Policy Reforms in Teacher Education: Examining the HEC Role in Implementing the Single National Curriculum

Abstract

Teacher education reform is a collaborative approach for national education development and the alignment of teacher education objectives and curriculum with the national education objectives of the Single National Curriculum (SNC) of Pakistan as set out by the Higher Education Commission (HEC). Even though a considerable amount of work is being done by the Government of Pakistan to make education uniform through the Single National Curriculum (SNC), there is still a significant gap in empirical study outcomes that assess how these policy changes are impacting practices in teacher education at the higher education level. This study has summarized some of the implications of the recent policy reforms in teacher education, and the role of the HEC in implementing the SNC for teacher education. The study is based on two objectives, two research questions and examined two hypotheses using quantitative approach and a structured survey method. Data is collected through a rigorous process from the respondents including Education Experts, District Education Officers, Professors, Masters and PhD Scholars and Researchers from Pakistan. The sample was randomly selected for the study and involved 200 respondents. The data are conflated and analysed both descriptively and inferentially; graphs and tables are used for comparative analysis and clarity of, conceptualizing the data. Results of the data suggest the influence of HEC on improving the design, development and delivery of curricula with respect to the domain of SNC. However, there are significant improvements to be made at the national level in terms of national and provincial coordination. Based on the literature available and data collected several key Policy Reforms in Teacher Education are suggested while examining the Higher Education Commission previously University Grant Commission Role in Implementing the Single National Curriculum development. This study holds significant value for policymakers, education administrators, curriculum designers, and teacher education institutions in Pakistan. By providing empirical evidence on the role of the Higher Education Commission in aligning teacher education programs with the Single National Curriculum, the research addresses a critical gap in the current understanding of policy implementation in teacher education.

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