Research Article
Evaluating the Impact of the Single National Curriculum on Educational Equality and Teacher Preparedness in Pakistan
@INPROCEEDINGS{10.4108/eai.30-10-2024.2354744, author={Zohaib Hassan Sain and Aulia Luqman Aziz and Razvan Serban}, title={Evaluating the Impact of the Single National Curriculum on Educational Equality and Teacher Preparedness in Pakistan }, proceedings={Proceedings of the 3rd International Conference on Public Administration and Governance, ICOPAG 2024, 30 October 2024, Malang, Indonesia}, publisher={EAI}, proceedings_a={ICOPAG}, year={2025}, month={5}, keywords={educational reform pakistan education single national curriculum teacher training}, doi={10.4108/eai.30-10-2024.2354744} }- Zohaib Hassan Sain
Aulia Luqman Aziz
Razvan Serban
Year: 2025
Evaluating the Impact of the Single National Curriculum on Educational Equality and Teacher Preparedness in Pakistan
ICOPAG
EAI
DOI: 10.4108/eai.30-10-2024.2354744
Abstract
This study explores the challenges and potential impacts of implementing the Single National Curriculum (SNC) in Pakistan’s education system, particularly in Punjab. The purpose is to assess the SNC’s effectiveness in addressing educational inequalities and improving the quality of education across public, private, and madrasa schools. A mixed-methods approach was employed, utilizing surveys, interviews, and thematic analysis to gather data from 100 teachers, 20 administrators, and 10 policymakers. Quantitative findings indicate that urban schools report tremendous SNC success (mean = 4.1) compared to rural schools (mean = 3.5), while qualitative analysis highlights the need for better teacher training and resources. The study concludes that while the SNC has potential, more support is needed for consistent implementation. Implications include the need for targeted policy reforms, improved teacher training, and resource allocation to ensure equitable education for all.
