EXPLORING THE OBSTACLES ENCOUNTERED BY THE CURRICULUM REVIEW COMMITTEES IN SINDH

Abstract

The present qualitative study explores the mechanisms of the curriculum review process in the Directorate of Curriculum, Assessment, and Research Sindh, Jamshoro (DCAR), its difficulties and the points of improvement. The study was informed by three objectives (1) to determine the overall challenges being experienced by the curriculum review committees; (2) to understand the perception and experience of the stakeholders in the curriculum development and review process, (3) to give recommendations on what can be done to make the curriculum review process effective and relevant. The data were gathered by means of structured interviews with 24 people (8 females and 16 males) who were DCAR officials, educators and subject specialists, using purposive selection. Substantive coding resulted in the identification of ten identified themes; integration and communication gaps, lack of clarity in roles, lack of resources, political influence, socio-cultural relevance, curriculum-assessment integration, workload challenge, preparation to be innovative, inclusion of stakeholders, process reforms to be made. The results pointed out strengths (sophisticated specialists and vigorous consultations) and weaknesses (poor infra-structure and insufficient transparency as well as involvement of contrasting stakeholders). Recommendations include strengthening communication, enhancing political neutrality, upgrading resources, enhancing innovation and aligning curricula with the local and international scales. National priorities. The research will be of benefit to policymakers, curriculum developers, and education administrators on both governance and outcomes in curriculum review.