI
Copies of in ma on
le ers, Copies of
acceptance le ers
by the selected
publisher(s)
MOV
In ma on le er
received by the
publisher
OVI
Copies of invita on
le ers Copies of
TORs
MOV
Invita on le ers to
members of
Ranking Commi ee
OVI
Copy of criteria
MOV
Copy of criteria
available
OVI
Indicators
SED/PCTB
Responsibility
201314 201415 201516 201617 201718
Time Frame
Major Ac vi es
Distribu on
S. No
12
iii. Dispatch to DEO, Dy. DEO
ii. Demands/ verica on
i. Storing
Sub Ac vi es
Copies of
dispatch le ers
Copies of
receipt le ers
MOV
Copies of books
received by the
DEO, DyDEO's
oces
OVI
Copy of verica on
le er
MOV
Demands
verica on
available PMIU
distribu on list
OVI
Visit report (of

random visits) of
the monitoring
team to the stores
Copies of stock
registers
MOV
Physical
verica on of
books received
OVI
Indicators
SED/PMIU
/PCTB
Responsibility
201314 201415 201516 201617 201718
Time Frame
Major Ac vi es
Coordina on and
Monitoring
Mechanism
S. No
13
ii. Coordina on with actors/

departmental oces etc.
i. Monitoring tools
iv. AEO/ Schools
Sub Ac vi es
Copies of
task comple on
reports
MOV
Smooth supply of
materials without
complaints from
departmental
oces
OVI
Copies of
monitoring tools
MOV
Monitoring tools
developed
OVI
Copies of stock
registers
MOV
Random
check at dierent
levels
OVI
Indicators
PCTB/PMIU
SED/PMIU
Responsibility
201314 201415 201516 201617 201718
Time Frame
S. No
Major Ac vi es
iv. Feedback: analysis/

repor ng.
iii. Field Monitoring
Sub Ac vi es
Copies of stock
registers Copies of
monitoring and
other relevant
report
MOV
Documentary
proof available
including reports
OVI
Visit report (of

random visits)
of the monitoring
team to the stores
Field notes of other
departmental
representa ves
MOV
Field visit reports
OVI
Indicators
PCTB/PMIU
Responsibility
201314 201415 201516 201617 201718
Time Frame
3.5 # of revised training programs and syllabi in all subjects as per new curricula
3.4 % increase in the number of teachers using 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
3.2 % increase in the number of teachers trained according to 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. Outcome: All teachers (pre- and in-service) at all the institutions are trained in using the new
curricula.
5.3 TEACHER TRAINING
Teaching Needs
Assessment (TNA)
Prepara on of
resource and
training manuals
Major Ac vi es
S. No
i. Review of the exis ng

resources by DSD
ii. Se ng up minimum
standards, and outline for
the resource/manual design
i. Situa on analysis,surveys,
workshops for TNA.
Development of TNA tools
Implementa on of TNA
Sub Ac vi es
Review
documents and
other resources
A endance list of
par cipants
MOV
Completed
reviewed manuals/
resources
OVI
Copies of minimum
standard document
Copy of the outline
of resource manual
design
MOV
Documents
containing
standards and
outline as per new
curriculum needs.
OVI
Teachers
interviews / survey
MOV
TNA Report
OVI
Indicators
SED/DSD
Responsibility
201314 201415 201516 201617 201718
Time Frame
S. No
Major Ac vi es
iii. Review workshops for

naliza on of the developed
manuals
ii. Workshops for developing

the nal versions of the
resources and manuals
Sub Ac vi es
Onsite a endance
of Departmental
Representa ves or
Ocials at the
event
MOV
Manuals and
resources nally
redesigned and
ready to use
OVI
List of resource
person(s)
MOV
# of people that
reviewed the
document
OVI
Indicators
DSD
Responsibility
201314 201415 201516 201617 201718
Time Frame
Major Ac vi es
Planning and
Prepara on of
training
Teachers Training
(All levels)
S. No
4
iv. Conduc ng of TOT
Comments/Feedback of
TOT
v. Comments/Feedback of
TOT
iii. Organizing venue and

training resources
ii. Designing the training

outline and materials
i. iden fying a set of

competent trainers
iv. Design of a training

metable
iii. Inform par cipants to

a end the program
ii. Call for nomina ons of

prospec ve par cipants
i. Design the criteria for

par cipants nomina ons
Sub Ac vi es
Document of the
training outline
MOV
Trainers data
OVI
Training outline
and resources as
per new curriculum
goals
MOV
Trainers data
available for scru ny
OVI
Copies of metable
MOV
The training
metable designed,
nalized and
approved
OVI
List of par cipants,

