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- Education for peace and harmony
- Reconstruction of the National narratives and Counter-Violent Extremism Model for Pakistan
- Role of Post-Noon Engagements of Madrassa Students in Radical Orientation
- Promoting Inclusive and Tolerant Educational Narratives
- Islam, Democracy and the Constitution of Pakistan
- Minority Rights in Pakistan: Historic Neglect or State Complicity?
- “Creating an environment that counteracts militant ideologies and radicalism in Pakistan”
- Through Each Other’s Eyes
- The Role of Ulema in Promotion of Peace and Harmony in Society
- Critical Ideologies: A Debate on Takfeer & Khurooj
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- Pakistan’s achievements in war on terror but at what cost: a special review of the current decade
- Pakistan in changing world order
- Who Am I
- Academic and Intellectual Dialogue on Social Harmony, Tolerance and Education
- Youth Engagement in Pakistan: Baseline Evaluation and Way Forward
- Dialogue Pakistan 2020
- Strengthening Governance in Pakistan
- Youth Perspective on Society, Religion, And Politics
- Supporting the Afghan peace process: Pakistan’s position, interests and policy options
- Afghanistan as Seen from Pakistan I
- Afghanistan as Seen from Pakistan II
- Perspectives from Pakistan on Afghan peace and reconciliation 1
- Discourse with Balochistan Youth on Society, Religion, and Politics
- Perspectives From Pakistan on Afghan Peace and Reconciliation 2
- How Youth in Sindh View State, Religion and Politics
- Afghan Peace and Reconciliation: Pakistan’s Interests and Policy Options II
- Interfaith Relations in Pakistan Perspectives and Worldview of Youth in Punjab
- Pakistan’s CounterExtremism Challenge and Policy Recourse
- Afghanistan as Seen from Pakistan III
- Making Sense of Pakistani Youth How Youth in Pakistan View State, Society, Religion, and Politics
- PERSPECTIVES FROM PAKISTAN ON AFGHAN PEACE AND RECONCILIATION 3
- AFGHAN PEACE AND RECONCILIATION: PAKISTAN'S INTERESTS AND POLICY OPTIONS 3
- A Path to Peace
- Countering Violent Extremism on Campuses A Faculty-Oriented Policy Brief
- PERSPECTIVES FROM PAKISTAN ON AFGHAN PEACE AND RECONCILIATION 4
- Afghanistan as Seen from Pakistan IV
- AFGHAN PEACE AND RECONCILIATION: PAKISTAN’S INTERESTS AND POLICY OPTIONS 4
- POLICY BRIEF APRIL-JUNE, 2022
- Afghanistan as Seen from Pakistan V
- AFGHAN PEACE AND RECONCILIATION: PAKISTAN’S INTERESTS AND POLICY OPTIONS 5
- PERSPECTIVES FROM PAKISTAN ON AFGHAN PEACE AND RECONCILIATION 5
- Charter of Peace
- AFGHAN PEACE AND RECONCILIATION: PAKISTAN'S INTERESTS AND POLICY OPTIONS VI
- AFGHANISTAN AS SEEN FROM PAKISTAN-VI
- PERSPECTIVES FROM PAKISTAN ON AFGHAN PEACE AND RECONCILIATION 6
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- POLICY BRIEF October December, 2022
- Youth for interfaith harmony Newsletter 1
- AFGHAN PEACE AND RECONCILIATION: PAKISTAN’S INTERESTS AND POLICY OPTIONS
- PERSPECTIVES FROM PAKISTAN ON AFGHAN PEACE AND RECONCILIATION 7
- AFGHANISTAN AS SEEN FROM PAKISTAN-VII
- YOUTH AND THE SOCIAL CONTRACT IN PAKISTAN
- Pakistan’s Afghan perspective and policy options
- POLICY BRIEF January-March, 2023
- Charter of Peace
- PERSPECTIVES FROM PAKISTAN ON AFGHAN PEACE AND RECONCILIATION 8
- AFGHANISTAN AS SEEN FROM PAKISTAN-VIII
- AFGHAN PEACE AND RECONCILIATION: PAKISTAN'S INTERESTS AND POLICY OPTIONS 8
- AFGHAN PEACE AND RECONCILIATION: PAKISTAN’S INTERESTS AND POLICY OPTIONS 9
- Policy Brief April- May 2023
- POLICY BRIEF Jun- Aug 2023
- AFGHAN PEACE AND RECONCILIATION: PAKISTAN'S INTERESTS AND POLICY OPTIONS - 11
- Pakistan's Evolving Militant Landscape: State Responses and Policy options
- AFGHAN PEACE AND RECONCILIATION: PAKISTAN’S INTERESTS AND POLICY OPTIONS – 12
- TRENDLINES OF PAKISTAN'S SECURITY CHALLENGES
In a push for inclusion in religious education, Pakistan National Curriculum Council (NCC) recently issued no-objection certificates for the publication of religious textbooks for students from seven minority groups. This will allow publication of books on the Hinduism, Sikhism, Christianity, Bahai, Zoroastrianism, Kalasha, and Buddhism. The development has been lauded as a milestone for the country’s religious minorities who face discrimination, prejudice, and neglect within the education system. Though constitutionally the minority students have rights to education in their religion, they have mostly been restricted to studying Islamic education or “Ethics” at schools.
Records indicate minority students barely opt for Ethics. According to a study by the Centre for Social Justice, only 0.07% of minority students opted for ethics at Grade-5 level, while 0.06% opted for it at Grade-8 level. Out of a total of 15,917 minority students at matriculation, 80% studied Islamiat and only 20% studied ethics. Out of 7,405 non-Muslim students at intermediate level, 90% studied Islamiat and only 1.7% studied ethics, while 8.8% studied civics. Considering these statistics, the creation of a religious minority curriculum can be viewed as a much-needed positive development.
The no-objection certificate issued on March 3 has boldly asserted that the new textbooks “[are] free from all biases related to cultural, ethnic, and linguistic diversity of the people of Pakistan.” According to news reports, the curriculum is prepared by the NCC “after getting detailed input from all seven communities, who with consensus, agreed on the draft curriculum.” The textbooks which will soon be published and available to roll out in the upcoming academic session. The NOC further reads that, “In the textbooks, there is nothing against any religion, Pakistan, and organs of the state. All the references of the holy books are authentic. All the maps used in the textbooks are approved by Survey of Pakistan and the National Book Foundation,”.
The NCC’s has announced that the National Bank Foundation will improve, update, and revise any part or the entire textbooks based on feedback from the field during the implementation process and will submit improved versions for approval. The government will reportedly publish 35 books (one each for the seven religious minorities) for classes one to five and 21 books for classes six to eight based on the number of enrolled students.