Abstract
Presently there is an increasing interaction between the
international communities in different aspects of social life. Moreover,
with the tremendous development in modern communications and
information technologies, knowledge and culture can be shared across
the world. It is evident that globalization has caused wide range of
changes. It is a new reality, an economic, political and socio-cultural
phenomenon which has an increasing impact on the way enterprises
function whether at the local or global level. Like other spheres of life
globalization has also influenced the educational phenomenon to a
great extent. It has revolutionized teaching-learning process along with
the introduction of new fields of learning. The present study aims at
determining the preferred dimensions of curriculum development in
developing countries. In an email based survey through purposive
sampling the university teacher educators from Bangladesh, India, Iran
and Pakistan were asked to rate their preferences for curriculum
development from the provided list of 10 preferences. The study
revealed that the new curricula have to address the technical, vocational
and peace education, ethical and religious harmony among the nations,
elimination of gender inequality, transfer and absorption of cultures and
promotion of social interaction among the nations.
Khalid Saleem. (2010) Dimensions of Curriculum Development in the Era of Globalization, Journal of Research and Reflections in Education, Volume 4, Issue 1.
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