CSS, PMS Solved Essays | Can the Single National Curriculum pave the way for the desired ideological integration in Pakistani Society?
The essay is attempted by Arooj N on the given pattern, which Sir Syed Kazim Ali teaches to his students, who have consistently been qualifying their CSS, and PMS essays. Sir Syed Kazim Ali has been Pakistan’s top English writing and CSS, PMS essay and precis coach with the highest success rate of his students. The essay is uploaded to help other competitive aspirants learn and practice essay writing techniques and patterns.
1- Introduction
- ✓ Single National Curriculum has the potential to pave the way for ideological integration; it, however, is not a standalone solution and must be approached with a critical lens ensuring inclusivity, diversity, and cultural sensitivity, addressing implementation challenges, and engaging diverse stakeholders to ensure its effectiveness.
2- Dissecting the term – Single National Curriculum and its relation with national ideological integration
- ✓ A policy document formulated to provide a standardized curriculum framework with uniform education to all students in Pakistan
3- How can the Single National Curriculum pave the way for the desired ideological integration in Pakistani Society?
- ✓ By removing social disparity created by the education apartheid in the country
- ✓ By unifying the diversified, ethnolinguistic country on same page
- ✓ By addressing the religious and sectarian divides
- ✓ By bridging the gap between public, private, and madrasa schools
- ✓ By overcoming regional disparities in standardized education
- ✓ By promoting tolerance and respect for diversity
- ✓ By inculcating a sense of belonging and coexistence through critical and logical reasoning
4- Why has the Single National Curriculum been unable to foster the desired outcomes?
- ✓ The language dilemma leading to the curtailment of ethnic diversity
- ✓ Budgetary and infrastructure issues
- ✓ Unavailability of skilled teachers and administration
5- What are the possible ways forward to attain the intended upshot?
- ✓ To strike the right balance between diversity and uniformity
- ✓ To remove the budgetary constraints
- ✓ To work on the capacity building of teachers along with strengthening the administrative system
6- Case study of Malaysia
7- Critical analysis
8- Conclusion
The amelioration of human civilizations, without any doubt, is indebted to education, for it is through the art of learning and teaching that nearly all innovations have become attainable. It is because education is the potent force that paves the way for shaping an individual’s values, beliefs, and attitudes and, beyond everything, can contribute to forming a shared sense of identity and integration. Nonetheless, an effective curriculum is education’s backbone, helping it reach unsurpassable advancement, especially nation-building. Conversely, in Pakistan, the dilemma of the curriculum has remained in shambles. It, however, is a permeating view that the Single National Curriculum (SNC) – uniform curricula for all – would prove to be a step in the right direction to tackle the curriculum puzzle, reduce the education apartheid, and, most of all, pave the way for ideological integration. For instance, by providing a uniform curriculum, the SNC can enhance social cohesion and national unity. Suffice it to say; it can foster ideological unification by bridging the gap between public, private, and madrasa schools, overcoming regional disparities in standardized education, and teaching a sense of belonging and coexistence. Nevertheless, achieving ideological integration through SNC is not without its challenges. To elaborate, ethnolinguistic and religious sectarianism, budgetary constraints, and lack of focus on capacity building and administration systems are some challenges in achieving ideological integration. Putting two and two together, there’s a dire to strike the right balance between diversity and uniformity chained with teachers’ training, capacity building, and an adequate budget to meet the requirements of the SNC policy. The essay elaborates on how the SNC can pave the way for the desired ideological integration in Pakistani Society, along with the challenges and their possible solutions.
“Education is not an affair of telling and being told, but an active and constructive process”
_ John Dewey
To dissect the Single National Curriculum, it can be said that it is a policy document formulated to provide a standardized curriculum framework with uniform education to all students in Pakistan. It incorporates core subjects such as science, social studies, mathematics, critical thinking, and Information and Computer Technology while over-emphasizing the inclusion of Islamic studies and Pakistani history as its key components. To build a correlation between the SNC and national ideological integration, its objective is driven by the need to address education apartheid and ensure equal opportunities for all students while fostering a sense of national identity and unity among diverse communities in the country. Hence, SNC is considered to play a crucial role in instilling shared values and fostering a sense of national pride and unity among the students.
