Former Punjab Minister Proposes April 2028 Deadline for Unified National Curriculum

What happened

Former Punjab Education Minister Mian Imran Masood has proposed a unified core curriculum for Pakistan to prevent educational disparities. During a media briefing on curriculum reforms, Masood urged federal and provincial governments to reach a national consensus and suggested an April 2028 deadline for phased implementation [1, 2]. He argued that separate curricula being developed by the federal government, Punjab, and Khyber Pakhtunkhwa could create gaps in educational standards and hinder students transferring between provinces [1, 2].

Masood noted that while the 18th Constitutional Amendment devolved curriculum responsibilities to provinces, a broad degree of alignment was maintained from 2010 to 2026 [1, 2]. He emphasized that the curriculum affects classroom instruction, teacher preparation, learning outcomes, and examination methods [1, 2]. He also pointed out that Pakistan has approximately 140 to 145 teaching days per academic year, which is lower than the 192 to 220 days found in several other countries [1, 2].

Arshad Saeed, the managing director of Oxford University Press Pakistan, supported the reform but stated success depends on coordination between federal and provincial authorities [1, 2]. Saeed proposed a common core for English, Urdu, mathematics, and science, while allowing provinces to include local history, geography, and perspectives in social studies [1, 2].

Current curriculum developments include:

• The National Curriculum Council is seeking public feedback on the draft National Curriculum Framework 2026 and proposed curricula for early childhood care and education through Grade 5 [1, 2].
• Punjab has approved a revised primary curriculum for introduction in the 2027 academic year [1, 2].
• Khyber Pakhtunkhwa has introduced updated curricula for secondary and higher secondary classes [1, 2].

Participants at the briefing stated that the proposed April 2028 deadline would allow for necessary steps, including pilot teaching, textbook development, review, printing, distribution, and teacher training [1, 2].

Who is affected

• Students moving between different provinces in Pakistan [1, 2].
• Teachers who will require professional training for new methods [1, 2].
• Schools and publishers responsible for textbook production and implementation [1, 2].
• Federal and provincial governments and curriculum authorities [1, 2].