DIALOGICAL EDUCATION AND CURRICULUM IN PAKISTAN: ISSUES AND PROSPECTS

Abstract

In Pakistan, a center-periphery approach is followed in the process of curriculum development in which the curriculum developers stress following the guidelines and objectives formulated by the bureaucrats at the central/ provincial levels. In this way, the teachers play a little role in the process of curriculum development instead they are instructed to teach the books and complete the syllabus. Dialogical education allows to provides a positive and dynamic contribution to students in the building of collective knowledge. Here a form of dialogue is adopted and students get an opportunity to discuss and build shared knowledge. This study aims to explore dimensions of dialogical education and to investigate key issues in implementing dialogical education in the country. It recommends that the problems of society like poverty, law and order situation, illiteracy, impatience, and unstable democracy can be better understood if a system of dialogical education is followed.