The Implementation of Single National Curriculum in a non-Secular, Multi-Ethnic and Multi-Cultural Environment in Pakistan.

Abstract

An effective and uniform education system is essential for national unity and
development, unless educational activities are not developed in the common interest
of the nation, the common interest of the nation will not be achieved, and the
essence of education will be implemented on the national level. When we talk about
the uniform education system then it is also important the common ethnic, religious,
cultural, and language differences should be addressed to strengthen the diversified
societies for the common and long-run interests of the nation. In this article single
national curriculum and its implementation has been discussed. The issues
affirmation of social and cultural differences as well as move towards restreaming
are focused. In this article also it has been discussed how commonly faced issues
can be resolved with the implementation of a single national curriculum and how
can be converted national challenges into national opportunities. In this regard,
different educational policies were studied and discussed. Furthermore In the first
part of this article shared some facts about Pakistani society's multi-religious sects,
multi-ethnic groups, cultural differences, and language differences. The second part
briefly discussed the old curriculum and multi-class education system in Pakistan,
the three types of education systems have been discussed Cambridge international
schools, Urdu medium schools, and Deeni madrassas and their education systems.
In the third part, the new single national curriculum and its goals alignment with
SDG-4, the trends in international mathematics and science study (TIMSS), usage
of ICT, and twenty-first-century skills including analytical, critical, and creative
thinking were discussed. In the fourth part challenges and obstacles that will be
faced while implementing a single national curriculum were discussed. Then in the
last part, some suggestions have been given for the long and gradual build-up
toward the implementation of a single national curriculum. And based on this study
conclusion has been drawn that whether the single curriculum will be able to
eliminate social injustice and disparity in the field of education.