Competency based education in middle schools of pakistan
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Date
2018
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UMT.Lahore
Abstract
The middle school curricula introduced in 2006 in Pakistan were underpinned by competency-based education. The overall aim of this qualitative research study was to identify the gaps between the competencies embedded in national curriculum of English of Middle School and teachers’ practices regarding competencies embedded in national curricula. To achieve this aim, the features of competencies embedded in national curriculum of English of Middle School were examined and teachers’ practices regarding competencies embedded in national curriculum were explored. Qualitative content analysis of the official curricula was conducted to identify the features of competencies incorporated in them. Additionally, in depth interviews were conducted with a purposively selected sample of ten teachers from a district in Punjab. Interview data were translated and transcribed. Qualitative content analysis was conducted on all the interview transcripts. Analysis of the data revealed that the documented curriculum is a big success in the skill-oriented and competency-based learning outcomes which are derived through different strands or benchmarks. Moreover, the curriculum also vividly outlines proper strategies for teaching properly linked with the objectives of curriculum. However, there are major gaps in written curriculum and implemented curriculum of English. Analysis of The study has highlighted that English teaching has been a neglected area in schools of Pakistan. Memory driven exam system has directed teachers for rote learning practices. Passive teaching practices are prevailed in majority of the schools. Lack of in-service training does not allow teachers to be active and motivated towards teaching. Development of critical thinking skills, problem solving skills largely lack in teaching and focus lays mostly on word knowledge, sentence knowledge and usage of grammar. Libraries don’t exist in most of the school. Translation method is prevailed as a reading strategy and learners hardly get any opportunity to practice language skills in the classrooms. The implementation is falling back in a two-pronged manner: The monitoring and evaluation of the curriculum requires attention. Teachers training which should be an integral part of the curriculum itself lags thus jeopardizing an effective use of the curriculum.