Major Curriculum Development Ideologies and National Curriculum of Pakistan

National Curriculum of Pakistan & Curriculum Development Ideologies

In the study of curriculum development, "ideologies" represent the underlying belief systems that dictate what should be taught, why, and how.

In the B.Ed level course context, understanding these discourses allows future teachers to decode the "hidden" and "explicit" goals of the National Curriculum of Pakistan (NCP).

1. Major Curriculum Development Ideologies (Schiro’s Framework)

Based on the work of Michael Stephen Schiro, there are four primary discourses:

A. Scholar Academic Ideology

Purpose: To preserve and extend the academic disciplines (Physics, History, Maths, etc.).
Knowledge: Knowledge is seen as objective "truth" discovered by scholars.
Pedagogy: Teachers act as "mini-scholars" or mediators who transmit the discipline's content and way of thinking to students.
View of the Learner: The student is a "vessel" to be filled with the intellectual heritage of civilisation.

B. Learner-Centred Ideology

Purpose: To facilitate the unique growth and self-actualisation of each individual learner.
Knowledge: Knowledge is a personal construct created through the learners' interaction with their environment.
Pedagogy: The teacher is a "facilitator" or "guide" who creates an environment conducive to exploration.
View of the Learner: Learners are the centre of the educational universe; their needs, interests, and developmental stages drive the curriculum.

C. Social Reconstruction Ideology

Purpose: To fix a "broken" society and create a more just and equitable future.
Knowledge: Knowledge is a tool for social change and critical analysis of power structures.
Pedagogy: Teachers and students work as social activists, analysing societal problems (like poverty, illiteracy or injustice) and seeking solutions.
View of the Learner: The student is a future citizen and agent of change.

D. Social Efficiency (Systemic) Ideology

Purpose: To efficiently meet the needs of society by training youth to perform specific roles (vocational/economic/technological).
Knowledge: Knowledge consists of specific "skills" and "competencies" that lead to measurable behaviours.
Pedagogy: Highly structured, often involving behavioural objectives and standardised testing.
View of the Learner: The student is a future "producer" or "worker" in the social machine.

2. Analysis: The National Curriculum of Pakistan (NCP)

The current National Curriculum of Pakistan (formerly the Single National Curriculum or SNC) is a hybrid model that attempts to balance these competing ideologies.

Scholar Academic Orientation

The NCP maintains a strong focus on traditional disciplines. The inclusion of "Core Standards" for Science and Maths (aligned with international benchmarks like TIMSS) and a heavy emphasis on Religious Education (Islamiat/Ethics) reflects a desire to preserve both global academic standards and national cultural/religious heritage.

Social Reconstruction & Identity

A primary goal of the current curriculum is "One Nation, One Curriculum." This is a social reconstructionist aim: it intends to bridge the gap between three disparate systems (Public schools, Private schools, and Deeni Madaris) to foster national cohesion and reduce socio-economic inequality.

Learner-Centred Shifts

The policy documents (NCP 2022-23) explicitly mention a shift from "Rote Learning" to "Concept-Based Learning." This aligns with learner-centred ideology by prioritising the student's understanding and critical thinking over the mere memorisation of facts.

Social Efficiency (Systemic)

The move towards Student Learning Outcomes (SLOs) and standardised competency-based assessments reflects a systemic/social efficiency approach. By defining exactly what a learner should be able to "do" at each grade level, the state aims to produce a workforce that can compete in a globalised economy.

Summary of NCP Orientation

Ideology	Evidence in NCP
Scholar Academic	Strong focus on core subjects (Maths, Science) and Religious Education.
Learner-Centred	Move towards SLOs, "Concept-Based Learning," and inquiry-based activities.
Social Reconstruction	"One Nation" goal to unify different school systems and reduce class divide.
Social Efficiency	Use of standardised benchmarks and 21st-century skill integration.

✍️ By: Raja Bahar Khan Soomro

Further Suggested Readings

INTRODUCTION TO CURRICULUM & ITS MAIN TYPES

FOUNDATIONS OF CURRICULUM DEVELOPMENT

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