Criteria document /
nomina on le er.
MOV
Pool of prospec ve
par cipants
iden ed as per
set criteria
OVI
Indicators
DSD
DSD
Responsibility
201314 201415 201516 201617 201718
Time Frame
S. No
Major Ac vi es
Sub Ac vi es
Copies of survey
Registra on
A endance
MOV
Venue evalua on
survey
OVI
Indicators
DSD
Responsibility
201314 201415 201516 201617 201718
Time Frame
Major Ac vi es
Commencement of
the Teacher Training
Monitoring of
Training and
follow ups
S. No
v. Data analysis
iv. Follow up by DEAs and DTEs
iii. Administering the training

evalua on
ii. Training professionals to

administer evalua on tools
i. Designing online/hard copy

evalua on tools
iii. Commencement of Teachers

Training (All levels)
ii. Launching the Teachers

Training
i. Organizing various
resources
Sub Ac vi es
Copies of
monitoring tools
(including
evalua on forms)
MOV
Monitoring tools
designed as per
training objec ve
OVI
Departmental
Representa ves or
ocials at the
event
MOV
Evalua on tools
developed
OVI
List of
par cipants
A endance of
par cipants and
trainers
Onsite a endance
MOV
Registra on of
par cipants.
OVI
Indicators
Time Frame
DSD
DSD
Responsibility
201314 201415 201516 201617 201718
S. No
Major Ac vi es
Sub Ac vi es
MOV
75% ques ons
responded from
the tool
OVI
Evalua on
report completed
and submi ed
MOV
Copies of
evalua on reports
100% comple on
of evalua on
forms
OVI
Indicators
DSD
Responsibility
201314 201415 201516 201617 201718
Time Frame
Major Ac vi es
Opera onalizing
the New
Curriculum
S. No
and secondary level
v. Extension to elementary
iv. Forma ve and Summa ve

assessments
iii. Classroom teaching and

learning
ii. Synchronizing training

material with learning
material or textbooks
i. Planning syllabus (Academic

calendar)
Sub Ac vi es
Teachers guides
MOV
Teachers guides
covering SLOs
men oned in the
respec ve curricula
OVI
Assessment
reports
MOV
Assessment
reports
OVI
Teacher feedback
forms
MOV
Teacher feedback
OVI
Classroom
observa on sheets
MOV
Classroom
observa ons
OVI
Copies of
documents with
syllabus breakup
MOV
Documents with
syllabus break up
available for use in
classrooms
OVI
Indicators
SED/PCTB
/BISEs
Responsibility
201314 201415 201516 201617 201718
Time Frame
S. No
Sub Ac vi es
Introducing
course /paper
Scheme of studies iii. internship
of textbook
development
ii. Approval from HEC/

Aliated Degree Awarding
Coordina on with
Ins tu ons.
HEC Development
Integra on of new
of lessons as per
Curriculum component
new curricula
into regular scheme of
studies
Orienta on on
Curricula
i. Developing objec ves/
2006 and
source outline
scheme of studies
in preservice
Teacher
curriculum
Major Ac vi es
PRE-SERVICE EDUCATION
Copies of
New Na onal
Curriculum 2006
of dierent
subjects.
MOV
HEC approval
cer cate
OVI
Teacher's guides
as reference
material
MOV
More emphasis
on curriculum
related concept/
ac vity sheets
OVI
Course content
OVI
Documents with
outline /
objec ves
MOV
Indicators
HEC
Responsibility
201314 201415 201516 201617 201718
Time Frame
S. No
Orienta on of
newly inducted
Teachers on
Na onal
Curriculum 2006
Major Ac vi es
Training on Induction
iii. Monitoring and feedback

of training
ii. Commencement of
training
i. Training metable,
designed, nalized and
approved.
Sub Ac vi es
OVI
New inducted
teachers oriented
on Na onal
Curriculum 2006
MOV
No. of new
inducted teachers
oriented on
Na onal
Curriculum 2006
Teachers guide
developed on
SLOs
Indicators
DSD
Responsibility
201314 201415 201516 201617 201718
Time Frame
4.3 % increase regarding data analysis practices of examination results as per outcomes specified in the new curriculum.
4.2 # of teachers trained for improving the assessment practices and examination as per 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. Outcome: Assessment and examinations are conducted using the new curricula.
5.4 ASSESSMENT
Major Ac vi es
Capacity gap and

need assessment for
introduc on of
curriculum based
assessment and
orienta on of SLO
Based assessment
for BISEs/PEAS/
PEC/PED (including
teachers)
NOTE: grade V and
VIII level exams are
conducted by PEC
Orienta on on use
of tools for
assessment of
SLOs
S. No
i. Workshop/seminars
Material development
iv. Training of item writers
iii. Seminars/Mee ngs with

head, Teachers
MOV
ii. Material Development

workshop (Paper se er,
and Head examiners)
Workshop report
MOV
Tools for assessment

of SLOs developed
OVI
A endance list of
par cipants,
registra on forms
MOV
# of seminars /
mee ngs held
OVI
Copies of items
developed
Specimen of
material developed
# of items
developed
OVI
Indicators
i. Survey and workshop for

