This document discusses the problems and challenges facing business education in Pakistan. It identifies a lack of qualified teachers, poor research facilities, an absence of standardized curriculum evaluation, and frequent educational reforms as major issues. It also notes the need for business education programs to offer diverse courses aligned with market needs. The document concludes by examining the challenges Pakistani business schools face in incorporating international standards and dimensions into their curricula and faculty.

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Curriculum Design and Development by Hina Jalal (PhD Scholar GCUF)
Analysis of current National curriculum documents of Business education
Problem and Challenges of Business education in Pakistan
Despite of growth, the business education institutions in Pakistan still suffer from different institutional as well
as governmental problems. Thus, majority of them cannot follow the international standards of business
education. The problems and challenges from government side include, inadequate government investment,
politicized curricula, corruption in educational sector, frequent educational reforms. The brief description of
problems both from institutional as well as government side is given below:
1. Lack of highly qualified professional teachers:
Though the Government of Pakistan has fixed considerable budget for the faculty development of higher
education institution throughout the country but still the business education institutions face the shortage of
highly qualified professional teacher. Teachers have not only strong academic back ground in business and
commerce but also have experience in corporate sector, so that they can give the real image of business
education curriculum to students.
2. Lack of facilities for good quality research and presence
In order to overcome the gap between theory and practice, there is a need of quality research. But in the business
education institutions of Pakistan, especially in private sector there are no facilities for doing good quality
research; there are no properly maintained libraries, with non-updated data bases and no extra remunerations
for researchers.
3. No standardized curriculum evaluation system:
The lack of standardized curriculum evaluation system has really demoralizing effects on business education.
there is no annual and periodic evaluation system that is used to update and change business education
curriculum.
4. Frequent educational reforms:
Since creation of Pakistan, more than half of dozen educational policies have been passed. Each educational
policy has brought new reforms, which were not completely followed by the educational institutions due to

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Curriculum Design and Development by Hina Jalal (PhD Scholar GCUF)
lack of implementation mechanism. The ever-changing educational reforms have negatively affected the
performance of teachers, by forcing them to follow each year new rule and procedure.
5. Lack of diverse programs and courses:
The business education institutions should not try to include diverse number of programs and courses in field
of business, information technology, commerce, trade and industry. So, that business education can trains their
students in each aspect of business. so that the diverse and updated needs of business sector are fulfilled.
Overview of business education program in Pakistan
Recent trends indicate that there exists much demand of business education in the market. Further, government
of Pakistan is also considering bringing reforms in taxation regime, which would result in increased demand
for taxation related services in the country. Therefore, it is need of the era to adopt a strategic outlook for
business education curriculum and focus on prospects of job market. There is also a need to associate business
education with local and international professional accounting bodies to develop an integrated curriculum.
Students should also be guided to pursue a meaningful career in the domain of accounting, auditing, marketing,
taxation or finance.
NBEAC (National Business Education Accreditation Council) required that the program must be selected as
per school strategic objectives. The purpose of the program and mechanism is required to develop the
programs. The program design must abreast the need of market and environment and a quality assurance
system must exist to assure the quality of learning. The content of the program must be relevant to the society
and industry.
The institution is required to submit a detail of methods used to teach program content such as lectures, business
games, group studies and case studies. The student assessment must ensure that the program objectives were
fulfilled. Student assessment procedures used to evaluate student competencies must reflect how effectively
the intellectual skills were inculcated among the students.
Thus, business schools in Pakistan faces a major challenge of incorporating international dimension in their
curriculum and faculty. The second major difference is the traversal approach of ethics, responsibility and
sustainability of EQUIS (European Quality Improvement System) standards. NBEAC has the aspect of
community services, but EQUIS demands not only ethics but the component of social responsibility and ethical

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Curriculum Design and Development by Hina Jalal (PhD Scholar GCUF)
values in core business of the school from mission to curriculum development as well. To add international
dimension in curriculum and business schools mission needs experienced faculty and staff.
References:
Ahmad Z. et al., (2018). Descriptive Analysis of Courses included in the Curriculums of Commerce and
Business Education.
Khan A. et al., (2011). BUSINESS EDUCATION IN PAKISTAN Growth, Problems and Prospects