Main Article Content
The curriculum decides about the students’ abilities because it is substantial for national development to know the gap between what the national education system provide and what our national development demand is to likely to widen in future. This qualitative research study investigated development and implementation of the reforms in curriculum, teacher’s readiness about the implementation and assessment of these reforms in Sindh School Education Sector. The data was collected from those who were involved in policy development and implementation process. The tool of data collection was Semi- structured interviews whereas, thematic development method was employed as data analysis. After the 18th Amendment the provinces are responsible for all matters related to policy, curriculum, syllabus and textbook planning and development centers, equally center of excellence and standards of education inclusive of Islamic Education. In this regard Government of Sindh has initiated various reforms in curriculum to meet the global competition with the help of various development partners. The Directorate of Curriculum, Assessment and Research (DCAR) in the province is responsible to develop the curriculum of school and college education in the province. The curriculum experts of DCAR developed conducive environment based curriculum. Additionally, the curriculum makes students familiar to objectives, issues and history of our society and region. Eventually, the assessment and teacher professional development needs more equips for implementing the curriculum reforms.