Building a Foundation for Life-Long Learning Curriculum Essentials

This study is used to explain the public High and Higher Secondary school Principals and teachers in meaningful curriculum development evaluation measures in perspective of Holistic approach in southern Punjab. The meaningful curriculum development and evaluation measures in perspective of Holistic Approach on students cognitive, social and economic development in their institutes that is effective by the Principals and teachers in the development and implementation of the curriculum in their institutes. The study objective is to examine the holistic variable on meaningful curriculum development evaluation measures in southern Punjab. Which include a sample of comprising 55 principals and 299 teachers from secondary and higher secondary schools. Data were collected using a structured questionnaire and analyzed through descriptive statistics (mean and standard deviation) and inferential statistics (t-test) There is no significant difference in the perceptions of principals (mean = 4.75, SD = 1.97) and teachers (mean = 5.0, SD = 1.92) regarding the role of lifelong learning in curriculum evaluation. The T-value is 0.8622, and the P-value is 0.3892, which is greater than the standard significance threshold of 0.05. This indicates that both groups have similar viewpoints on the importance of lifelong learning.