Exploring Planning Criteria for Facilitating Curricular and Co-Curricular Activities in Public Sector Secondary Schools in Khyber Pakhtunkhwa

Abstract

This study explores the planning criteria for facilitating curricular and co-curricular activities in public sector secondary schools of Khyber Pakhtunkhwa, emphasizing their role in promoting students’ academic achievement and holistic development. Using a qualitative exploratory case study design, data were collected through semi-structured interviews from 15 purposively selected administrative and management staff and analyzed thematically. The findings reveal that while planning criteria for curricular activities are aligned with national and provincial educational objectives and include provisions for infrastructure, time management, and instructional support, they are constrained by traditional classroom designs, overcrowding, limited ECCE classrooms, and inadequate space for practical learning. Similarly, co-curricular activities are supported through multipurpose halls, play areas, open spaces, and financial provisions; however, their effective implementation largely depends on available resources and school-level management. Overall, the study highlights a gap between policy intentions and ground realities, indicating the need for more flexible, inclusive, and resource-sensitive planning approaches to ensure the effective integration of curricular and co-curricular activities for students’ comprehensive development.