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The article discusses the training program for curriculum and instruction specialists, with an emphasis on how its design should aim to equip an individual to perform adequately not only as a curriculum professor, but also as a practitioner. The author has presented an analysis on the issues which has confronted curriculum planning like the increased concern for the education of disadvantaged youth, problems of urban education, increased involvement of the federal government in education, and advancement in educational technology. He has also explained the influence of teacher militancy and teacher negotiations in curriculum planning. The discussion on the study of learning theory and the processes of curriculum development concludes the article.

The article provides information concerning student teaching in Pakistan. The country has placed a great emphasis on the advancement of education in general and upon the improvement of teacher education in particular. This was driven by the scarcity of teachers resulting from the emigration of Hindu educators and the realization of the need for literacy improvement. Students aspiring to become a qualified teacher in this country must take his professional training in an institution which is separate and apart from that in which he took his academic study. The professional training being offered consists of two different phases: theoretical and practical. The theoretical phase in general includes the study of professional courses such as educational psychology and methods of teaching. The practical phase is similar to student teaching in the U.S.