DESIGNING CURRICULA OF MATHEMATICS, WHICH PRODUCE LEADER-INTEGRATOR OF TOMORROW

This paper initiates discussion and critique of mathematics-curriculum designing in the Pakistani setting. The curriculum and the associated pedagogical techniques should cultivate habits of creative thinking and critical analysis and create a mindset to be able to resolve conflicts. Various aspects of curriculum development — philosophy, contents and pedagogical techniques — should be integrated. Philosophical basis of the education system should make the student to become a manager of resources of the universe (not a thief). The curriculum should, not only, train, but also, educate student. Emphasis is placed on concept building and technique developing. The curricula developed should give equal importance to moral upbringing, intellectual upbringing and physical upbringing. There should be a system of follow through and follow up through feedback from students, lecture/tutorial/problem-solving-session observation by senior teachers and videotaped lecture/tutorial/problemsolving-session evaluation by experts. The curricula should, not only, increase IQ, but also, develop emotional intelligence (EQ) and ability to portray vision as well as communication and networking skills. The students should be trained in the sound style of leadership (commit and contribute), making the incumbent realize the 3 components of an organization — structure, culture and development. Curricula of the final year of each certificate or degree program should have components, which help the graduates seek jobs, by training them, not only, in the technical (subject) skills, but also, in the performance (managerial) skills as well as the innovative (out-of-the-box thinking) skills through behavior-based interviewing techniques. Revised curricula of Department of Mathematics, University of Karachi for MA/MSc, MPhil and PhD are presented.