TNA
Sub Ac vi es
SED/BISEs/PCTB
Development
Partners
Responsibility
201314 201415 201516 201617 201718
Time Frame
S. No
2. Orienta on and
training of Paper
se ers/Test item
developers/
teachers
1. Development of
Material
Major Ac vi es
i. Orienta on/ Training

Workshops/ for teachers/
paperse ers of assessment
organiza ons and the
selected subject teachers
i. Material Development
(assessment manual)
Sub Ac vi es
List of resource
persons
Onsite
a endance of
Departmental
Representa ves
or Ocials at the
even List of
trained people
MOV
# of workshops
held and list of
par cipants # of
paper se ers/test
item developers
and reviewers
trained
OVI
Copies of
assessment
manuals
a endance list of
par cipants
MOV
Manuals
developed # of
items developed
OVI
Indicators
SED/BISE/PCTB
DSD
Responsibility
201314 201415 201516 201617 201718
Time Frame
Major Ac vi es
Development of
Model papers
S. No
vi. Dissemina on of Model

Ques on Papers
v. Review and naliza on
iv. Pilot tes ng
iii. Item Pool
ii. Rubrics
i. Framework for curriculum

based tests
Sub Ac vi es
# of model papers
developed
MOV
# of examinees
a ending the pilot
test
OVI
Representa ves
or Ocials at
the event
MOV
# of rubrics
developed
OVI
Copies of
model papers
MOV
# of items
developed for the
item pool
OVI
Indicators
SED/BISEs/
PCTB/DSD
Responsibility
201314 201415 201516 201617 201718
Time Frame
Major Ac vi es
Curriculum based
assessment/
examina on
S. No
ix. Revision of items and rubrics
viii. Analysis of pilot tested items
vii. Pilot tes ng
vi. Test assembling
v. Revision of items
iv. Development of items and

rubrics
iii. Selec on of item writers
ii. Formula on of test

specica on
i. Selec on of SLOs for test

development
Sub Ac vi es
Copies of the
gaze e
MOV
Revised items list
OVI
Copies of coding/
marking schemes
MOV
No. of items
developed
OVI
Tests for pilo ng
MOV
Item writers
OVI
Items pool
MOV
Specica ons
developed
OVI
List of items
writers
MOV
SLOs selected
OVI
Indicators
SED/BISEs/
PCTB/DSD
Responsibility
201314 201415 201516 201617 201718
Time Frame
S. No
Major Ac vi es
xii. Scoring
xi. Administra on (conduct) of

test
x. Prepara on of nal test

copies
Sub Ac vi es
Result data
MOV
Results gaze es
OVI
Item bank
MOV
Revised items
OVI
Copies of tools
MOV
Analysis outputs
Test formats
developed
OVI
Indicators
SED/BISEs/
PCTB/DSD
Responsibility
201314 201415 201516 201617 201718
Time Frame
Major Ac vi es
Feedback/Research
S. No
v. Analysis of data
iv. Data collec on
iii. Development of General

and Technical reports for
feedback to system and
improving learning
ii. Test analysis (overall / SLOs)
development
i. Feedback tool
Sub Ac vi es
Use of
informa on and
material
generated
Students
performance
reports
MOV
Dissemina on
tools prepared
OVI
Copies of the
reports
MOV
Dierent reports
produced
OVI
Indicators
SED/PEC/
PCTB/DSD/
BISEs/PMIU
Responsibility
201314 201415 201516 201617 201718
Time Frame
Major Ac vi es
Strengthening/
capacity
development of
R&D cell in all
BISEs, PEC
S. No
v. Training for repor ng and

