Challenges in Promoting Social Integration Among Students Through Single National Curriculum: Perspectives of Primary School Teachers

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Published Jun 1, 2024
https://doi.org/10.61506/02.00293
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Vol. 10 No. 2 (2024): Journal of Policy Research

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Ashiq Farid
Senior Subject Specialist (Education), Ph.D. Scholar, The Islamia University of Bahawalpur, IUB, Department of Education/Distance Education
Dr. Akhtar Ali
The Islamia University of Bahawalpur, IUB, Department of Education/Distance Education

Abstract

This study explores the challenges primary school teachers face in promoting social integration among students through the implementation of the Single National Curriculum (SNC) in Pakistan. Despite the government's efforts to eliminate inequality and class differences by standardizing the educational system under the slogan "Eik Qaum, Eik Nisaab" (One Nation, One Curriculum), significant obstacles hinder the effective execution of the SNC. These challenges include insufficient teacher training, diverse educational environments, limited resources, financial constraints and cultural barriers. The disparity between secular and religious education, private and public education and urban versus rural education further complicates the process. The research employs an experimental study design, utilizing a Self-Administered Questionnaire to gather data from a sample of 100 primary school teachers in Tehsil Muzaffargarh. The findings highlight the necessity for substantial governmental investment in teacher training and resources, alongside efforts to bridge cultural and linguistic divides. Addressing these structural issues is imperative for the successful implementation of the SNC, by fostering social cohesion and national integration among students in Pakistan.

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This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite
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Farid, A. and Ali, A. 2024. Challenges in Promoting Social Integration Among Students Through Single National Curriculum: Perspectives of Primary School Teachers. Journal of Policy Research. 10, 2 (Jun. 2024), 742–748. DOI:https://doi.org/10.61506/02.00293.
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