Navigating Pakistan’s Educational Policy Landscape in Pursuit of Sustainable Development Goal 4: A view of Stakeholders

Abstract

This study aimed to qualitatively assess educational policies in Pakistan in the context of achieving Sustainable Development Goal 4 (SDG 4). The research used in-depth interviews with a diverse group of participants, including educators, officials, and stakeholders from both public and private education sectors. A semi-structured interview protocol was designed to investigate legal aspects of inclusion, equitable quality education, and lifelong learning experiences related to SDG-4 in Pakistan. The study included 15 purposively selected respondents, and their interviews were recorded and transcribed. The findings revealed barriers to SDG 4 achievement, such as governance issues, low stakeholder participation, and challenges in monitoring and budget allocation. The study recommends prioritizing capacity building and fostering stakeholder ownership to effectively implement SDG 4 at the federal and provincial levels in Pakistan's education system.

Education for Sustainable Development: An Analysis of English Textbook Grade-V

“…National Curriculum in 2006 intends to integrate sustainability across different subjects including English Language (Ministry of Education, 2006) but, few studies have been found on sustainability integration in English language education in Pakistan context, Khalil et al (2023) studied syllabus of BS English for incorporation of sustainable development which recommended for reviewing the well-established curriculum to incorporate sustainable development together with 21st-century skills applying content analysis method. Recent studies have been conducted for the integration of sustainability education in English textbooks for grades VIII, IX & X (Jamil, Anwar & Sohail, 2024;Jamil, Nosheen & Saleem, 2024;Jamil, Rasool & Moin, 2024).…”