After contextualising the Single National Curriculum, it is now imperative to discuss how the SNC can pave the way for ideological integration in society. To begin with, one of the top prospects of SNC is the mitigation of social disparity created by the education apartheid in the country. Arguably, various types of curricula created by different social classes and schools impact the number of opportunities being provided to students. Notwithstanding this fact, it also affects the mindset of children regarding social strata. Thus, by providing a common curriculum, the menace of social disparity can be eradicated from Pakistani society. For instance, the implementation of the Social Norms Change strategy and promotion of inclusive education for all can contribute to bridging the gap between different socio-economic groups, leading to ideological integration in the country.
Moving ahead, the SNC, by propelling inclusive narratives and promoting dialogue, can encourage a sense of shared identity and belonging among diverse communities. Pakistan is a country with diverse ethnolinguistic and religious groups, which can sometimes lead to social divisions, sectarian divides, and conflicts in society. A unified curriculum, gradually but definitely, would alleviate these conflicts and promote national unity as the top priority, irrespective of ethnic and religious diversification. Hence, by promoting peacebuilding, intercultural dialogue, and inclusive governance through SNC policies, the required ideological integration in Pakistan can be fostered.
Notwithstanding this fact, the implementation of SNC has the potential to bridge the gap between public, private, and madrasa schools, thereby paving the way for ideological integration in Pakistani society. By bringing students together in terms of the same curriculum, it would foster interaction and collaboration among peers from diverse backgrounds. This interaction can break down stereotypes, dispel misconceptions, and build relationships based on shared experiences. To elaborate, the exposure of students from different school systems to diverse perspectives and values regarding each other would help bridge ideological gaps and promote mutual understanding.
Moreover, by aligning the educational content and providing a shared education framework, the SNC can promote a common understanding of key subjects and concepts among students from diverse educational backgrounds. This standardized education approach, consequently, would help bridge the regional gap and ensure that all students have access to a similar quality of education. This way, the SNC can contribute to ideological integration through the provision of standardized education curricula.
Finally, the SNC can provide an opportunity to infuse inclusive values and perspectives into the curriculum across all types of schools. By incorporating topics such as critical thinking, logical reasoning, tolerance, diversity, and respect for different cultures and religions, the SNC has the potential to uphold an inclusive and pluralistic outlook among students. This exposure to diverse perspectives and values can help bridge ideological gaps and promote mutual understanding. Consequently, by fostering an environment that prioritizes inclusivity, nurturing a shared sense of values among students, and inculcating a sense of belonging and coexistence, the SNC can pave the way for ideological unification.
Nevertheless, achieving ideological integration through SNC is not without its challenges. First and foremost, the SNC emphasizes Urdu as the only medium of instruction, resulting in the suppression of regional and ethnic languages as well as the exacerbation of educational disparities among different ethnic groups. To elaborate, many ethnic groups in Pakistan have their own distinct languages as an integral part of their cultural identity. By prioritizing Urdu, the SNC may inadvertently diminish the importance and visibility of these languages, propelling a sense of marginalization among ethnic communities, as their languages may receive limited attention or be excluded from the educational curriculum. As a consequence, ideological integration would not be achieved in its true essence as there would be homogenization of the education system and a diminishing appreciation for the rich diversity of ethnic cultures in Pakistan.
Not to speak of this, insufficient funding and infrastructural disparities are also posing a serious threat in the way of achieving the required national ideological integration. It is because implementing the SNC requires significant financial resources to develop and distribute standardized curriculum materials, especially in terms of ICT and human resource development. Moreover, in Pakistan, owing to disparities in educational infrastructure, particularly between urban and rural areas, there are greater chances of the exacerbation of existing conflicts and vertical as well as horizontal inequalities, hindering, consequently, the achievement of ideological integration.