dissemina on
iv. Training for assessment data

analysis
iii. Training of HR in assessment

psychometrics area
ii. Selec on of relevant human

resources
i. TNA conducted
Sub Ac vi es
Manuals / capacity
development
materials / manuals
distributed
MOV
Data analysis
manuals / materials
OVI
A endance sheets
MOV
Training material
developed
OVI
Ac vity Reports
MOV
Selec on criteria
for human
resource
OVI
Indicators
SED/PEC/
PCTB/DSD/
BISEs/PMIU
Responsibility
201314 201415 201516 201617 201718
Time Frame
5.3 Number of valid feedback propositions/queries received from various implementing organizations that are incorporated
in future implementation plans.
5.2 Percentage of schools that provide feedback on the use and effectiveness of the new curricula
5.1 Number of Standard Operating Procedures developed to monitor the progress of the curriculum implementation process
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.
5.5 FEEDBACK
Major Ac vi es
Orienta on on
importance of
feedback
S. No
iii. Ar cles/Le ers
ii. Material for Orienta on
i. Seminars / workshops
Sub Ac vi es
Copies of the
ar cles / le ers
MOV
# of ar cles /
le ers wri en
OVI
Copies of the
orienta on
materials
MOV
# of orienta on
materials
produced
OVI
Onsite
a endance
of Departmental
Representa ves
or Ocials at the
event
MOV
# of seminars
organized
OVI
Indicators
SED/
PEC/PCTB/DSD/
BISEs/PMIU
Responsibility
201314 201415 201516 201617 201718
Time Frame
S. No
Major Ac vi es
v. Media campaign
iv. Discussion Forums
Sub Ac vi es
MOV
Copies of
adver sements
# of media
adver sement
OVI
MOV
Outcomes
of brainstorming
discussions
# of discussions
held
OVI
Indicators
SED/PEC/
PCTB/DSD/
BISEs/PMIU
Responsibility
201314 201415 201516 201617 201718
Time Frame
Major Ac vi es
Establishment of
Feedback
Mechanism
S. No
v. Review workshop
iv. Dissemina on to
stakeholder
iii. Review of SOPs and

naliza on
ii. Documenta on of various

processes
i. Iden fy roles &

responsibili es
Sub Ac vi es
Dele on/Addi on/

Improvement
MOV
# of review
workshop
MOV
Correspondence/
workshops
OVI
# of stakeholders
reached
OVI
SOPs
developed
MOV
Workshop
conducted for
review
OVI
Feedback
documents
MOV
# of processes
documented
OVI
R&R document
MOV
Roles and
Responsibili es
document
produced
OVI
Indicators
SED/PEC/
PCTB/DSD/
BISEs/PMIU
Responsibility
201314 201415 201516 201617 201718
Time Frame
Major Ac vi es
Development of
tools for feedback
S. No
iv. Workshops
Construc on of tools
(Ques onnaires, checklist,
interviews). Assessment
Manual
iii. Review of research studies
ii. Iden ca on of experts
i. Selec on of a consultant
Sub Ac vi es
List of resource
persons
MOV
No. of research
studies collected
and reviewed
OVI
A endance list of
par cipants
MOV
No. of experts
par cipated
OVI
Onsite a endance
of Departmental
Representa ves or
Ocials at the
event
MOV
No. of le ers
wri en
OVI
Adver sement
MOV
Short list of
consultant
OVI
Indicators
SED/PEC/
PCTB/DSD/
BISEs/PMIU
Responsibility
201314 201415 201516 201617 201718
Time Frame
S. No
Major Ac vi es
vii. Tryout
tools
vi. Analysis and review of
v. Valida on of tools
Sub Ac vi es
List of ins tu ons

selected
Tryout reports
MOV
Tryout reports
OVI
Training reports
MOV
List of ins tu ons
OVI
Registra on form
MOV
No. of trainings
OVI
Correspondence
and related
documents
MOV
No. of tools
validated
OVI
copies of tools
validated
MOV
# of tools prepared
OVI
copies of tools
prepared
MOV
No. of workshops
held
OVI
Indicators
SED/PEC/
PCTB/DSD/
BISEs/PMIU
Responsibility
201314 201415 201516 201617 201718
Time Frame
Major Ac vi es
Training of eld sta
S. No
iv. Pre and Post evalua on
iii. Ini a on of Training
ii. Selec on of sta
i. Development of Training
Material
Sub Ac vi es
Evalua on report
sheets
MOV
# of evalua on
sheets
OVI
A endance list of
par cipants
List of resource
persons
MOV
# of sta trained
OVI
Onsite a endance
of Departmental
Representa ves or
Ocials at the event
MOV
# of sta members
selected
OVI
Correspondence
and related
documents
MOV
No. of documents
prepared SOPs,
Manuals and
Schedule
OVI
Indicators
SED/PEC/
PCTB/DSD/
BISEs/PMIU
Responsibility
201314 201415 201516 201617 201718
Time Frame
Major Ac vi es
Pilo ng of tools
S. No
vii. Revision of tools
vi. Pilot report
v. Collec on and analysis of

