Public School Teachers’ Opinion on Curriculum Reforms in Khyber Pakhtunkhwa between 2013-2018

Abstract

The curriculum reforms refer to an action plan to improve the selection and organization of school knowledge and associated pupils learning. The curriculum reforms were made in Khyber Pakhtunkhwa to promote literacy, enhance learning outcomes, and improve the standard of quality education across the province to align with global standards. These reforms encompassed significant changes, including the introduction of outcome-based education, the revision of textbooks to inculcate critical thinking and modern themes, and the implementation of the English language as a medium of instruction. The curriculum identifies the learning outcomes, standards, and core competencies that students must demonstrate prior to advancing to the next level. The government of Khyber Pakhtunkhwa took substantial steps to introduce curriculum reforms to elevate the standard of quality education in the province. This study thus was prompted by a single significant question- what curriculum reforms were made in Khyber Pakhtunkhwa? The main objectives of the study were to explore curriculum reforms that took place and were implemented in Khyber Pakhtunkhwa during the years 2013 and 2018. The data for the study was collected from 40 schoolteachers of public schools. The participants were selected using a purposive sampling technique. The data were collected with the help of an interview guide with an open-ended questionnaire face-to-face, and in-depth qualitative interviews were conducted while focusing on the implementation of curriculum reforms and its perceived outcomes. Subsequently, the findings highlight the achievements and opportunities as well as the problems and difficulties that can be identified for future educational policy and development.