Lastly, the unavailability of skilled teachers and administration owing to budgetary constraints can pose a significant challenge to achieving ideological integration through the Single National Curriculum (SNC) in Pakistan. Skilled teachers play a crucial role in delivering quality education and effectively implementing the curriculum. However, the shortage of skilled teachers who are well-versed in the SNC’s content and pedagogical approaches can compromise the quality of education. In addition, the shortage of skilled administrators who can effectively manage curriculum development, monitor progress, and provide the necessary support to schools can be a significant challenge. Hence, without competent, skilled teachers and an effective administration, the SNC may not be implemented effectively, blocking the attainment of its intended goals, including ideological integration.
“More important than the curriculum is the questions of methods of teaching and the spirit in which the teaching is given”
_ Bertrand Russell
To attain the intended upshot, there’s a dire need to take some pragmatic measures. To start with, its crucial to recognize and value the importance of ethnic diversity in Pakistan. Addressing the language dilemma in the SNC requires a balanced approach that respects and promotes the linguistic and cultural diversity of the country. Incorporating regional languages into the curriculum, offering bilingual education options, and providing resources for the preservation and promotion of regional languages can help ensure that ethnic diversity is not curtailed in the educational system. Additionally, engaging with ethnic communities and involving them in decision-making processes regarding language policies can foster inclusivity and strengthen the fabric of the SNC.
Moreover, the government needs to prioritize education in the national budget, allocate sufficient funds to support the implementation of the SNC and ensure equitable distribution of resources across regions. Investment in infrastructure development, including school buildings, libraries, and technology, is essential to create a conducive learning environment. Moreover, targeted support and training programs for teachers in underprivileged areas can help bridge the educational disparities. By addressing budgetary and infrastructural challenges, Pakistan can better pave the way for the successful implementation of the SNC and enhance the prospects of achieving ideological integration.
Finally, it is pertinent to address the unavailability of skilled teachers and administration, which requires comprehensive strategies and investments in the education sector. Efforts focusing on improving teacher training programs, providing ongoing professional development opportunities, and attracting qualified individuals to the teaching profession are the pressing need of the hour. Furthermore, enhancing the recruitment and training of administrators and policymakers is equally imperative to ensure effective curriculum implementation and adaptation. Also, collaboration with educational institutions, professional development organizations, and international partners can provide further support in capacity-building initiatives. Hence, by addressing these challenges, Pakistan can strengthen its education system and enhance the potential of the SNC to achieve ideological integration.
The case study of Malaysia and its implementation of a Single National Curriculum (SNC) can indeed serve as a shining example for Pakistan to consider. Malaysia’s SNC, known as the KSSR (Kurikulum Standard Sekolah Rendah), has played a significant role in fostering national unity, social cohesion, and educational equity. It has contributed to the integration of diverse ethnic and religious communities by providing a common educational framework for all students, regardless of their background. The SNC in Malaysia, however, emphasizes the importance of national identity, shared values, and mutual understanding while respecting and celebrating the cultural diversity of the country. The curriculum of Malaysia, by incorporating multiple languages, including Malay, English, and other indigenous languages, acknowledges the diverse linguistic and cultural heritage of the country, promoting multiculturalism and encouraging the preservation of cultural identities. This approach has been instrumental in nurturing a sense of shared citizenship and promoting peaceful coexistence among diverse communities. Pakistan can draw inspiration from Malaysia’s experience and adapt its best practices to suit its own context.
To articulate critically, while the SNC has the potential to contribute to ideological integration, there are several factors that need to be considered. On one side, it can foster integrative ideology by promoting a sense of belonging, inculcating tolerance, removing social disparities, and propelling social mobilization in Pakistani society. On the contrary, this uniformity should not come at the price of diversity. For the SNC to truly foster ideological integration, it must be inclusive and respect the diversity of these communities. Only then it can be considered as a philanthropic way to achieve ideological integration in the country.
In conclusion, the Single National Curriculum has the potential to pave the way for ideological integration. It, however, is not a standalone solution. It must be approached with a critical lens, ensuring inclusivity, diversity, and cultural sensitivity. Additionally, the successful implementation of the SNC, addressing implementation challenges and engaging diverse stakeholders, is essential for its effectiveness. Hence, the SNC should be viewed as a part of a broader, holistic approach to education and societal development that takes into account the multifaceted nature of ideological integration in a diverse country like Pakistan.
“Education is all a matter of building bridges – bridges of national integration”
_Ralph Elisson
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