GLOBALLY, primary education is seen as a foundational step, but in Khyber Pakhtunkhwa (KP), it is treated as a rigid, outcome-driven system. The current approach imposes a uniform syllabus and expects measurable results at an early stage, effectively labelling young children instead of nurturing their growth.

This approach overlooks the KP`s rich multicultural diversity, where education in regional mother tongue should be prioritised. A one-size-fits-all language policy and single national curriculum fail to address the distinct needs of urban and rural areas.

For the current fiscal, the KP government has allocated around Rs7 billion for the publication and distribution of textbooks. For a province with limited financial resources, this cost is unsustainable. A shift from traditional textbook-based teaching to a more flexible, cost-effective system is essential.

Instead of rigidly prescribing teaching materials, the government should establish a comprehensive curriculum framework that outlines clearlearninggoals.

Teachers should then be given the autonomy to use innovative methods and resources to achieve these goals. Additionally, education in the mother tongue shouldbeinitiated at the locallevelto reflect the cultural and linguistic diversity of specific regions.

To ensure effective implementation, a dedicated committee should be formed at the tehsil level. This committee shouldcomprise administrative officials, e ducation experts and community members, and should oversee curriculum adaptation to local needs while maintaining educational standards.

These reforms would not only make education more inclusive, but also significantly reduce unnecessary expenses, paving the way for a more sustainable and effective system in KP.

Syed Haroon Buner