Assessing the Structural Alignment of the Single National Curriculum 2020

Abstract

The Single National Curriculum (SNC) 2020 was introduced in Pakistan to ensure uniformity of educational standards, equity and to enhance the quality of the education system in all educational institutions. The present study considered the structural alignment of the SNC 2020 from the point of view of elementary school teachers. Specifically, the study focused on vertical and horizontal curriculum continuity, stakeholder engagement, the clarity of the vision and learning goals of the curriculum, social acceptance, consistency of the curriculum standards, consistency of learning outcomes and instructional practices, international curriculum benchmarking and inclusive education. A qualitative research design phenomenological in nature, was used in the constructivist paradigm. The sample of the study consisted of 15 elementary school teachers who had experienced the implementation of SNC 2020 that was obtained by homogeneous purposive sampling. Semi-structured interviews were conducted to gather data and Braun and Clarke's (2006) six-step procedure of thematic analysis was employed to analyze the data. The results bring about three key themes: Curriculum Coherence and Alignment, Curriculum Governance and Stakeholder Engagement, and International Benchmarks and Inclusive Education. The participants generally felt that the SNC is a well-structured curriculum, which supports the curriculum continuity, competence-based learning, common learning standards and equitable learning opportunities. They also highlighted issues with curriculum implementation, involvement of stakeholders, teacher professional development, teaching materials, alignment of assessment, and support for inclusive education. On the basis of the result of the study it is concluded that the SNC 2020 is a good framework for improving the quality of education and narrowing educational gaps between the various educational sectors, but this requires regular review of the curricula, collaboration among a wide range of stakeholders, training teachers, enhancing teaching materials, and strengthening the links between curriculum, teaching and assessment. The findings have implications for policymakers, curriculum developers and educational practitioners to improve curriculum implementation and improve the quality of education in Pakistan.