IMPLEMENTATION OF NATIONAL CURRICULUM OF PAKISTAN: CHALLENGES FACED BY SECONDARY SCHOOL TEACHERS IN DISTRICT SKARDU, GILGIT BALTISTAN

Abstract

This study investigates the problems faced by secondary school teachers in implementing the curriculum in public school of District Skardu. Curriculum implementation plays a crucial role in achieving the intended learning outcomes; however, teachers in remote regions like district Skardu often face numerous challenges that hinder effective execution. Using a qualitative case study design, the researcher conducted semi-structured interviews with eight purposively selected teachers five male and three females who possessed Master’s degrees, professional qualifications, and more than five years of teaching experience. Data were analyzed through thematic interpretation after transcription, triangulation, and ensuring ethical considerations. The findings reveal multiple barriers that obstruct successful curriculum implementation. A major challenge identified was the unavailability of the National Curriculum document in schools, resulting in teachers’ limited understanding of curriculum aims and standards. Teachers reported no participation in curriculum development or planning processes, which further weakened their sense of ownership and clarity. Inadequate learning facilities, such as outdated laboratories, insufficient computers, and lack of libraries, significantly affected the achievement of curriculum objectives. Overcrowded classrooms and examination-oriented teaching practices compelled teachers to focus on syllabus completion rather than conceptual understanding or intended learning outcomes. The study also highlights shortages of qualified and specialized staff, overburdened teachers, limited opportunities for professional development, weak monitoring mechanisms, and late provision of textbooks as major obstacles. These challenges collectively contribute to rote learning, poor classroom practices, and ineffective implementation of the curriculum. The study emphasizes the need for improved teacher participation in curriculum processes, adequate learning resources, timely provision of textbooks, strong monitoring systems, and sustained professional development programs. The findings provide valuable insights for policymakers, school leaders, and educational planners to support equitable and effective curriculum implementation in remote regions like Skardu