Evaluation of Higher Secondary School Curriculum With Respect to Peace Education In Khyber Pakhtunkhwa (Pakistan)

Citation: Amin, S. (2021). Evaluation of Higher Secondary School Curriculum With Respect to Peace Education In Khyber Pakhtunkhwa. (Publication No. 123-FSS/PHDEDU/F16) [Doctoral thesis, International Islamic University Islamabad]. Pakistan Research Repository.

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Abstract

School curriculum performs a vital role in strengthening the conceptual understanding of peace in school adolescents. It’s important to evaluate the strength and weakness of school curriculum to incorporate the further strategies to enhance the vision of peace in the adolescents. Keeping in view the emerging violent attitude in the school adolescents, its need of the day to evaluate the school curriculum regarding the curriculum approach about peace teachings. Therefore, keeping in view existing situation of peace in Khyber Pakhtunkhwa province of Pakistan, its urgent need to evaluate the school curriculum contributions regarding the conceptual understanding of peace in school adolescents (Mahmood, 2010). For this purpose, it is also important to evaluate the school curriculum to explore the further needs and challenges for peacebuilding in the adolescents as well (Hamid, 2011). Therefore, the researcher decided to conduct this study. Many studies recommend, “Integral Model of Peace education” for the evaluation of school curriculum with respect to peace education. Concluded that integral model of peace education is significant in assessing the peace teachings in school curriculum. Therefore, the researcher decided to meet the objectives of study in the light of integral model of peace. The purpose of this study was to evaluate the higher secondary school curriculum with respect to peace education in Khyber Pakhtunkhwa. The objectives of the study were to: analyze the higher secondary school level curriculum 2006 and textbooks of the three subjects (English, Urdu, and Islamic Studies) with respect to the integral model of peace education, assess the higher secondary school level curriculum with respect to the component ‘peace with oneself’ of an integral model of peace education, analyze the higher secondary school level curriculum with respect to the component ‘peace with other’ of an integral model of peace education, evaluate the higher secondary school level curriculum with respect to the component ‘peace with nature’ of an integral model of peace education, and examine the views of stakeholders regarding higher secondary school level curriculum with respect to the integral model of peace education. The concurrent triangulation design was used in this study. The prevailing higher secondary school level core curricula and textbooks of three subject (English, Urdu, and Islamic Studies), teachers, and curriculum experts was the population of this study. These are core subjects and focuses on the existing social, peace and conflicts issues in various dimensions in Pakistani society. Therefore, researcher decided to select these subjects in this study. Questionnaire and content critical discourse analysis was used as research tools in this study. The qualitative data were analyzed with the help of critical discourse analysis while quantitative data were analyzed with the help of SPSS. Percentage, frequency, mean score, standard deviation, and chi-square were used as a statistical tools. The study further recommends that the long-term and short-term goals of the Peace Education Program for peacebuilding environments in schools should be clear from the start to facilitate learning outcomes. Moreover, the government, through the Ministry of Education, needs to make a mechanism for assessing a culture of peacebuilding in schools. Further, the present study may serve as an indication of the need to introduce peace education as a subject in the school curricula of schools in Pakistan.

 

 

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