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Title اردو نصاب اور درسی کتب : یکساں قومی نصاب برائے اردو 2020 کے تناظر میں اردو کی درسی کتب کا تنقیدی مطالعہ

Author(s) Sheema Saadia

Abstract This thesis, titled "Urdu Curriculum and Textbooks: Critical Analysis of Urdu Textbooks in the Context of Single National Curriculum of Urdu 2020," investigates the alignment and effectiveness of Urdu textbooks for classes 1 to 5 within the framework of the Single National Curriculum (SNC) for Urdu 2020. The study explores the degree to which the textbooks, which are central to the primary education system, reflect the curriculum's objectives and facilitate a coherent and consistent educational experience for young learners. The SNC was introduced with the intention of standardizing education across Pakistan, ensuring that all students, regardless of their socio-economic background, have access to a uniform quality of education. Within this context, the Urdu curriculum serves as a crucial component of the primary education system, aiming to develop students' language skills in a structured and progressive manner. The effectiveness of this curriculum, however, largely depends on the textbooks used to deliver its content. This study, therefore, critically analyzes the extent to which the Urdu textbooks align with the SNC's goals, principles, and pedagogical approaches. The research is structured into four chapters, each addressing a different aspect of the curriculum and textbook alignment. The first chapter provides an overview of the Curriculum, Curriculum Models, curriculum Foundations, SNC, SNCF and textbooks etc. This chapter also introduces the theoretical framework of the study, which is based on Single National Curriculum Framwork (SNCF). A Single National Curriculum for Urdu 2020 has been designed based on a Single National Curriculum Framework. This framewok advocates for a gradual and logical progression from simple to complex concepts, while serving as a lens through which the textbooks are analyzed. The second chapter focuses on the alignment between the learning outcomes presented in textbooks and the goals, objectives and learning outcomes outlined in the Single National Curriculum (SNC). This chapter critically examines how effectively the textbooks reflect the intended competencies that students are expected to develop and achieve according to the SNC. The chapter identifies which competencies have been given significant emphasis in the textbooks and which competencies have been neglected or insufficiently addressed in the textbooks. By contrasting the SNC’s viii objectives with the actual content provided in the textbooks, the chapter offers a critical perspective on the strengths and weaknesses of the educational resources, suggesting areas for potential improvement to better align with the curriculum's comprehensive goals. The third chapter delves into the content of the Urdu textbooks, examining how well they align with the curriculum's objectives. This chapter analyzes the selection of themes, topics, activities and linguistics issues included in the textbooks. This chapter also focuses on the pedagogical approaches embedded within the textbooks. It evaluates the extent to which the textbooks incorporate interactive and student-centered learning activities, as recommended by the curriculum. This chapter also examines the textbooks' emphasis on critical thinking, creativity, and problem-solving skills, which are key components of the SNC. The fourth chapter provides a thorough review of Urdu textbooks, evaluating them against the recommendations set forth in the Single National Curriculum (SNC). This chapter critically examines various aspects of the textbooks, including their physical and visual design, content organization, and pedagogical approach etc. The findings of this study reveal both strengths and weaknesses in the alignment between the SNC and the Urdu textbooks. While the textbooks generally reflect the curriculum's objectives, there are areas where improvements could be made to enhance consistency and coherence. The study concludes with recommendations for curriculum developers, textbook authors, and educators, aimed at improving the alignment between the curriculum and textbooks to ensure a more effective and meaningful learning experience for students. Overall, this thesis contributes to the ongoing discourse on curriculum development and textbook evaluation in Pakistan, offering insights that can inform future revisions of the SNC and the Urdu textbooks used in primary education.

Type Thesis/Dissertation PhD

Faculty Languages

Department Urdu

Language Urdu

Publication Date 2025-05-07

Subject Urdu

Publisher NUML

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