The apprehension of English teachers regarding Single National Curriculum (SNC) of English at Primary level in Multan region: A quantitative study

Abstract

The government of Pakistan has introduced a Single National Curriculum (SNC) to be followed by all public and private schools nationwide. Private schools must obtain government certificates for their chosen textbooks and use only approved books. Madrassas are also required to adhere to the same textbooks and curriculum as prescribed by the government. In Punjab, training sessions for teachers in both public and private schools have been initiated to ensure effective implementation and desired outcomes. This study aimed to explore English teachers' perceptions of the SNC and its impact on students' and teachers' progress at the primary level, while also unveiling socio-economic disparities within Pakistan's education system. A questionnaire was developed and administered to respondents from primary and high schools in Multan, selected through convenient purposive sampling. The collected data were analyzed using SPSS software, with strict adherence to research ethics to maintain respondent anonymity. The findings indicated that the SNC has enhanced students' reading and speaking skills, as well as contributed to reducing socio-economic disparities within Pakistan's education system. The SNC ensures equal opportunities for quality education for students across the country, regardless of whether they attend public or private schools. Additionally, the SNC has raised educational standards in madrassas by requiring them to follow the government-prescribed curriculum. Furthermore, the SNC has introduced new dimensions and strategies in teaching the English language, aligning with international teaching trends.