Challenges Faced by Teachers in Implementation of Single National Curriculum in the District Gwadar, Balochistan

Abstract

When researchers went to do fieldwork in Gwadar District and Balochistan Province, their study thus won a new arena of research into what teachers and students think about the SINGLE NATIONAL CURRICULUM. At the beginning of the school year, Pakistan introduced the SINGLE NATIONAL CURRICULUM this year. The real purpose of Prime Minister Imran Khan's new policy, SINGLE NATIONAL CURRICULUM is to bring education to all the people and good through standardization of educational types across both public and private sectors. So, we chose a qualitative approach for this study. By doing semi-structured interviews, we received a rich diversity of facts in relation to teachers' and students' individual experiences and reactions towards the SINGLE NATIONAL CURRICULUM. Consequently, the research concludes that ROOTED IN PERIL In Transition. If the SINGLE NATIONAL CURRICULUM can make some progress in reducing Gwadar’s gap in education resources, during such a period there are still major problems ahead. Teachers had questions about the "universal" shape of the single national curriculum. In terms of these reasons for that, they felt it quite beside the point, having the district's economic differentiation is so high and there are many dialects also spoken here, and these states may not-Yet in addition, inhibit students from working together as one people. They judged that the curriculum might be unable to fully reflect the Gwadar area's actual situation; hence students do not identify with or understand it enough. A new mechanical learning framework took time to absorb and calibrate, said students responding to the curricular changes. Current circumstances may be quite different from life in a quiet reading room somewhere at home, complete with all those classic texts available. Consequently, this investigation underscores the need for a shared understanding on what education reform in Gwadar ought to strive towards. Educators, leaders and local people all need to find broad agreement and together take action on these challenges before policy direction can go forward. Through getting people's direct perspectives on how changes in their neighborhood schools affects them, this study provides valuable experience about how best to arrange for Gwadar's population NATIONAL SINGLE LIVE CURRICULUM to learn and how to make it more effective so it benefits all students equally. On the whole, this article argues that curriculum development for Pakistan's future should take better account of local contexts -- that is, it should try to better understand them as well as the learning environment in which such curricular is used too. Only thus can we meet the many needs of students more effectively and put an atmosphere of shared knowledge between teachers and their pupils.