A Thematic Analysis of the Perspective of District Education Officers (DEOs) on the Implementation of Single National Curriculum in Punjab Public Schools

Abstract

The Single National Curriculum (SNC) was launched as a major initiative of education reform in Pakistan in order to minimise the differences between the diverse educational systems and providing equal learning opportunities to all learners of the country. The high expectations may only be met through good planning, preparedness, provision, monitoring and support from the leadership. Most research has tended to be directed towards teachers and school leaders, with there being little focus on the views of District Education Officers (DEOs), who have a key role in implementing school policy. This study aims to discuss the views of the DEOs on the implementation of SNC in public primary schools of Punjab. Qualitative research design was used and eight DEOs were selected using purposive sampling and these were interviewed semi-structurally. Thematic analysis revealed that educational stakeholders viewed the SNC positively for promoting equality and standardization. However, significant issues were identified: inconsistent implementation quality, inadequate teacher readiness, resource shortages, infrastructure limitations, administrative hurdles, and urban-rural disparities. The findings highlight the necessity for ongoing training, robust monitoring, stakeholder awareness, and interdepartmental cooperation. Despite advancements in curriculum consistency and teaching practices, the SNC encounters challenges that require focused professional development, equitable resource distribution, and better governance for effective public school implementation. The results will be useful and valuable to the body of knowledge relating to curriculum reform and educational policy implementation in developing nations.