data
iv. Arrangements (material,

travel etc)
iii. Selec on of ins tutes
ii. Sampling design
i. Iden ca on of pilot area
Sub Ac vi es
Correspondence
and related
documents
Correspondence
and related
documents Reports
Dra s prepared
MOV
Sampling design
document
# of ins tu ons
selected material
distributed
Analysis report
# of par cipants
involved
# of manuscripts
# of reports
received
OVI
Hard/so copies of
studies conducted
MOV
# of research
studies conducted
OVI
Indicators
SED/PEC/
PCTB/DSD/
BISEs/PMIU
Responsibility
201314 201415 201516 201617 201718
Time Frame
Major Ac vi es
Collec on of Data
Analysis of Data
S. No
MOV
Final report /
recommenda ons
iii. Interpre ng
# of ndings that
become part of
the report
OVI
Copies of tools/
lled forms
List of monitors
MOV
# of forms/tools
lled
# of monitoring
visits
OVI
Field visit reports
MOV
# of sites visited
OVI
Registra on form /
a endance
MOV
Iden ca on of
expert
OVI
Indicators
ii. Analysis of data
i. Organiza on (coding,
rubrics, entry, compiling)
screening
vii. Monitoring of data collec on
vi. Field work/data collec on
v. Arrangements
vi. Training of eld sta
iii. Selec on of data collectors
ii. Conrma on of sample
i. Selec on of Sample
Sub Ac vi es
SED/PEC/
PCTB/DSD/
BISEs/PMIU
Responsibility
201314 201415 201516 201617 201718
Time Frame
Major Ac vi es
Repor ng /
Feedback
Way forward
S. No
i. Experts opinion/
development of ac on plan
iv. Dissemina on
iii. Recommenda ons
ii. Conclusion
i. Findings
Sub Ac vi es
Copy of ac on plan
MOV
Ac on plan
developed by
experts
OVI
Final report /
recommenda ons
MOV
Copy of the nal

report produced
(Technical/
Thema c/
Result reports)
OVI
Indicators
SED/PEC/
PCTB/DSD/
BISEs/PMIU
Responsibility
201314 201415 201516 201617 201718
Time Frame
Who is responsible for the monitoring process?

The following gure 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

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Curriculum Implementation Framework

School Education Department

Curriculum Implementation Framework

School Education Department

Part I: Outcomes for Curriculum Implementation

Part II: CIF Monitoring Framework

Scope of the Monitoring Framework

Board of Intermediate and Secondary Education

i Curriculum Implementation Framework

Curriculum Implementation Framework ii

Curriculum Implementation Framework 1

The Curriculum Implementation Framework stipulates:

Developing textual materials

2 Curriculum Implementation Framework

2. Rationale for a Curriculum Implementation Framework

Curriculum Implementation Framework 3

3.1 Process of Curriculum Revision

4 Curriculum Implementation Framework

3.2 Approach of the Curriculum

Curriculum Implementation Framework 5

6 Curriculum Implementation Framework

Standard based approaches

Based on contents & topics

One way approach

Assessment of content knowledge &

Assessment of content skills,

Interpersonal, communication, team work

Curriculum Implementation Framework 7

4. Proposed Curriculum Implementation Framework for Punjab

8 Curriculum Implementation Framework

Curriculum Implementation Framework 9

10 Curriculum Implementation Framework

4.2 Development of Textual Material

Textbook Reform in Pakistan

Curriculum Implementation Framework 11

12 Curriculum Implementation Framework

4.3 Teacher Training

Curriculum Implementation Framework 13

14 Curriculum Implementation Framework

4.4 Examination/Assessment and Evaluation

Curriculum Implementation Framework 15

4.5 Feedback and Evaluation

4.5.1 Principles of Curriculum Monitoring

16 Curriculum Implementation Framework

Curriculum Implementation Framework 17

5. Scope of the Monitoring Framework

21 Curriculum Implementation Framework

Indicators (OVI - MOV)

Curriculum Implementation Framework 22

Curriculum Implementation Framework 23

iii. Con nuous upda on of the

ii. Uploading of content

Curriculum Implementation Framework 24

201314 201415 201516 201617 201718

ii. Development and

Print and electronic

Curriculum Implementation Framework 25

201314 201415 201516 201617 201718

v. Uni ng of a conference report

iv. Conference proceedings on

iii. Prepara ons at the

ii. Invita ons to dierent

vi. Collec on of receipts /