A single national program, a national disaster | By Tariq Aqil


A single national program, a national disaster

SUCCESSIVE regimes and political leaders in Pakistan have failed to recognize that education is the antidote or panacea to most of our political and socio-economic problems and hardly anything seems to have been done to reform our system. education over the past seventy-four years.

Imran Khan finally launched the one-time national program, calling it the gift of God to Pakistan that will end all inequalities in the country’s education system.

The first phase of the CNS was started at the primary level from the first to the fifth.

There are currently a number of education systems in the country, including the Cambridge system offered by private schools and the local matrix system offered by government institutions, and then religious education offered by the Deeni Madaris.

The country’s education system suffers from two major flaws. First, government-run schools have failed miserably to provide modern education to our young minds, second, the brainwashing provided by religious seminars in the name of education has only produced religious fanatics and sectarian spirits. leading to sectarian violence and obscurantist way of life, and these seminars have remained unregulated since independence.

The unique national curriculum so proudly unveiled by Imran Khan does not address any of the problems of our education system.

In Pakistan, most public schools are in urgent need of investment in basic infrastructure such as toilets, libraries, computer labs, sports facilities, clean water and even toilets.

There is also the problem of out-of-school children as the dropout rate in Pakistan is 40 percent one of the highest in the world.

The development and design of the single national curriculum seems to be another attempt to further Islamize society.

This is nothing but a blatant attempt at yet another round of forced religious injunctions on our students leading to increasing sectarianism and sectarian violence.

Besides its many flaws and drawbacks for students in general and Pakistan in particular, the SNC is full of growing concerns about its successful implementation.

This program was introduced to promote national integration and cohesion, but it has already created a serious rift between Sindh province and the federal government because Sindh province refused to implement this program because the matter of education is now, after the 18th Amendment, a provincial subject. and the federal government does not have to ram something down the throat of a province.

The SNC does not provide any separate plan for non-Muslims for their religious education, but in fact it has forced them to follow the same religious content taught to Muslim students and this is a clear and flagrant violation of Article 22 of our Constitution.

The designers of the SNC focused on quantity and not quality, thus encouraging students to learn by rote.

The Islamic studies curriculum has been improved and expanded to include the full recitation of the Holy Quran, the words of the Holy Prophet (PBUH) and some chapters on the lives of the prophets.

Many teachers have complained about the complex and lengthy content of the CNS which they believe is quite difficult to understand and teach, and students have great difficulty studying and understanding complex material requiring them to memorize.

Public policy expert and minority activist Peter Jacob and his team of educators pointed out that 9% of the content in SNC’s Class 3 English textbook violates Article 22.

This violation worsens as the child progresses to higher grades. 23% of the Class 4 English textbook and 21.42% of the Class 5 textbook are also contrary to Article 22.

The SNC’s English textbooks show women only in the roles of mother, housekeeper and teacher, while men can be seen in more diverse roles such as policeman, farmer and doctor, this is a kind attempt to Talibanize the curriculum.

English and Urdu are compulsory subjects under the SNC “Teaching Islamic content in compulsory subjects has been one of the contentious issues for minorities,” Jacob rightly pointed out.

“Besides coercion, this is discriminatory because students belonging to religious minorities are required to study and take exams for these subjects.” Some examples Jacob points out include a question on the first page of a CNS Urdu textbook template that asks students in Class 2, “Do you know?”

Allah is our Creator ”Likewise, in the English textbook of class 1 there is an understanding passage titled“ Blessings from Allah ”and in the English textbook of class 3, eight-year-olds are instructed to recite a naat which has been described as a poem in praise of the Last Prophet (pbuh).

No one disputes the goals of teaching Islamism as a compulsory subject, but what is the need for all this religious content in compulsory subjects like English and Urdu? Dr Yaqoob Bangash claims that religious content has increased significantly in the new curriculum and that the Punjab Department of Human and Minority Rights has requested the Punjab Textbook Board to exclude all Islamic content from compulsory subjects and from move the material to the subject of the Islam, but all of these suggestions were ignored by the federal government.

– The writer is a history professor based in Islamabad.


Leave A Reply