The Role of HEC and Provincial Bodies in Curriculum Reforms for Teacher Education; Policy Reforms in Teacher Education under Single National Curriculum in Pakistan

Abstract

This research paper focuses on the role of the Higher Education Commission (HEC) and provincial governments in implementing reforms to the teacher education curriculum in Pakistan, specifically in relation to the Single National Curriculum (SNC). This research paper is based on the increase of national uniformity and quality in teacher education based on policy developments and reform agendas. The focus and foundation of the research is guided by two objectives, two research questions, and two hypotheses that explore the role(s) and coordination of national and provincial education institutions in curriculum rethink and change. A quantitative research design is used to conduct the study with a survey as the method of data collection. The research population included District Education Officers, education experts, university faculty, NGOs, a wide group of scholars, and practitioners in the field, with an overall purposive sample of 250 respondents in total. Data is presented using tables and analysis of pie charts to provide the prevalence and trends of responses. The findings indicate partial alignment and varying levels of support for implementation from provincial bodies and significant gaps in training, clarity of policy, and cooperation across institutions. In conclusion, while the HEC retains preeminence in standard setting, effective reform depends on forms of engagement with provincial agents. To ensure ongoing and coherent curriculum reforms in teacher education through the SNC, there is a need to develop coordinated policy frameworks across levels, improved capacity building efforts, and clarified roles.

Keywords:  HEC, Curriculum Reforms, Teacher Education, Policy Reforms, Single National Curriculum, Provincial Bodies