Abstract
This article reviews recent curriculum implementation in Pakistan through the eyes of three members of a science curriculum review and implementation team. Different views of curriculum implementation, ranging from cooperative to authoritarian, are considered. In this context, perceptions of past, present, and future science curriculum implementation are examined to reveal the changing patterns of science curriculum implementation in Pakistan. Influences that may act to encourage or discourage change in curriculum management are identified. The relative merits of different views of curriculum implementation are assessed with reference to the cultures of developing countries such as Pakistan. The need for curriculum and its implementation to grow in sympathy with the culture of which it is to be part is emphasized. © 1999 John Wiley & Sons, Inc. Sci Ed 83:603–620, 1999.
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