KARACHI:
Much has been discussed in relation to the Single National Curriculum (SNC) in the mainstream and social media. Now formal approval has been accorded for implementing it for grade I to V in all public- and private-sector schools across the country from March 2021. Like all previous curriculum reforms and policies, SNC has also been designed, developed and documented with the objective of unifying the diversified education system of the country.
But paperwork seems easy as studies reveal that the actual problem arises at the grassroots level where preparation, motivation, capacity and availability of logistical and material resources are lacking. More importantly, it is the teachers who implement the curriculum. Thus their suitability for imparting pedagogical content knowledge in the classroom is a must.
Moreover, the administrative hierarchy — from education secretaries to divisional directors and down to district education officers — has a heavy responsibility on their shoulders for a proper implementation of SNC in schools across the country by way of proper monitoring and evaluation. The officers at higher positions should have the knowhow of curriculum designing — featuring development, evaluation and implementation processes — as they are required to observe classroom demos and share their feedback with teachers.
Unfortunately though, the SNC seems to be confined to textbook reforms only? At least so far. Therefore, before going for SNC implementation, it would be better to launch capacity-building programmes for teachers, principals, administrators as well as parents at provincial and district levels and oriented all of them with the SNC dynamics. It must also be kept in mind that allocation and mobilisation of financial and material resources is important in the context of conducting capacity building exercises. Otherwise, like previous curriculum reforms and policies, the SNC will fail to meet the desired objectives.
Karim Muhammad Khan
Gilgit
Published in The Express Tribune, January 13th, 2021.
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