Hopefully, this time process of curriculum development in Pakistan will be done more thoroughly. Why?īecause our new head of the curriculum council has rejected the existing document and vowed to create a more meaningful record in the coming weeks and months. There are still many more reasons that make this SNC unprofessionally developed and poorly implemented, but there is no point taking up the rest of the issue. The SNC does not address the economic and socio diversity of Pakistan. With this background, we have gone through SNC numerous times.
The curriculum for us has to be a comprehensive document, covering the needs of a country where half the population still lives in rural areas, 55% is under the poverty line, and 60% of the primary school-going children are enrolled in a private school.ĮAST team managed learning needs for over 1500 schools and literacy centers across Pakistan. Hence, Single National Curriculum is implemented in only two provinces, and yes, you guessed them right!
On the other hand, those who consider provinces to be independent units of the federation will think it to be their sovereign right guaranteed by the 18th amendment.īased on the 18th amendment, the recent Single National Curriculum document was utterly rejected by the Sindh province, and Azad Kashmir and Balochistan half-heartedly accepted it. The one who believes that a country is a unity will tell you that it’s the federal government’s responsibility. Is curriculum development a federal responsibility or each province is responsible for forging such a document? Unfortunately, in a politically divided country like ours, the answer depends on one’s political affiliation. Hence, we need to find our way out of this one mother of all issues. Therefore, at least for now, we need not worry about the rest of the problems. And the good news? One issue has overshadowed every other situation. First the bad news: There are many problems. There’s good news and bad news about the processes of curriculum development in Pakistan. Unprofessional developed or poorly implemented, which describes the process of curriculum development in Pakistan more appropriately? That question remains unanswered even after 70 years of our formation as a nation.
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